This document provides session guides for a module on starting a business. The session guides are for three lessons: 1) Becoming a Successful Entrepreneur, 2) Advantages and Disadvantages of Entrepreneurship, and 3) Developing Entrepreneurial Skills. Each session guide outlines the objectives, materials, procedures including introductory activities, analysis, application activities and evaluations for learners. The document aims to help learners develop entrepreneurial skills and competencies through guided learning activities.
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
Importance of Learning & Development of the employees in private sector organ...AMANA BANK PLC
This document is an extended essay report submitted by MMM Muzamil to the Institute of Human Resource Advancement at the University of Colombo. The report examines the importance of learning and development for employees in the private sector, using British College of Education as a case study. The report includes an introduction outlining the objectives and methodology of the study. It provides background information on British College of Education and describes the organizational hierarchy and sample of employees surveyed. The analysis section presents results of the survey conducted with 63 employees. The results show that most employees are in academic roles and communication skills are considered most important for their jobs. The report concludes with recommendations.
This document outlines a course on entrepreneurship and enterprise development. The course aims to help students understand key concepts related to entrepreneurship including defining entrepreneurship, understanding small business management issues, developing business plans, product development, marketing strategies, organizing and financing new ventures, and managing growth. The course is taught over 14 weeks and covers these topics through lectures, discussions, assignments and assessments. Students are expected to actively participate in all course activities and complete all readings and assignments on time.
The document is an introductory module on entrepreneurship from the Department of Education of the Philippines. It discusses the relevance of entrepreneurship courses and defines key concepts. Entrepreneurship improves living standards, creates jobs, and drives economic development. Entrepreneurs take risks to establish new organizations and solutions. The module outlines learning objectives and introduces icons to guide learners through concepts.
The document is an introductory module on entrepreneurship from the Department of Education of the Philippines. It discusses the relevance of entrepreneurship courses and defines key concepts. Entrepreneurship helps develop managerial capabilities, creates organizations, improves standards of living, and means economic development. Entrepreneurs undertake risks to generate new ideas and solve problems. Factors affecting entrepreneurship include personality traits, economic conditions, and government policies.
This document is a teacher's guide for a course on electrical installation and maintenance. It provides guidance for teachers to effectively teach topics related to personal entrepreneurial competencies. The guide discusses introducing real-life examples of successful professionals, assessing students' competencies, and helping students create a plan of action. It also outlines objectives, presenting content, and providing feedback and references for teachers. The overall aim is to help students understand and strengthen competencies needed for careers in electrical work.
This document outlines an entrepreneurial skills curriculum aimed at at-risk secondary students in Antigua and Barbuda. The 90-hour, two-year program teaches business and life skills to motivate students to stay in school and gain skills to start sustainable businesses. It covers topics like what is an entrepreneur, types of businesses, business planning, management, and basic computer skills. The goal is to provide opportunities for at-risk youth to generate income and contribute to the economy.
This document discusses the importance of educational planning and provides guidance on how to plan effectively. It outlines a 6-stage process for planning: 1) environmental scanning and data collection, 2) setting objectives, 3) generating and selecting strategies, 4) translating strategies into operational plans, 5) implementing the plan, and 6) evaluating and modifying the plan. The planning process should be systematic, realistic, sustained, and revisited annually to ensure the school can adapt to changes. Effective planning helps set priorities, respond to community needs, improve teaching quality, and provide consistency of purpose and direction.
This document provides a teacher's guide for a Grade 10 module on personal entrepreneurial competencies and computer hardware servicing. The module aims to help students understand the importance of assessing their personal entrepreneurial competencies and creating a plan to strengthen areas for improvement.
The summary includes an introduction to the module objectives, presenting content to students, and providing feedback. Content is presented through discussion, activities, and tasks to help students identify their competencies, interview entrepreneurs, and create a personal plan of action. The goal is for students to understand competencies needed for success in business and careers related to computer hardware servicing.
Importance of Learning & Development of the employees in private sector organ...AMANA BANK PLC
This document is an extended essay report submitted by MMM Muzamil to the Institute of Human Resource Advancement at the University of Colombo. The report examines the importance of learning and development for employees in the private sector, using British College of Education as a case study. The report includes an introduction outlining the objectives and methodology of the study. It provides background information on British College of Education and describes the organizational hierarchy and sample of employees surveyed. The analysis section presents results of the survey conducted with 63 employees. The results show that most employees are in academic roles and communication skills are considered most important for their jobs. The report concludes with recommendations.
This document outlines a course on entrepreneurship and enterprise development. The course aims to help students understand key concepts related to entrepreneurship including defining entrepreneurship, understanding small business management issues, developing business plans, product development, marketing strategies, organizing and financing new ventures, and managing growth. The course is taught over 14 weeks and covers these topics through lectures, discussions, assignments and assessments. Students are expected to actively participate in all course activities and complete all readings and assignments on time.
The document is an introductory module on entrepreneurship from the Department of Education of the Philippines. It discusses the relevance of entrepreneurship courses and defines key concepts. Entrepreneurship improves living standards, creates jobs, and drives economic development. Entrepreneurs take risks to establish new organizations and solutions. The module outlines learning objectives and introduces icons to guide learners through concepts.
The document is an introductory module on entrepreneurship from the Department of Education of the Philippines. It discusses the relevance of entrepreneurship courses and defines key concepts. Entrepreneurship helps develop managerial capabilities, creates organizations, improves standards of living, and means economic development. Entrepreneurs undertake risks to generate new ideas and solve problems. Factors affecting entrepreneurship include personality traits, economic conditions, and government policies.
This document is a teacher's guide for a course on electrical installation and maintenance. It provides guidance for teachers to effectively teach topics related to personal entrepreneurial competencies. The guide discusses introducing real-life examples of successful professionals, assessing students' competencies, and helping students create a plan of action. It also outlines objectives, presenting content, and providing feedback and references for teachers. The overall aim is to help students understand and strengthen competencies needed for careers in electrical work.
This document outlines an entrepreneurial skills curriculum aimed at at-risk secondary students in Antigua and Barbuda. The 90-hour, two-year program teaches business and life skills to motivate students to stay in school and gain skills to start sustainable businesses. It covers topics like what is an entrepreneur, types of businesses, business planning, management, and basic computer skills. The goal is to provide opportunities for at-risk youth to generate income and contribute to the economy.
This document discusses the importance of educational planning and provides guidance on how to plan effectively. It outlines a 6-stage process for planning: 1) environmental scanning and data collection, 2) setting objectives, 3) generating and selecting strategies, 4) translating strategies into operational plans, 5) implementing the plan, and 6) evaluating and modifying the plan. The planning process should be systematic, realistic, sustained, and revisited annually to ensure the school can adapt to changes. Effective planning helps set priorities, respond to community needs, improve teaching quality, and provide consistency of purpose and direction.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, habits, competence, personality, linkage to cooperating firms, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how they influence students' training experiences and performance, in order to improve the school's practicum program.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, habits, competence, personality, linkage to cooperating firms, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how they influence students' training experiences and performance, in order to improve the school's practicum program.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, competence, personality, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how students rate them. It also seeks to understand problems students face during training and which factors need improvement.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students from the University of Manila who are undergoing practicum. It identifies factors such as work attitude, competence, personality, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how students rate them. It also seeks to understand differences in ratings based on student demographics and identify areas for improvement.
This document provides an overview of career education and development. It defines key terms like career education, career guidance, and career development. It also outlines 4 components of career guidance programs: self-awareness, opportunity, decision learning, and transition learning. The document discusses 5 fields of career education and 4 stages of career development. It emphasizes that career development is a lifelong process that helps people acquire skills and build their careers over time through learning and experience. Overall, the summary provides a high-level introduction to the important concepts and models in career education.
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
What are Learning Outcomes? Types, Benefits, and Examples of Learning OutcomesAnirudhRoy11
Learning outcomes are measurable educational aspects that include students’ knowledge, skills, and abilities to face real-life problems and not just the course outcomes & program outcomes.
This document contains a daily lesson log for a 9th grade agricultural crop production class. The lesson objectives are to develop students' personal entrepreneurial competencies and skills needed for agricultural businesses. Over the course of the week, students will assess their own competencies, analyze local entrepreneurs, and create business plans for hypothetical agricultural companies. Formative assessments include rubric-graded business plans, self-reflections, and entrepreneur competency analyses. The teacher reflects on students' progress and identifies strategies that worked well and challenges that require assistance.
The philippine-basic-education-curriculumchrisanette
This document discusses the Philippine Education for All (EFA) 2015 Plan of Action and the role of curriculum in education. It introduces the EFA Plan's goals of expanding access to quality education and improving learning outcomes for all Filipinos. The curriculum is presented as a guide for teachers to follow in teaching students and helping them achieve learning milestones, just as a pilot uses a runway or runners follow a track. Familiarity with both the EFA Plan and the curriculum is important for teachers to effectively fulfill their roles in educating students.
This document is a learning module on training design, development, and implementation. It was written by Henry John Nueva and published in 2018. The module uses the ADDIE model of instructional design and is comprised of 10 units to be completed over multiple sessions. It teaches learners how to analyze organizational needs, design training programs, develop learning activities, implement training, and evaluate results. The target audience is training professionals and HR personnel. The overall goal is to equip learners with the skills to create effective employee training that supports organizational strategic goals.
The document discusses the importance of dispositions for early childhood education preservice teachers and how teacher preparation programs should focus on developing positive teacher dispositions from the start of training. It notes that dispositions reflect a teacher's beliefs and attitudes and influence how they interact with students. The author argues teacher educators must be intentional in helping preservice teachers reflect on their own beliefs to develop appropriate professional dispositions for working with young children.
Module 5 – FUTURE COMBO, ACTIVATE!
“It takes two to tango!”
This cliché emphasizes the need for people to work zealously in tandem with others to make their endeavors succeed. The same holds true for learners’ career development. While they consider the personal, academic, and familial factors in their career development, they must likewise connect their life aspirations to the pressing demands and trends in the local and global scenario. The word combo, an abbreviated form of the word combination, signifies the convergence of personal career choices to the actual needs in the labor market and industries.
By doing so, Grade 12 learners are guided to fulfill the vision of the Department of Education, which expects them to “contribute meaningfully in building the nation.” This also ensures that learners are able to attain their life and career goals vis-à-vis working for the greater interests of the country at the macro-level. To help learners clearly determine the direction of their career choices, mission statements become essential as the baseline of their career plans and actions. This module intends to facilitate the learners’ ability to make such convergence possible.
Time Allotment 120 minutes
Materials
The following are the materials needed for this session. If there are alternative resources, feel free to adjust the list of items below.
1.Metacards
2.Double-sided tape, ordinary tape
3.Road Trip Signs
4.Pentel Pens
5.Manila Papers
6.LMI – List of KEGs - Module 3
7.CD player, if available
8.Laptop and projector, if available
I. Objectives - 5 minutes
At the end of this module, the learners are expected to:
1.formulate mission statements in relation to life and career decisions aligned to the curriculum exits;
2.link life and career decisions to the current demands and trends in the regional and global level; and
3.appreciate how life and career decisions may contribute to national development.
Note to the teacher-facilitator Teacher provides an overview of what Module 5 is all about, referring to the introduction and explaining the appropriateness of the title to the objectives.
II. motivation “the 5-minute mission” - 10 minutes
Procedure:
For this activity, teacher will post a picture on the board or present it using a slide presentation if laptop and projector are available (please refer to the Appendix sheet for a copy of the picture)
Ask the learners – what is their first reaction when they saw the picture? What can they do to help the person in the situation? If they will set a mission to change the condition reflected in the picture, what will they do?
Let them write their answers in metacards or sheets of papers provided and have these posted on the board or manila paper adjacent to or below the picture.
Processing Questions:
1.How did you find this activity?
2.Have you experienced doing a mission to help others? Have you ever supported an organization’s mission for charitable purposes
This document contains a daily lesson log for a Grade 12 Entrepreneurship class. It outlines the objectives, content, learning resources, and procedures for lessons in Weeks 3 and 4 of the first quarter. The objectives are for students to understand key entrepreneurship concepts and competencies. Lessons will cover the core competencies of entrepreneurs, career opportunities, and improving or modifying products and services. Learning activities include group discussions, presentations, analyzing examples, and relating concepts to real-life scenarios. The goal is for students to grasp entrepreneurship competencies and explore career paths.
Module 9 - NC I - Adopting Entreprenuerial Mindset in the Workplace - Final.pdflynette70
The document provides an overview of a module on adopting an entrepreneurial mindset in the workplace. It acknowledges the contributions of various organizations that supported the development of the curriculum. It then states that the module aims to help vulnerable youth develop skills to transition to further education, jobs or self-employment. The module will introduce topics such as the concept of business, characteristics of entrepreneurs, and entrepreneurial practices like quality assurance and cost-effective measures. Learners will complete assignments and assessments to evaluate their understanding of determining and applying an entrepreneurial mindset in the workplace.
The document outlines the objectives, intended learning outcomes, modules, sessions, topics, and tasks for an orientation on the pilot implementation of the Teacher Induction Program for beginning teachers. The objectives are to gain understanding of how the induction program is implemented, develop skills in assisting schools with the pilot implementation, and feel the importance of the program for teachers' personal and professional development. The modules will cover DepEd organizational structure and processes, relevant laws for teachers, salaries and benefits, continuing professional development, and policies on promotion. Teachers will learn about DepEd history and offices, laws and regulations, compensation and incentives, professional development requirements, and career progression guidelines. A variety of tasks are included such as policy readings, scenario analysis, interviews,
Collaboration and communication action plan template part 1 ARIV4
The document outlines an action plan template to address concerns about a student named John in a gifted English language arts class. The plan includes developing one long-term goal and four short-term goals. Each short-term goal identifies implementation strategies, resources, timeline, persons responsible, and evidence of success. The special education teacher will use the template to create an action plan to assist the principal with improving John's experience in the gifted class and collaboration between the gifted teacher and IEP team.
An Emperical Study of Learning How Soft Skills is Essential for Management St...IJSRED
This document discusses an empirical study on the importance of soft skills for management students' careers. It finds that while hard skills and academic performance were once prioritized by employers, soft skills like communication, teamwork, and emotional intelligence are now essential for success. The study surveyed 50 management students and faculty in Bangalore to understand how well soft skills training is incorporated and its benefits. It determined that soft skills like communication are crucial as they influence interactions and job performance. However, older teaching methods do not sufficiently develop these skills. Integrating soft skills training into courses could better prepare students for today's work challenges.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, habits, competence, personality, linkage to cooperating firms, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how they influence students' training experiences and performance, in order to improve the school's practicum program.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, habits, competence, personality, linkage to cooperating firms, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how they influence students' training experiences and performance, in order to improve the school's practicum program.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students undergoing practicum at the University of Manila. It identifies factors such as work attitude, competence, personality, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how students rate them. It also seeks to understand problems students face during training and which factors need improvement.
Factors that affect the on the-job training ofSunjay Taladtad
The document discusses factors that affect the on-the-job training of business students from the University of Manila who are undergoing practicum. It identifies factors such as work attitude, competence, personality, benefits/incentives, and problems encountered. The study aims to assess these factors and determine how students rate them. It also seeks to understand differences in ratings based on student demographics and identify areas for improvement.
This document provides an overview of career education and development. It defines key terms like career education, career guidance, and career development. It also outlines 4 components of career guidance programs: self-awareness, opportunity, decision learning, and transition learning. The document discusses 5 fields of career education and 4 stages of career development. It emphasizes that career development is a lifelong process that helps people acquire skills and build their careers over time through learning and experience. Overall, the summary provides a high-level introduction to the important concepts and models in career education.
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
What are Learning Outcomes? Types, Benefits, and Examples of Learning OutcomesAnirudhRoy11
Learning outcomes are measurable educational aspects that include students’ knowledge, skills, and abilities to face real-life problems and not just the course outcomes & program outcomes.
This document contains a daily lesson log for a 9th grade agricultural crop production class. The lesson objectives are to develop students' personal entrepreneurial competencies and skills needed for agricultural businesses. Over the course of the week, students will assess their own competencies, analyze local entrepreneurs, and create business plans for hypothetical agricultural companies. Formative assessments include rubric-graded business plans, self-reflections, and entrepreneur competency analyses. The teacher reflects on students' progress and identifies strategies that worked well and challenges that require assistance.
The philippine-basic-education-curriculumchrisanette
This document discusses the Philippine Education for All (EFA) 2015 Plan of Action and the role of curriculum in education. It introduces the EFA Plan's goals of expanding access to quality education and improving learning outcomes for all Filipinos. The curriculum is presented as a guide for teachers to follow in teaching students and helping them achieve learning milestones, just as a pilot uses a runway or runners follow a track. Familiarity with both the EFA Plan and the curriculum is important for teachers to effectively fulfill their roles in educating students.
This document is a learning module on training design, development, and implementation. It was written by Henry John Nueva and published in 2018. The module uses the ADDIE model of instructional design and is comprised of 10 units to be completed over multiple sessions. It teaches learners how to analyze organizational needs, design training programs, develop learning activities, implement training, and evaluate results. The target audience is training professionals and HR personnel. The overall goal is to equip learners with the skills to create effective employee training that supports organizational strategic goals.
The document discusses the importance of dispositions for early childhood education preservice teachers and how teacher preparation programs should focus on developing positive teacher dispositions from the start of training. It notes that dispositions reflect a teacher's beliefs and attitudes and influence how they interact with students. The author argues teacher educators must be intentional in helping preservice teachers reflect on their own beliefs to develop appropriate professional dispositions for working with young children.
Module 5 – FUTURE COMBO, ACTIVATE!
“It takes two to tango!”
This cliché emphasizes the need for people to work zealously in tandem with others to make their endeavors succeed. The same holds true for learners’ career development. While they consider the personal, academic, and familial factors in their career development, they must likewise connect their life aspirations to the pressing demands and trends in the local and global scenario. The word combo, an abbreviated form of the word combination, signifies the convergence of personal career choices to the actual needs in the labor market and industries.
By doing so, Grade 12 learners are guided to fulfill the vision of the Department of Education, which expects them to “contribute meaningfully in building the nation.” This also ensures that learners are able to attain their life and career goals vis-à-vis working for the greater interests of the country at the macro-level. To help learners clearly determine the direction of their career choices, mission statements become essential as the baseline of their career plans and actions. This module intends to facilitate the learners’ ability to make such convergence possible.
Time Allotment 120 minutes
Materials
The following are the materials needed for this session. If there are alternative resources, feel free to adjust the list of items below.
1.Metacards
2.Double-sided tape, ordinary tape
3.Road Trip Signs
4.Pentel Pens
5.Manila Papers
6.LMI – List of KEGs - Module 3
7.CD player, if available
8.Laptop and projector, if available
I. Objectives - 5 minutes
At the end of this module, the learners are expected to:
1.formulate mission statements in relation to life and career decisions aligned to the curriculum exits;
2.link life and career decisions to the current demands and trends in the regional and global level; and
3.appreciate how life and career decisions may contribute to national development.
Note to the teacher-facilitator Teacher provides an overview of what Module 5 is all about, referring to the introduction and explaining the appropriateness of the title to the objectives.
II. motivation “the 5-minute mission” - 10 minutes
Procedure:
For this activity, teacher will post a picture on the board or present it using a slide presentation if laptop and projector are available (please refer to the Appendix sheet for a copy of the picture)
Ask the learners – what is their first reaction when they saw the picture? What can they do to help the person in the situation? If they will set a mission to change the condition reflected in the picture, what will they do?
Let them write their answers in metacards or sheets of papers provided and have these posted on the board or manila paper adjacent to or below the picture.
Processing Questions:
1.How did you find this activity?
2.Have you experienced doing a mission to help others? Have you ever supported an organization’s mission for charitable purposes
This document contains a daily lesson log for a Grade 12 Entrepreneurship class. It outlines the objectives, content, learning resources, and procedures for lessons in Weeks 3 and 4 of the first quarter. The objectives are for students to understand key entrepreneurship concepts and competencies. Lessons will cover the core competencies of entrepreneurs, career opportunities, and improving or modifying products and services. Learning activities include group discussions, presentations, analyzing examples, and relating concepts to real-life scenarios. The goal is for students to grasp entrepreneurship competencies and explore career paths.
Module 9 - NC I - Adopting Entreprenuerial Mindset in the Workplace - Final.pdflynette70
The document provides an overview of a module on adopting an entrepreneurial mindset in the workplace. It acknowledges the contributions of various organizations that supported the development of the curriculum. It then states that the module aims to help vulnerable youth develop skills to transition to further education, jobs or self-employment. The module will introduce topics such as the concept of business, characteristics of entrepreneurs, and entrepreneurial practices like quality assurance and cost-effective measures. Learners will complete assignments and assessments to evaluate their understanding of determining and applying an entrepreneurial mindset in the workplace.
The document outlines the objectives, intended learning outcomes, modules, sessions, topics, and tasks for an orientation on the pilot implementation of the Teacher Induction Program for beginning teachers. The objectives are to gain understanding of how the induction program is implemented, develop skills in assisting schools with the pilot implementation, and feel the importance of the program for teachers' personal and professional development. The modules will cover DepEd organizational structure and processes, relevant laws for teachers, salaries and benefits, continuing professional development, and policies on promotion. Teachers will learn about DepEd history and offices, laws and regulations, compensation and incentives, professional development requirements, and career progression guidelines. A variety of tasks are included such as policy readings, scenario analysis, interviews,
Collaboration and communication action plan template part 1 ARIV4
The document outlines an action plan template to address concerns about a student named John in a gifted English language arts class. The plan includes developing one long-term goal and four short-term goals. Each short-term goal identifies implementation strategies, resources, timeline, persons responsible, and evidence of success. The special education teacher will use the template to create an action plan to assist the principal with improving John's experience in the gifted class and collaboration between the gifted teacher and IEP team.
An Emperical Study of Learning How Soft Skills is Essential for Management St...IJSRED
This document discusses an empirical study on the importance of soft skills for management students' careers. It finds that while hard skills and academic performance were once prioritized by employers, soft skills like communication, teamwork, and emotional intelligence are now essential for success. The study surveyed 50 management students and faculty in Bangalore to understand how well soft skills training is incorporated and its benefits. It determined that soft skills like communication are crucial as they influence interactions and job performance. However, older teaching methods do not sufficiently develop these skills. Integrating soft skills training into courses could better prepare students for today's work challenges.
The document summarizes a self-evaluation of the curriculum at CCHS. It discusses the strengths and areas for improvement in four themes: 1) the rationale and design of the curriculum, 2) the development of the curriculum, 3) programs and courses, and 4) transitions between stages of education. Some key strengths identified include staff engagement in curriculum development and collaboration. Areas for development include further developing interdisciplinary learning, ensuring curriculum supports positive career outcomes, and improving tracking of student progress and skills development. The document outlines action points for school leadership and all staff to address areas for improvement.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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!"
3. LEARNING STRAND 4
SESSION GUIDES
Alternative Learning System - Accreditation and Equivalency (ALS-A&E)
JUNIOR HIGH SCHOOL: LIFE AND CAREER SKILLS
SESSION GUIDES FOR MODULE 2 (STARTING A BUSINESS)
5. DEVELOPMENT TEAM
John Michael Santos
Manuel Magbuhat
Bernadette Sison
Mildred Parbo
Ma. Teresita Medado
Author
Content Expert
Admin and Finance Staff
Project Lead
President
Master Teacher I, ALS Task Force (On-detail)
Education Program Specialist II, ALS Task Force (On-detail)
Project Development Officer III, Bureau of Learning Resources
Education Program Specialist II, Bureau of Learning Resources
Senior Education Program Specialist, Bureau of Curriculum Development
Senior Education Program Specialist, Bureau of Learning Resources
Supervising Education Program Specialist, ALS Task Force
Chief Education Program Specialist, Bureau of Learning Resources
Director III/Head, ALS Task Force
Officer-In-Charge, Office of the Director IV, Bureau of Learning Resources
Assistant Secretary for Alternative Learning System Program
and Task Force
Undersecretary for Legislative Liaison Office, External Partnership Service
and Project Management Service
Secretary
Ade Sandra
Rusyda Djamhur
Marmon Abutas Pagunsan
Remegio Alquitran
Maria Karisma Bea Agarao
Mee Young Choi
Shahbaz Khan
Admin and Finance Assistant
Project Assistant
National Project Consultant
National Project Officer
National Programme Coordinator
Head of Education Unit
Director and Representative
Jenelyn Marasigan Baylon
Kristine Lee S. Lumanog
Judy R. Mendoza
Reyangie V. Sandoval
Josephine C. Intino
Eric U. Labre
Roderick P. Corpuz
Daisy Asuncion O. Santos
Marilette R. Almayda
Ariz Delson Acay D. Cawilan
G. H. S. Ambat
Tonisito M. C. Umali
Leonor Magtolis Briones
Mary Jean B. Brizuela
Amelia Cabrera
Mary Ann J. Bullagay
Schools Division Office of Tabaco City, Department of Education
Regional Office V – Bicol Region, Department of Education
Pangasinan State University
Content and Language Evaluators and Instructional Design Reviewer
6. User’s Guide
For the ALS Teacher/Instructional Managers/Learning Facilitator:
Welcome to the Session Guides of this Module entitled Starting a Business under Learning Strand 4 Life and
Career Skills of the ALS K to 12 Basic Education Curriculum (BEC).
This module was collaboratively designed, developed, and reviewed by select DepEd field officials and teachers
from formal school and ALS, and private institutions to assist in helping the ALS learners meet the standards set
by the ALS K to 12 Basic Education Curriculum (BEC) while overcoming their personal, social, and economic
constraints in attending ALS learning interventions.
This learning resource hopes to engage the learners in guided and independent learning activities at their own
pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
As an ALS Teacher/Instructional Manager/Learning Facilitator, you are expected to orient the learners on
how to use this module. You also need to keep track of the learners' progress while allowing them to manage
their learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included
in the module.
7.
8.
9. 1
starting a business
session guide 1
STARTING A BUSINESS
Session Guide No. 1
I. Objectives
1. Appreciate the skills and the qualities needed to be a successful
entrepreneur which include the following:
(LS4LC-AE-PSB-AE/JHS-1)
·
· identifying and seizing opportunities
·
· calculated risk-taking
·
· determination and perseverance
·
· discipline
·
· creativity and vision
II. Subject
A. Lesson 1: Becoming a Successful Entrepreneur
B. Materials: Starting a Business Module, bond paper
III. Procedures
A. Introductory Activity
Before beginning the session, ask the learners to read Let’s Get To
Know on page 1 of the module.
1. Activity
a. Guide the learners in accomplishing Trying This Out activity on
page 5 of the module. Ask the learners to complete the given
graphic organizer. Have them write their answers on a short
bond paper.
b. Let them present their outputs in front of the class.
2. Analysis
a. Ask the learners to read the Important Qualities of an Entrepreneur
on page 6 of the module. Then, ask the following:
10. 2 starting a business
session guide 1
·
· What are some traits that a businessperson needs to have?
·
· As a business person, why is it important to be flexible?
·
· What are the pros and the cons of running your own business?
Why is it necessary to be self-motivated as an entrepreneur?
·
· How does thinking forward help in sustaining a business?
3. Abstraction/Generalization
a. Ask the learners to read and remember points 1 – 5 of Don’t
Forget on page 30 of the module.
4. Application
a. Tell the learners to answer Activity I and Activity II of Sharpening
Your Skills on page 10 and 11 of the module. Have them do it
on a short bond paper.
IV. Evaluation
Ask learners to write an essay answering this question: What do you
think is the most important quality or skill that an entrepreneur must have?
Explain your answer.
Be guided by the following rubric:
Exceeds
Expectations
(15 points)
Satisfactory
(10 points)
Needs
Improvement
(5 points)
Meaningful response
with specific ideas
Virtually no spelling,
punctuation, or
grammatical errors
Sufficiently developed
response with enough
explanation
Few spelling and punctuation
errors, minor grammatical
errors
Limited response with
minimal explanation
A number of spelling,
punctuation, or
grammatical errors
11. 3
starting a business
session guide 2
STARTING A BUSINESS
Session Guide No. 2
I. Objectives
1. Determine the advantages and disadvantages of being self-employed/
an entrepreneur (LS4LC-AE-PSB-AE/JHS-2)
2. Identify successful entrepreneurs / self-employed persons in the
community as potential role models/mentors. (LS4LC-AE-PSB-AE/
JHS-3)
II. Subject
A. Lesson 2: Advantages and Disadvantages of Entrepreneurship
B. Materials: Starting a Business Module, bond paper
III. Procedures
A. Introductory Activity
Ask the learners to answer Pre-Assessment activity on page 3 of the
module. Let them do this activity in their notebooks.
1. Activity
a. Ask the learners to do Trying This Out activity on page 15 of the
module. Let them accomplish the task on a short bond paper.
b. Allow them to present their outputs in front of the class. Have
them point out the reason behind their questions.
2. Analysis
a. Instruct the learners to read the The Pros and The Cons of
Managing Business on pages 16 and 17 of the module. Then,
ask the learners the following:
·
· What are the advantages of being an entrepreneur?
·
· What are the disadvantages of entrepreneurship?
·
· How does self-discipline help in handling these disadvantages?
12. 4 starting a business
session guide 2
3. Abstraction/Generalization
a. Ask the learners to read and remember points 1 – 5 of Don’t
Forget on page 30 of the module.
4. Application
a. Instruct the learners to do Activity I and II of Sharpening your
Skills on page 18 and 19 of the module. Have them write their
answers on a short bond paper.
IV. Evaluation
Ask learners to write an essay by answering the question: Why do you
think is it still a good choice to be an entrepreneur despite the challenges
and difficulties of being one?
Be guided by the following rubric:
Exceeds
Expectations
(15 points)
Satisfactory
(10 points)
Needs
Improvement
(5 points)
Meaningful response
with specific ideas
Virtually no spelling,
punctuation, or
grammatical errors
Sufficiently developed
response with enough
explanation
Few spelling and punctuation
errors, minor grammatical
errors
Limited response with
minimal explanation
A number of spelling,
punctuation, or
grammatical errors
13. 5
starting a business
session guide 3
STARTING A BUSINESS
Session Guide No. 3
I. Objectives
1. Develop/ strengthen one's personal entrepreneurial competencies
and skills (PECs) through the following sub skills: (LS4LC-AE-PSB-
AE/JHS-5)
·
· assessing one's PECs (strengths, attitudes, assets, skills, limitations)
as a potential entrepreneur / self-employed person;
·
· comparing one's PECs with those of a practicing self-employed
individual / entrepreneur;
·
· identifying one's PECs for improvement, development, and
growth;
·
· aligning one's PECs with possible business areas / choices;
·
· developing a plan to enhance one's PECs to support a possible
business career;
·
· developing and nurturing one's individual PECs
2. Determine the key message conveyed in the material viewed
(LS1CS/EN-V-PSC-JHS-19)
II. Subject
A. Lesson 3: Developing Entrepreneurial Skills
B. Materials: Starting a Business Module, bond paper, audio-visual
devices
III. Procedures
A. Introductory Activity
Ask the learners to recall and identify the advantages and disadvantages
of entrepreneurship.
1. Activity
a. Tell the learners to do Trying This Out activity on page 22 of the
module. Have them write their answers for the activity in their
notebooks.
b. Let them share their answers to the class.
14. 6 starting a business
session guide 3
2. Analysis
a. Allow the learners to read Competencies of an Entrepreneur on
pages 23 to 26 of the module. Use these questions as points for
discussion.
·
· What is the first step of being an entrepreneur?
·
· Why is it important that you do research on different
entrepreneur styles and approaches?
·
· In entrepreneurship, what competency is needed in addressing
a challenging situation?
·
· How can you develop your personal entrepreneurial
competencies? Why is it important to make continuous effort
in developing these competencies?
3. Abstraction/Generalization
a. Ask the learners to read and remember points 8 and 9 of Don’t
Forget on page 30 of the module.
4. Application
a. Instruct the learners to do Activity I and II of Sharpening your
Skills on page 23 and 24 of the module. Have them accomplish
these tasks on a short bond paper.
IV. Evaluation
Ask learners to write an essay by answering the question: What are the
things that you can do to further develop your entrepreneurial skills?
Be guided by the following rubric:
Exceeds
Expectations
(15 points)
Satisfactory
(10 points)
Needs
Improvement
(5 points)
Meaningful response
with specific ideas
Virtually no spelling,
punctuation, or
grammatical errors
Sufficiently developed response
with enough explanation
Few spelling and punctuation
errors, minor grammatical errors
Limited response with
minimal explanation
A number of spelling,
punctuation, or grammatical
errors
15. 7
starting a business
answer key
PRE-ASSESSMENT
1. Entrepreneur
2. Multitasking
3. Risk
4. Skills
5. Flexibility
LESSON I: BECOMING A SUCCESSFUL ENTREPRENEUR
TRYING THIS OUT
(Answers may vary)
Possible Answers:
1. open-minded
2. risk taker
3. resilient
4. innovative
5. optimistic
SHARPENING YOUR SKILLS
ACTIVITY 1
(Answers may vary)
Possible Answers:
1. “I need to multitask to work on other tasks for now.”
2. “Let me post this online and give some discount. Others might like
to get it.”
3. “It’s okay. This is part of having a business. We’ll do better next time.”
4. “We need to think of an innovation to make our product unique.”
5. “I will do some more background checks of this buyer just to be sure
before we make a deal.”
PAGE 3
PAGE 5
PAGE 10
16. 8 starting a business
answer key
ACTIVITY II
1. calculating risks
2. creativity and vision
3. seizing opportunities
4. creativity and vision
5. determination and perseverance
6. discipline
TREADING THE ROAD TO MASTERY
(Answers may vary)
Question:
What do you think is the most important quality or skill that an entrepreneur
must have? Explain your answer.
Possible Answer:
I think the most important quality that an entrepreneur must possess is being
a risk-taker. Having this quality also means having the courage to take the
first step in having a business and everything else will follow.
PAGE 11
PAGE 13
17. 9
starting a business
answer key
LESSON 2: ADVANTAGES AND DISADVANTAGES OF
ENTREPRENEURSHIP
TRYING THIS OUT
(Answers may vary)
Possible Answers:
1. What inspired you to become an entrepreneur?
2. How did you face the challenges in having a business?
3. How much was your starting capital?
4. What problems do you usually encounter?
SHARPENING YOUR SKILLS
ACTIVITY I
Disadvantages:
You have limited to no employee.
You may lack time for your family and even for yourself.
Advantages:
You are your own boss.
You set your own rules.
You develop self-discipline and accountability.
ACTIVITY II
(Answers may vary)
Possible Answers:
Name of Entrepreneur: Nicole Palermo
Nature of Business: Food and Desserts
Best Qualities: persevering and innovative
Name of Entrepreneur: Jasper Orosco
Nature of Business: Bikes and Accessories
Best Qualities: optimistic and self-disciplined
PAGE 18
PAGE 19
PAGE 15
18. 10 starting a business
answer key
TREADING THE ROAD TO MASTERY
Question: Why do you think is it a good choice to be an entrepreneur despite
the many challenges in being one?
Possible Answer:
Investing in a business or being an entrepreneur for me is still a good choice
despite the possible challenges that I may encounter because having another
source of income on top of my regular work is definitely a plus factor.
Furthermore, it could help me showcase and develop my skills and talents.
PAGE 20
19. 11
starting a business
answer key
LESSON 3: DEVELOPING ENTREPRENEURIAL SKILLS
TRYING THIS OUT
(Answers may vary)
Possible Answers:
·
· I can fairly do this.
·
· I can fairly do this.
·
· I can fairly do this.
·
· I am a beginner in this.
·
· I am a beginner in this.
·
· I am a beginner in this.
·
· I have not yet developed this.
SHARPENING YOUR SKILLS
ACTIVITY I
(Answers may vary)
Possible Answers:
·
· You are just starting and have no staff to assist you with your business.
{
{ Solution: I will multitask or ask my family to help me with my
business.
·
· Some people prefer to buy the well-known brands than your product.
{
{ Solution: I can improve my marketing and promote my product
more.
·
· You are starting to lose time for your family because of longer working
hours.
{
{ Solution: I will set a schedule to manage my time more effectively.
PAGE 22
PAGE 27
20. 12 starting a business
answer key
TREADING THE ROAD TO MASTERY
Question:
What are the things that you can do to further develop your
entrepreneurial skills?
Possible Answer:
I will make sure to practice my entrepreneurial skills so
that I could enhance them. Aside from this, I can also try to
enroll in short courses that will help me develop and learn new skills
as an entrepreneur.
REACH THE TOP
1. A
2. B
3. A
4. C
5. D
6. B
7. A
8. A
9. B
10. B
PAGE 28
PAGE 32
21.
22. The development and printing of this learning resource was made possible
with the cooperation of Asia Pacific College. This is a component of the project
“Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the
Philippines” implemented by UNESCO Office, Jakarta in partnership with the
Department of Education. This initiative received a generous financial support
from Korea International Cooperation Agency (KOICA).
For inquiries, please contact:
Department of Education, Bureau of Learning Resources (DepEd BLR)
Office Address : Ground Floor, Bonifacio Building, DepEd Complex,
Meralco Avenue, Pasig City, Philippines 1600
Telefax : +63-2-8631-1072; +63-2-8634-1054; +63-2-8631-4985
Email Address : blr.qad@deped.gov.ph; blr.lrpd@deped.gov.ph