Several studies have found that skills are a good predictor of job performance and an important consideration when choosing roles. The document discusses identifying and categorizing skills as part of career development. It prompts the reader to make a comprehensive list of their skills from their CV and categorize them as motivated, development, burnout, or not important skills based on whether they enjoy using and are competent in the skills. The goal is to help the reader understand their skills and how they can inform career choices and development goals.
The Importance of Getting Financing or Funding, Sources of Personal Financing, Examples of Bootstrapping Methods, Alternatives for Raising Money for a New Venture, Preparing to Raise Debt or Equity Financing, Sources of Equity Funding
industry, Industry Analysis, Why is Industry Analysis Important? How Industry and Firm-Level Factors Affect Performance, Techniques Available to Assess Industry Attractiveness, Studying Industry Trends
Marketing plan and its steps. Selecting a Market and Establishing a Position in the Market. The Process of Selecting a Target Market and Positioning Strategy. branding. marketing mix. launch of product
Final project for marketing management course at Walsh College which challenged the student to research and present a business and marketing plan for an imaginary but prospective and innovative product or service.
developing a business model. business model innovation. types of business model. How Business Models Emerge. Components of a Business Model. core strategy, strategic resources
What is your financial plan for your entrepreneurial activity?The Importance of a Financial Plan. Operating and Capital Budgets. Pro Forma Income Statements. Statement of Cash Flows: The Indirect Method
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter 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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Planning your research career (for trainers) 3.skills
1. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Career Development
Skills
Many studies have been carried out by researchers such as
Salgado and colleagues and Bertua et al verifying that skills
are a good predictor of job performance and therefore are a
critical consideration when choosing roles. Prediger and
Vansicle (1992) also carried out extensive research on
skills and their classifications linking them with Interests
as a further predictor of job performance.
2. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Discussion of skills is an important aspect of professional
development. When you realise that you do indeed have a large
range of skills, both general and highly specific, this can be a
great confidence booster and can be quite empowering. When
discussing skills in a professional development context
you need to be sure that you understand the following:
3. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
• Every role requires skills and every researcher has skills
• Every researcher has strengths in certain skill areas and indeed
certain roles suit people with these skill strengths
• Researchers will have specific technical skills as well as skills
that are transferrable to other roles.
4. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Open Participation Exercise:
Using Your CV as a reference, make as comprehensive list as
possible of the skills you have acquired to date.
5. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Open Participation Exercise:
Every role involves transferable skills. These are important to
look at when considering future roles, even a very different role.
As you list your skills, make a note of transferrable skills.
6. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Open Participation Exercise in the Career Dev. Log: Page 5
7. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
SKILLS
Open Participation Exercise:
Generic Research Skills
• Data Management
• Project Management
• Intercultural Communication
• ‘Traditional’ & Social Media utilisation
• Correct usage of English within a scientific context
• Academic Writing
8. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
SKILLS
Open Participation Exercise:
Generic Research Skills
• Various Areas of Public Engagement and Outreach
• Intellectual Property Rights
• Funding Applications
• Scientific Integrity & how to access information,
resources
• Publishing and understanding your options
• Research Methodologies
9. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
SKILLS
Skills I Enjoy Using
Motivated Skills (Skilled): Skills you enjoys using and are good
at. This is your preferred skill set, and these are skills that your
work role should draw heavily on. These skills should be
explored carefully to generate possible role/development ideas.
10. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
SKILLS
Skills I Enjoy Using
Potential Development Skills (Unskilled): Skills you enjoy using
or think you would enjoy using, but currently have low skill levels
in. These may represent options for training and development,
as once skill level increases they may move across to motivated
skills.
11. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
SKILLS
Skills I Do Not Enjoy Using
Burnout Skills: Skills you are quite competent in but do not
enjoy very much. You may fall into the situation of being asked
to do these skills because you are good at them but you get no
enjoyment from it and it can become a source of stress and
frustration. Ideally, work roles should not involve these
skills more than 20% of the time.
12. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
SKILLS
Skills I Do Not Enjoy Using
Not Important Skills (Unskilled): Skills the I neither like using or
have any competence in. Realistic work roles are unlikely to
involve any of these skills. You do not need to spend a lot of
time on this area but they should be noted for possible future
use.
13. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise
Going through your skills list, please identify your skills as
Motivated, Development, Burnout or Not Important
14. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise page 6 in Career Dev. Log
15. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise
Take note of your transferrable skills
(bottom page 4, Career Development Log)
16. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise, page 4, Career Dev. Log
17. This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Skills
Exercise
Does your skills set lean toward Data, Ideas, People or Things?
What categories are more pronounced?
Editor's Notes
Example
Initially working individually, participants can then work in groups of 2 or 3 to compare skills. This will serve as a reminder for any skills that each participant may have forgotten about. It is important that each completed skills list be as comprehensive as possible.
This slide, and the next, should be displayed during the skills audit as reminders to students.
From your skills list, choose the motivated skills and list them on page 6
From your skills list, choose the development skills and list them on page 6
From your skills list, choose the burnout skills and list them on page 6
From your skills list, choose the not important skills and list them on page 6
