Moving from a community of talk to a community of practiceNAFCareerAcads
Professional learning communities have gotten a lot of attention over the years.
Academies have the structure and conditions to go much deeper by establishing a
community of practice. These grade level teams can significantly improve student
achievement. Come learn what makes them effective and how to build your own
community of practice.
Presentation by Bank Permata during WAVE Woman: Strengthening Women Economic Capacity through Skill-based Volunteering
Volunteer-ID, supported by BINUS Business School, celebrate International Women's Day by increasing public awareness about skill-based volunteering, women economic capacity strengthening
This presentation was shared during a half-day free event to plant seed of camaraderie, share ideas, form network, and strengthen knowledge.
Discussion theme:
a. Skill-based Volunteering, CSR & Stakeholders Engagement: Its potential contribution to strengthening women economic capacity.
b. Women Entrepreneur, Opportunities & Challenges
c. Implementation of SBV in higher education & banks
d. Woman entrepreneur's story. how do I start?
Moving from a community of talk to a community of practiceNAFCareerAcads
Professional learning communities have gotten a lot of attention over the years.
Academies have the structure and conditions to go much deeper by establishing a
community of practice. These grade level teams can significantly improve student
achievement. Come learn what makes them effective and how to build your own
community of practice.
Presentation by Bank Permata during WAVE Woman: Strengthening Women Economic Capacity through Skill-based Volunteering
Volunteer-ID, supported by BINUS Business School, celebrate International Women's Day by increasing public awareness about skill-based volunteering, women economic capacity strengthening
This presentation was shared during a half-day free event to plant seed of camaraderie, share ideas, form network, and strengthen knowledge.
Discussion theme:
a. Skill-based Volunteering, CSR & Stakeholders Engagement: Its potential contribution to strengthening women economic capacity.
b. Women Entrepreneur, Opportunities & Challenges
c. Implementation of SBV in higher education & banks
d. Woman entrepreneur's story. how do I start?
Development of a multidisciplinary assignment - a first year engineering pilo...LearningandTeaching
Multidisciplinary teaching is a contemporary education strategy implemented by various tertiary institutions to stimulate students’ critical thinking, develop inter-disciplinary understanding, and enhance students’ problem solving skills. In this presentation, Dr Saad Odeh and Dr Muhammad Qureshi summarise the steps taken, as well as findings from a pilot study that investigated the development and implementation of a combined assignment from two first year units in the Engineering curriculum: “Foundation Mathematics” and “Introduction to Programming”.
The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.
Development of a multidisciplinary assignment - a first year engineering pilo...LearningandTeaching
Multidisciplinary teaching is a contemporary education strategy implemented by various tertiary institutions to stimulate students’ critical thinking, develop inter-disciplinary understanding, and enhance students’ problem solving skills. In this presentation, Dr Saad Odeh and Dr Muhammad Qureshi summarise the steps taken, as well as findings from a pilot study that investigated the development and implementation of a combined assignment from two first year units in the Engineering curriculum: “Foundation Mathematics” and “Introduction to Programming”.
The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.
Adi & Hobby_2013_Social Media in Higher EducationAna ADI
Evaluation of social media tools used for public relations monitoring and outread - 1st Corporate and Marketing Communication in Asia Conference - Bangkok, Thailand
Third Sector Skills_Visual communication_Festival of LearningAna ADI
Workshop offered to participants to the Festival of Learning at Bournemouth University (June 3-14) offered by Anna Feigenbaum and Ana Adi. Developped by Anna Feigenbaum.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Katho Branding 101 Syllabus May 2011
1.
Branding 101
Erasmus Course Syllabus
Lecturer: Ana ADI
Session 2010/2011
2nd Semester
An electronic version of this Syllabus is available on www.anaadi.net
2. Contents
1. Course summary
2. Aims of course
3. Learning outcomes
4. Employability skills
5. Modes of delivery
Day by day lesson plan
i. Day 1 ‐ Lecture 1
ii. Day 2 – Lecture 2
iii. Day 3 – Lecture 3
iv. Day 4 – Lecture 4
v. Day 4 – Lecture 5
6. Assessment criteria
4.
4. Employability Skills
Through participation in this course students will have the opportunity to develop
knowledge, understanding, skills and attributes which, as well as being specific to their
chosen area of study, will be transferable and enhance the students’ employability.
These include, in relation to:
a) Knowledge and understanding
• An understanding of the roles branding plays in the current business environment,
as well as of the processes through which brands are created, maintained,
rejuvenated or changed;
• An understanding of branding role within the marketing mix;
• A preview of how technology affects branding;
b) General cognitive skills
• Critically evaluate the contested nature of some objects of study within the fields of
branding;
• Have an understanding of how brands operate and how they are managed;
• Retrieve and generate information, and evaluate sources, in carrying out
independent research;
c) Autonomy, accountability and working with others
• Work productively in a group or team, showing abilities at different times to listen,
contribute and lead effectively;
• Deliver work to a given length, format, brief and deadline, properly referencing
sources and ideas and making use, as appropriate, of a problem‐solving approach;
[Back to top]
5. Modes of delivery
Classes are delivered in an activity‐based format during thee‐hour block‐sessions (or more)
on a daily basis (please consult schedule). Each class will introduce and exemplify key
theoretical and critical concepts that are to be applied in analysis to a wide range of case
studies and texts from the filed of marketing and brand management. The approach is
learner‐centred with students actively engaged in a range of tasks to promote engagement
with and analyses of different kinds of text and activities.
5. Preliminary requirements
1. Students are asked to bring to class their laptops, tablets and mobile phones. They
will be asked to use them for educational purposes.
2. Students are required to create a Twitter account and follow @ana_adi.
Class materials
Class (if not already present online) will be uploaded either on www.anaadi.net or on
www.slideshare.net/ana_adi. The virtual learning environment is integral to the work of the
module. Students should make sure that they have access to the Internet and visit the two
sites indicated above on a regular basis. Key information about the running of the module
will be posted there. They will also be shared via the lecturer’s Twitter account:
www.twitter.com/ana_adi. If students have any difficulties with access, please contact the
Lecturer.
Practical activities
During and after class time, students can also interact with the lecturer via Twitter. The
hashtag for the course is #kathobranding101.
Final Project (team project)
Starting from a product that will be given at the beginning of the last class, students will be
asked to create a brand. The activity includes:
1. research for the brand
2. development of brand elements (logo, tagline, identity, promise)
3. development of brand strategy (SWOT & 4Ps)
Students will be given only 2 hours to work on points 1 to 3, the 3rd hour being dedicated to
presenting their concepts.
Books and suggested readings:
AAKER, D.A. (1996) Measuring brand equity across products and markets. California
Management Review; Spring 1996; 38, 3; ABI/INFORM Global, pg.102
HEDING, T., KNUDTZEN, C. F. & BJERRE, M. (2009) Brand management: research, theory and
practice, Routledge.
J, T. S. (2008) Methods for Assessing Brand Value. a Comparison Between the Interbrand
Model and the Bbdo's Brand Equity Evaluator Model, Diplomica Verlag.
JOACHIMSTHALER, E., HARVARD BUSINESS, R., AAKER, D. A., QUELCH, J., KENNY, D. &
VISHWANATH, V. (1999) Harvard business review on brand management, Harvard
Business School Press.
KAPFERER, J. N. (2008) The new strategic brand management: creating and sustaining brand
equity long term, Kogan Page.
6. WASHBURN, J.H., PLANK, R.E. (2002) Measuring brand equity: An evaluation of a consumer‐
based brand equity scale. Journal of Marketing Theory and Practice; Winter 2002;
10, 1; ABI/INFORM Global. pg. 46
Day by day lesson plan
The following pages provide a guide to the topics for each day. For each day, there are more
detailed explanations of what the course will cover, including details of required reading.
Please note that this is a required minimum of reading.
REMINDER: Students will also be asked to bring their laptops and will be asked to use them in
order to enhance and facilitate teaching and learning process.
[Back to top]
Day 1 – Lecture 1: Introduction to branding (TO BE HELD OUTSIDE CAMPUS)
Key issues: Experiencing branding in its own environment. Exploring the concepts of brand
identity, brand image and brand promise. Defining branding. Brand R us or how do we use
brands. Creating a brand.
[Back to top]
Day 2 – Lecture 2: Brand positioning and research
Key issues: Brand perceived positioning. Brand positioning seen via a touch point. Brand
positioning principles. Brand research and research methods.
[Back to top]
Day 3 – Lecture 3: Brand strategy
Tentative guest lecture: Leo Exeter, WeStartup
Key issues: The 4Ps and the marketing mix. Case studies. Brands in action. Strategies in
action: Bahrain Polytechnic case study.
[Back to top]
7. Day 4 – Lecture 4: Student‐driven – Brand equity and measurement
Key issues: Students are asked to lead the teaching day and share information on brand
equity and brand equity measurement.
[Back to top]
Day 4 – Final project
Each student team (3‐4 students/team) will be given a product and some specifics about the
target audience. The result of the project work will be presented during the same class.
During the 3 hours allocated to the class, students should cover the following:
1. Undertake research (customer and competition for their future brand)
2. Develop a brand identity and value proposition recommendation their brand to cover:
• The core identity
• The brand essence/tagline
• USP
• Brand personality
• Benefits (emotional/functional/self‐expressive)
3. Develop recommendations for a communication program for the brand. This could
include logos, packages, and ads. However, this could also include broad suggestions as to
the elements of the communication program without providing any creative work. What
events might be sponsored? What promotions? What co‐branding efforts? What visual
images? What metaphors? What can be done to build/reinforce awareness, perceived
quality, brand loyalty, and associations?
4. Find a “best practice” brand strategy that could provide insights and guidance for the
given brand strategy. It might be a brand from a competing firm or from another industry.
These benchmarking brands should be looked at critically—why might the strategy work in
that context but not in the current one? What is different?
[Back to top]
8. 6. Marking criteria
The final grade of this course will represent a cumulated grade for all the assignments:
Assignment Points
Brand equity and measurement 25
Team project (this includes points for the product created 50
and for the team presentation)
In class participation 25
100
[Back to top]
Contact
For more details and information please contact:
Ana ADI
PR Consultant
Lecturer @ Bahrain Polytechnic, Bahrain
Visiting Lecturer @ Katho, Belgium
Doctoral Researcher @ University of the West of Scotland, UK
www.anaadi.net
Twitter: ana_adi