Curious where you fall among the sixteen personality types created by Isabel Briggs Myers? This presentation explains how to discover your own type by understanding the four key dimensions of personality.
Curious where you fall among the sixteen personality types created by Isabel Briggs Myers? This presentation explains how to discover your own type by understanding the four key dimensions of personality.
Pluralism, Values, and Jewish Texts for the ISJL Education FellowsJewish Women's Archive
These are the slides from an online learning program prepared by Jewish Women's Archive for the Education Fellows at the Institute for Southern Jewish Life. Accompanying documents include:
Henrietta Szold's Letter to Haym Peretz: http://jwa.org/media/henrietta-szold-s-letter-to-haym-peretz-on-saying-kaddish-for-her-mother
Advertisement from "Mother Earth" Magazine, edited by Emma Goldman: http://jwa.org/media/advertisement-for-yom-kipur-picnic-organized-by-goldman-and-her-colleagues
What every coach should know about international cultureT. Leo Schmitt
This presentation was given to the New York Chapter of the International Coaching Federation on June 17, 2015. It is a brief introduction to the complexities of culture and how they shape so many of our perceptions and expectations of the world.
Dr. Cullerton and MA Inés Torres de Muñoz share with us their presentation about How to implement Book Club and literacy-focused curricula into the classroom with learners of the English language. The webinar recording will be soon uploaded in our YouTube Channel RELO playlist.
How to Connect Effectively Across CulturesTayo Rockson
Connecting across cultures can be enriching and educational, yet also challenging. Markets, world-views, customs and traditions often become barriers that prevent people from developing cross-cultural relationships. Tayo provides a framework for understanding our internal and external strategies as well as several strategies that allow us to overcome barriers to connecting across cultures.
According to Tayo, the type of people that know how to effectively connect across cultures do three things. They educate. They don't perpetuate. Instead, they communicate and in this talk, Tayo dives into just how we all can learn how to do that. In the education piece, he shares actionable strategies on how to dissect your internal culture as well as the environment around you. In this section you'll also learn different ways to recognize your biases and how to work through them.
In the don't perpetuate portion, you'll understand how perpetuating stereotypes goes beyond just saying racist jokes, microagressions but also in the information we spread and history we teach.
In the communicate portion, Tayo shares different ways to open dialogue, build trust and find common ground with people that have different values and belief systems from us.
By the end of this talk, you will learn to:
Become more self-aware of your own communication style
Communicate clearly, and
Act appropriately with people that come from different environments you do
OBSTACLES TO CULTURAL COMPETENCEUNDERSTANDING RESISTANCE TO MULTIC.docxvannagoforth
OBSTACLES TO CULTURAL COMPETENCE
UNDERSTANDING RESISTANCE TO MULTICULTURAL TRAINING
Chapter Objectives
1. Acknowledge and understand personal resistance to multicultural training.
2. Identify how emotional reactions to topics of prejudice, discrimination, and oppression can act as obstacles to cultural competence.
3. Understand worldview differences between majority and socially devalued group members in this society.
4. Make sense of why majority group members often react differently from marginalized group members when issues of racism, sexism, or heterosexism are discussed.
5. Be cognizant of how worldviews may influence the ability to understand, empathize, and work effectively with diverse clients.
6. Realize that becoming an effective multicultural counselor is more than an intellectual exercise and is a lifelong journey.
Reading and digesting the content of this book may prove difficult and filled with powerful feelings for many of you. Students who have taken a course on multicultural counseling/therapy or multicultural mental health issues have almost universally felt both positive and negative feelings that affect their ability to learn about diversity issues. It is important not to allow those emotions to go unacknowledged, or to avoid exploring the psychological meanings they may have for you. As you begin your journey to becoming a culturally competent counselor/mental health professional, the road will be filled with obstacles to self-exploration, to understanding yourself as a racial/cultural being, and to understanding the worldview of those who differ from you in race, gender, ethnicity, sexual orientation, and other sociodemographic characteristics.
The subject matter in this book and course requires you to explore your biases and prejudices, a task that often evokes defensiveness and resistance. It is important to recognize personal resistance to the material, to explore its meanings, and to learn about yourself and others. Sometimes what is revealed about you may prove disturbing, but having the courage to continue is necessary to becoming a culturally competent counselor or therapist. This chapter is specifically written to help readers understand and overcome their emotive reactions to the substance of the text, and the course you are about to take. Let us begin by sharing reactions from four past students to reading Counseling the Culturally Diverse and discuss their meaning for the students, and the implications for mental health practice.
Reactions to Reading Counseling the Culturally Diverse
Reaction #1
1. White Female Student:“How dare you and your fellow caustic co-author express such vitriol against my people? You two are racists, but of a different color. . .I can't believe you two are counselors. Your book does nothing but to weaken our nationalism, our sense of unity and solidarity. If you don't like it here, leave my country. You are both spoiled hate-mongers who take advantage of our educational system by con ...
What Is Religion? Essay
My Future Essay
Perseverance Essay
Strong Introductions
How to Be A Good Student Essay
Essay about My Core Values
Essay about Crime
Introspection Essay
An Introduction to Globalization Essay
Essay about A Stroke
Marriage Essay
Essay about Suicide
Self Introduction Essay
Development of Talented University Students – The Case of the United States,...Beata Jones
Institutions of higher education within the developing regions, including Eastern Europe, lack significant research about the development of their talented students. The goal of this article is to fill this gap partially by highlighting the importance of talent development among university students and by explaining various approaches to student talent development used across the globe, specifically in the United States, the Netherlands, and Poland. Furthermore, this research aims to establish a need for the development of talented students at Polish universities, beyond stipends for research and study abroad opportunities. The authors carried out the investigation by the method of theoretical generalization and analysis of practice, using descriptive approaches in comparative education and presenting widely available secondary data regarding talent development at universities. They obtained the insights for this article via a document review of government reports, books, websites, journal articles, and conference proceedings. The three countries selected use different methods, allowing the researchers to offer pragmatic new insights for universities, organizations, and researchers alike. The results show a void in local talent development programs at higher education institutions in Poland. At the time when Polish higher education is in a process of reform, and the Conference of Rectors of Academic Schools in Poland identified improvement of education for talented individuals as one of its goals, this research presents compelling reasons to enrich the opportunities for the development of talented students at Polish universities, showing alternative paths forward.
Pluralism, Values, and Jewish Texts for the ISJL Education FellowsJewish Women's Archive
These are the slides from an online learning program prepared by Jewish Women's Archive for the Education Fellows at the Institute for Southern Jewish Life. Accompanying documents include:
Henrietta Szold's Letter to Haym Peretz: http://jwa.org/media/henrietta-szold-s-letter-to-haym-peretz-on-saying-kaddish-for-her-mother
Advertisement from "Mother Earth" Magazine, edited by Emma Goldman: http://jwa.org/media/advertisement-for-yom-kipur-picnic-organized-by-goldman-and-her-colleagues
What every coach should know about international cultureT. Leo Schmitt
This presentation was given to the New York Chapter of the International Coaching Federation on June 17, 2015. It is a brief introduction to the complexities of culture and how they shape so many of our perceptions and expectations of the world.
Dr. Cullerton and MA Inés Torres de Muñoz share with us their presentation about How to implement Book Club and literacy-focused curricula into the classroom with learners of the English language. The webinar recording will be soon uploaded in our YouTube Channel RELO playlist.
How to Connect Effectively Across CulturesTayo Rockson
Connecting across cultures can be enriching and educational, yet also challenging. Markets, world-views, customs and traditions often become barriers that prevent people from developing cross-cultural relationships. Tayo provides a framework for understanding our internal and external strategies as well as several strategies that allow us to overcome barriers to connecting across cultures.
According to Tayo, the type of people that know how to effectively connect across cultures do three things. They educate. They don't perpetuate. Instead, they communicate and in this talk, Tayo dives into just how we all can learn how to do that. In the education piece, he shares actionable strategies on how to dissect your internal culture as well as the environment around you. In this section you'll also learn different ways to recognize your biases and how to work through them.
In the don't perpetuate portion, you'll understand how perpetuating stereotypes goes beyond just saying racist jokes, microagressions but also in the information we spread and history we teach.
In the communicate portion, Tayo shares different ways to open dialogue, build trust and find common ground with people that have different values and belief systems from us.
By the end of this talk, you will learn to:
Become more self-aware of your own communication style
Communicate clearly, and
Act appropriately with people that come from different environments you do
OBSTACLES TO CULTURAL COMPETENCEUNDERSTANDING RESISTANCE TO MULTIC.docxvannagoforth
OBSTACLES TO CULTURAL COMPETENCE
UNDERSTANDING RESISTANCE TO MULTICULTURAL TRAINING
Chapter Objectives
1. Acknowledge and understand personal resistance to multicultural training.
2. Identify how emotional reactions to topics of prejudice, discrimination, and oppression can act as obstacles to cultural competence.
3. Understand worldview differences between majority and socially devalued group members in this society.
4. Make sense of why majority group members often react differently from marginalized group members when issues of racism, sexism, or heterosexism are discussed.
5. Be cognizant of how worldviews may influence the ability to understand, empathize, and work effectively with diverse clients.
6. Realize that becoming an effective multicultural counselor is more than an intellectual exercise and is a lifelong journey.
Reading and digesting the content of this book may prove difficult and filled with powerful feelings for many of you. Students who have taken a course on multicultural counseling/therapy or multicultural mental health issues have almost universally felt both positive and negative feelings that affect their ability to learn about diversity issues. It is important not to allow those emotions to go unacknowledged, or to avoid exploring the psychological meanings they may have for you. As you begin your journey to becoming a culturally competent counselor/mental health professional, the road will be filled with obstacles to self-exploration, to understanding yourself as a racial/cultural being, and to understanding the worldview of those who differ from you in race, gender, ethnicity, sexual orientation, and other sociodemographic characteristics.
The subject matter in this book and course requires you to explore your biases and prejudices, a task that often evokes defensiveness and resistance. It is important to recognize personal resistance to the material, to explore its meanings, and to learn about yourself and others. Sometimes what is revealed about you may prove disturbing, but having the courage to continue is necessary to becoming a culturally competent counselor or therapist. This chapter is specifically written to help readers understand and overcome their emotive reactions to the substance of the text, and the course you are about to take. Let us begin by sharing reactions from four past students to reading Counseling the Culturally Diverse and discuss their meaning for the students, and the implications for mental health practice.
Reactions to Reading Counseling the Culturally Diverse
Reaction #1
1. White Female Student:“How dare you and your fellow caustic co-author express such vitriol against my people? You two are racists, but of a different color. . .I can't believe you two are counselors. Your book does nothing but to weaken our nationalism, our sense of unity and solidarity. If you don't like it here, leave my country. You are both spoiled hate-mongers who take advantage of our educational system by con ...
What Is Religion? Essay
My Future Essay
Perseverance Essay
Strong Introductions
How to Be A Good Student Essay
Essay about My Core Values
Essay about Crime
Introspection Essay
An Introduction to Globalization Essay
Essay about A Stroke
Marriage Essay
Essay about Suicide
Self Introduction Essay
Development of Talented University Students – The Case of the United States,...Beata Jones
Institutions of higher education within the developing regions, including Eastern Europe, lack significant research about the development of their talented students. The goal of this article is to fill this gap partially by highlighting the importance of talent development among university students and by explaining various approaches to student talent development used across the globe, specifically in the United States, the Netherlands, and Poland. Furthermore, this research aims to establish a need for the development of talented students at Polish universities, beyond stipends for research and study abroad opportunities. The authors carried out the investigation by the method of theoretical generalization and analysis of practice, using descriptive approaches in comparative education and presenting widely available secondary data regarding talent development at universities. They obtained the insights for this article via a document review of government reports, books, websites, journal articles, and conference proceedings. The three countries selected use different methods, allowing the researchers to offer pragmatic new insights for universities, organizations, and researchers alike. The results show a void in local talent development programs at higher education institutions in Poland. At the time when Polish higher education is in a process of reform, and the Conference of Rectors of Academic Schools in Poland identified improvement of education for talented individuals as one of its goals, this research presents compelling reasons to enrich the opportunities for the development of talented students at Polish universities, showing alternative paths forward.
The presentation showcases a draft of a comprehensive honors research framework recently published in JNCHC and refined during the European Honors Conference in Utrecht. .
SXSW Interactive TCU: Learning to Change the World through Technology, Innova...Beata Jones
This presentation describes an honors colloquium offered at a private university in the U.S. which created a socially networked class experience that bridged the classroom with life outside of it. We offered an interdisciplinary, immersive, inquiry-based learning environment around the South by Southwest (SXSW) Interactive conference in Austin, culminating with student research projects and a TED-like event back on campus, after the conference. The course promoted the themes of technology, innovation and entrepreneurship at the university, while strengthening students’ communication skills within an interdisciplinary domain, leading to unique opportunities for the participating students. The course attempted to build a culture of innovation based on collaboration, interdisciplinary inquiry, and intrinsic motivation.
The course built connections between the students and the 30K+ technology, innovation and entrepreneurship community that attends annually the SXSW Interactive festival. The festival brings speakers and startups in the technology, social media, business, and communications fields for five days each spring, providing attendees with a chance to see technology innovation and entrepreneurship in action as new companies are announced, and new products are launched.
In the course, we asked the students to embrace distinct themes of SXSW Interactive so that each student had a unique, inspiring, and highly relevant experience. Students researched their select themes within the framework of technology, innovation and entrepreneurship contexts, heard from speakers, attended an opportunity recognition competition with other entrepreneurship students on campus, planned their conference attendance, attended SXSW sessions all day during the festival, networked with attendees and completed structured interviews, wrote about their experiences using new and traditional media, and organized a TED-like event back on campus, with presentations to faculty and fellow students about the things they learned. All the elements of their experiences were captured in individually themed ePortfolia, available online, which include the final learning reflection and synthesis.
E portfolio as a liberating pedagogy in a study abroad contextBeata Jones
American Association of Colleges and Universities (AAC&U) has identified global learning as one of the ten high impact practices on college campuses, promoting active learning among students (Kuh, 2008). This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2003) and PRISM pedagogy (Williams, 2014) for a study abroad program. The discussion includes exploration of educational goals, effective scaffolding for creating program cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning using AAC&U (2010) VALUE rubric. Sample ePortfolio with student reflections are presented, together with research findings, illustrating the effectiveness of the approach.
Coherent learning design for e portfolio framed authentic learning experiencesBeata Jones
This presentation explores the ePortfolio implementation framework (Penny-Light, et al., 2012) within the context of learning design principles for significant learning experiences (Fink, 2013). The discussion includes exploration of educational goals, effective scaffolding for creating course cohesion, reflective and integrative learning across different authentic learning context or activities, and assessment of learning. Two ePortfolio case studies are presented - one at a course and one at a program level.
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
Building coherent digital identity with a digital storytellingBeata Jones
The presentation discusses how a digital storytelling ePortfolio can bring coherence to one’s digital identity, showcasing a Digication exemplar portfolio and discussing strategies for structuring an effective digital identity development ePortfolio learning context.
Creating learning coherence with an eportfolioBeata Jones
This presentation highlights the underlying principles of how ePortfolios can bring coherence to students’ learning experiences and how students’ learning might become more integrated, focused, purposeful, as a result of creating and using an ePortfolio. The ePortfolio examples presented are at a course and a program level. Presenters highlight several best practices in portfolio pedagogy, showcase two student portfolios, and discuss strategies for structuring effective ePortfolio learning contexts.
The Self-Aware Agent: How Digital Storytelling ePortfolios Cultivate Metacogn...Beata Jones
AAEEBL 2015 Conference Workshop Presentation to accompany a workshop eportfolio at: https://goo.gl/UJcQBE.
The workshop discussed the importance and role of metacognition in student learning, described digital storytelling ePortfolios and their role in fostering 21st century meta skills, and led the attendees through the process of building and assessing digital storytelling ePorfolio assignments for fostering 21st century meta skills.
Transforming the Study Abroad Through the Reflective Model of Intercultural C...Beata Jones
Study abroad can be a rich learning experience, but students often need encouragement to push their boundaries and process their experiences. The Reflective Model of Intercultural Competence is a methodology to facilitate this learning. This presentation discusses the experiences in applying it to the short-temr and semeter-long study abroad experiences and provides suggestions for others to implement the model.
21st century student engagement and success through collaborative project-bas...Beata Jones
How do we empower our students to thrive in the 21st century? How do we design student-centered learning environments in our courses that take advantage of the best, still relevant aspects of the Industrial Age education and infuse them with the necessary elements for our undergraduates to thrive in the Robotic Age? The presentation will explain the framework for course design and classroom strategies to aid in successful implementation of such student-centered, collaborative project-based learning environment in university courses.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
3. Howdy Y’all!
• Welcome & Introductions
• Book Discussion
• Book Relevance to Your TCU Journey
• What’s Next?
• Reflection
4. Beata M. Jones, Ph.D.
• Born in Warsaw, Poland
• In the U.S. since 1983
• At TCU since 1995
• Honors Faculty Fellow &
Professor of Business Information Systems
Practice
5. Beata Jones @ Work
Achiever, strategic, input, relator,
intellection
7. And You?
• Hello, my name is..
• I am from …
• I am excited to learn…
• I consider majoring in…
• I am passionate about…
• My family roots can be traced to…
• I find … surprising about FW/TX/TCU
8. Book Survey
1. Do you enjoy reading books?
2. What kind of books do you enjoy reading?
3. Did you read the actual book?
4. Did you enjoy reading the book?
9. “One of my classes has 7 books, two classes have
3 books, and then one with 2. Yay for senior year?
“
From my TCU Facebook Friend
8/13/2012
13. What did you think about the format of the book?
Why graphic novel?
What would it be like if there were no images, just text alone?
14. Does the country we are from impact how
we approach and understand this book?
15. Group Activity
1. What did you take away
from this book?
2. What did you find
surprising in the book, if
anything?
16. Themes of the Book?
• Politics
• Devastating Effects of Regional Conflict
• Islamic Revolution
• Class Conflict
• Role of News
• Family
• Coming of Age
• Relationships
• Resiliency
• Religion
• Expectations
• Gender Stereotypes
17. In what ways can you connect with
Marji?
And it what ways you can’t?
What difference does it make?
18. How is this book
relevant to YOUR
experience at TCU?
24. My Wishes For You
1. Discover New Things About Yourself (Travel!)
2. Learn How to Learn & Empathize
3. Find Your Passion/Purpose & Your Natives
4. Learn from Failure
5. Embrace Chaos & Ambiguity
6. Take the Time to Reflect& Connect
7. Become Empowered to Change the World