Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Lake Washington PTSA Council Cultural Competency in the Early YearsRosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
Part 1: Gender Differences and Gender Bias. How the "Curse of the Good Girl" affects confidence, conflict, and more.
Part 2: Social Development, Identity Development. The various changes young people will go through on different domains.
Part 3: Adolescence and the Teen Brain. Looking at teen behaviors from the lens of evolution and the brain.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Lake Washington PTSA Council Cultural Competency in the Early YearsRosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
Part 1: Gender Differences and Gender Bias. How the "Curse of the Good Girl" affects confidence, conflict, and more.
Part 2: Social Development, Identity Development. The various changes young people will go through on different domains.
Part 3: Adolescence and the Teen Brain. Looking at teen behaviors from the lens of evolution and the brain.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Much has been written about the challenges of adolescence. It’s a time of transition and vulnerability when children change biologically, emotionally, cognitively and socially. Learn with other parents how to support your child as they grapple with these changes.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools, workplaces, organizations, and our personal lives in order to be more inclusive and to change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Session for newly elected or appointed student leaders. Part 1: Our Authentic Selves - What do our identities inform and strengthen our leadership? Part 2: The Power of Empathy - caucusing around identity to educate others about our experience. Part 3: Allyship in Action - intervening when microaggressive words and actions happen.
Even now, in 2017, many see racism as a Black/White issue. Despite our increasing numbers, visibility, and influence overall, Asian and Asian American anti-racism activists seem fewer and far between. What is going on, and how does White Supremacy play a role in this dynamic? Hear the story of one activist's journey and share your own. Discuss the challenges and opportunities of showing up in anti-racism spaces as who we are. Connect with other like-minded folks and build coalitions across affinity and differences.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools, workplaces, organizations, and our personal lives in order to be more inclusive and to change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Harvard Westlake Middle School Students Navigating MicroaggressionsRosetta Eun Ryong Lee
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools, workplaces, organizations, and our personal lives in order to be more inclusive and to change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic and courageous conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Carol Dweck's research on fixed versus growth mindset is increasingly revolutionizing classrooms and schools. Yet growth mindset is not the norm in cultural competency work. Fixed mindsets hinder conversations, willingness to engage with discomfort, and ability to learn from mistakes. Growth mindsets engender courage, resilience, and humility across difference. Learn about the setbacks caused by fixed mindsets and forward movement affected by growth mindset.
What are differences between friends and frenemies? Why do women and girls especially have them in our lives? Learn to have healthier friendships, draw firm boundaries when you need to, and practice for your future relationships.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
1 hour session delivered to 5th-8th grade girls of St. George Parish School in Seattle. How do boys and girls differ in their expression of conflict? Why do these differences exist? Understand how girls express conflict through alternative aggression, what the consequences are, and what tools we can learn to express conflict in healthy and powerful ways.
Washington International School Culturally Competent CommunicationRosetta Eun Ryong Lee
Part 1: Cultural Competency
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Part 2: Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 3: Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
How do we learn about various group identities such as female, African-American or middle class? What messages do children internalize about themselves and others? How can you guide effective conversations with your elementary age child about race, bias, diversity, and inclusivity? Rosetta Lee, a local educator, diversity consultant and activist, will teach us how to instill positive self-identity in our children and coach them to be positive influences on the identities of others. Join us for a presentation and Q&A.
Much has been written about the challenges of adolescence. It’s a time of transition and vulnerability when children change biologically, emotionally, cognitively and socially. Learn with other parents how to support your child as they grapple with these changes.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Gone are days when boys are made of "snips and snails and puppy dog tails" and girls are made of "sugar and spice and everything nice"... or are they? Children are barraged with messages about gender and heterosexual norms everywhere they go - their homes, their schools, the media, and more. Do you know what hidden lessons they are learning? How do gender and sexuality affect everything from boys struggling in school to girls dropping out of the STEM pipeline, from sexual harassment to anti-gay bullying, from eating disorders to plastic surgery? How do parents, guardians, teachers, and schools provide safe environments for positive self esteem, healthy identity development, and acceptance of differences?
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools, workplaces, organizations, and our personal lives in order to be more inclusive and to change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Session for newly elected or appointed student leaders. Part 1: Our Authentic Selves - What do our identities inform and strengthen our leadership? Part 2: The Power of Empathy - caucusing around identity to educate others about our experience. Part 3: Allyship in Action - intervening when microaggressive words and actions happen.
Even now, in 2017, many see racism as a Black/White issue. Despite our increasing numbers, visibility, and influence overall, Asian and Asian American anti-racism activists seem fewer and far between. What is going on, and how does White Supremacy play a role in this dynamic? Hear the story of one activist's journey and share your own. Discuss the challenges and opportunities of showing up in anti-racism spaces as who we are. Connect with other like-minded folks and build coalitions across affinity and differences.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools, workplaces, organizations, and our personal lives in order to be more inclusive and to change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Harvard Westlake Middle School Students Navigating MicroaggressionsRosetta Eun Ryong Lee
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools, workplaces, organizations, and our personal lives in order to be more inclusive and to change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic and courageous conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
Carol Dweck's research on fixed versus growth mindset is increasingly revolutionizing classrooms and schools. Yet growth mindset is not the norm in cultural competency work. Fixed mindsets hinder conversations, willingness to engage with discomfort, and ability to learn from mistakes. Growth mindsets engender courage, resilience, and humility across difference. Learn about the setbacks caused by fixed mindsets and forward movement affected by growth mindset.
What are differences between friends and frenemies? Why do women and girls especially have them in our lives? Learn to have healthier friendships, draw firm boundaries when you need to, and practice for your future relationships.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
1 hour session delivered to 5th-8th grade girls of St. George Parish School in Seattle. How do boys and girls differ in their expression of conflict? Why do these differences exist? Understand how girls express conflict through alternative aggression, what the consequences are, and what tools we can learn to express conflict in healthy and powerful ways.
Washington International School Culturally Competent CommunicationRosetta Eun Ryong Lee
Part 1: Cultural Competency
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Part 2: Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 3: Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
How do we learn about various group identities such as female, African-American or middle class? What messages do children internalize about themselves and others? How can you guide effective conversations with your elementary age child about race, bias, diversity, and inclusivity? Rosetta Lee, a local educator, diversity consultant and activist, will teach us how to instill positive self-identity in our children and coach them to be positive influences on the identities of others. Join us for a presentation and Q&A.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Lake Washington Institute of Technology Inclusion in the Early YearsRosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Inclusion in the Early Years: Why, What, How (Parents and Guardians)Rosetta Eun Ryong Lee
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Session for parents, guardians, and teachers. What is cultural competency, and how is it different than the way we were taught to interact across difference? What are developmentally appropriate and important conversations we should have with youth to help them develop cultural competency?
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)? What does research say about when children notice differences or learn biases? What are developmental tasks for young children versus adolescents and pre-adolescents? What are ways to talk about identity, difference, and justice in age appropriate ways?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children?
Similar to Shoreline and North City Cooperative Preschools Inclusion in the Early Years (20)
Session for parents and other caretakers. "It was only a joke." "I didn't realize what that meant." "My friend told me it was okay." Young people use derogatory language and perpetuate harmful stereotypes as they test boundaries, repeat what they hear in the media, attempt off color humor, and more. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for when microaggressions happen. Discuss and practice how to “call in” privately, interrupt in the moment publicly, and receive interventions gracefully.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? [This session addresses the developmental needs of children in grades K-8)
Session for Maret School Families. Identity, Identity Development, School, Affinity Groups, and Conversations at Home in support of positive identity development.
Session for middle school youth on social stages, naturally shifting friendships, and conflicts that may arise. Support for understanding self, understanding others, skills for advocating for what you want, respecting what others want.
Student session, meant for a two day retreat. Part 1: Leading from our Full and Authentic Identities. Part 2: Modeling Allyship and Solidarity. Part 3: Practicing Everday Equity
How do we learn about our various group identities like female, African American, Buddhist, gay, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Who We Are and As We Are: Identity Based Leadership for Diversity, Equity, and Inclusion
In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
1.4 modern child centered education - mahatma gandhi-2.pptx
Shoreline and North City Cooperative Preschools Inclusion in the Early Years
1. Shoreline and North City
Cooperative Preschools
Rosetta Eun Ryong Lee
Seattle Girls’ School
Inclusion in the Early Years:
Why, What, and How
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
5. Dimensions of Identity and Culture
This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute,
adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003).
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
6. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion
7. Identity Frames
Intractability
Positive and Negative Encounters
Co-Authorship of Identity
Identity Socialization
Identity and Cultural Inclusion
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
9. Early Awareness of Difference
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Age Signs
6 months Can discern racial feature differences
3 years Awareness of own and others’ gender.
Beginning awareness of gender roles
5 years Desire to categorize – self, others
Curiosity about meaning of differences
Aware of biases
7 years Can regulate biases versus behaviors
Starting to parrot adult messages
3rd grade Are aware of societal stereotypes
cross group play can increase
5th grade Have internalized stereotypical messages
cross group play can decrease
10. When They’re Little
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Theme: Trying to Understand the World
Curiosity based questions about difference
Find out what they’re actually asking
Find out why they’re asking
Answer their questions straightforwardly
Model and coach humility, delight, and
curiosity about difference
Be mindful of children’s media – it’s not
always good for kids
11. Talking With Your Kids
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Be explicit about your values
Be open about your own
struggles
Don’t stay silent
100 1-Minute Conversations
Relationship Based
Interruption
12. Taking it Home
What did you learn today
that was new, helpful, or
thought provoking?
What are some goals or
strategies you would like to
apply with your children?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
14. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
15. How to Talk to Young People
About Current Events
What have you heard?
How do you feel?
What questions do you have?
How can I support you?
Here are our values.
What positive action can you take?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
16. How to Talk to Young People
About Hate and Extremism
Prepare Yourself
Be Alert
Listen
Reassure
Be Honest
Share Your Values
Take Action
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
17. How to Talk to Young People After
Personal Incidents
“I want to help you feel strong.”
Affection, correction, protection
Emotions are always right; not all
action is always right
Avoid either/or thinking
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
18. Helping Young People Talk to One Another
Create Safety and Courage
Express Feelings
Generate Questions
Share Facts
Learn More
Complicate Thinking
Take Action
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)