The Debate in the Neighbourhood mentor training programme provides all of the material that you need to begin exploring debate with teaching staff and youth workers in your institution or youth group.
The document discusses the design of Computer-Assisted Language Learning (CALL) programs. It describes CALL as using computers to assist language learning. The key aspects of designing a CALL program include determining objectives, choosing the type of program like drills or games, selecting appropriate materials, choosing software, determining tasks for learners, and designing the program structure with information, highlighted materials, and exercises. Principles for designing and testing CALL programs include ensuring interactivity, usability, appropriate content, effectiveness, and attractiveness. Programs should then be tested, evaluated, revised if needed, and implemented.
The Debate in the Neighbourhood mentor training programme provides all of the material that you need to begin exploring debate with teaching staff and youth workers in your institution or youth group.
The Global Debate and Public Policy Challenge is a new annual competition designed to
engage undergraduates in ongoing public debate and reflection on issues affecting the global
community. The inaugural competition is currently underway and will culminate in a final
competition in Budapest in June 2012. We encourage new participation for students in the
2011-2012 Challenge and also hope students will join the next competition. This yearโs theme
explores the relationship between security and human rights. The Challenge is a recurring
event and the 2012-2013 Challenge will begin in summer 2012.
The Debate in the Neighbourhood mentor training programme provides all of the material that you need to begin exploring debate with teaching staff and youth workers in your institution or youth group.
This document discusses developing listening and speaking skills in the English language classroom. It addresses debates around making listening input comprehensible for learners, whether teachers should emphasize a "silent period" for learners, and how to help learners build confidence in dealing with authentic spoken English. There are two types of listening processes: bottom-up, where we process sounds to make meaning, and top-down, where we use context clues and prior knowledge. Types of listening include participatory interactional listening and non-participatory listening like radio. The document provides examples of classroom activities that can develop communicative competence, such as discussing pictures, role-playing, and telling stories.
Stage 5 involves creating and presenting projects to share knowledge using various formats like brochures, posters, videos, murals, powerpoints, debates, flow charts, songs, speeches, role plays, magazines, timelines, reports, and movies.
Stage 6 is about celebrating and evaluating learning through self-assessment, teacher observations, reviewing, judging, conferences, KWL charts, and PMI charts.
The document provides tips for teachers to help students develop skills like goal setting, time management, thinking strategies, asking questions, research skills, presentation skills, and more. It prompts teachers to consider how they will specifically teach these skills.
The document discusses the design of Computer-Assisted Language Learning (CALL) programs. It describes CALL as using computers to assist language learning. The key aspects of designing a CALL program include determining objectives, choosing the type of program like drills or games, selecting appropriate materials, choosing software, determining tasks for learners, and designing the program structure with information, highlighted materials, and exercises. Principles for designing and testing CALL programs include ensuring interactivity, usability, appropriate content, effectiveness, and attractiveness. Programs should then be tested, evaluated, revised if needed, and implemented.
The Debate in the Neighbourhood mentor training programme provides all of the material that you need to begin exploring debate with teaching staff and youth workers in your institution or youth group.
The Global Debate and Public Policy Challenge is a new annual competition designed to
engage undergraduates in ongoing public debate and reflection on issues affecting the global
community. The inaugural competition is currently underway and will culminate in a final
competition in Budapest in June 2012. We encourage new participation for students in the
2011-2012 Challenge and also hope students will join the next competition. This yearโs theme
explores the relationship between security and human rights. The Challenge is a recurring
event and the 2012-2013 Challenge will begin in summer 2012.
The Debate in the Neighbourhood mentor training programme provides all of the material that you need to begin exploring debate with teaching staff and youth workers in your institution or youth group.
This document discusses developing listening and speaking skills in the English language classroom. It addresses debates around making listening input comprehensible for learners, whether teachers should emphasize a "silent period" for learners, and how to help learners build confidence in dealing with authentic spoken English. There are two types of listening processes: bottom-up, where we process sounds to make meaning, and top-down, where we use context clues and prior knowledge. Types of listening include participatory interactional listening and non-participatory listening like radio. The document provides examples of classroom activities that can develop communicative competence, such as discussing pictures, role-playing, and telling stories.
Stage 5 involves creating and presenting projects to share knowledge using various formats like brochures, posters, videos, murals, powerpoints, debates, flow charts, songs, speeches, role plays, magazines, timelines, reports, and movies.
Stage 6 is about celebrating and evaluating learning through self-assessment, teacher observations, reviewing, judging, conferences, KWL charts, and PMI charts.
The document provides tips for teachers to help students develop skills like goal setting, time management, thinking strategies, asking questions, research skills, presentation skills, and more. It prompts teachers to consider how they will specifically teach these skills.
This document outlines the rules and guidelines for a debate using the Oxford-Oregon format on the proposition of adopting a parliamentary form of government. It details the structure of the debate with three speakers on each side, the allotted time limits, judging criteria, and tips for constructive speeches, cross-examination, and rebuttals. The roles of the moderator and timer are also defined.
The document summarizes a presentation on incorporating debate into English language teaching. It discusses what debate is, the skills it helps develop, how to design a debate-focused syllabus, and tips for structuring classroom debates. Debate involves arguing for or against a resolution and helps improve students' critical thinking, research, public speaking and listening skills. The presentation provides examples of debate topics and structures for classroom debates, as well as suggestions for supporting arguments and developing counterarguments.
Academic debate teaches important skills such as critical thinking, organization, and effective communication. During a debate, teams explore arguments on both sides of a proposition. Debating allows students to develop skills like collecting and evaluating ideas, seeing logical connections, and adapting to new situations. Good debaters present information clearly without too many facts, show courtesy to opponents, and acknowledge other viewpoints. The document then outlines the structure of a sample classroom debate between two teams on whether juveniles should be tried as adults for adult crimes.
The document discusses different types of debates, including the Lincoln-Douglas debate, rebuttal debate, and Oregon-Oxford debate. It explains the typical structure and flow of an Oregon-Oxford debate, which involves three speakers from each side presenting arguments and rebuttals. The document also outlines important concepts in debating like issues, aspects to debate (necessity, beneficiality, practicability), speaker roles, and common fallacies to avoid in arguments.
This document provides an overview of basic debating skills. It explains that a debate involves arguing for or against a topic using strict rules of conduct and sophisticated arguing techniques. A topic defines what will be debated, with an affirmative team arguing for the topic and a negative team arguing against it. Each debating team has three speakers with specified roles, such as defining the topic, presenting arguments, rebutting the opposing team's arguments, and summarizing their team's position. Speakers are evaluated on the substance of their arguments, how well they are organized and presented, and their public speaking mannerisms. The goal is to build a persuasive case using clear logic and examples while following proper debating protocols.
- The document outlines plans to establish an experts community and mentoring program within an organization to improve collaboration, knowledge sharing, and professional development.
- Key elements include defining practice areas and relationships, developing a mentoring hierarchy with mentors and buddies, and creating a community portal for logging issues, finding resolutions, and communicating solutions.
- A multi-phase timeline is presented starting with establishing community goals and roadmaps, then expanding to initiatives like budgeting, business development, and integrating practices.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
This document provides a checklist and guidelines for a challenge-based learning project focused on increasing interest in math and science. It outlines roles for group members, including a product manager, public relations director, media specialist, documentarian, researcher, and social media director. A timeline is presented dividing the project into stages for establishing a foundation, setting guiding questions and activities, identifying solutions, implementing solutions, and publishing results. Assessment criteria are also defined in a rubric covering the big idea, essential question, challenge, guiding questions and activities, solution, implementation, evaluation, reflection, and use of guiding questions and resources.
This document provides an overview of the course "ICTM 423 Seminar in Tourism Planning and Promotion". The 3-hour per week course uses lectures, discussions and activities to introduce students to tourism planning and promotion principles. Key topics covered include the exhibition industry, venues, hotels, destination management companies, and event management. Students will complete assignments on case studies, mind maps and an assessment of tourism planning in the Mekong region. The goal is for students to understand the components of the tourism and MICE industries and how to evaluate their operations and strategies.
European Communication School: Social Media Session 5Richard Stacy
ย
This document discusses producing a social media plan, including defining objectives, infrastructure requirements, operational plans, and people roles. It provides an example of how Vodafone used social media for direct recruitment to hire technicians. The document also discusses how Norfolk County Council could use social media to engage local communities with libraries by having librarians answer questions online. It outlines potential plans for Norfolk including monitoring conversations, creating a content hub, training librarians, and reviewing the initiative. The session aims to help construct a comprehensive social media plan.
This document provides a storyboard for a virtual coaching workshop. The workshop is broken into smaller sections with videos, activities and discussions. It includes goals to distinguish different types of coaching, develop essential coaching skills, and facilitate action planning. The role of the facilitator is to guide learner interactions and reply to discussion the next day. Breaking the content into bite-sized pieces with learner interactions and tracking participation helps minimize risks of the virtual approach.
The Overview & Scrutiny Improvement Programme held between March and July 2009 in Swansea aimed to review and improve overview and scrutiny operations. It consisted of 5 sessions covering topics like roles and barriers of overview and scrutiny, effective meetings, public engagement, and the critical friend role. Over 50% of councillors participated, supported by internal and external experts. The program identified 5 improvement themes to form an action plan: developing new public engagement methods; improving partnerships; communication; the critical friend challenge; and cross-border scrutiny.
What is the Client Involvement in an Implementation/Upgrade? | BDO Connection...BDO IT Solutions
ย
A new project is starting. You have selected your product and you have selected your partner. Do you sit back and wait for the delivery of your new system? How can you prepare for your new system? What activities can the client engage in to participate in the implementation? If resources are limited, what are the best places to focus time? We will explore expectations every client should be aware of, how your participation can reduce cost and reduce risk in the project. Hear from Tammy Robertson, Unilock Group of Companies' Project Manager, on the successful testing and validation processes they have used to ensure seamless implementations and upgrades at all their sites.
The document outlines a rubric for evaluating collaborative planning sessions among teachers with categories and criteria for a score of 1-4. A score of 4 indicates the session fully met all criteria within a category, such as adhering to the scheduled time, having all materials readily available, and ensuring all topics were addressed. A score of 1 means the session did not meet the criteria within a category. The rubric includes 14 categories for evaluating aspects of the planning session like facilitation, leadership, participation, and keeping of session notes.
The document outlines the objectives, agenda, and participants of a focus group meeting to provide input on the National Academy Foundation's (NAF) emerging professional development plan. It discusses challenges with past PD experiences and outlines NAF's 2008 PD strategies, including disseminating effective practices through training cohorts, video, and online collaboration. It also covers plans to identify capacity and best practices for academy development, internships, and teaching/learning through partner engagement and incentive-based PD pathways.
Develop Team is the process of improving competencies, team member interaction, and the overall team environment to enhance project performance. Key inputs include the project management plan, project documents, enterprise environmental factors, and organizational process assets. Tools and techniques used include colocation, virtual teams, communication technologies, interpersonal skills training, recognition and rewards, assessments, and meetings. Outputs include team performance assessments, change requests, and updates to project documents, the project management plan, enterprise environmental factors, and organizational process assets.
This document outlines a draft for Version 2.0 of a Diploma of Applied Permaculture Design. The diploma system is designed to be agile, project-based, and involve ongoing mentoring. It aims to grow the permaculture community and provide low-cost, lifelong learning opportunities. Students would complete design packets to demonstrate their learning over 2 years until graduation, with support from local and online mentors. The diploma would be initially accredited by Gaia University and local colleges. Feedback is requested on the draft proposal.
This document provides information and instructions for PMO 302 students for Week 10. It includes details about continuing with presentations, creating project videos and diaries, and meeting with supervisors. A schedule is provided for supervisor meetings. Students are instructed to document their progress, successes, challenges and plans for the following week in their diaries. Tips are given for presenting skills and criteria for evaluating presentations. Details are given for creating 2-3 minute project update videos for interim report presentations in Week 12, including content, technical requirements, production tips and available resources.
This document provides an overview of IPMA and ISO 21500 guidance on project management. It discusses standards for project management in general and ISO 21500 specifically. ISO 21500 provides high-level guidance for project management processes that can be applied to any type of project or organization. The presentation also covers how projects relate to programs, portfolios, and organizational strategy. It describes different levels of project complexity and the competencies required of project managers, as well as IPMA certification.
This document outlines the rules and guidelines for a debate using the Oxford-Oregon format on the proposition of adopting a parliamentary form of government. It details the structure of the debate with three speakers on each side, the allotted time limits, judging criteria, and tips for constructive speeches, cross-examination, and rebuttals. The roles of the moderator and timer are also defined.
The document summarizes a presentation on incorporating debate into English language teaching. It discusses what debate is, the skills it helps develop, how to design a debate-focused syllabus, and tips for structuring classroom debates. Debate involves arguing for or against a resolution and helps improve students' critical thinking, research, public speaking and listening skills. The presentation provides examples of debate topics and structures for classroom debates, as well as suggestions for supporting arguments and developing counterarguments.
Academic debate teaches important skills such as critical thinking, organization, and effective communication. During a debate, teams explore arguments on both sides of a proposition. Debating allows students to develop skills like collecting and evaluating ideas, seeing logical connections, and adapting to new situations. Good debaters present information clearly without too many facts, show courtesy to opponents, and acknowledge other viewpoints. The document then outlines the structure of a sample classroom debate between two teams on whether juveniles should be tried as adults for adult crimes.
The document discusses different types of debates, including the Lincoln-Douglas debate, rebuttal debate, and Oregon-Oxford debate. It explains the typical structure and flow of an Oregon-Oxford debate, which involves three speakers from each side presenting arguments and rebuttals. The document also outlines important concepts in debating like issues, aspects to debate (necessity, beneficiality, practicability), speaker roles, and common fallacies to avoid in arguments.
This document provides an overview of basic debating skills. It explains that a debate involves arguing for or against a topic using strict rules of conduct and sophisticated arguing techniques. A topic defines what will be debated, with an affirmative team arguing for the topic and a negative team arguing against it. Each debating team has three speakers with specified roles, such as defining the topic, presenting arguments, rebutting the opposing team's arguments, and summarizing their team's position. Speakers are evaluated on the substance of their arguments, how well they are organized and presented, and their public speaking mannerisms. The goal is to build a persuasive case using clear logic and examples while following proper debating protocols.
- The document outlines plans to establish an experts community and mentoring program within an organization to improve collaboration, knowledge sharing, and professional development.
- Key elements include defining practice areas and relationships, developing a mentoring hierarchy with mentors and buddies, and creating a community portal for logging issues, finding resolutions, and communicating solutions.
- A multi-phase timeline is presented starting with establishing community goals and roadmaps, then expanding to initiatives like budgeting, business development, and integrating practices.
The document describes several training packages for developing training skills. It provides information on the Train the Trainer program which is a 23 hour program covering topics like communication skills, audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Individual training packages are also described on topics like audience management, needs assessment, preparing sessions, delivery methods, debriefing and feedback. Each package provides trainer notes, presentations, plans and materials to help participants learn objectives for each topic. Prices range from $54 to $196 depending on the length and content of the training package.
This document provides a checklist and guidelines for a challenge-based learning project focused on increasing interest in math and science. It outlines roles for group members, including a product manager, public relations director, media specialist, documentarian, researcher, and social media director. A timeline is presented dividing the project into stages for establishing a foundation, setting guiding questions and activities, identifying solutions, implementing solutions, and publishing results. Assessment criteria are also defined in a rubric covering the big idea, essential question, challenge, guiding questions and activities, solution, implementation, evaluation, reflection, and use of guiding questions and resources.
This document provides an overview of the course "ICTM 423 Seminar in Tourism Planning and Promotion". The 3-hour per week course uses lectures, discussions and activities to introduce students to tourism planning and promotion principles. Key topics covered include the exhibition industry, venues, hotels, destination management companies, and event management. Students will complete assignments on case studies, mind maps and an assessment of tourism planning in the Mekong region. The goal is for students to understand the components of the tourism and MICE industries and how to evaluate their operations and strategies.
European Communication School: Social Media Session 5Richard Stacy
ย
This document discusses producing a social media plan, including defining objectives, infrastructure requirements, operational plans, and people roles. It provides an example of how Vodafone used social media for direct recruitment to hire technicians. The document also discusses how Norfolk County Council could use social media to engage local communities with libraries by having librarians answer questions online. It outlines potential plans for Norfolk including monitoring conversations, creating a content hub, training librarians, and reviewing the initiative. The session aims to help construct a comprehensive social media plan.
This document provides a storyboard for a virtual coaching workshop. The workshop is broken into smaller sections with videos, activities and discussions. It includes goals to distinguish different types of coaching, develop essential coaching skills, and facilitate action planning. The role of the facilitator is to guide learner interactions and reply to discussion the next day. Breaking the content into bite-sized pieces with learner interactions and tracking participation helps minimize risks of the virtual approach.
The Overview & Scrutiny Improvement Programme held between March and July 2009 in Swansea aimed to review and improve overview and scrutiny operations. It consisted of 5 sessions covering topics like roles and barriers of overview and scrutiny, effective meetings, public engagement, and the critical friend role. Over 50% of councillors participated, supported by internal and external experts. The program identified 5 improvement themes to form an action plan: developing new public engagement methods; improving partnerships; communication; the critical friend challenge; and cross-border scrutiny.
What is the Client Involvement in an Implementation/Upgrade? | BDO Connection...BDO IT Solutions
ย
A new project is starting. You have selected your product and you have selected your partner. Do you sit back and wait for the delivery of your new system? How can you prepare for your new system? What activities can the client engage in to participate in the implementation? If resources are limited, what are the best places to focus time? We will explore expectations every client should be aware of, how your participation can reduce cost and reduce risk in the project. Hear from Tammy Robertson, Unilock Group of Companies' Project Manager, on the successful testing and validation processes they have used to ensure seamless implementations and upgrades at all their sites.
The document outlines a rubric for evaluating collaborative planning sessions among teachers with categories and criteria for a score of 1-4. A score of 4 indicates the session fully met all criteria within a category, such as adhering to the scheduled time, having all materials readily available, and ensuring all topics were addressed. A score of 1 means the session did not meet the criteria within a category. The rubric includes 14 categories for evaluating aspects of the planning session like facilitation, leadership, participation, and keeping of session notes.
The document outlines the objectives, agenda, and participants of a focus group meeting to provide input on the National Academy Foundation's (NAF) emerging professional development plan. It discusses challenges with past PD experiences and outlines NAF's 2008 PD strategies, including disseminating effective practices through training cohorts, video, and online collaboration. It also covers plans to identify capacity and best practices for academy development, internships, and teaching/learning through partner engagement and incentive-based PD pathways.
Develop Team is the process of improving competencies, team member interaction, and the overall team environment to enhance project performance. Key inputs include the project management plan, project documents, enterprise environmental factors, and organizational process assets. Tools and techniques used include colocation, virtual teams, communication technologies, interpersonal skills training, recognition and rewards, assessments, and meetings. Outputs include team performance assessments, change requests, and updates to project documents, the project management plan, enterprise environmental factors, and organizational process assets.
This document outlines a draft for Version 2.0 of a Diploma of Applied Permaculture Design. The diploma system is designed to be agile, project-based, and involve ongoing mentoring. It aims to grow the permaculture community and provide low-cost, lifelong learning opportunities. Students would complete design packets to demonstrate their learning over 2 years until graduation, with support from local and online mentors. The diploma would be initially accredited by Gaia University and local colleges. Feedback is requested on the draft proposal.
This document provides information and instructions for PMO 302 students for Week 10. It includes details about continuing with presentations, creating project videos and diaries, and meeting with supervisors. A schedule is provided for supervisor meetings. Students are instructed to document their progress, successes, challenges and plans for the following week in their diaries. Tips are given for presenting skills and criteria for evaluating presentations. Details are given for creating 2-3 minute project update videos for interim report presentations in Week 12, including content, technical requirements, production tips and available resources.
This document provides an overview of IPMA and ISO 21500 guidance on project management. It discusses standards for project management in general and ISO 21500 specifically. ISO 21500 provides high-level guidance for project management processes that can be applied to any type of project or organization. The presentation also covers how projects relate to programs, portfolios, and organizational strategy. It describes different levels of project complexity and the competencies required of project managers, as well as IPMA certification.
Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process.
Moodle Course Design: a high-wire act #mootnz11 by Joyce Seitzinger (@catspyjamasnz)
1. The document provides an overview of a workshop to help participants understand how to establish and operate an effective YOP Design Team.
2. It outlines that participants will learn about recruiting necessary stakeholders to the Design Team if not already represented, and how to implement distributed leadership through subcommittees.
3. The workshop also reviews the YOP process, guidebook, deadlines and professional support from NAF.
This document discusses planning and designing online courses. It addresses what online learning entails, how to plan both collaborative and individual courses in Moodle, and ways to go beyond Moodle by incorporating tools like video tutorials, group discussions, open education resources, and badges. Educators are invited to join online courses to learn how to integrate technology and collaborate with others in developing online content for students.
The document summarizes a project-based learning activity on collaborative software development using an agile process in a distributed environment. Students worked in teams over 4 months in 2010 and 2011 to develop software projects. In 2011, improvements were made such as introducing ticket-driven development, participation of industry professionals, and agile coaching to address challenges in 2010 related to project manager workload and student motivation. While some goals were achieved, maintaining student motivation and balancing work assignments remained problems.
The Debate in the Neighbourhood mentor training programme provides all of the material that you need to begin exploring debate with teaching staff and youth workers in your institution or youth group.
The British Parliamentary Track at the IDEA Youth Forum introduces students to international university debate using the British Parliamentary format. The track develops impromptu speaking skills, BP techniques and strategies, and provides judging experience. It is taught by experienced BP trainers, including the Chief Adjudicator of the 2013 World Universities Debating Championships. Students from Latin American universities can participate in the track and tournament to gain experience in BP debate and judging. Past Youth Forum participants have succeeded in international debating competitions such as the EUDC and WUDC.
The terrorist attacks of September 11, 2001 fundamentally altered the United States and the world. In response, the US adopted an aggressive policy of prevention aimed at incapacitating any potential threats, but this led the government to sacrifice civil liberties by targeting and detaining people based on speculation rather than evidence of wrongdoing. The Bush administration justified many of its counterterrorism policies, including the war in Iraq and domestic surveillance programs, on preventive grounds despite risks to core legal and ethical principles when using such a speculative predictive approach.
The Open Society Foundations is seeking proposals to evaluate their Network Debate Program from the past 15 years and develop an evaluation framework for the next 3-5 years. Specifically, the evaluation will (1) assess the outcomes and impact of the debate programs, (2) review the strategy of the International Debate Education Association, and (3) make recommendations to strengthen the debate programs and develop learning, monitoring, and evaluation tools for the future. The scope will cover debates in over 70 countries and engage stakeholders from OSF, IDEA, debate participants, and external experts.
This document defines a digital story as a multimedia story that combines text, images, audio, and video using digital tools. It provides three examples of digital stories that mix different media like text, slideshows, soundtracks, maps, and articles to tell a story. The document asks questions about the different channels used in digital stories and whether additional channels provide more information or illustration.
Presentation by Mite Kuzevski, Marietta Le and Darko Buldioski at Debate and Citizen Journalism Camp in Kyrgyzstan organized by International Debate Education Association.
The document profiles several individuals from Africa, providing brief biographies on each person. The biographies describe their educational backgrounds, current roles and organizations, areas of work and expertise, and personal interests. The individuals work in a variety of fields including youth development, advocacy, journalism, and education.
The document provides a draft schedule for the Youth Africamp 2010 conference in Kenya from March 14-20. Key events included panel discussions on topics like the African Charter and Youth, workshops on debate training and internet scenarios, and sessions on practical new media training. Participants would also engage in open space discussions, evaluations, excursions, and a social messaging concert. The schedule aimed to provide opportunities for learning, networking, and teambuilding over the 6 day conference through various facilitated activities and events.
What is the IDEA Exchange?
It is a form of educational conference focusing on debate, debate and civic education, youth projects and innovative teaching and participation methodologies. IDEA organized it first Exchange in November 2006 in Prague, November 2007 in Kaunas, December 2008 in Amsterdam.
Where will IDEA Exchange be organized this year?
IDEA Exchange will be organized in London, December 10th -13th, at Goldsmiths University.
The IDEA Exchange will commence with a grand opening on Thursday,December 10, 2009 at the House of Lords in the Palace of Westminster.
This opening ceremony and reception will take place in the magnificent River Room of the palace. The exact time of the ceremony and the names of the guest speakers will be announced soon. Anyone participating in the Exchange are invited to this event.
The youth of South Asia declared their commitment to addressing climate change through regional cooperation and action. They recognize the vulnerability of South Asia to climate change impacts due to low historical greenhouse gas emissions. The youth pledged to form a regional network to develop and implement climate strategies, raise awareness, and advocate for a sustainable low-carbon future. They also demanded that governments in South Asia commit to ambitious emissions reductions and climate financing from developed countries.
This 3 sentence summary provides the essential information from the participant application form document:
The document is a participant application form for the IDEA Exchange 2009 conference in London from December 11-13 that requests the applicant's name, nationality, gender, occupation, contact information, proposed presentation/workshop title, and a brief 50-100 word description of the presentation/workshop to be sent to mzaleski@idebate.org by October 1st.
This document provides the preliminary pairings and room assignments for the sixth round of debates in the Mixed Team Tournament 2009 being held from August 2-4, 2009 in Jahorina, Bosnia. It lists the affirmative and negative teams paired against each other, the room they will debate in, and the three judges assigned to each debate. Standby judges are also listed.
This document provides a schedule for the preliminary round pairings of the Mixed Team Tournament 2009 held from February 8-August 4, 2009 in Jahorina, Bosnia. It lists 10 affirmative teams paired against 10 negative teams in different rooms with 3 judges assigned for each debate. Standby judges are also listed. The tournament uses the IDEAยฎ Easy Tournament software version 1.46.1111.
This document provides a summary of the preliminary pairings and judges for the Mixed Team Tournament 2009 held from February 8-August 4, 2009 in Jahorina, Bosnia. It lists the 20 affirmative and negative teams paired against each other in Round 4, the room each debate will take place in, and the 3 judges assigned to each debate. Standby judges are also listed.
More from International Debate Education Association (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Ivรกn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analyticsโ feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
3. Debate in Neighborhood
Program Components
Implementation
Debate instruction Debate events
4. Debate in Neighborhood
Training โ Debate Mentors
Goal:
โข Introduce debate and its main components
โข Discuss role of debate mentors and the
program
5. Debate in Neighborhood
Training โ Debate Mentors
Methods:
โข Overviews of the main concepts
โข Practice and exercises
6. Debate in Neighborhood
Training โ Debate Mentors
Content:
Day 1
โข Main components of debate
โข Introduction to argumentation
7. Debate in Neighborhood
Training โ Debate Mentors
Content:
Day 2
โข Responding to arguments
โข Public speaking
โข Preparing for debates
8. Debate in Neighborhood
Training โ Debate Mentors
Content:
Day 3
โข Judging debates
โข Practice debates
โข DIN project development
Editor's Notes
Facilitators tell the participants that before presenting the overview of the seminar they would like to give them an overview of the project and its main components. The overview will be brief since the main discussion of the direction in which the project will be going is reserved till the end of the seminar, after the participants get a better understanding of debate as an activity and opportunities for using it with young people.
Facilitators should mention that there will be 2 formal training components during the project: one is debate mentors- i.e. the persons who will be facilitating promotion and implementation of the debate program in schools and youth centers and the second training which will involve young people who may be mentorsโ assistants in the process of programโs implementation in all specific locations (vocatioanl schools and youth centers).
At this point the facilitators may just mention that the project will involve formal and informal debate instruction: formal debate instruction will take place in classrooms while informal debate instruction will take place in youth centers as well as schools (as debate societies). Instruction will focus on skills development such as public speaking, critical thinking, argumentation as well as learning debate techniques. On the other hand debate events will provide opportunity for young people to interact with each other and put their skills to use in the setting of competitive as well as public debates. Facilitators should explain that these elements will be discussed more in-depth after the participants get a chance to learn about and practice debate themselves.
Here Facilitators should explain that the main goal of the 3-day seminar is to acquaint the participants with a model of educational debate, its main components and applications. Facilitators should also stress that debate mentors are one of the main elements of the program and that their input and feedback at the early stage of the project is invaluable and that apart from learning what debate is, this seminar will also be an opportunity to discuss ways in which mentors can be involved in the project. Facilitators should stress that by participating in the project, mentors are not passive recipients of ideas but a valuable resource generating these ideas.
When discussing methods, facilitators should emphasize that the training is intended to be very interactive- participants will learn what debate is and they will get a chance to practice it!
The first day of the training will focus on what makes debate and debate and what its main components are: Facilitators may say that they will talk about formats, topics, and the roles of speakers. Argumentation is the main tool used by debaters and one of the main goals of the project is to teach young people how to become better critical thinkers and how to argue more persuasively: defend their position and advocate more effectively.
Here facilitators should stress that debate is not only about making persuasive arguments but also successfully (and critically) responding arguments made by others. Assisting young people in becoming better speakers is another important goal of the project- and the seminar will focus on rhetoric โ or the ars dicendi (the art of speaking) Preparing for debates- facilitators should emphasize that it is important for participants to experience debate as debaters and thus they will be divided into teams and given a debate topic to prepare for. In addition they will also be given tips on how to assist young people in preparing for debates
The last day of the training for debate mentors will focus on practice: debate mentors will be acquainted with strategies for judging debates as well as presenting their verdict to young people in a constructive and friendly manner. The following session โ practice debates will give participants an opportunity to practice what they have learn by participating in debates (as well as judging) with some participants being debaters and some participants being judges. The last session of the day will focus on planning the development of the DIN project in Rotterdam. Facilitators should stress that while the framework for the project is in place, it is crucial for its success to involve debate mentors โ in all the stages of the preparation. The facilitators should also emphasize that during that session, participants will have an opportunity to learn more about the program of the training for debate trainees and discuss the roles they will be comfortable to assume during that seminar.