Want to learn more about our training? Visit career.ucsf.edu/TRAIN-UP-course
At UCSF, we're teaching our graduate students and postdocs the professional skills they need to succeed. In TRAIN-UP we focus on supervising, mentoring and teaching competencies to help future faculty support diverse trainees. Check out our case study - can you identify all of the issues at play? What would you do? This initiative is funded by an NSF Advanced Technical Education Grant.
This presentation provides a brief overview of Dr. Fay's Love and Logic philosophy. Love and Logic is a Classroom management philosophy that uses simple techniques designed to enhance relationships between students and teachers.
This presentation provides a brief overview of Dr. Fay's Love and Logic philosophy. Love and Logic is a Classroom management philosophy that uses simple techniques designed to enhance relationships between students and teachers.
Managing strategically for environmental sustainability complete pptJohn Hulpke
the complete set of slides, Summer 2014 course, Copenhagen Business School. John Hulpke (hulpke@ust.hk) and Cubie Lau (cubie@ust.hk): Managing Strategically for Environmental Sustainability: Lessons from China. DRAFT as of 24 July 2014.
Managing strategically for environmental sustainability: China (complete ppt)John Hulpke
China? Environment? How bad is it, and what is being done? Some ideas here in these slides. Ideas? Suggestions, changes, let us know.
China and managing strategically for environmental sustainabilty: slides used in International Summer University Program, Copenhagen Business School, June-July 2014. John Hulpke (hulpke@ust.hk) and Cubie Lau (cubie@ust.hk)
Managing strategically for environmental sustainability lessons from china c...John Hulpke
Course slides from Managing Strategically for Environmental Sustainability-Lessons from China, Copenhagen Business School, International Summer University Program. Why China? How do real firms Manage Strategically for Environmental Sustainability? Enjoy, and send us ideas! hulpke@ust.hk or cubie@ust.hk
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Overview on Edible Vaccine: Pros & Cons with Mechanism
TRAIN-UP Applied: Case Study 1- Sample Slides
1. WELCOME!
•Sign-in, Get lunch
•Read the case study (see the handout)
•Introduce yourself to your neighbor
•Discussion topics
• Have you ever mentored
anyone in the lab? If so, what
was the experience like?
• Have you had any formal
mentor training? If so, what
did you learn?
• What are your goals for
attending this workshop?
Naledi.saul@ucsf.edu; Laurence.Clement@ucsf.edu; Karen Leung (CCSF)
TRAIN-UP Applied Mentoring Workshop 1
Today’s Case Study:
What should Sam do?
2. Four months ago, Sam, a postdoc, started working with Lee, a senior
undergraduate volunteer who will be working with Sam for another 6 months on
a project Sam is leading.
Lee is very confident scientifically, and he performs experiments with care and
precision. However, in several occurrences, Sam has noticed that Lee was
confused about the goals of the experiments, and how they fit into the big
picture of Sam’s project.
Sam has tried explaining the goals of the projects again, and each time Lee
seemed (again) very confident about what he thought he knew.This has
happened repeatedly, and Sam is now worried that Lee is not realizing that he is
limited in his understanding, and he is concerned that this will impact the future
of the project.
Additionally, Lee has, on 2 or 3 occasions, not followed through on some of the
experiments Sam had asked him to do.This is a problem for Sam, who doesn’t
feel he can rely on Lee to produce the data he needs.
Sam is starting to wonder if maybe Lee doesn’t respect him. Sam wishes he had
had a say in who was chosen for this volunteer position.This makes him act a bit
passive-aggressive with Lee, something that he doesn’t like about himself.
What could Sam do to improve the situation with Lee?
Today’s Case Study:What should Sam do?
Questions: Pair Up!
1. Identify all of the issues
at play in this scenario
2. Are these performance
issues, or conduct issues,
or something else?
3. Prioritize – which issues
do you think Sam should
address first and why?
4. For the issue you select -
Look at the supervisory
assessment instrument –
did Sam do all seven
steps? (set expectations,
delegate effectively, etc.)
5. Take a moment and try
to craft a response –
how would you open the
conversation, address in
the conversation and
close the conversation?
Naledi.saul@ucsf.edu; Laurence.Clement@ucsf.edu; Karen Leung (CCSF)
3. 1. “Lee, can we check in? I noticed that in the last two weeks, you have not
performed two experiments that I asked you to perform including this
most recent one that was due to be finished yesterday. We’re chatting
today because we need figure out what’s going on.”
2. “If you can’t perform an experiment, I need you to communicate with me
about it.”
3. “I’d like to check in about what is happening with both with the
experiments and what we can do to make sure that you are
communicating your progress to me. So, what happened?”
4. “Okay. Moving forward I will need you to communicate with me about
changes in your plans to do experiments right away. Please send me an
email at the end of the day and explain to me why the change in deadline
and give me a new timeline.”
”This is important because I need to be able to track which experiments
have been performed, so I can measure our progress towards our goal of
producing results by the conference in June.”
5. “I’m sure you can do this, but do you have any concerns about doing this,
or are there any questions I can answer for you?”
Naledi.saul@ucsf.edu; Laurence.Clement@ucsf.edu; Karen Leung (CCSF)
Language and the
steps to develop a
response
1. Identify the issue
2. (Re) set expectations
3. Ask them to assess
the issue
4. (Re) set expectations
again, clarifying not
just what you want,
but why you want it
5. Express confidence in
their ability and ask
them is there is
anything that will
prevent them
Sample response to an identified issue:
Lee isn’t communicating (first conversation)
Remember: This is corrective feedback (Please stop doing Y that way. Here’s why.
Do Y this way instead, for this reason. Any questions?)
4. Naledi Saul, MPM
Director
UCSF Office of Career and Professional Development
Laurence Clement, PhD
Program Director, Academic Career Development
Director, Research in Career Education
UCSF Office of Career and Professional Development
Karen Leung, PhD
Biotechnology Faculty
City College of San Francisco
This workshop is
funded by an
NSF Advanced
Technical Education
Grant
We will need to
provide some
evaluation results to
our funders so please
complete the survey
for this workshop and
tell us whether we
should keep offering
these workshops.
For more details, on
why we are collecting
data, visit:
bit.ly/TRAINUP2B
Who We Are