The document provides an agenda for a workshop on making school meaningful hosted by the Institute for Global Ethics. The workshop aims to explore concepts and frameworks to build an ethics focus in schools, strengthen the common core through ethical decision making, and examine classroom practices for building trust and relationships. The agenda covers topics such as balancing academics and ethics, using ethics to build common core skills, and increasing relevance through ethics. It also shares findings from the Institute's research and provides examples for participants to consider implementing at their own schools.
The document does not contain any text to summarize. It only contains the letter "W". Therefore, I am unable to provide a meaningful 3 sentence summary as there is no information given in the document to summarize.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
Question-centered approach to reading and writingJoe McVeigh
Joe McVeigh and Jenny Bixby describe a question-centered approach to teaching reading and writing for English language students. Download handout here: www.joemcveigh.org/resources
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
This document discusses character development at Tallis School. It begins by stating that all educators help develop character through what and how they teach as well as how they act as role models. The objectives are to define character education, consider ways to promote character development across the school, and plan how staff can contribute. Tallis' key character traits are identified as kindness, fairness, respect, optimism and honesty. Suggestions are made for developing character through classroom ethos, role modeling, language, teachable moments, and the curriculum. Staff are encouraged to recognize examples of character shown by others in the school community.
1. Tallis Sixth Form had strong results in 2015-16, with the majority of students achieving the grades needed to progress to university, apprenticeships, or further education.
2. The document outlines priorities and areas for improvement, including increasing the number of students achieving the highest grades and ensuring consistency in performance across subjects.
3. It discusses the school's curriculum principles of providing all students access to powerful knowledge taught by specialist teachers, in order to help students understand and positively change the world.
Domain 2 of the Framework for Teaching focuses on establishing a positive classroom environment that supports student learning and engagement. It contains 5 components: respect and rapport, culture for learning, classroom procedures, managing student behavior, and physical space. A key aspect is that teachers create a respectful, well-managed classroom where students feel safe, valued, and responsible for compliance with rules of conduct so they can focus on learning.
The document does not contain any text to summarize. It only contains the letter "W". Therefore, I am unable to provide a meaningful 3 sentence summary as there is no information given in the document to summarize.
This session will explore the Principal's Leadership Forum, a group of student leaders at Orrville High School. Participants will learn how a smaller public high school can take action and make a positive change.
Question-centered approach to reading and writingJoe McVeigh
Joe McVeigh and Jenny Bixby describe a question-centered approach to teaching reading and writing for English language students. Download handout here: www.joemcveigh.org/resources
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
This document discusses character development at Tallis School. It begins by stating that all educators help develop character through what and how they teach as well as how they act as role models. The objectives are to define character education, consider ways to promote character development across the school, and plan how staff can contribute. Tallis' key character traits are identified as kindness, fairness, respect, optimism and honesty. Suggestions are made for developing character through classroom ethos, role modeling, language, teachable moments, and the curriculum. Staff are encouraged to recognize examples of character shown by others in the school community.
1. Tallis Sixth Form had strong results in 2015-16, with the majority of students achieving the grades needed to progress to university, apprenticeships, or further education.
2. The document outlines priorities and areas for improvement, including increasing the number of students achieving the highest grades and ensuring consistency in performance across subjects.
3. It discusses the school's curriculum principles of providing all students access to powerful knowledge taught by specialist teachers, in order to help students understand and positively change the world.
Domain 2 of the Framework for Teaching focuses on establishing a positive classroom environment that supports student learning and engagement. It contains 5 components: respect and rapport, culture for learning, classroom procedures, managing student behavior, and physical space. A key aspect is that teachers create a respectful, well-managed classroom where students feel safe, valued, and responsible for compliance with rules of conduct so they can focus on learning.
The document discusses the middle years programming at School District #48. It focuses on meeting the unique needs of early adolescents through a flexible, student-centered program. The overview discusses the characteristics of early adolescents and the middle years program at Don Ross Secondary School. The program is designed to support early adolescents through pods, an advisory program, exploratory courses, and a linear schedule. It aims to provide a safe, inclusive learning environment that promotes leadership while meeting students' varied needs.
The document discusses the characteristics of effective leadership and the role of the principal as a culturally responsive leader. It outlines nine key roles of the principal, including being aware of student culture, keeping parents informed, communicating high expectations, and reshaping the curriculum. It also discusses the importance of professional development models for teachers that focus on real needs, case studies, and building online communities. Motivation factors for teachers include praise, appreciation, recognition, teambuilding, and setting clear consequences.
Teaching a Character Education and Leadership Class that Aligns with Common Core
Looking for a comprehensive character education program that also aligns with the common core standards for English? Maybe a high-interest elective class or homeroom approach? Change the school climate and student apathy? Make PBIS actually work? A program called Character Development & Leadership can do all of this!
Presenter: Ryan Cole
This document provides motivational ideas and strategies for gifted students from Alan Haskvitz, a highly decorated teacher. It discusses defining and addressing underachievement in gifted students. It suggests intrinsic rather than extrinsic rewards, appealing to students' interests, allowing choice, and relating lessons to students' lives. It emphasizes learning by doing, creating timelines and organizers, empowering students, and setting high expectations for both students and teachers.
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.
This document summarizes James Gallagher's contributions to curriculum and instruction for gifted students over four eras from 1964 to the 1990s. It provides an overview of Gallagher's early work defining characteristics of gifted students and approaches to teaching them arithmetic, science, and social studies. It describes Gallagher's later emphasis on collaboration and the content specialist model for curriculum development. The last section discusses Gallagher's view that curriculum should be driven by the needs and potential of individual students.
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The document provides an overview of effective teaching strategies to engage students, as presented by Faye Brownlie. It discusses frameworks like universal design for learning and backwards design. Specific approaches are outlined, including assessment for learning, open-ended strategies, gradual release of responsibility, and inquiry-based learning. The importance of direct comprehension instruction, effective principles embedded in content, motivation, and formative assessment are also highlighted. Examples are given of thinking strategies applied in a grade 9 science classroom on teaching electricity concepts.
Active learning for the adult classroom dg naeycStella Baker
This document summarizes Donna Greene's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. Greene discusses challenges with traditional lecture-based teaching not developing critical thinking. She explored adult learning theory showing adults learn best through self-directed, hands-on experiences. Greene implemented a flipped classroom where students reviewed course content at home and spent class time applying knowledge through activities and discussions. She collaborated with the librarian Stella Baker to create online research guides helping students develop skills to independently find and evaluate scholarly sources. Greene believes this flipped model aligns better with how adults learn compared to traditional lecture-based teaching.
1. Effective school principals hire qualified teachers, promote collaboration, quickly address issues, and respect the community.
2. It is important for principals to understand the culture and ensure culturally responsive teaching. They should also seek to understand parents' perspectives.
3. Retaining good teachers requires effective professional development focused on real needs, technology use, online communities, models/mentors, and case studies.
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
This document discusses strategies for supporting student diversity and improving instruction. It summarizes research showing that the highest performing school systems focus on improving teacher quality through coaching, professional collaboration, and learning communities. Examples are provided of collaborative practices like information circles that allow teachers to share expertise and develop targeted instructional plans to meet student needs. Evidence suggests that giving students choice in how they demonstrate understanding increases engagement, effort and learning.
The document discusses assessment for learning (AFL) strategies presented by Faye Brownlie to educators in Vancouver School District. It provides learning intentions for attendees, which include being able to name and describe the 6 AFL strategies and understand how to embed them seamlessly into teaching. Descriptions and examples are given of various AFL strategies like learning intentions, success criteria, self-assessment, and providing descriptive feedback. The presentation aims to help teachers improve student learning through more effective use of assessment practices.
The document discusses the role of high school counselors in helping students with social, emotional, and academic development as they transition to high school, outlines some of the challenges students may face during this time including peer and identity issues, and provides parents with advice on supporting their child during this transition including maintaining open communication and establishing clear expectations.
This document provides an overview of strategies and frameworks for improving learning for all students. It discusses reviewing and revising school plans, collecting student information to inform classroom learning, collaborating in co-teaching models, and ensuring approaches meet the needs of diverse learners through strengths-based assessments and the universal design for learning. Specific co-teaching models like one teach one support are presented to facilitate collaborative problem-solving between teachers. The goal is to shift toward an inclusive model that supports students within the regular classroom.
The document discusses the role of high school counselors in helping students with social, emotional, and academic development as they transition through changes in high school. It outlines the challenges students face with physical, social, emotional, and cognitive development. Finally, it provides information about course requirements, schedules, and advice for parents on how to support their child's transition to high school.
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
Active learning for the adult classroom final naeycStella Baker
This document summarizes Donna Greene and Stella Baker's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. They discuss challenges with traditional lecture-based teaching not developing these skills. Their flipped model has students learn content at home through online resources like a LibGuide created by the college's librarian. This frees up class time for active learning exercises focusing on application, analysis and evaluation. By drawing on adult learning theory emphasizing self-directed learning from experience, the model helps develop the critical thinking needed to apply course lessons.
This document provides guidance on principles for raising good children. It discusses 9 key principles: 1) Make character development a priority. 2) Love children through attention, time, communication and sacrifice. 3) Be an authoritative teacher who requires respect. 4) Teach by example through moral moments. 5) Teach students to manage their moral environment. 6) Use direct teaching and questioning to develop conscience. 7) Discipline wisely. 8) Solve problems and conflicts fairly and with love. 9) Foster spiritual development through addressing life's big questions. Effective parenting focuses on character and moral formation through love, leadership, example and guidance.
Bennett platnick research design project pptReb2010
This study aims to examine whether participation in online book discussion forums can motivate middle school students to read more for pleasure. The researchers plan to have 84 6th and 7th grade students from four classrooms participate. Two classrooms will engage in biweekly discussions on Moodle forums about books they have read for 18 weeks, while the other two classrooms will not participate. Surveys, interviews, reading logs, and library records will be used to collect data and compare reading motivation between the two groups before and after the study. The researchers hope to gain insight into how social interactions about books online can influence reading motivation in adolescents.
Module Power Point For Adolescent Literacy Statisticseweber
The document discusses several facts about adolescent literacy challenges:
1) The brain, especially the frontal lobe responsible for critical thinking and problem solving, develops greatly during adolescence from ages 10-14 and is not fully mature until age 18.
2) NAEP data from 2002 shows that while 64% of 4th graders and 75% of 8th graders tested at or above basic reading levels, only 33% of 8th graders tested at proficient levels.
3) Leisure reading significantly declines between 6th and 8th grades, with only 12% of 8th graders reporting reading 7 or more books in the past 3 months compared to 22% of 6th graders.
The document discusses the middle years programming at School District #48. It focuses on meeting the unique needs of early adolescents through a flexible, student-centered program. The overview discusses the characteristics of early adolescents and the middle years program at Don Ross Secondary School. The program is designed to support early adolescents through pods, an advisory program, exploratory courses, and a linear schedule. It aims to provide a safe, inclusive learning environment that promotes leadership while meeting students' varied needs.
The document discusses the characteristics of effective leadership and the role of the principal as a culturally responsive leader. It outlines nine key roles of the principal, including being aware of student culture, keeping parents informed, communicating high expectations, and reshaping the curriculum. It also discusses the importance of professional development models for teachers that focus on real needs, case studies, and building online communities. Motivation factors for teachers include praise, appreciation, recognition, teambuilding, and setting clear consequences.
Teaching a Character Education and Leadership Class that Aligns with Common Core
Looking for a comprehensive character education program that also aligns with the common core standards for English? Maybe a high-interest elective class or homeroom approach? Change the school climate and student apathy? Make PBIS actually work? A program called Character Development & Leadership can do all of this!
Presenter: Ryan Cole
This document provides motivational ideas and strategies for gifted students from Alan Haskvitz, a highly decorated teacher. It discusses defining and addressing underachievement in gifted students. It suggests intrinsic rather than extrinsic rewards, appealing to students' interests, allowing choice, and relating lessons to students' lives. It emphasizes learning by doing, creating timelines and organizers, empowering students, and setting high expectations for both students and teachers.
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.
This document summarizes James Gallagher's contributions to curriculum and instruction for gifted students over four eras from 1964 to the 1990s. It provides an overview of Gallagher's early work defining characteristics of gifted students and approaches to teaching them arithmetic, science, and social studies. It describes Gallagher's later emphasis on collaboration and the content specialist model for curriculum development. The last section discusses Gallagher's view that curriculum should be driven by the needs and potential of individual students.
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
The document provides an overview of effective teaching strategies to engage students, as presented by Faye Brownlie. It discusses frameworks like universal design for learning and backwards design. Specific approaches are outlined, including assessment for learning, open-ended strategies, gradual release of responsibility, and inquiry-based learning. The importance of direct comprehension instruction, effective principles embedded in content, motivation, and formative assessment are also highlighted. Examples are given of thinking strategies applied in a grade 9 science classroom on teaching electricity concepts.
Active learning for the adult classroom dg naeycStella Baker
This document summarizes Donna Greene's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. Greene discusses challenges with traditional lecture-based teaching not developing critical thinking. She explored adult learning theory showing adults learn best through self-directed, hands-on experiences. Greene implemented a flipped classroom where students reviewed course content at home and spent class time applying knowledge through activities and discussions. She collaborated with the librarian Stella Baker to create online research guides helping students develop skills to independently find and evaluate scholarly sources. Greene believes this flipped model aligns better with how adults learn compared to traditional lecture-based teaching.
1. Effective school principals hire qualified teachers, promote collaboration, quickly address issues, and respect the community.
2. It is important for principals to understand the culture and ensure culturally responsive teaching. They should also seek to understand parents' perspectives.
3. Retaining good teachers requires effective professional development focused on real needs, technology use, online communities, models/mentors, and case studies.
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
This document discusses strategies for supporting student diversity and improving instruction. It summarizes research showing that the highest performing school systems focus on improving teacher quality through coaching, professional collaboration, and learning communities. Examples are provided of collaborative practices like information circles that allow teachers to share expertise and develop targeted instructional plans to meet student needs. Evidence suggests that giving students choice in how they demonstrate understanding increases engagement, effort and learning.
The document discusses assessment for learning (AFL) strategies presented by Faye Brownlie to educators in Vancouver School District. It provides learning intentions for attendees, which include being able to name and describe the 6 AFL strategies and understand how to embed them seamlessly into teaching. Descriptions and examples are given of various AFL strategies like learning intentions, success criteria, self-assessment, and providing descriptive feedback. The presentation aims to help teachers improve student learning through more effective use of assessment practices.
The document discusses the role of high school counselors in helping students with social, emotional, and academic development as they transition to high school, outlines some of the challenges students may face during this time including peer and identity issues, and provides parents with advice on supporting their child during this transition including maintaining open communication and establishing clear expectations.
This document provides an overview of strategies and frameworks for improving learning for all students. It discusses reviewing and revising school plans, collecting student information to inform classroom learning, collaborating in co-teaching models, and ensuring approaches meet the needs of diverse learners through strengths-based assessments and the universal design for learning. Specific co-teaching models like one teach one support are presented to facilitate collaborative problem-solving between teachers. The goal is to shift toward an inclusive model that supports students within the regular classroom.
The document discusses the role of high school counselors in helping students with social, emotional, and academic development as they transition through changes in high school. It outlines the challenges students face with physical, social, emotional, and cognitive development. Finally, it provides information about course requirements, schedules, and advice for parents on how to support their child's transition to high school.
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
Active learning for the adult classroom final naeycStella Baker
This document summarizes Donna Greene and Stella Baker's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. They discuss challenges with traditional lecture-based teaching not developing these skills. Their flipped model has students learn content at home through online resources like a LibGuide created by the college's librarian. This frees up class time for active learning exercises focusing on application, analysis and evaluation. By drawing on adult learning theory emphasizing self-directed learning from experience, the model helps develop the critical thinking needed to apply course lessons.
This document provides guidance on principles for raising good children. It discusses 9 key principles: 1) Make character development a priority. 2) Love children through attention, time, communication and sacrifice. 3) Be an authoritative teacher who requires respect. 4) Teach by example through moral moments. 5) Teach students to manage their moral environment. 6) Use direct teaching and questioning to develop conscience. 7) Discipline wisely. 8) Solve problems and conflicts fairly and with love. 9) Foster spiritual development through addressing life's big questions. Effective parenting focuses on character and moral formation through love, leadership, example and guidance.
Bennett platnick research design project pptReb2010
This study aims to examine whether participation in online book discussion forums can motivate middle school students to read more for pleasure. The researchers plan to have 84 6th and 7th grade students from four classrooms participate. Two classrooms will engage in biweekly discussions on Moodle forums about books they have read for 18 weeks, while the other two classrooms will not participate. Surveys, interviews, reading logs, and library records will be used to collect data and compare reading motivation between the two groups before and after the study. The researchers hope to gain insight into how social interactions about books online can influence reading motivation in adolescents.
Module Power Point For Adolescent Literacy Statisticseweber
The document discusses several facts about adolescent literacy challenges:
1) The brain, especially the frontal lobe responsible for critical thinking and problem solving, develops greatly during adolescence from ages 10-14 and is not fully mature until age 18.
2) NAEP data from 2002 shows that while 64% of 4th graders and 75% of 8th graders tested at or above basic reading levels, only 33% of 8th graders tested at proficient levels.
3) Leisure reading significantly declines between 6th and 8th grades, with only 12% of 8th graders reporting reading 7 or more books in the past 3 months compared to 22% of 6th graders.
6th Annual Adolescent Literacy Conference June 2016scasassa
View "Supporting Literacy Standards and Skills with Technology" Presentation given at the 6th Annual Adolescent Literacy Conference at SERESC Bedford, NH
This document outlines steps taken at St. George's Independent School to implement a more student-centered approach to teaching values and ethics. It discusses establishing leadership councils for middle and lower school students to have input into shared values and design positive behavior supports and activities. This empowers students to have independence and responsibility in grappling with ethical dilemmas from real-life experiences. Examples are provided of student leadership teams modeling values and preparing announcements to hold peers accountable using positive peer pressure.
Media Literacy & Adolescent DevelopmentRenee Hobbs
Renee Hobbs shares results of 3 research studies exploring how school-based media literacy programs advance critical analysis skills, promote intellectual curiosity and contribute to civic engagement.
Cory Stutts has worked since 2007 at Catherine Cook School, an independent Preschool-8 independent school in downtown Chicago. Cory is currently Head of the Middle School. Since 2008 when Catherine Cook joined the Ethical Literacy Learning Community, their focus has been systemic and grounded in professional development. Starting with a core teaching team at the 5 - 8 grade levels, the work has now branched out to span Pre-K through 8, with active participation from leadership at all three division levels, and active student engagement across the board.
This slide set was used at the 7th Annual Ethical Literacy Conference to guide attendees through a series of culture building activities that they could take back and implement in their school setting.
The document discusses shared values around the world. It provides examples of shared values from different places, including educators in the UK promoting respect, responsibility, compassion, fairness and inclusiveness; values of unity, responsibility, freedom, tolerance, honesty and justice in La Paz, Bolivia; and respect, responsibility, truth and freedom commonly cited in Bangladesh, Columbia, Poland, South Africa and the USA. The document suggests that while value systems may differ, finding common ground through shared values is important for cooperation.
Orrville has a long and distinguished history in partnership with the Institute of Global Ethics. To perpetuate a sense of ownership in shaping the character of our youth, the Character Education Committee of the Heartland Education Community, Inc. worked with the Institute of Global Ethics to conduct a series of seminars that lead to the development of “shared values”. These seminars were held in 1994. Experts from The Institute of Global Ethics facilitated the process to identify shared values.
More than 25 seminars were held with more than 300 community members attending. In each seminar, the question was asked: If you could post ethical character traits over the door of our school, which traits would you select for the children and educators to model? The nine traits mentioned most often during the seminars became the “Words of the Month” for our community. The “Words of the Month” program is the foundation of our character education program and is an integral part of our yearly theme.
The theme for 2012-2013 “Filling Your Bucket with Good Character” integrated the words of the month and books by Carol McCloud to provide students with opportunities to create and support a caring community while providing moral actions. The service learning continued throughout the year, as students participated in 4 community service projects during the year.
Whether you are an individual classroom teacher looking for help with ethics for your classroom, a principal looking to provide professional development in ethics for your staff, or a superintendent who wants to promote an ethical culture system-wide, the Ethical Literacy Approach from the Institute for Global Ethics has the answer for you.
This document outlines recommendations for developing and implementing an antibiotic policy in hospitals. It discusses formulating the policy based on local antimicrobial susceptibility data. The policy should include guidelines for empiric, prophylactic, and definitive antibiotic therapy along with restricted and reserve drug lists. It recommends establishing an antibiotic management team to monitor implementation and assess outcomes, such as antibiotic consumption. Regular review and updating of the policy based on new clinical and susceptibility data is also advised. The overall goal is to optimize antibiotic use and slow the development of antimicrobial resistance.
The document discusses the importance of developing an antibiotic policy to improve antibiotic use and combat antibiotic resistance. It notes that overuse and misuse of antibiotics in various healthcare, agricultural, and community settings has contributed significantly to the rise of antibiotic-resistant bacteria. An antibiotic policy aims to standardize and promote best practices for antibiotic prophylaxis and treatment. It also seeks to improve education, optimize resource use, and slow the emergence and spread of resistant bacteria. Developing effective antibiotic stewardship requires coordinated efforts between clinicians, microbiologists, pharmacists, and other stakeholders. Ongoing monitoring of resistance patterns and prudent prescribing guided by local susceptibility data are also emphasized.
Building a school culture around core values is an ongoing story we write with many forks in the road. Those decision points sometimes take us deeper into the work, at other times come to a resting point or double back to find the main track. During our four year partnership with IGE, the Catherine Cook School in Chicago has built a vehicle with endurance that is always taking us someplace new. Trace our journey, explore some of the byways and plan your own new paths. This interactive session will include a look at structures we repeat from year to year that keep us heading in the right direction, even if we don't always know where we'll end up.
The document discusses Staphylococcus bacteria, including S. aureus, S. epidermidis, and S. saprophyticus. S. aureus is a major human pathogen that can cause a variety of infections from local skin lesions to serious systemic infections or toxin-mediated diseases like food poisoning or toxic shock syndrome. Virulence factors and antibiotic resistance patterns are described. The diagnosis and treatment of staphylococcal infections is also summarized.
Excessive internet and computer use can negatively impact child development. Prolonged screen time can inhibit the left prefrontal cortex and weaken communication between brain hemispheres. This can impair logical thinking and cause learning problems. Too much exposure may also lead to addiction, aggression, isolation, poor school performance and health issues like obesity. However, in moderation video games can have benefits like improving problem-solving skills. The effects depend on factors like age of first exposure, time spent online, supervision level, and type of content viewed. Moderation and parental guidance are important to maximize benefits and reduce risks to young brains.
This document summarizes key concepts from a medical microbiology lecture, including definitions of infection, pathogens, commensals, and nonpathogens. It discusses the roles of normal flora in protecting the host and how their composition is determined. It also outlines colonization, carriage states, pathogenicity, and virulence factors. Specific examples are provided of bacterial adherence mechanisms like pili and adhesins in E. coli and S. aureus. The document also briefly discusses bacterial growth requirements, iron acquisition, and toxin production.
1) The document discusses various species of streptococci bacteria including Streptococcus pyogenes, Streptococcus agalactiae, Streptococcus pneumoniae, Enterococci, and Viridans streptococci.
2) S. pyogenes is known to cause infections like strep throat, scarlet fever, and toxic shock syndrome. It is identified by beta hemolysis on blood agar and sensitivity to bacitracin. Complications can include rheumatic fever and glomerulonephritis.
3) S. agalactiae commonly causes neonatal infections like sepsis and meningitis. It is identified through CAMP testing and hippurate hydrolysis.
This document discusses antibiotic sensitivity testing (AST), which determines how effective antibiotics are against bacteria in vitro. AST is important for selecting the best antibiotic treatment for patients, monitoring antibiotic resistance trends, and accumulating epidemiological data. The Kirby-Bauer disk diffusion method is described, which uses antibiotic-impregnated disks placed on agar plates inoculated with bacteria. The diameter of inhibition zones around the disks after incubation indicates antibiotic sensitivity. Interpretive criteria classify results as sensitive, intermediate, or resistant. AST provides guidance for clinicians in choosing effective antibiotic therapy.
This document discusses antibiotics, including their definition, classification, mechanisms of action, and advantages and disadvantages. It provides information on common synthetic antibiotics such as penicillin, cephalosporin, chloramphenicol, and others. The document outlines how antibiotics are classified based on their mechanism of action, spectrum of activity, and mode of action. It also notes some potential side effects of antibiotics and issues that can arise from their improper use.
Guidelines For Antibiotic Use by doctor SaleemMuhammad Saleem
Antibiotic guidelines in surgery,
especially antibiotic prophylaxis.
Prophylactic antibiotics in general surgery, cardiothoracic, vascular, orthopedic,neurosurgery,
Classification of wounds.
Guidelines of prophylactic antibiotics
By doctor Saleem
https://www.saleemplasticsurgeon.com/
Antibiotics: classification and spectrum of actionBashar Mudallal
This document provides an overview of different classes of antibiotics, including cell wall inhibitors, protein synthesis inhibitors, topoisomerase inhibitors, anti-metabolites, and anti-mycobacterials. It describes common antibiotics within each class, what types of bacteria they cover, and examples of specific antibiotics. It also briefly discusses empiric antimicrobial therapy and treatment for C. difficile infections.
1) The document introduces Ethical Literacy, a program by the Institute for Global Ethics that promotes ethical behavior through public discourse, practical action, and research.
2) Ethical Literacy is based on concepts rather than personalities or content, using a Socratic approach to help people think through ethical issues and gray areas.
3) The Institute has conducted research on "Schools of Integrity" that cultivate ethical cultures through a focus on shared values, higher-order thinking linked to ethics, and trusting relationships among students and faculty.
The document introduces Ethical Literacy, a program by the Institute for Global Ethics that promotes ethical behavior. It discusses how the program is based on concepts rather than content, uses Socratic questioning, and helps participants grapple with gray areas. It also summarizes findings from the program about building trust and emphasizing values in schools.
Cultivating Pedagogical Innovation Through Emerging LeadersAndrea Tejedor
This document outlines a spiral model for cultivating pedagogical innovation through emerging leaders. It discusses initiating a leadership group through invitation and discovery phases. It focuses on seeding the ground by creating containers for inquiry and collective maturation. The goal is to leverage educational technologies by exploring technologies, examining pedagogy, and evaluating outcomes through an ongoing process of synthesis, differentiation, and living design.
The document discusses shared values from different parts of the world. It provides examples of shared values identified by educators in England, Scotland, Wales and Northern Ireland which include respect, responsibility, compassion, fairness and inclusiveness. Further examples are provided from La Paz, Bolivia, Bangladesh, Japan, and Camden Hills Regional High School in Maine which identify values such as solidarity, freedom, tolerance, honesty, justice, truth and loyalty. The document suggests that despite differences, societies seek common values like respect, responsibility, truth, freedom and compassion to enable coordinated action.
Open Hardware project leadership, 7 suggestionsSanliFaez
This document discusses open hardware and provides 7 suggestions for building an open hardware community. It defines open hardware as hardware whose design is made publicly available so anyone can study, modify, distribute, make, and sell the design or hardware based on that design. The 7 suggestions are: 1) understand how community interactions work, 2) have an admirable grand vision, 3) avoid structurelessness, 4) choose an altruistic team, 5) build upon existing work rather than starting from scratch, 6) get user feedback early, and 7) choose a motivating motto. Examples are provided for each suggestion.
Cultivating Pedagogical Innovation Through Emerging LeadersAndrea Tejedor
This document summarizes Dr. Andrea Tejedor's presentation on cultivating pedagogical innovation through emerging leaders at Highland Falls-Fort Montgomery CSD. The presentation outlines a spiral model for change with 9 steps: invitation, discovery, collective maturation, sponsorship container, engage subsystems, suspend complexity, synthesis, differentiation, and living design. It describes forming a technology leadership team in year 1 that grew to include more members in years 2 and 3. The team explored emerging technologies, examined pedagogy, and evaluated outcomes to make a strategic shift towards tinkering with educational technologies and leadership development.
International Rural Network Forum - John Guenther and Melodie BatNinti_One
Presentation by John Guenther and Melodie Bat from CRC-REP project Remote Education Systems 'Towards a good education in remote Australia: Is it just a case of moving the desks around?' at the IRN Forum held in Whyalla, South Australia, 24-28 September 2012.
A presentation made in February 2016 to a range of groups interested in an update on the Flourishing Business Innovation Toolkit project.
The presentation provides a personal and detailed view of the history of the project and the our Toolkit - including current status of all elements of the project.
A recording of a Q&A with Antony Upward about this presentation is available to members of the Strongly Sustainable Business Model Group - linked from here: http://wiki.ssbmg.com/meeting/2016-02-09
For details of the process we're using to design our business please see our wiki: http://wiki.ssbmg.com/FBT-project/business-model
As usual, recommended downloading the presentation and viewing in slideshow mode with the speakers notes handy
This document discusses future trends in education from 2012 to 2035. It provides information on current topics in education, science, technology and jobs. Some of the key points made are:
1) By 2025, education models may shift away from grade-based structures to peer groups organized by interest. Buildings will get smaller and more environmentally friendly.
2) Jobs that may become obsolete by 2025 include traditional desks, language labs, homework, and standardized tests. Skills needed for future jobs include social intelligence, cross-cultural competence, and virtual collaboration.
3) Emerging jobs include cyber security specialists, genetic counselors, organic farmers, and medical records administrators, to name a few. Stem
The document outlines Geoffrey Gourley's presentation at the Sustainable Councils Conference 2009. The presentation focused on three key elements for councils to meet sustainability expectations: sustainability innovation, inspired leadership, and community engagement. For innovation, Gourley discussed Australia's history of innovation and how councils can apply it. He emphasized the importance of inspired visionary leaders to drive change. And he argued councils must fully engage communities, especially youth, to achieve real sustainability results, such as through community eco-centers.
This document summarizes an upcoming presentation on ethics versus business interests in project management. The presentation will use case studies and examples from professional forums to illustrate common ethical dilemmas project managers may face at different stages of a project's lifecycle. It will also discuss how ethical standards may vary in different regions and industries. The goal is for project managers to learn how to recognize and address potential ethical issues so they are prepared to handle similar situations in the future.
The document discusses several scenarios where project managers may encounter ethical dilemmas when business interests conflict with ethical conduct. It presents cases where a project manager is asked not to inform a client about a key resource leaving [1], making fraudulent claims in a project proposal [2], and overpromising requirements during sales to secure an order [3]. Comments from project management professionals emphasize the importance of transparency, not overstating capabilities, and ensuring client expectations are managed to build long-term credibility over short-term gains. Upholding ethics is suggested to facilitate successful project execution and establish trust.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
This paper will describe the intellectual underpinning of learning and teaching at the School of Management, St Andrews which is ‘Responsible Enterprise’. We propose exploring with faculty (early in 2014) what scholarship/teaching/learning demands emerge for Responsible Enterprise in World 3: Only Connect. We will build on the School’s expertise in scenario planning and explore via personal interviews and a workshop the potential answer to the question posed with this being the basis for an interactive session at the conference itself.
Combining permanence and change:the strength of strong ideals Filipa M. Ribeiro
The document discusses the role of ideals in higher education and scientific research. It argues that [1] scientific research and teaching should be primarily guided by ideals, [2] there are universal ideals that can ground science, requiring the unification of knowledge across disciplines, and [3] ideals allow for change while providing permanence and can help refute or enter new paradigms. The document presents research on the types of ideals held by scientists, how ideals influence knowledge creation, and proposes that ideals should be used to address environmental and moral crises and make education and policy more complete.
Value education teaches important qualities, characteristics, and ideas that guide decisions and behavior. It occurs through various processes where teachers and others transmit values to students. Some key universal values discussed include love, peace, loyalty, wisdom, integrity, and justice. Value education can take place in many settings like homes, schools, colleges, and youth organizations. Its objectives include improving human growth and creating sustainable attitudes. Approaches to value education can be explicit, through planned lessons, or implicit, through a school's overall culture. Businesses also demonstrate value education through philanthropic initiatives in areas like STEM education, community service, and environmental sustainability.
2013 leading change for the future doig jansen day shared slidesChris Jansen
This document provides an overview of a leadership development program focused on leading change for the future. It discusses exploring change processes, leadership for complex systems, collaborative culture development, and mapping change inquiries. It introduces concepts like embedding learning in work contexts, cross-pollination of learning, and ongoing conversations. Frameworks for leading positive and sustainable change are presented, along with discussions of speed, complexity, uncertainty and opportunities in change leadership. The challenges of technical versus adaptive challenges are examined. Throughout are examples, case studies, and insights into scanning the future environment and developing an iterative model for future-focused leadership.
CDEC is an organization that promotes global citizenship education in schools through programs like school linking, outdoor learning, and teaching about fairtrade. Their vision is for students to develop understanding of other people and places, and make informed choices that positively impact society. They provide resources and training to help teachers engage young students in learning about global issues and fairtrade, with the goal of encouraging students to not just learn about these topics but take action that can make a difference. One of their programs, called "The World from our Doorstep", aims to raise awareness of development issues and sustainability in young children through stories, games, and connections to local food producers.
This document discusses starting a Community of Practice (CoP) for the Community Ecology Institute (CEI). It provides background on what CoPs are, including that they are groups who share a passion for a domain and learn from each other. It then outlines key aspects of starting a CoP, such as deciding the domain, creating space for community, managing knowledge, and governance. Next steps proposed are to decide if a CoP fits CEI's goals, identify potential practice areas, approach partners, and set up governance and tools. A sample list of potential CoP partners is also included. The document closes with additional resources on social change, imagination, innovation and collaboration.
Getting S.M.A.R.T. with Data PresentationCourtney Huff
The document outlines an agenda for a School Leadership Teams Workshop focusing on creating a culture of quality data through professional development, data mining tools, and establishing collaborative teams. The workshop covers introducing data systems, assessing the current culture and use of data, and roles and responsibilities for building a culture where decisions are based on analysis of common formative assessments.
The document summarizes a presentation given on professional learning communities. It discusses what professional learning communities are and are not, challenges in implementing them, and strategies for effective goal setting and building trust within teaching teams. Key aspects include focusing on student learning, collaborative work among teachers, setting measurable and achievable goals, and establishing group protocols to strengthen relationships and promote open discussion.
Similar to Making School Meaningful Conference (20)
This presentation will focus on the development of the virtual Latin American School for Young Social Action, a school with roots planted during the “Youth Formation for Youth Social Action in Latin America” Conference in Bolivia (January 21-26, 2007). The virtual school is a space for “live learning” that allows for the education of youth across seven Latin American countries (Argentina, Bolivia, Brazil, Colombia, Mexico, Venezuela, and Uruguay), as per three basic principles:
•Community Leadership: An ethical leadership that, unlike individual leadership for the community, is not an imposed leadership, but one with the community that fosters collective processes.
•Social Action: Space to develop civic commitment among youth and involvement in the development of their communities, as well as in public policies.
•Latin American Identity: Space to recognize intercultural diversity and to construct a Latin American identity with a world vision starting from local identities.
Presenter, Coco Nunez, will provide an update on the process, results, and impacts of ethical values at the school from 2007 forward.
La Escuela Latinoamericana para la Actoría Social Juvenil (ELASJ) es un espacio de formación para jóvenes líderes de América Latina que busca recuperar saberes culturales y construir un futuro mejor aprovechando la diversidad de la región. Reúne a organizaciones de varios países que comparten experiencias exitosas de formación de líderes juveniles. Su objetivo es contribuir a la construcción de "ese otro mundo que si es posible" mediante el intercambio de conocimientos y la acción colectiva de los jóvenes.
This document outlines a proposed school-wide behavior plan called "GO HDR" for St. George's Independent School.
It discusses combining student-centered learning with a positive behavior support plan to create a program with an honor code and call to action of "GOing HDR", which stands for Giving back, Ownership, Honest, Dependable, and Respectful.
The plan would establish clear behavioral expectations, use positive reinforcement with things like reward tickets and recognition, and implement the program school-wide through strategies such as signage, activities, and incorporating the language and concepts into daily interactions with students.
This interactive session charts a process for Ethical Literacy® curriculum mapping at the Clairbourn School. The Clairbourn Ethical Literacy team, by utilizing its established set of five core ethical values, produced a Scope and Sequence for ethical values integration across grade levels, collaborating with faculty during in-service. The result is a “Primer” outlining ethics opportunities, PK – 8.
Clementine Suiffet, Clairbourn 4th grade teacher and Ethical Literacy team member, will provide background on establishing core values with faculty at Clairbourn, and designing the scope and sequence for these values as a full faculty process. Attendees will engage in a brief activity to begin thinking how to map ethics and values to curriculum at their respective schools.
Imagine a day that follows four months of meaningful conversation and planning engaging students, faculty, trustees, and alumni. Faculty learn how to team up with seniors to run ethics based seminars including participants in 6th through 12th grade. Beyond basic Socratic skills, faculty learn about leading open-ended conversations that bring out each participant’s voice, how to apply ethical frameworks, and how to bring alive an ethical challenge within a chosen school wide topic. The day starts by honoring newly elected distinguished alumni who reflect on the ethical lessons and moral character that they learned while in school. Several blocks of student/faculty run seminars follow that focus on issues within a given topic such as health, food, or simply decision making in areas of consequence when there is no easy answer and no ultimate resolution.
In the afternoon of Ethics Day, alumni come to campus and offer seminars on ethical dilemmas within their chosen professions. Students connect with graduates, learn about different careers, and then typically address case studies that open their eyes to real world applications. Alumni are inspired by the opportunity to return to their school to teach. Finally, students engage in some reflective conversation and writing to finish a truly transformational day.
This conference session will cover the overall design and philosophy behind running an Ethics Day program, the many and varied benefits of such a program, mistakes to avoid, and lots of interactive conversation about how this might be adapted to different school cultures. At Kent Denver we feel a fundamental obligation to help students practice making the very most difficult decisions before they, in fact, have to do so. This is what Ethics Day is designed to do.
The document discusses building a culture of connectivity at St. George's Independent School. It focuses on three critical areas: stronger academic performance through higher engagement; managing both healthy and unhealthy risks; and students being happier and more resilient at school through relational trust and acceptance of ambiguity. The goal is to create a culture of connectivity where the institutions and people teach civic awareness, engagement, and good character through their actions and examples rather than just rules.
SGIS Ethical Literacy® team members will share with participants their successes, as well as their challenges, with Ethical Literacy® along with practical ideas of how to lead a school community toward improved Ethical Fitness®.
Participants will have the opportunity to brainstorm and share their ideas with others. All will leave with strategies and ideas of how to increase ethical awareness and improve overall Ethical Fitness®.
Iona will talk about how Sir Charles Tupper Secondary in Vancouver, British Columbia became a beacon for how Social Responsibility programs could really become embedded in a school culture. She will talk about how a good program like EBS is essential, but the difference between a successful program that is lived every day by students and carried out into their daily lives, and one that is just another poster on the wall, lies in how it is enacted, and in deeper understandings of such things as the fundamental human relationships that are natural between adults and students, and how relationships really do matter.
In an interactive presentation that will help the participants explore community values and how they can be articulated positively through building a rubric to which all members of the community contribute. Then the hard part: how do you embed this into the life of the school? Keep it fresh and renewed as circumstances change? What kind of leadership is needed from administration, faculty and students? How does the narrative line of the community support the program?
Finally, how do you know when your program has taken off? (answer: when students begin to make ethical decisions day to day, even when these choices are hard) Why do they? A recent conversation with students at Tupper gave us some surprising answers.
These are the efforts reported by Dr. Brad Tyndall, Dean of the Instructional Office at Crowder College. As the college has enjoyed over 30% growth patterns over the last few years, Crowder has been experiencing some growing pains. In the past, our institution has seen little need to be concerned, however, with growth comes opportunity. Crowder has recently made great efforts to standardize efforts in this area of opportunity.
The document is comprised of copyright notices from the Institute for Global Ethics spanning multiple years. It does not contain any other substantive information beyond asserting copyright ownership over the content.
Participants of the 2009 Ethical Literacy Conference created a series of questions related to their work during a session utilizing a Press Conference Protocol.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.