Career Education & Work Gov Inst 2008 Project TemplateSue Fox
The presentation is the scaffolding that all school district teams attending the institute used to develop their Career Education and Work plan for the 2008-2009 school year.
DACUM* (Developing a Curriculum) chart created by a team of community based learning experts from across the state of PA and facilitated by Temple University. I was a member of this team.
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
The document outlines 4 standards for career education and work: 1) Career Awareness and Preparation, 2) Career Acquisition (getting a job), 3) Career Retention and Advancement, and 4) Entrepreneurship. It also states that the CEW Standards require students to use 21st Century Skills and is titled the 2009-2010 Game Plan.
The document summarizes the development of a senior internship program at a high school to engage seniors in learning through graduation. It discusses how the program started through researching other models, networking with community members, and establishing an advisory committee. The internship program now includes elements like identifying learning goals, research, interviews, reflection, and celebrations. Assessment shows interns do better academically and are more likely to complete college. In response, the school added support like pathways classes on self-awareness, goal setting, and personal finance, along with a student success center and pathways department to help students develop postsecondary plans.
Student Success Center Successful Communication InitativeSue Fox
The Student Success Center at the high school is requesting $2,353.54 to purchase a smart board, projector, and mobile conference center. This equipment will allow guests, students, and staff to give presentations and share information with students in the center. The goals are to improve communication and increase student participation in the center's career preparation and college planning activities. If funded, over 1,850 students each year will benefit from enhanced interactive presentations and resources to help them transition after high school.
Career Education & Work Gov Inst 2008 Project TemplateSue Fox
The presentation is the scaffolding that all school district teams attending the institute used to develop their Career Education and Work plan for the 2008-2009 school year.
DACUM* (Developing a Curriculum) chart created by a team of community based learning experts from across the state of PA and facilitated by Temple University. I was a member of this team.
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
The document outlines 4 standards for career education and work: 1) Career Awareness and Preparation, 2) Career Acquisition (getting a job), 3) Career Retention and Advancement, and 4) Entrepreneurship. It also states that the CEW Standards require students to use 21st Century Skills and is titled the 2009-2010 Game Plan.
The document summarizes the development of a senior internship program at a high school to engage seniors in learning through graduation. It discusses how the program started through researching other models, networking with community members, and establishing an advisory committee. The internship program now includes elements like identifying learning goals, research, interviews, reflection, and celebrations. Assessment shows interns do better academically and are more likely to complete college. In response, the school added support like pathways classes on self-awareness, goal setting, and personal finance, along with a student success center and pathways department to help students develop postsecondary plans.
Student Success Center Successful Communication InitativeSue Fox
The Student Success Center at the high school is requesting $2,353.54 to purchase a smart board, projector, and mobile conference center. This equipment will allow guests, students, and staff to give presentations and share information with students in the center. The goals are to improve communication and increase student participation in the center's career preparation and college planning activities. If funded, over 1,850 students each year will benefit from enhanced interactive presentations and resources to help them transition after high school.
Proper personal hygiene and keeping a clean workplace are important for safety. Employees should practice good lifting techniques by using their muscles instead of their back to avoid injury. Maintaining good housekeeping habits and learning proper workplace practices can help create a safer work environment.
The document provides safety tips for the workplace, emphasizing the importance of ensuring equipment is working properly, safety shields are in place, reading labels when using chemicals, keeping a clean workplace, practicing good lifting techniques, and learning proper workplace habits.
The short quote discusses how people are constantly changing and improving or declining, but never staying the same. It encourages taking action to better oneself.
The document contains 5 short messages expressing gratitude and optimism about participating in future group activities and meetings. The messages acknowledge positive feelings from reconnecting with others, insight gained from past sessions, and a willingness to help continue progress on shared goals.
Employers value communication skills, the ability to work with others, self-motivation, and a willingness to learn according to multiple surveys. The surveys also found that employers look for reliability, determination, confidence, honesty, and problem-solving abilities in potential employees. While the wording differed between surveys, consistent themes emerged around desirable qualities like communication, teamwork, motivation, and integrity.
Career development is examined through thinking, rethinking, and reexamining one's perspective. Initial thoughts are discussed and reconsidered, with alternative views explored, leading to a revised understanding of career development after thoughtful reconsideration.
This document outlines an inservice training for staff on February 1st, 2012. The big idea discussed is ensuring every student develops a postsecondary plan for after graduation involving tentative career choices and a high probability of success. The document also discusses peeragogy, a community of co-learners who help each other learn. Additionally, it mentions that identifying skills can build self-efficacy and finding passion, and that career development involves both skills and passion.
The document outlines 15 skills that are needed across all industries in today's workforce, including analytical thinking, creative problem solving, strong communication skills, proficiency with productivity software and some specialized software, multi-tasking abilities, public speaking skills, effective customer interaction, willingness to work flexible hours, strong collaboration skills, ability to work remotely, meet deadlines, manage email, and contribute to marketing.
This document outlines essential learning outcomes that students should gain from beginning in school through higher education. It identifies four main categories of learning: knowledge of human cultures and the natural world; intellectual and practical skills; personal and social responsibility; and integrative and applied learning. Each category includes specific areas that students should demonstrate mastery in, such as inquiry, critical thinking, communication, civic engagement, and applying knowledge to complex problems. The learning outcomes were developed through consultation with hundreds of colleges and analysis of business and accreditation recommendations.
The six 21st century skills you really needSue Fox
The blog post discusses 6 essential 21st century skills: [1] self-awareness, [2] asking questions, [3] empathic listening, [4] authentic conversation, [5] reflection, and [6] seeking and working with multiple perspectives. It argues that developing skills in these core areas provides great value and benefits for success in life and career, more so than other specialized skills. The post encourages readers to reflect on how well they have cultivated these 6 skills and how they can focus on improving them in the new year.
11 critical job skills are outlined that every college student should master regardless of their career path. These include: 1) Writing clearly and forcefully. 2) Systematizing and organizing data. 3) Doing research. 4) Presenting material orally. 5) Taking notes. 6) Meeting deadlines. 7) Working on a team. 8) Getting along with a boss. 9) Multitasking and time management. 10) Seeing a big project through to completion. 11) Creative thinking. The document encourages students to seek opportunities in their college courses to develop these skills.
This document summarizes an inservice meeting for career, education, and work staff. The purpose was to develop experiences for students to graduate high school with a postsecondary plan grounded in career choices. Activities included identifying skills and passions, discussing three types of skills, and ranking important transferable skills. Staff participated in skills identification exercises and discussed embedding skills practice into student experiences. They watched a video on finding your element by connecting skills to passions. The goal was to help students identify skills they enjoy to find career fulfillment.
The Futures Fair is an event held at Hatboro Horsham High School that connects students with professionals in the community. It aims to expose students to innovative careers and potential futures through hands-on interactions. Over 2000 students and 250 faculty members attended the most recent Futures Fair, themed around innovation and entrepreneurship. The fair is a collaboration between the school, local Chamber of Commerce, and Educational Foundation and features exhibits by professionals, colleges, and student projects. Its goal is to help students explore career options and understand the opportunities available locally.
The document outlines Pennsylvania's career education and work standards for 21st century skills, including innovation, entrepreneurship, and various career clusters such as arts and business, health, engineering, human communication, finance, information technology, and human services. It provides video links for a two-part overview of these standards and skills.
The document describes an e-portfolio called P.E.A.K.S.+ used by students at Hatboro-Horsham High School to reflect on themselves, their experiences, achievements, skills, interests, and goals. The portfolio is hosted on Wikispaces and contains pages addressing identity, resume, accomplishments, passions, career plans, and assessment results. It is designed to help students understand themselves and plan their transition after high school by presenting their profile to faculty, colleges, and employers.
The document provides information about Sue Fox and her career. Sue Fox works for the Hatboro-Horsham School District as the Career Education and Work Curriculum Specialist and Community-Based Learning Coordinator, and is also the Pathways Department Chair. She is involved in several regional and state educational efforts focused on career development and curriculum standards. The document emphasizes Sue Fox's passion for student learning and development, as well as her creativity, resourcefulness, and versatility in curriculum and program development.
This document provides tips for writing successful grant applications. It recommends defining the need you want the grant to address, researching how funding would help solve the problem, and modeling your program after ones with proven results. For the greatest chance of success, clearly outline the issue being addressed, how the need was determined, and how activities will impact the community while allowing results to be measured and the project sustained after funding ends. Research potential funders using the websites listed to find opportunities that align with your proposed work.
How a school district, chamber of commerce and educational foundation partnered to expose students to high priority occupations in the Delaware Valley.
Sue Fox works as a Career Education and Work Curriculum Specialist and Community-Based Learning Coordinator for the Hatboro-Horsham School District. She is passionate about focusing on what is best for students and their learning. She is also involved in several regional and state educational efforts. Sue Fox is looking for an opportunity to work in K-12 curriculum and seeks a school district committed to student success, 21st century skills, and inquiry-based learning.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Proper personal hygiene and keeping a clean workplace are important for safety. Employees should practice good lifting techniques by using their muscles instead of their back to avoid injury. Maintaining good housekeeping habits and learning proper workplace practices can help create a safer work environment.
The document provides safety tips for the workplace, emphasizing the importance of ensuring equipment is working properly, safety shields are in place, reading labels when using chemicals, keeping a clean workplace, practicing good lifting techniques, and learning proper workplace habits.
The short quote discusses how people are constantly changing and improving or declining, but never staying the same. It encourages taking action to better oneself.
The document contains 5 short messages expressing gratitude and optimism about participating in future group activities and meetings. The messages acknowledge positive feelings from reconnecting with others, insight gained from past sessions, and a willingness to help continue progress on shared goals.
Employers value communication skills, the ability to work with others, self-motivation, and a willingness to learn according to multiple surveys. The surveys also found that employers look for reliability, determination, confidence, honesty, and problem-solving abilities in potential employees. While the wording differed between surveys, consistent themes emerged around desirable qualities like communication, teamwork, motivation, and integrity.
Career development is examined through thinking, rethinking, and reexamining one's perspective. Initial thoughts are discussed and reconsidered, with alternative views explored, leading to a revised understanding of career development after thoughtful reconsideration.
This document outlines an inservice training for staff on February 1st, 2012. The big idea discussed is ensuring every student develops a postsecondary plan for after graduation involving tentative career choices and a high probability of success. The document also discusses peeragogy, a community of co-learners who help each other learn. Additionally, it mentions that identifying skills can build self-efficacy and finding passion, and that career development involves both skills and passion.
The document outlines 15 skills that are needed across all industries in today's workforce, including analytical thinking, creative problem solving, strong communication skills, proficiency with productivity software and some specialized software, multi-tasking abilities, public speaking skills, effective customer interaction, willingness to work flexible hours, strong collaboration skills, ability to work remotely, meet deadlines, manage email, and contribute to marketing.
This document outlines essential learning outcomes that students should gain from beginning in school through higher education. It identifies four main categories of learning: knowledge of human cultures and the natural world; intellectual and practical skills; personal and social responsibility; and integrative and applied learning. Each category includes specific areas that students should demonstrate mastery in, such as inquiry, critical thinking, communication, civic engagement, and applying knowledge to complex problems. The learning outcomes were developed through consultation with hundreds of colleges and analysis of business and accreditation recommendations.
The six 21st century skills you really needSue Fox
The blog post discusses 6 essential 21st century skills: [1] self-awareness, [2] asking questions, [3] empathic listening, [4] authentic conversation, [5] reflection, and [6] seeking and working with multiple perspectives. It argues that developing skills in these core areas provides great value and benefits for success in life and career, more so than other specialized skills. The post encourages readers to reflect on how well they have cultivated these 6 skills and how they can focus on improving them in the new year.
11 critical job skills are outlined that every college student should master regardless of their career path. These include: 1) Writing clearly and forcefully. 2) Systematizing and organizing data. 3) Doing research. 4) Presenting material orally. 5) Taking notes. 6) Meeting deadlines. 7) Working on a team. 8) Getting along with a boss. 9) Multitasking and time management. 10) Seeing a big project through to completion. 11) Creative thinking. The document encourages students to seek opportunities in their college courses to develop these skills.
This document summarizes an inservice meeting for career, education, and work staff. The purpose was to develop experiences for students to graduate high school with a postsecondary plan grounded in career choices. Activities included identifying skills and passions, discussing three types of skills, and ranking important transferable skills. Staff participated in skills identification exercises and discussed embedding skills practice into student experiences. They watched a video on finding your element by connecting skills to passions. The goal was to help students identify skills they enjoy to find career fulfillment.
The Futures Fair is an event held at Hatboro Horsham High School that connects students with professionals in the community. It aims to expose students to innovative careers and potential futures through hands-on interactions. Over 2000 students and 250 faculty members attended the most recent Futures Fair, themed around innovation and entrepreneurship. The fair is a collaboration between the school, local Chamber of Commerce, and Educational Foundation and features exhibits by professionals, colleges, and student projects. Its goal is to help students explore career options and understand the opportunities available locally.
The document outlines Pennsylvania's career education and work standards for 21st century skills, including innovation, entrepreneurship, and various career clusters such as arts and business, health, engineering, human communication, finance, information technology, and human services. It provides video links for a two-part overview of these standards and skills.
The document describes an e-portfolio called P.E.A.K.S.+ used by students at Hatboro-Horsham High School to reflect on themselves, their experiences, achievements, skills, interests, and goals. The portfolio is hosted on Wikispaces and contains pages addressing identity, resume, accomplishments, passions, career plans, and assessment results. It is designed to help students understand themselves and plan their transition after high school by presenting their profile to faculty, colleges, and employers.
The document provides information about Sue Fox and her career. Sue Fox works for the Hatboro-Horsham School District as the Career Education and Work Curriculum Specialist and Community-Based Learning Coordinator, and is also the Pathways Department Chair. She is involved in several regional and state educational efforts focused on career development and curriculum standards. The document emphasizes Sue Fox's passion for student learning and development, as well as her creativity, resourcefulness, and versatility in curriculum and program development.
This document provides tips for writing successful grant applications. It recommends defining the need you want the grant to address, researching how funding would help solve the problem, and modeling your program after ones with proven results. For the greatest chance of success, clearly outline the issue being addressed, how the need was determined, and how activities will impact the community while allowing results to be measured and the project sustained after funding ends. Research potential funders using the websites listed to find opportunities that align with your proposed work.
How a school district, chamber of commerce and educational foundation partnered to expose students to high priority occupations in the Delaware Valley.
Sue Fox works as a Career Education and Work Curriculum Specialist and Community-Based Learning Coordinator for the Hatboro-Horsham School District. She is passionate about focusing on what is best for students and their learning. She is also involved in several regional and state educational efforts. Sue Fox is looking for an opportunity to work in K-12 curriculum and seeks a school district committed to student success, 21st century skills, and inquiry-based learning.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM