Presentazione del corso di alfabetizzazione digitale tenuto da SocialLab al convegno "Quale contributo del Terzo Settore all’Agenda Digitale del comune di Bologna?" - Bologna, Urban Center, 18.10.2012
As part of the final course for Exec MBA am surveying my team on the model attached. Excited to see the results and develop action plan for improvement.
Reading is a very important skill to be inculcated in children. It not only helps children to improve their skills but is also very helpful in making them knowledgeable and well versed with the things going around.
Presentazione del corso di alfabetizzazione digitale tenuto da SocialLab al convegno "Quale contributo del Terzo Settore all’Agenda Digitale del comune di Bologna?" - Bologna, Urban Center, 18.10.2012
As part of the final course for Exec MBA am surveying my team on the model attached. Excited to see the results and develop action plan for improvement.
Reading is a very important skill to be inculcated in children. It not only helps children to improve their skills but is also very helpful in making them knowledgeable and well versed with the things going around.
Psychological Safety can make or break a team. To drive culture change people must feel safe to speak up and share their best ideas. Collective trust allows organizational development and accelerates teamwork and leadership.
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
http://mindpersuasion.com/ir/
When you were a child, all you had to do is ask, and it was given. However, if you try that strategy as an adult, you may be disappointed. Learn More: http://mindpersuasion.com/ir/
Let's Get Growing in Containers: School Curriculum
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The Fairyland Trust - a case study of values communications strategyFairSay
When designing communications, you need to understand the motivations and interests of the people you’re trying to reach. Through the example of the FairyLand Trust, set up to take a fresh approach to reconnecting children with nature, Chris will dig into how insight into the different values people hold can help you reach out to a wider audience, and design communications that capture the attention of people who may think differently to yourself.
It is vitally important for anyone who wants to work with children with Autism be aware of how ‘Autism’ is for their clients. The ‘Autism’ world can feel like a literal sensory minefield for those who have this condition and this can mean that day to day living can be confronting, frustrating and difficult. The consultant’s role is to make life more manageable and provide strategies that will assist clients who are on the Autism Spectrum to negotiate day to day living, as well as providing the best training for them to reach their potential.
This slide gives you an introduction to Autism Awareness,
A wealth of experience, research and knowledge has gone into developing this Autism Certification Course to provide you with the skills, training and strategies that can be used in the field, working with children and families who live with Autism.
If you are trying to sort out arrangements for your children after your separation you may have heard the phrase ‘Family Report’ mentioned. In this workshop we discuss what a Family Report is, when and how they are used, and whether it is something you should consider in your circumstances. You can purchase a copy of the online recording here http://www.bflc.com.au/shop/
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Special Needs CORE
1. SPECIAL NEEDS Katherine Lyddon Diocesan Children’s Work Adviser [email_address] www.exeterccyp.org
2. Aim To develop a knowledge and understanding of children with disabilities and explore ways to make all activities accessible, inclusive and welcoming. More Core Skills
4. More Core Skills 1. What were the emotions you experienced? 2. What were the frustrations you experienced? 3. Which is easier, being a helper or being helped?
8. 1. What might be particularly helpful to children with this need? 2. What may be unhelpful? 3. What extra resources would be useful? 4. What sort of learning activities might be effective? More Core Skills
11. P R O C L A I M I N G I N S P I R I N G E Q U I P P I N G E N A B L I N G Resources http://www.scriptureunion.org.uk/alicel en:able part of SU website –to be developed this year http://www.scriptureunion.org.uk/SU_Core/Light/WebResources/TrainingResources/theGRIDtraining/43732.id - active listening www.throughtheroof.org –working with churches for inclusion and disability awareness www.cafamily.org.uk- information and family support www.deafchristian.org.uk – signs and other resources www.kerith.co.uk - an inclusive church www.prospects.org.uk –helping those with learning difficulties know God
12. Resources Resources www.schoolswork.co.uk – anger management, self harming information www.aspergerfoundation.org.uk information sheets www.barnabasinchurches.org.uk downloadable special needs training -£3 www.drc-gb.org Disability Rights Commission info re D Discr Act www.bslbible.org.uk project to put the bible into sign language www.easyenglish.info - easy to read bible resources www.widgit.com – symbols for understanding www.joyfellowship.bc.ca – church with lots of good links www.engagetoday.org.uk - engaging with families with additional needs
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Editor's Notes
Materials needed: Intro- nothing Aims – sheets/pens How might you feel – Blindfold, Goggles with vaseline over them, Earplugs or headphones, Strap the thumbs to the palms of the hand , Place tape or strips of plaster so that there is still some movement of the fingers, Strap an arm to the body with a bandage (think about which arm to choose), Strap a bandage around the legs and knees or arms and elbows, quite firmly, to restrict movement, Big gardening gloves, craft activity (scissors, glue, pens, paper), drink/biscuits, pens, paper. I’m special – flower paper or plain paper + pens Conditions – photocopy of sheets CORE + Scripture union strategies Audit – copies of audit Worship – bunch of flowers, candle, matches. Timings: Introduce self -2 minute Aims/outcomes – 3 minutes How might you feel if… - 15 minutes Discussion – 5 minutes I’m special – 3 minutes Impairment/disability – 2 minutes Different conditions – 15 minutes (5 to read, 10 to feed back) Audit – 5 minutes Worship – 5 minutes 55 minutes
Aim and Learning Objectives – 3 minutes Evaluations starting point. On a scale 0-5 (0=unconfident, 5 = very confident) rate yourself against the following learning outcomes. To gain an overview of some of the different needs people may have. To develop an awareness of issues and difficulties faced by children with disabilities. To reflect on current practice and working environments. To explore ways to enable a child to participate fully in activities.
‘ How might you feel if….’ – 15 minutes Choose from the following exercises and activities, enabling people to experience some of the difficulties and so become more aware of them. Blindfold Goggles with vaseline over them. Earplugs or headphones Strap the thumbs to the palms of the hand Place tape or strips of plaster so that there is still some movement of the fingers. Strap an arm to the body with a bandage (think about which arm to choose). Strap a bandage around the legs and knees or arms and elbows, quite firmly, to restrict movement. Big gardening gloves Complete a simple craft activity, colouring or cutting – have equipped put in different parts of the room so movement is needed. OR Feed one another If time, Go outside and encounter a variety of obstacles such as steps, changes of floor covering or different surfaces, open spaces and cluttered areas. Dependency – 3 minutes Most participants will not, since childhood, have encountered a situation in which they need help to perform personal physical activities. This is something quite sensitive and any activities chosen for the group should be optional and presented sympathetically. In pairs, take it in turns to feed one another a simple meal and drink. Cereal and juice might be best. The person being fed is not to talk or help in any way. Take a variety of items of clothing and, in pairs, take it in turns to dress one another. The person being dressed is not to talk or help in any way unless asked to do so. Communication – 3 minutes Some people have difficulty with verbal communication or find difficulty in receiving and following instructions. Others have impaired understanding of communication. Try this exercise as a way of glimpsing some of the feelings and frustrations involved in what may be an everyday difficulty for many people. Divide into pairs. Each person needs a pen or pencil and a piece of paper. Each pair sits back to back and decides who will draw and who will give instructions. The person giving instructions draws a simple picture or shape on their paper, keeping it hidden from the other person. They then give only verbal instructions to the other person so that they can draw it, but without naming the shape or saying what the picture is. When they think they have finished, they compare drawings to see how successful their communication has been and what similarities, if any, there are between the two pictures. Change roles and repeat the exercise.
Discuss – 5 minutes Emotions, frustrations, which is easier, helper or being helped?
Starter 1 –I am special – 3 minutes On a piece of paper, draw five things that are distinctive about you. For each item, describe one or two things that other people can do to enable that attribute to be a positive quality, or to help you make the most of it. How can others help you be the distinctive person God wants you to be? Discuss this question: ‘In what way are the things you have ‘special needs?’ Starter 3 Practical experience – 5 minutes What special needs do members of the group have experience of… Personally? In their children’s groups? In their churches? Share the experiences and your feelings about them.
CORE 2 – Developing awareness – 2 minutes It is important to think about different impairments and the issues that surround them, and about some of the difficulties that children with special needs, and their families might encounter. This enables us to recognise how we help or exclude different people. While children may have an ‘impairment’, it is only their environment that may ‘disable’ them. The terms have been defined by some disabled people in the following ways: Also, think about how you can find out what sort of help a child needs. Remember always to ask first if a child seems to need help; sometimes it may just be time that is needed.
These are the most common Handouts – brief overview of each Would you have expected others on this slide ? Learning difficulty –academic Learning disability sometimes Learning Difference – brain function – not necessarily any academic impairment- always assume ability Challenging behaviour – could be anywhere
CORE 1 – 15 minutes (5 to discuss, 5 to report back) – Gaining an overview See pages 42-47 for a basic description of the following conditions. Please note that these are some of the more common conditions – the list is not exhaustive. Dyspraxia Down’s syndrome Autistic spectrum disorder Visual impairment Hearing impairment Cerebral palsy Divide the group into small groups, each taking one of the special needs descriptions. Discuss the following questions: Alternatively, participants may wish to give a little time to share their experience. How might these issues affect you as children's workers or helpers, or as church members in general. This module is good for collecting general information, it is equally important to know the individual child and form good relationships with parents or carers, so that you can benefit from the detailed knowledge of the people who know the child best. Talk to other adults in your congregation or known to you who have impairments and who may help you gain more understanding of a child’s needs.
Take Audit away with you
Worship - 5 minutes Have available a bunch of flowers, including a variety of different types of flowers. Give each person within the group a single flower from the bunch. As people look at the flower they have been given, ask them to study it in detail. Is the stem smooth or rough? Is it straight or curved? Are there any leaves and, if so, what is the shape? Look at the petals. What shape are they? Are the petals the same colour throughout and, if not, in what way does the colour change? How does the flower feel? How does it smell? As you look at it, can you see any blemishes or imperfections, or parts that are missing or broken? Consider the care with which the flower you are holding was designed and made, the colours, textures, smells and its individuality. In the same way that flowers are all different, so are we. There are often imperfections in us; sometimes parts of us are missing, broken or blemished. The Bible tells us that our worth is above everything else in creation (Matthew 6:26–29). God created us and cares for us; we are made in his image and each one of us is special and individually made. Light a candle and place it in the middle of the group. Invite everyone to lay the piece of paper with his or her ‘I am special’ descriptions (or his or her flower from the bunch) on the floor around the candle. Invite the group to spend some time in quiet reflection, thinking about the qualities that make each person special and individual. Bring to mind the children with whom the group members work, and think about the qualities that make each one of them special and individual. Close with the following prayer. God of all life, who creates us and sustains us with love, thank you for creating each one of us to be special. Thank you for the individual qualities you have given us. Help us to see positive qualities in ourselves and in each other. Help us to see others through your eyes, and especially to care for the children we are thinking about today. Amen
Mouth words –Christopher has such a brilliant sense of humour. He is profoundly deaf and so I need to talk to him with signs and facial expressions. If he decides not to engage he just shuts his eyes really tight…but then he can’t help himself laughing and peeping to see how others are reacting What sign language do you know ? Good, hello, God , Jesus, It would be excellent if churches used sign language for action songs rather than random actions – look up the signs on the internet www.deafchristian.org.uk or www.britishsignlanguage.com,
Candy does not see Close your eyes and listen. Could you get a coffee after this session without opening your eyes? Candy has awareness of light and dark many VI people have some vision that is impaired
Bee Downs syndrome 12.3 million children 0-19 with a LD ( 2001 census) All people with Down’s Syndrome have a degree of learning difficulty – in fact all of us have learning difficulties – let me show you.
More Learning Disabilities – where the brain function is impaired and there is not necessarily any academic difficulty / learning difficulty. The conditions often have letters – ODD Oppositional Defiance disorder, ADD Attention deficit disorder or again some parents might say Attention Devastation Disorder .. Or else start with dys.. Dyslexia and dyspraxia are the best known and there are 58 dys.. Identified at present Here is Jack again he also has ADHD Attention deficit hyperactivity disorder or, as Fintan O’Regan says Active Determined high curiosity Difference Can be exhausting – an idea is not processed but acted upon instantly – you see someone walking on water- you just jump out of the boat without thinking
Andy, Tim , Jack Don’t ‘tell’ before moving someone’s wheelchair – ask- if the child does not speak –’I would like to move your chair next to Lucy’s seat, is that okay with you?’ - short sentences with yes / no responses . I ‘ve not met a child yet, no matter how profoundly disabled, without a yes / no response. Always assume some ability. If you get no response , wait patiently until the child decides to communicate with you, make your question simpler, add gesture or signing. Change without warning provokes a threat – which will result in ‘fight or flight’ behaviour. Countdowns, timers, hand signal for counting from 5 down
Perry, Ryan, Jamie about to kick off – mum trying her hardest I can see you’re upset – tell me about it
Kylie ‘s Kylies’s mum - suspicious of professionals and ‘do-gooders’ Hannah, oldest and Ella, youngest cp – 4 girls – single mum. I don’t remember what its like not to feel exhausted
Make a meal, babysit, do the ironing . Ask and make some suggestions. Don’t just say ‘get in touch if I can help at all’ Its hard to ask for help
![SPECIAL NEEDS Katherine Lyddon Diocesan Children’s Work Adviser [email_address] www.exeterccyp.org](https://image.slidesharecdn.com/specialneedsforconnectingyou-110817112414-phpapp01/85/Special-Needs-CORE-1-320.jpg)
