This document appears to be a list of students and activities from the first day of class. It includes the names of several students - Emma, Marc, Marina Laura, Pau, Lucía, Laia, Alma - and describes some activities the class engaged in like taking attendance daily, eating breakfast, working with their ship and crew, having their first day with a digital whiteboard, collecting autumn leaves, and lining up to go home with their teachers. The class of sailors was complete.
Rachel Pether is a financial risk manager at Mubadala GE Capital who also works part-time as a television news anchor. She is studying for both the ACT's AMCT qualification and the CFA qualification, working up to 30 hours per week on her studies while juggling her two jobs. Pether believes the qualifications are worth the effort as they will increase her credibility and skills in treasury. The article highlights how Pether manages her punishing schedule through discipline and time management, and notes the support she receives from her employer Mubadala in pursuing professional development.
The document discusses four potential locations for a film scene. The first location is near an abandoned building hidden in the trees, surprising viewers. The second is a spooky, concealed area showing the kidnapper's bad intentions. The third shows the scale of an interior and the contrast from outside. The fourth is a run-down, dark abandoned building ideal for creating tension as the kidnappers' hideout.
This document appears to be a list of students and activities from the first day of class. It includes the names of several students - Emma, Marc, Marina Laura, Pau, Lucía, Laia, Alma - and describes some activities the class engaged in like taking attendance daily, eating breakfast, working with their ship and crew, having their first day with a digital whiteboard, collecting autumn leaves, and lining up to go home with their teachers. The class of sailors was complete.
Rachel Pether is a financial risk manager at Mubadala GE Capital who also works part-time as a television news anchor. She is studying for both the ACT's AMCT qualification and the CFA qualification, working up to 30 hours per week on her studies while juggling her two jobs. Pether believes the qualifications are worth the effort as they will increase her credibility and skills in treasury. The article highlights how Pether manages her punishing schedule through discipline and time management, and notes the support she receives from her employer Mubadala in pursuing professional development.
The document discusses four potential locations for a film scene. The first location is near an abandoned building hidden in the trees, surprising viewers. The second is a spooky, concealed area showing the kidnapper's bad intentions. The third shows the scale of an interior and the contrast from outside. The fourth is a run-down, dark abandoned building ideal for creating tension as the kidnappers' hideout.
real employment alliance amsterdam uiin conference 20160603 01José PIETRI
REAL: Regional Education and Employment Alliances (Project completes end 2016)
The REAL project (renamed "Employment Alliance") aims to empower young unemployed or underemployed humanities graduates to fully succeed. It will address issues locally thus allowing to generate key skills by forming a working alliance between all stakeholders.
Pencemaran lingkungan hidup dikarenakan masuknya zat, energi, dan komponen lain ke dalam lingkungan oleh kegiatan manusia yang melewati baku mutu lingkungan. Dokumen ini membahas tentang pencemaran udara, air, dan tanah serta pengendaliannya, termasuk sumber pencemar dan dampaknya.
Entrepreneurship & innovation education - do we have it all?José PIETRI
This document discusses entrepreneurship education in Europe. It begins by questioning what entrepreneurship, innovation, and education mean. It then explores challenges European entrepreneurs face like access to finance and fear of failure. The document suggests entrepreneurship education should teach entrepreneurial mindsets and skills. It notes that entrepreneurship education in Europe is missing elements like robust funding and assessment of learning outcomes. The document promotes developing an entrepreneurial culture in Europe to support job creation through entrepreneurship education.
Jayant Das has over 16 years of experience in Oracle Applications and project management. He has extensive experience managing projects for clients across various industries in locations around the world. Some of his skills and responsibilities include managing teams, client relationships, budgets, risk mitigation, and project delivery. He has deep technical experience with Oracle ERP modules like order management, purchasing, and asset management.
Amiodarone is used in three protocols for cardiac arrest and irregular heart rhythms: C300 for ventricular fibrillation or tachycardia in adults without a pulse, C304 for stable wide complex tachycardia with a pulse, and P601 for pediatric pulseless cardiac arrest caused by ventricular fibrillation or tachycardia. The document notes that the local population may be on oral Amiodarone for heart failure, which if found could provide insight into an unresponsive patient, and advises having Amiodarone drawn up in advance due to the time needed to administer it for rare but potentially salvageable cases of ventricular fibrillation or pulseless ventricular tachycardia.
The document discusses the Eurozone crisis that began in 2009. It started in Greece due to the country misreporting its economic statistics, which hid a large budget deficit. As the global financial crisis hit, it struggled with high debt and interest rates. Greece required a bailout package from the EU and IMF to avoid defaulting. The crisis spread to other southern European countries like Portugal, Italy, Ireland, and Spain, known as the PIIGS, who also had high debts and deficits. Austerity measures were implemented but caused economic hardships.
Este documento lista 5 materiales informáticos con sus respectivas cantidades, marcas, características y precios. Incluye detalles como tamaño de pantalla, resolución, velocidad de memoria, capacidad de almacenamiento y precios con y sin IVA.
This document outlines a project called "Working in Europe - Skills for Success" that took place from 2015-2017. The project involved schools from Germany, Romania, France, Bulgaria, Spain, and Croatia analyzing the development of workplaces in Europe and identifying the skills needed for successful job applications and careers. Main activities included project meetings and learning activities in each participating country to help students develop digital skills, language skills, intercultural competence, entrepreneurial skills, and gain insight into job markets across Europe to address youth unemployment. Expected results included enhanced skills and confidence for students and sharing of innovative teaching methods between teachers.
High youth unemployment puts the financial future of an entire generation at risk. JA answers with cutting- edge skill-building opportunities that enable young people to find meaningful, productive careers.
Documentation from EUBIC Learning Camp that was the final event of a ESF funded project to provide new operation models to enhance univeristy-business-cooperation.
The Erasmus+ Project from 2015-2017 involved six secondary schools from Germany, Romania, France, Bulgaria, Spain, and Croatia working together on skills for success in the workplace in Europe. The goals were to analyze the development of workplaces, identify skills required for successful job applications in the EU, and address youth unemployment. Through activities like meetings, students would improve skills like digital competence, language skills, intercultural competence, and entrepreneurship to ease their transition from school to work.
This document describes a 2015-2017 Erasmus+ project involving schools in Germany, Romania, France, Bulgaria, Spain, and Serbia. The project aimed to analyze workplaces across Europe, identify skills required for successful job applications in the EU, and address youth unemployment. Students developed materials around jobs, business creation, and company success. They enhanced language, cultural, creativity, and career skills through virtual communication and an advice film. The project sought to prepare students for the modern workplace through understanding technology's impact, broadening cultural perspectives, and developing skills needed for future careers.
The document discusses YouNG, an organization that provides career advice, guidance and work experience opportunities to young people. It was established in 2012 with seven students from local schools. YouNG aims to help young people develop skills for the workforce and raise their confidence and aspirations. It organizes events like YouNG Markets and connects students to local businesses for work experience. The document outlines YouNG's services and goals of establishing a social enterprise to continue its work in supporting schools and small businesses.
This document describes a project between schools in six European countries (Germany, Romania, France, Bulgaria, Spain, Croatia) aimed at helping students develop skills for successful job applications and addressing youth unemployment. The project goals are to help students understand changing workplace technologies and skills, improve digital, language, and intercultural competences, and increase mobility and entrepreneurial skills through meetings abroad. Outputs include teaching materials like vocabulary booklets, evaluation questionnaires, and a film with job application advice. Students will benefit from enhanced skills, confidence, and awareness of work in Europe. Teachers will gain insights into partner countries' work situations and improve ICT and teaching skills.
This document describes a 2015-2017 Erasmus+ project aimed at helping students develop skills for success in the European job market. The project involved schools from Germany, Romania, France, Bulgaria, Spain, and Croatia. It focused on analyzing developing workplaces across Europe and identifying skills needed for successful job applications, like digital skills, language skills, intercultural competence, and entrepreneurship. Main activities included teaching activities in participating countries focused on succeeding in business past and present. The project aimed to benefit students by improving their job prospects and self-confidence, and teachers through sharing teaching methods.
- MTA is the Innovation and Team-Entrepreneurship unit of Mondragon University in Spain, created in 2008 in cooperation with TiimiAkatemia in Finland.
- MTA currently has over 500 team-entrepreneurs participating in its programs across 7 locations to create an international entrepreneurial community.
- MTA's programs include an Official European Bachelor's Degree in Entrepreneurial Leadership and Innovation, an International Master's in Intrapreneurship and Open Innovation, and professional training programs for entrepreneurs and team coaches.
This document outlines a project between several schools in Europe about the workplace. The project aims to 1) analyze workplace developments across Europe, 2) help students improve skills required for successful job applications, and 3) address the challenge of youth unemployment. Over two years, students and teachers from different countries will participate in learning activities and meetings to enhance skills like digital competence, foreign languages, intercultural skills, and entrepreneurship. The goal is for students to gain a better understanding of modern labor market needs and have an easier transition from school to work.
This document outlines the objectives and results of an Erasmus+ project focused on the workplace in Europe between 2015-2017. The project involved partners from six countries and aimed to help students understand changes in the workplace, improve skills like digital competencies, languages, and entrepreneurship, and increase mobility within Europe. Key results included educational materials about jobs, business skills, and each partner country. The objectives were to prepare youth for the modern job market and increase intercultural understanding between partner nations.
Junior Achievement is a worldwide nonprofit organization that provides entrepreneurship education programs to students. It aims to inspire and prepare young people to succeed in the global economy by teaching skills like work readiness, entrepreneurship, and financial literacy. Its programs are delivered through partnerships between schools, businesses, and volunteers. Evaluations show the programs help develop students' skills, increase their motivation and attitudes toward work, and make them twice as likely to start their own businesses in the future.
real employment alliance amsterdam uiin conference 20160603 01José PIETRI
REAL: Regional Education and Employment Alliances (Project completes end 2016)
The REAL project (renamed "Employment Alliance") aims to empower young unemployed or underemployed humanities graduates to fully succeed. It will address issues locally thus allowing to generate key skills by forming a working alliance between all stakeholders.
Pencemaran lingkungan hidup dikarenakan masuknya zat, energi, dan komponen lain ke dalam lingkungan oleh kegiatan manusia yang melewati baku mutu lingkungan. Dokumen ini membahas tentang pencemaran udara, air, dan tanah serta pengendaliannya, termasuk sumber pencemar dan dampaknya.
Entrepreneurship & innovation education - do we have it all?José PIETRI
This document discusses entrepreneurship education in Europe. It begins by questioning what entrepreneurship, innovation, and education mean. It then explores challenges European entrepreneurs face like access to finance and fear of failure. The document suggests entrepreneurship education should teach entrepreneurial mindsets and skills. It notes that entrepreneurship education in Europe is missing elements like robust funding and assessment of learning outcomes. The document promotes developing an entrepreneurial culture in Europe to support job creation through entrepreneurship education.
Jayant Das has over 16 years of experience in Oracle Applications and project management. He has extensive experience managing projects for clients across various industries in locations around the world. Some of his skills and responsibilities include managing teams, client relationships, budgets, risk mitigation, and project delivery. He has deep technical experience with Oracle ERP modules like order management, purchasing, and asset management.
Amiodarone is used in three protocols for cardiac arrest and irregular heart rhythms: C300 for ventricular fibrillation or tachycardia in adults without a pulse, C304 for stable wide complex tachycardia with a pulse, and P601 for pediatric pulseless cardiac arrest caused by ventricular fibrillation or tachycardia. The document notes that the local population may be on oral Amiodarone for heart failure, which if found could provide insight into an unresponsive patient, and advises having Amiodarone drawn up in advance due to the time needed to administer it for rare but potentially salvageable cases of ventricular fibrillation or pulseless ventricular tachycardia.
The document discusses the Eurozone crisis that began in 2009. It started in Greece due to the country misreporting its economic statistics, which hid a large budget deficit. As the global financial crisis hit, it struggled with high debt and interest rates. Greece required a bailout package from the EU and IMF to avoid defaulting. The crisis spread to other southern European countries like Portugal, Italy, Ireland, and Spain, known as the PIIGS, who also had high debts and deficits. Austerity measures were implemented but caused economic hardships.
Este documento lista 5 materiales informáticos con sus respectivas cantidades, marcas, características y precios. Incluye detalles como tamaño de pantalla, resolución, velocidad de memoria, capacidad de almacenamiento y precios con y sin IVA.
This document outlines a project called "Working in Europe - Skills for Success" that took place from 2015-2017. The project involved schools from Germany, Romania, France, Bulgaria, Spain, and Croatia analyzing the development of workplaces in Europe and identifying the skills needed for successful job applications and careers. Main activities included project meetings and learning activities in each participating country to help students develop digital skills, language skills, intercultural competence, entrepreneurial skills, and gain insight into job markets across Europe to address youth unemployment. Expected results included enhanced skills and confidence for students and sharing of innovative teaching methods between teachers.
High youth unemployment puts the financial future of an entire generation at risk. JA answers with cutting- edge skill-building opportunities that enable young people to find meaningful, productive careers.
Documentation from EUBIC Learning Camp that was the final event of a ESF funded project to provide new operation models to enhance univeristy-business-cooperation.
The Erasmus+ Project from 2015-2017 involved six secondary schools from Germany, Romania, France, Bulgaria, Spain, and Croatia working together on skills for success in the workplace in Europe. The goals were to analyze the development of workplaces, identify skills required for successful job applications in the EU, and address youth unemployment. Through activities like meetings, students would improve skills like digital competence, language skills, intercultural competence, and entrepreneurship to ease their transition from school to work.
This document describes a 2015-2017 Erasmus+ project involving schools in Germany, Romania, France, Bulgaria, Spain, and Serbia. The project aimed to analyze workplaces across Europe, identify skills required for successful job applications in the EU, and address youth unemployment. Students developed materials around jobs, business creation, and company success. They enhanced language, cultural, creativity, and career skills through virtual communication and an advice film. The project sought to prepare students for the modern workplace through understanding technology's impact, broadening cultural perspectives, and developing skills needed for future careers.
The document discusses YouNG, an organization that provides career advice, guidance and work experience opportunities to young people. It was established in 2012 with seven students from local schools. YouNG aims to help young people develop skills for the workforce and raise their confidence and aspirations. It organizes events like YouNG Markets and connects students to local businesses for work experience. The document outlines YouNG's services and goals of establishing a social enterprise to continue its work in supporting schools and small businesses.
This document describes a project between schools in six European countries (Germany, Romania, France, Bulgaria, Spain, Croatia) aimed at helping students develop skills for successful job applications and addressing youth unemployment. The project goals are to help students understand changing workplace technologies and skills, improve digital, language, and intercultural competences, and increase mobility and entrepreneurial skills through meetings abroad. Outputs include teaching materials like vocabulary booklets, evaluation questionnaires, and a film with job application advice. Students will benefit from enhanced skills, confidence, and awareness of work in Europe. Teachers will gain insights into partner countries' work situations and improve ICT and teaching skills.
This document describes a 2015-2017 Erasmus+ project aimed at helping students develop skills for success in the European job market. The project involved schools from Germany, Romania, France, Bulgaria, Spain, and Croatia. It focused on analyzing developing workplaces across Europe and identifying skills needed for successful job applications, like digital skills, language skills, intercultural competence, and entrepreneurship. Main activities included teaching activities in participating countries focused on succeeding in business past and present. The project aimed to benefit students by improving their job prospects and self-confidence, and teachers through sharing teaching methods.
- MTA is the Innovation and Team-Entrepreneurship unit of Mondragon University in Spain, created in 2008 in cooperation with TiimiAkatemia in Finland.
- MTA currently has over 500 team-entrepreneurs participating in its programs across 7 locations to create an international entrepreneurial community.
- MTA's programs include an Official European Bachelor's Degree in Entrepreneurial Leadership and Innovation, an International Master's in Intrapreneurship and Open Innovation, and professional training programs for entrepreneurs and team coaches.
This document outlines a project between several schools in Europe about the workplace. The project aims to 1) analyze workplace developments across Europe, 2) help students improve skills required for successful job applications, and 3) address the challenge of youth unemployment. Over two years, students and teachers from different countries will participate in learning activities and meetings to enhance skills like digital competence, foreign languages, intercultural skills, and entrepreneurship. The goal is for students to gain a better understanding of modern labor market needs and have an easier transition from school to work.
This document outlines the objectives and results of an Erasmus+ project focused on the workplace in Europe between 2015-2017. The project involved partners from six countries and aimed to help students understand changes in the workplace, improve skills like digital competencies, languages, and entrepreneurship, and increase mobility within Europe. Key results included educational materials about jobs, business skills, and each partner country. The objectives were to prepare youth for the modern job market and increase intercultural understanding between partner nations.
Junior Achievement is a worldwide nonprofit organization that provides entrepreneurship education programs to students. It aims to inspire and prepare young people to succeed in the global economy by teaching skills like work readiness, entrepreneurship, and financial literacy. Its programs are delivered through partnerships between schools, businesses, and volunteers. Evaluations show the programs help develop students' skills, increase their motivation and attitudes toward work, and make them twice as likely to start their own businesses in the future.
This document summarizes a proposal for an online education marketplace called Kurzomanie.cz. It will allow students to study online or find distance courses and tutors, and will enable instructors to share their skills and generate income. The proposal outlines problems in current e-learning solutions, describes Kurzomanie's features and advantages, analyzes the market opportunity in the Czech Republic, and provides financial projections showing anticipated revenue growth from 2016-2019 through commissions on course purchases and tutoring services.
My Generation At Work - Thessaloniki, No2Peri Kourakli
This presentation refers to the contribution of Thessaloniki, one of the eleven partners, to the project entitled as "My Generation At Work" which is an URBACTII project.
For more:
http://urbact.eu/en/projects/active-inclusion/my-generation-at-work/homepage/
The project aims in contributing to the local youth employment and its final goal is to develop a local action plan for youth employment for each partner.
This document outlines the vision and work of MTA World Labs, a global network of social innovation labs that aims to create an international community of team entrepreneurship. MTA World Labs develops learning ecosystems through programs like LEINN, MINN, and BEINN. Their goal is to have 20 interconnected social innovation labs across 5 continents by 2020 that foster team-based learning and creation through disruptive education programs. MTA World Labs works to develop young social entrepreneurs and implement business projects worldwide through a model of team-based learning organizations.
The document discusses projects in four European countries that addressed employment for older workers. The projects had different approaches but common themes of age management, assessment, career planning and training. They produced guides on good practices. Results included initiatives benefitting small businesses in Austria, 20% employment and innovation teams in Germany, job coaches in Poland, and support for over 200 UK individuals and 47 businesses. It recommends a holistic framework for older unemployed/workers.
The document provides information about the SDA Bocconi Global Executive MBA program. The 20-month program includes 150 online sessions and 10 face-to-face modules held in Europe, North and South America, and China. It is designed for globally-minded executives seeking to advance their careers through an international learning experience. The program aims to develop strategic thinking, expertise, and networking opportunities on a global scale.
The document discusses strategies for tackling skill shortages and youth unemployment, using Switzerland as a case study. Three key ingredients for success are identified as public investment, employer engagement, and family/community support. The Swiss approach centers around apprenticeships with sustained school-employer collaboration. This results in low youth unemployment rates in Switzerland of 3-5% for teenagers, 7-9% overall, and 6% for the youth unemployment ratio. Quality is ensured through measures like vocational trainers and career counselors. The roles of employers, the state, and community are also outlined.
This document discusses a project aimed at helping young people develop skills needed for success in the modern European job market. The project analyzes workplace developments across six European countries and identifies skills like digital competences, language skills, entrepreneurial skills, and intercultural awareness. It also aims to broaden participants' horizons, help them overcome prejudices, and reinforce their European identity. The overall goal is to enhance students' chances of successful job applications within and beyond the EU.
The document summarizes a thematic university business forum focused on alliances for innovation. It discusses an Erasmus+ project starting in 2015 to develop university-business training and knowledge alliances. Four types of alliances are identified: 1) value-chain alliances between users, academics and industry, 2) international alliances, 3) regional alliances involving quadruple helix partners, and 4) national alliances. Key success factors for alliances include establishing common ground, building trusted relationships, having realistic initial goals, and recognizing different timelines between partners like SMEs and universities.
This document discusses partnerships between small and medium enterprises (SMEs) and higher education institutions (HEIs) to drive innovation and economic development. It notes that innovation hubs form around great universities, and universities can benefit by commercializing research and acting as engines of local economic growth. Local governments also have incentives to participate by addressing problems like population loss, productivity gaps, and income gaps. The document proposes several "actionable actions" for partnerships, like developing support programs, innovation training, and registers of university knowledge. It provides examples of regional alliances that bring together SMEs, universities, and governments in specific places.
Innovation Alliance (SHIP) training course MindMapJosé PIETRI
This document provides guidance on collaborating with higher education institutions (HEIs) and obtaining funding for such collaborations. It discusses HEI motivations for collaboration including revenue generation, student opportunities, and advancing research. It also addresses challenges such as bureaucracy, intellectual property issues, and constraints of academic schedules. The document offers tips for understanding HEI needs, presenting collaboration proposals, selecting intermediaries for help, developing collaborative competencies, making initial contact, and designing effective funding applications. The overall aim is to provide private enterprises with knowledge needed to successfully partner with HEIs.
The document outlines a training course for SMEs that includes modules on skills, engagement, and innovation. It discusses the context, content, and structure of the course, which is modular and complementary. It also provides a punch list for improvements and corrections to the course material with different levels of urgency and plans for collaborating on next steps via Skype.
The document is describing an upcoming conference called the ISBE Conference, which has become known as a place to share the highest quality new entrepreneurial and small business research over 38 years. The conference provides a platform for academics, policymakers, and business support practitioners to share new perspectives, form relationships, and allow research to inform policy and practice changes. It includes over 250 presentations, keynote speakers, and networking opportunities over two days for its over 400 attendees from over 40 countries.
The document discusses assumptions and opportunities in creative and cultural industries (CCIs). It notes that CCIs are important for economic growth and job creation. While often thought of as separate, CCIs are actually made up of businesses and individuals. The document encourages becoming more aware of CCIs in one's own region as they are found everywhere, and exploring how various stakeholders like businesses, universities, and government can benefit from and support CCIs. It promotes changing assumptions, closing gaps between knowledge and action, and fostering cross-sector collaboration to further develop and link CCIs. The LEC project resources are cited as ways to learn more about awareness, skills, and policies relating to CCIs.
To use SVN and Trac for a project: 1) Checkout the project repository from the server to create a local working copy. 2) Update files before editing to ensure having the latest version, then lock files while editing to avoid conflicts and commit edits to upload changes. 3) Add new files to the local directory and commit to upload to the server. 4) View project documents online by selecting the project in Trac.
This document provides instructions for reviewing and repairing links to web pages and other online resources. It instructs the reviewer to check that each link opens correctly and goes to the intended page or resource, and to repair or replace any links that do not work properly or go to the wrong location.
EBN Congress - Innovative Trainer - PIETRIJosé PIETRI
The document promotes Innovative Trainer, a learning platform designed by MindShare Consulting to close the gap between learning and doing. It emphasizes that Innovative Trainer allows for effective education in entrepreneurship and innovation through collaborative, modular learning that can be done at one's own pace. Key features include tools for creativity, connectivity, and collaborative curation and mindmapping to ease requirements analysis and support idea generation, analysis, and project planning.
The iOTA Programme will provide SME's with a Regional Cross Border Innovation Strategy supporting businesses, micro-enterprises and individuals in the east border region to make them more innovative, more competitive and more sustainable. The programme will achieve these goals by providing two strands of support,
Strand A - Innovation Awareness Raising and Pre-Incubation Support
Strand B - Innovation Awareness Raising and Support to Existing SME’s
The document outlines the agenda for a two-day training on collaboration. Day 1 focuses on modules about successful collaborations, how to make collaboration work, managing collaborations, and tools to support effective collaboration. The morning consists of presentations and the afternoon has more tool demonstrations and exercises. Day 2 includes a product exhibition, discussion of a case study, and review of collaboration materials. The training aims to teach skills for collaboration and showcase a real-world example from the participants' region.
The document discusses training materials that can be adapted for existing small and medium enterprises (SMEs). It provides links to modules on topics like business coaching, competency frameworks, marketing, business planning, mentoring, entrepreneurship, and more. The materials are from organizations like VETBA and the Entrepreneurship and Innovation Exchange and are intended to help SMEs improve their skills and operations through online learning resources.
The document outlines the agenda for an innovation workshop being held in Berlin, Germany on January 17, 2011, with sessions on developing an inner innovator, types of innovation, innovation process design, and planning for success. The workshop targets small businesses with less than 10 employees and will explore how to unblock innovation through different modules led by partners from Ireland, Romania, Germany, and France.
SUPORT 1.0 Benefits HEI collaborating with SME (CH)José PIETRI
Collaborating with small and medium enterprises (SMEs) provides several key benefits to higher education institutions (HEIs):
1) It provides opportunities to commercialize research through licensing and generating royalties, helping diversify the HEI's funding sources.
2) Working with SMEs increases publication and research opportunities for faculty and students by applying research to real-world problems.
3) Collaboration legitimizes the HEI's work by demonstrating societal impact and strengthening ties with industry, helping attract funding and prestige.
The document discusses the challenges of collaboration between higher education institutions (HEIs) and small-to-medium enterprises (SMEs). There are structural, goal, and process differences between HEIs and SMEs that can pose obstacles. Understanding SME structures, needs, research priorities, intellectual property concerns, and bureaucracy simplification are important for successful collaboration. With effort to overcome these challenges, the end results of collaboration can be highly beneficial for both HEIs and SMEs through commercialization, qualified personnel, innovation, and other outcomes.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
10. The Regional Alliance
Halle GERMANY
The Capital City National Alliance
Bucharest ROMANIA
The Software Testing Innovation Alliance
SPAIN
The Cross-Border Alliance
UK/ROI JP
13. Empower un/underemplyed graduates to
become:
- innovators
- entrepreneurs
- high value empoyees
Address skills mismatch by forming a working
alliance between:
- higher education
- training/business devlopment
- local authorities
JE