The implementation of i2 Flex methodology in a language class and the use of ...ACS Athens
The document discusses using the i2 Flex methodology and Community of Inquiry (CoI) framework in a language class. i2 Flex incorporates blended learning using technology to enhance content. It involves independent student learning, inquiry-based learning with faculty feedback, and face-to-face meetings. The CoI framework focuses on teaching, social, and cognitive presence. The author applies this framework to evaluate their language class involving an online cultural diversity topic, Moodle resources, and student discussions. A CoI survey was modified to evaluate the i2Flex learning experience holistically and provide benefits like evaluating student and teacher work.
The document discusses various participatory training methods like role play, brainstorming, and their advantages and disadvantages. Role play allows participants to act out scenarios to better understand issues, while brainstorming elicits creative responses by having an open sharing of ideas in green and red sessions. These methods aim to make training more engaging by encouraging participation over passive learning.
Hitesh, a top business executive, reluctantly agreed to participate in a coaching session with the author. During the session, Hitesh shifted between states of positive emotional attraction (PEA) and negative emotional attraction (NEA) while discussing his career ambitions, family responsibilities, and dreams of entering politics. The discussion exposed Hitesh's frustrations with a lack of professional recognition as well as the economic challenges of supporting his family. However, by building empathy and understanding Hitesh's values around family, the author was able to transition the conversation and move Hitesh to states of PEA. Both the author and Hitesh found the session insightful and agreed the concepts of PEA and NEA provided useful frameworks
Praise by Concordia University-St. Paul students/faculty for presentation of brief 18-slide version to students in 'Turning Points' class of probation students. Framed in the context of personal and career success incorporating Self-Determination Theory. In-class activities included students pointing out self-limiting career choices, using a drawn graph on whiteboard of Gottfredson’s Theory (male/female, prestige and education levels, plus tolerable effort). Encouraged recognition of cultural/societal influencers, especially exploring career decision-making as shaped by saliency factors of family of origin, community and related. Also, students interacted in naming and discussing each of the SWOT responses in an analysis. In a full-version of these slides, I’d break into Modules for 4 topics. Students would be introduced to Cognitive-Behavioral Therapy (CBT) intervention targeting underlying beliefs and reframing distorted thinking and negative self-talk. PPT version includes hyperlinks for each image to anchor webpages. Hoping to add audio / visual script for accessibility to the presentation, as time permits in the future. Would plan to use Adobe Captivate, since HTML5 enables iPads to access.
This document summarizes research investigating habitat change within amenity managed sand dune systems in Sandwich Bay, England. The research found that the fixed dune grassland habitat is changing to neutral grassland habitats due to a long-term increase in the water table from sea level rise, rather than from increases in nutrients. Field trials showed that management techniques like burning and cutting can encourage the restoration of fixed dune grassland habitats. The research helped change the conservation status of the dune systems from unfavorable to recovering.
This document contains a personal profile and information about John Jaygee A. Peña, a 16-year-old male student at Bestlink College in his first year. It discusses his family, friends from high school and college, what he has learned in his Elective-1 class about Microsoft Office applications, and his ambition to have a permanent job, house, family, and car after four years. It also thanks his teacher Sir Noble for sharing his time and effort in teaching the class despite them often being disruptive.
Articulated effective and ineffective teaching in experiential activities, plus engaged in role plays, Socratic discussion, plus prepared curriculum, lesson plan, and evaluated by peers in 15 minute classroom teaching.
The implementation of i2 Flex methodology in a language class and the use of ...ACS Athens
The document discusses using the i2 Flex methodology and Community of Inquiry (CoI) framework in a language class. i2 Flex incorporates blended learning using technology to enhance content. It involves independent student learning, inquiry-based learning with faculty feedback, and face-to-face meetings. The CoI framework focuses on teaching, social, and cognitive presence. The author applies this framework to evaluate their language class involving an online cultural diversity topic, Moodle resources, and student discussions. A CoI survey was modified to evaluate the i2Flex learning experience holistically and provide benefits like evaluating student and teacher work.
The document discusses various participatory training methods like role play, brainstorming, and their advantages and disadvantages. Role play allows participants to act out scenarios to better understand issues, while brainstorming elicits creative responses by having an open sharing of ideas in green and red sessions. These methods aim to make training more engaging by encouraging participation over passive learning.
Hitesh, a top business executive, reluctantly agreed to participate in a coaching session with the author. During the session, Hitesh shifted between states of positive emotional attraction (PEA) and negative emotional attraction (NEA) while discussing his career ambitions, family responsibilities, and dreams of entering politics. The discussion exposed Hitesh's frustrations with a lack of professional recognition as well as the economic challenges of supporting his family. However, by building empathy and understanding Hitesh's values around family, the author was able to transition the conversation and move Hitesh to states of PEA. Both the author and Hitesh found the session insightful and agreed the concepts of PEA and NEA provided useful frameworks
Praise by Concordia University-St. Paul students/faculty for presentation of brief 18-slide version to students in 'Turning Points' class of probation students. Framed in the context of personal and career success incorporating Self-Determination Theory. In-class activities included students pointing out self-limiting career choices, using a drawn graph on whiteboard of Gottfredson’s Theory (male/female, prestige and education levels, plus tolerable effort). Encouraged recognition of cultural/societal influencers, especially exploring career decision-making as shaped by saliency factors of family of origin, community and related. Also, students interacted in naming and discussing each of the SWOT responses in an analysis. In a full-version of these slides, I’d break into Modules for 4 topics. Students would be introduced to Cognitive-Behavioral Therapy (CBT) intervention targeting underlying beliefs and reframing distorted thinking and negative self-talk. PPT version includes hyperlinks for each image to anchor webpages. Hoping to add audio / visual script for accessibility to the presentation, as time permits in the future. Would plan to use Adobe Captivate, since HTML5 enables iPads to access.
This document summarizes research investigating habitat change within amenity managed sand dune systems in Sandwich Bay, England. The research found that the fixed dune grassland habitat is changing to neutral grassland habitats due to a long-term increase in the water table from sea level rise, rather than from increases in nutrients. Field trials showed that management techniques like burning and cutting can encourage the restoration of fixed dune grassland habitats. The research helped change the conservation status of the dune systems from unfavorable to recovering.
This document contains a personal profile and information about John Jaygee A. Peña, a 16-year-old male student at Bestlink College in his first year. It discusses his family, friends from high school and college, what he has learned in his Elective-1 class about Microsoft Office applications, and his ambition to have a permanent job, house, family, and car after four years. It also thanks his teacher Sir Noble for sharing his time and effort in teaching the class despite them often being disruptive.
Articulated effective and ineffective teaching in experiential activities, plus engaged in role plays, Socratic discussion, plus prepared curriculum, lesson plan, and evaluated by peers in 15 minute classroom teaching.
This document discusses blended teaching and learning. It provides an overview of UWM's blended faculty development program, which aims to help faculty design, develop, teach, and advocate for blended courses using a practical approach. The program is taught in a blended format and provides training on course redesign, teaching skills, managing student expectations, and evaluating courses. It also covers topics like defining blended learning, using backward design to create learning modules, building online presence and community, and strategies for managing workload in blended courses. The goal is to help faculty effectively integrate online and face-to-face activities in a planned, pedagogically valuable manner.
This document discusses blended learning and describes a faculty development program on blended teaching at UW-Milwaukee. The program aims to help faculty design, develop, teach and advocate for blended courses. It provides training over multiple formats throughout the academic year. The training models blended practices and helps faculty experience blended learning as students. The program covers topics like course redesign, developing learning modules, acquiring teaching skills, and assessing student learning. Its goals are to help faculty start redesigning their courses, learn new skills and knowledge, and get support for blended teaching.
The document discusses a faculty training program for blended learning at a university. It describes a 3-year grant-funded project to engage faculty in developing effective blended courses and assessment practices. The training program includes online and in-person sessions to help faculty design blended courses and develop assessment plans, with support from instructional designers and peer mentors. Assessment of blended courses focuses on comparing student outcomes to traditional courses.
Developing a Sustainable Approach to Problem Based Learning in Chemistry - Dy...Dylan Williams
The document discusses the Department of Chemistry at Leicester University's introduction and refinement of problem-based learning (PBL) into some of its undergraduate courses since 2007. It describes replacing lectures and workshops with weekly small group PBL sessions facilitated by instructors. Based on student and instructor feedback, changes were made to improve student access to facilitators, provide more detailed feedback, and better integrate the PBL topics with course material. Overall, the introduction of PBL was found to be successful in engaging students and improving learning outcomes.
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
This document discusses research on effective models for blended teacher professional development (PD). It proposes a model that provides:
1) Online access to digital content to enhance face-to-face PD experiences.
2) Extending face-to-face summer experiences online through discussions with colleagues about practices and strategies.
3) Interacting online in real-time with experts from organizations like NASA, NOAA, and NSF to discuss research and classroom applications.
4) Helping teachers develop long-term growth plans tailored to their needs and connecting them to resources and others with similar goals online, with opportunities for recognition.
This document provides an overview of lesson study, a process for teacher professional development. It discusses how lesson study aligns with the three big ideas of professional learning communities: focusing on learning rather than teaching, collaborative work, and focusing on results. The stages of lesson study are outlined, including identifying a professional learning goal, lesson planning, conducting a research lesson, and post-lesson discussion. Tools and data used in lesson study are also described. Overall, the document introduces lesson study and its role in teacher development through collaborative lesson planning, observation, and reflection.
This document summarizes a blended information literacy module for first year arts and design students. It included face-to-face lectures, online videos and activities, and an assessment project on a local business. Student feedback was positive about the library staff involvement and materials covering their needs. Usage data showed most students accessed introductory research materials but fewer completed all online activities. The module was effective but could be improved by offering more options and better integrating information literacy into face-to-face lectures.
This document describes a blended learning environment for a pre-service teacher education program. Teacher candidates complete online modules before each class to explore digital resources for different language strands. In class, they have professional learning conversations in small groups led by a designated literacy leader. Candidates choose resources and post critiques to an online forum. The blended format aims to help candidates become digital resource curators and better teachers through collaborative inquiry.
Using Electronic “Books” in a Virtual Learning Environment to Collate Learnin...waqarnabi
The document discusses using Moodle Books to organize course content in a virtual learning environment. It describes how Moodle Books allow instructors to create multi-page resources with embedded multimedia and a table of contents. The author used Moodle Books to collate and narrate learning resources for an asynchronous online course and a regular course with recorded lectures. Student feedback indicated the book format provided a clear structure and easy navigation of course materials, making it an effective learning resource.
Murphy d. educational plan for professional leadership transitionsdjmurphy39
The document provides an overview and recommendations for revisions to the educational plan for an online nursing course. It outlines best practice guidelines, curricular principles, learning strategies, instructional methods, and assessment strategies. Recommendations include adding flexibility for students to complete assignments, using audiovisual feedback, incorporating additional learning theories, and modifying assignments such as integrating APA elements into discussion forums rather than having separate APA assignments. The goal of the revisions is to enhance students' educational experience and develop competent nurses.
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
This document provides an overview of lesson study, which involves teachers collaborating to study lessons, observe each other teach, and discuss ways to improve student learning. It discusses how lesson study works in stages where teachers identify a professional learning goal, plan lessons together, conduct a research lesson with observations, and have a post-lesson discussion. Examples of lesson study from different countries are also provided.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
This document discusses pedagogy in blended courses. It summarizes three studies on blended course pedagogy and models. The studies found that blended courses emphasized online discussions, group collaboration, and assessments. Technology was used purposefully for communicating, disseminating content, and facilitating collaboration. Courses incorporated focused online interactions like discussions and group work. However, the document notes that some courses did not fully blend the online and face-to-face elements or emphasize the blend. It concludes by calling for additional research on blended course designs and pedagogical models.
A vibrant turnout at Dakota County Technical College (DCTC) filled the area for students and some alumni to visit with 80 representatives about internships and hiring with employers and transfer opportunities with institutions.
This document discusses blended teaching and learning. It provides an overview of UWM's blended faculty development program, which aims to help faculty design, develop, teach, and advocate for blended courses using a practical approach. The program is taught in a blended format and provides training on course redesign, teaching skills, managing student expectations, and evaluating courses. It also covers topics like defining blended learning, using backward design to create learning modules, building online presence and community, and strategies for managing workload in blended courses. The goal is to help faculty effectively integrate online and face-to-face activities in a planned, pedagogically valuable manner.
This document discusses blended learning and describes a faculty development program on blended teaching at UW-Milwaukee. The program aims to help faculty design, develop, teach and advocate for blended courses. It provides training over multiple formats throughout the academic year. The training models blended practices and helps faculty experience blended learning as students. The program covers topics like course redesign, developing learning modules, acquiring teaching skills, and assessing student learning. Its goals are to help faculty start redesigning their courses, learn new skills and knowledge, and get support for blended teaching.
The document discusses a faculty training program for blended learning at a university. It describes a 3-year grant-funded project to engage faculty in developing effective blended courses and assessment practices. The training program includes online and in-person sessions to help faculty design blended courses and develop assessment plans, with support from instructional designers and peer mentors. Assessment of blended courses focuses on comparing student outcomes to traditional courses.
Developing a Sustainable Approach to Problem Based Learning in Chemistry - Dy...Dylan Williams
The document discusses the Department of Chemistry at Leicester University's introduction and refinement of problem-based learning (PBL) into some of its undergraduate courses since 2007. It describes replacing lectures and workshops with weekly small group PBL sessions facilitated by instructors. Based on student and instructor feedback, changes were made to improve student access to facilitators, provide more detailed feedback, and better integrate the PBL topics with course material. Overall, the introduction of PBL was found to be successful in engaging students and improving learning outcomes.
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
This document discusses research on effective models for blended teacher professional development (PD). It proposes a model that provides:
1) Online access to digital content to enhance face-to-face PD experiences.
2) Extending face-to-face summer experiences online through discussions with colleagues about practices and strategies.
3) Interacting online in real-time with experts from organizations like NASA, NOAA, and NSF to discuss research and classroom applications.
4) Helping teachers develop long-term growth plans tailored to their needs and connecting them to resources and others with similar goals online, with opportunities for recognition.
This document provides an overview of lesson study, a process for teacher professional development. It discusses how lesson study aligns with the three big ideas of professional learning communities: focusing on learning rather than teaching, collaborative work, and focusing on results. The stages of lesson study are outlined, including identifying a professional learning goal, lesson planning, conducting a research lesson, and post-lesson discussion. Tools and data used in lesson study are also described. Overall, the document introduces lesson study and its role in teacher development through collaborative lesson planning, observation, and reflection.
This document summarizes a blended information literacy module for first year arts and design students. It included face-to-face lectures, online videos and activities, and an assessment project on a local business. Student feedback was positive about the library staff involvement and materials covering their needs. Usage data showed most students accessed introductory research materials but fewer completed all online activities. The module was effective but could be improved by offering more options and better integrating information literacy into face-to-face lectures.
This document describes a blended learning environment for a pre-service teacher education program. Teacher candidates complete online modules before each class to explore digital resources for different language strands. In class, they have professional learning conversations in small groups led by a designated literacy leader. Candidates choose resources and post critiques to an online forum. The blended format aims to help candidates become digital resource curators and better teachers through collaborative inquiry.
Using Electronic “Books” in a Virtual Learning Environment to Collate Learnin...waqarnabi
The document discusses using Moodle Books to organize course content in a virtual learning environment. It describes how Moodle Books allow instructors to create multi-page resources with embedded multimedia and a table of contents. The author used Moodle Books to collate and narrate learning resources for an asynchronous online course and a regular course with recorded lectures. Student feedback indicated the book format provided a clear structure and easy navigation of course materials, making it an effective learning resource.
Murphy d. educational plan for professional leadership transitionsdjmurphy39
The document provides an overview and recommendations for revisions to the educational plan for an online nursing course. It outlines best practice guidelines, curricular principles, learning strategies, instructional methods, and assessment strategies. Recommendations include adding flexibility for students to complete assignments, using audiovisual feedback, incorporating additional learning theories, and modifying assignments such as integrating APA elements into discussion forums rather than having separate APA assignments. The goal of the revisions is to enhance students' educational experience and develop competent nurses.
Presentation on the last finding during the Academic Coffee Session for the Malaysian PhD Communities held on 25 July 2009, in Murdoch University, Australia.
This document provides an overview of lesson study, which involves teachers collaborating to study lessons, observe each other teach, and discuss ways to improve student learning. It discusses how lesson study works in stages where teachers identify a professional learning goal, plan lessons together, conduct a research lesson with observations, and have a post-lesson discussion. Examples of lesson study from different countries are also provided.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...afacct
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
TLC2016 - Online Results Entry using the Grade Journey ToolBlackboardEMEA
Presenters: Birthe Aagesen & Karen Louise Møller
Organisation: Faculty of Arts, Aarhus University
Description: Presentation session (45 min) with time for questions.
The presentation will address:
- An investigation of Blackboard Course Structures on the basis of a socio cultural perception of learning
- Application and evaluation of selected Blackboard Course Structures in courses at Aarhus University.
This document discusses pedagogy in blended courses. It summarizes three studies on blended course pedagogy and models. The studies found that blended courses emphasized online discussions, group collaboration, and assessments. Technology was used purposefully for communicating, disseminating content, and facilitating collaboration. Courses incorporated focused online interactions like discussions and group work. However, the document notes that some courses did not fully blend the online and face-to-face elements or emphasize the blend. It concludes by calling for additional research on blended course designs and pedagogical models.
Similar to Teaching Portfolio Section Divider (20)
A vibrant turnout at Dakota County Technical College (DCTC) filled the area for students and some alumni to visit with 80 representatives about internships and hiring with employers and transfer opportunities with institutions.
This document discusses empowered career coaching techniques for immigrant and international clients. It provides an overview of coaching models including increasing career decision self-efficacy, Gottfredson's theory of circumscription and compromise, Holland's RIASEC codes, and addressing cultural barriers in the job search process. Tips are offered for career services offices to engage international clients, such as customizing programs, collaborating with international student organizations, and discussing the use of social media and technology.
Mythbusters' Kari Byron with Life Lessons in Chicken Soup for the Soul & On M...Jessica Ayub, LPC, GCDF
New International Students -- Concordia University-Saint Paul -- MythBusters: Achieved purpose as a powerful student-instructor connection experience, potential retention tool by building relationships and motivation to persist. First day of class January, 2014, students responded with enthusiasm to story of another world traveler and risk taker. Students identified with the same values, they pointed out were important to Kari Byron from MythBusters. Especially, as a mom and role model.
Solely Created Initial Case Management Policies and Procedures Meeting Dept of Labor (DOL) Grant Requirements -- Later Slightly Revised Over 3 Years. This Support Services Policy and another Policy on Co-Enrollment are posted on Pine Technical College Website as Official, Public Document. The Forms created for the grant included: specific wording meeting DOL requirements and formulated for intakes, capturing data on ongoing interventions/tracking, assessment of barriers/financial needs-analysis, Business Services Office check request and voucher forms, etc.
Designed PowerPoint by Adding Content Based on 'Career Fitness' and Adapted a Skills Assessment from 'Training for Life' Textbooks--Facilitated a 50 Minute Classroom Presentation and In-Class Group Activity (originally an MS Office template)
These workshops were offered in computer labs and participants allowed to sign in with Guest access to the Moodle course. Some features, including syllabus, discussion forums, wiki, etc. were disabled temporarily.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Teaching Portfolio Section Divider
1. Jessica Ayub | Post-Secondary Teaching Portfolio | 763-258-4502 Section Divisions
Certificate Courses were offered through the Graduate
Communication Studies Program at Bethel University
Completion June, 2012: 18 Graduate COMM Credits
Portfolio
Section 6 – Capstone Course & Internship
Teaching Assistantship in “Ethical Relationships” Within Section
"Ethical Relationships: Choosing the Good in Family Professor’s Course
and Community Life" was a General Studies 3 credit Content
course offered Spring Semester 2012 at Bethel Recommendation Letter
Engaged in Co-Teaching with Bethel Social Work Associate Faculty
member, Professor Sandra Traudt, MSW, LICSW to 19 traditional Professor’s Syllabus & Moodle
Undergraduates in their Senior Year for a semester of 16 weeks.
CMS Print Out
Teaching Assistantship included 1 hour of mentoring prior to class,
attendance at each 3 hour on-site class and brief after-class weekly Discussion Forum Sample
review of the class session dynamics with the Professor.
Assisted Professor – Compiling
Also assisted with assignments, in-class discussions, research and Data & Classroom Discussion
integration of additional content, suggested improvements, compiled
data for online forum, graded student oral presentations and teaching
Teacher’s Assistant
solely and in conjunction with Professor on topics.
Original Materials
Original Materials for Teaching Sessions DVD (MP4) Session Samples
Designed 2 class session presentations and all relevant materials.
Family Relationships Topic
For Family Relationships topic, opened class with an infographic from
Pew Research, an NPR podcast, facilitated review and discussion of 6
handouts over 1.5 hours. (PowerPoint existed, so Professor presented). Care of Creation Topic
Created a PowerPoint on Care of Creation with 45 minutes of video.
Facilitated case study and all discussions over 2 hours total class time.