Presentation by Sue Ledger, Sue Thorpe and Lindy Shufflebotham at an ESRC funded seminar series about doing participatory research with people with high support needs.
The document introduces a customer engagement hub called InfoXplorer Real-Time that allows companies to orchestrate personalized, real-time customer journeys across channels without replacing existing systems or data. It does this by acting as an agnostic listening hub that connects to various data sources and channels. It then analyzes the integrated data in real-time to decide on personalized actions and messages. This helps deliver more valuable engagements to customers over generic marketing campaigns. The platform offers pre-built solutions for various industries and can provide agencies a new revenue stream with little risk or investment.
The document discusses using listening activities to teach young learners English. It recommends using pictures, facial expressions, or recordings to support listening activities. These activities help learners comprehend speech, learn vocabulary, focus on details, and understand stories without knowing every word. The document also provides an example listening activity about a bike race story for students to practice their listening skills.
This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
Pushing the boundaries of participatory research with people with learning di...Jane65
Presentation at ESRC funded seminar series in which Jane Seale summarises the main themes and issues that have arisen from the presentations across the seminar series: focusing particularly on spaces and boundaries
The document introduces a customer engagement hub called InfoXplorer Real-Time that allows companies to orchestrate personalized, real-time customer journeys across channels without replacing existing systems or data. It does this by acting as an agnostic listening hub that connects to various data sources and channels. It then analyzes the integrated data in real-time to decide on personalized actions and messages. This helps deliver more valuable engagements to customers over generic marketing campaigns. The platform offers pre-built solutions for various industries and can provide agencies a new revenue stream with little risk or investment.
The document discusses using listening activities to teach young learners English. It recommends using pictures, facial expressions, or recordings to support listening activities. These activities help learners comprehend speech, learn vocabulary, focus on details, and understand stories without knowing every word. The document also provides an example listening activity about a bike race story for students to practice their listening skills.
This document outlines principles for teaching listening skills to students. It discusses listening as an interactive process involving many cognitive steps. It presents taxonomies of listening microskills and strategies that can be developed for students, including predicting, guessing meaning from context, and recognizing discourse patterns. When designing listening activities, teachers should follow principles like making activities motivating, using authentic materials, carefully structuring listener responses, and encouraging bottom-up and top-up processing. Activities should include clear pre-listening, listening, and post-listening stages. Consistent use of English in the classroom also helps develop listening.
This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
Pushing the boundaries of participatory research with people with learning di...Jane65
Presentation at ESRC funded seminar series in which Jane Seale summarises the main themes and issues that have arisen from the presentations across the seminar series: focusing particularly on spaces and boundaries
This document summarizes a keynote presentation about universities' role in promoting inclusion of disabled students through technology. The presentation argues that accessibility is not enough, and digital inclusion is a better framework. It acknowledges that disabled students have complex relationships with technologies, use them in many ways, and universities must consider diverse stakeholders and practices to fully include disabled students. A digital inclusion approach transforms university structures and processes to ensure disabled students can participate in higher education through meaningful technology use and access to necessary resources.
Researching together?: reflections on doing participatory research over large...Jane65
Presentation by Liz Ellis, Natasha Smith and Stuart Ralphson at the fourth ESRC funded seminar on participatory research with people with learning disabilities
This document discusses including children with high support needs in research. It provides examples of how researchers have included such children by spending time with them, observing them at home and school, and asking them questions with support. The document emphasizes that inclusion must be done ethically and consider the individual needs and abilities of each child. Researchers should consult with caregivers and use simple, appropriate methods tailored to each child to obtain consent and ensure the child's well-being. The goal is including children in a realistic way by focusing on learning basic information about their experiences.
Analysing Drama – important points and ideas for a playJane65
A presentation by Ruth Garbutt on her experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities
Glærushow fyrir manchesterData Analysis from a Disability Course for Universi...Jane65
Presentation by Gudrun Stefánsdóttir, Ólafur Snævar Aðalsteinsson and Embla R. Hakadóttir (University of Reykjavik) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis
Brief Notes on our Different Approaches to Analysis: Example 2Jane65
Presentation by John Dias and Chloe Brownlee-Chapman (Carlisle People First Research Team) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities
Brief Notes on our Different Approaches to Analysis: Example 1Jane65
A presentation by Lou Townson and Rohhss Chapman, (Carlisle People First Research Team) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities
Involving People in Data Analysis: The All We Want To Say ProjectJane65
Presentation by Marie Wolfe, Josephine Flaherty, Siobahn O’Doherty & Edurne Garcia Iriarte (The Irish Inclusive Research Network) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by ESRC, focusing on participatory data analysis with people with learning disabilities
Doing it Together? An Aspie eye on the neurotypical researcher’s analysisJane65
A presentation by Hanna Bertilsdottir about her experiences of doing participatory research with students with Aspergers' Syndrome. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis with people with learning disabilities
Analysing Videos Together: Skills for Support ResearchJane65
Presentation by Val Williams (Norah Fry Research Centre) and Andrew Barbour and about their experiences of analysing videos together. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis for and with people with learning disabilities
Stepping into analysis -reviewing articles for the British Journal of Learnin...Jane65
Presentation by Christopher Blunt, Lou Townson, Louise Frost, Richard Hughes, Darren Hayward, Barbara Perry, Craig Blyth, Rohhss Chapman (University of Manchester Partnership Steering Group) about their experiences of editing a special issue of the British Journal of Learning Disabilities. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis for and with people with learning disabilities
Jan Walmsley: Inclusive research in intellectual disabilityJane65
Presentation by Jan Walmsley at first ESRC funded seminar on participatory research hosted by Jane Seale and colleagues at Plymouth University, 10th Jan 2013
This document summarizes a keynote presentation about universities' role in promoting inclusion of disabled students through technology. The presentation argues that accessibility is not enough, and digital inclusion is a better framework. It acknowledges that disabled students have complex relationships with technologies, use them in many ways, and universities must consider diverse stakeholders and practices to fully include disabled students. A digital inclusion approach transforms university structures and processes to ensure disabled students can participate in higher education through meaningful technology use and access to necessary resources.
Researching together?: reflections on doing participatory research over large...Jane65
Presentation by Liz Ellis, Natasha Smith and Stuart Ralphson at the fourth ESRC funded seminar on participatory research with people with learning disabilities
This document discusses including children with high support needs in research. It provides examples of how researchers have included such children by spending time with them, observing them at home and school, and asking them questions with support. The document emphasizes that inclusion must be done ethically and consider the individual needs and abilities of each child. Researchers should consult with caregivers and use simple, appropriate methods tailored to each child to obtain consent and ensure the child's well-being. The goal is including children in a realistic way by focusing on learning basic information about their experiences.
Analysing Drama – important points and ideas for a playJane65
A presentation by Ruth Garbutt on her experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities
Glærushow fyrir manchesterData Analysis from a Disability Course for Universi...Jane65
Presentation by Gudrun Stefánsdóttir, Ólafur Snævar Aðalsteinsson and Embla R. Hakadóttir (University of Reykjavik) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis
Brief Notes on our Different Approaches to Analysis: Example 2Jane65
Presentation by John Dias and Chloe Brownlee-Chapman (Carlisle People First Research Team) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities
Brief Notes on our Different Approaches to Analysis: Example 1Jane65
A presentation by Lou Townson and Rohhss Chapman, (Carlisle People First Research Team) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis by and with people with learning disabilities
Involving People in Data Analysis: The All We Want To Say ProjectJane65
Presentation by Marie Wolfe, Josephine Flaherty, Siobahn O’Doherty & Edurne Garcia Iriarte (The Irish Inclusive Research Network) about their experiences of doing participatory data analysis. This presentation was part of a seminar, funded by ESRC, focusing on participatory data analysis with people with learning disabilities
Doing it Together? An Aspie eye on the neurotypical researcher’s analysisJane65
A presentation by Hanna Bertilsdottir about her experiences of doing participatory research with students with Aspergers' Syndrome. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis with people with learning disabilities
Analysing Videos Together: Skills for Support ResearchJane65
Presentation by Val Williams (Norah Fry Research Centre) and Andrew Barbour and about their experiences of analysing videos together. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis for and with people with learning disabilities
Stepping into analysis -reviewing articles for the British Journal of Learnin...Jane65
Presentation by Christopher Blunt, Lou Townson, Louise Frost, Richard Hughes, Darren Hayward, Barbara Perry, Craig Blyth, Rohhss Chapman (University of Manchester Partnership Steering Group) about their experiences of editing a special issue of the British Journal of Learning Disabilities. This presentation was part of a seminar, funded by the ESRC, focusing on participatory data analysis for and with people with learning disabilities
Jan Walmsley: Inclusive research in intellectual disabilityJane65
Presentation by Jan Walmsley at first ESRC funded seminar on participatory research hosted by Jane Seale and colleagues at Plymouth University, 10th Jan 2013
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, 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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- 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.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván 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
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!