The UniSA Leadership Program offers students opportunities to develop leadership capabilities and employability through programs like UNITE and LEAD. In 2012, Experience Leadership piloted with a small group of students who participated in action learning groups and a live-in experience on topics like personality profiles and teamwork. The program was recognized in 2014 with a National Training Excellence Award.
The Institute for Management Studies (IMS) provides executive education through monthly seminars, online resources, and consulting. It has nearly 100 thought leaders as faculty and over 450 member organizations worldwide. The program includes seminars on critical business topics, an online learning institute with 1,400 lessons, and access to experts for consulting. Membership costs $3,600 annually plus $385 per attendee, and provides education benefits for an organization's entire management team.
Some initial questions about leadership and advocacy for teachers developed as part of the GeoCapabilities teacher training course. Teachers are asked to reflect on their role in school and consider whether leadership in their subject discipline is important.
Eivind Petershagen gave a presentation on innovation and gender at the TCI Kolding conference on September 4th, 2013. The presentation discussed Norway's cluster programs, which provide 3-5 years of support for 20 emerging clusters and 10 years of support for 12 world class clusters. It also argued that improving diversity and including more women in clusters could stimulate creativity and innovation, as women make up the majority of those with education capital and expertise, but remain an underutilized resource important for the future workforce.
Examining theoretical aspects of teachers as leaders developed as part of the GeoCapabilities teacher training course. The leadership systems and teacher involvement in participative design are considered
The HP Catalyst Academy is a fresh approach to professional development that will accelerate professional learning among STEMx educators, providing personalized and powerful learning experiences that inspire and transform teaching practices: http://catalyst-academy.org/.
The UniSA Leadership Program offers students opportunities to develop leadership capabilities and employability through programs like UNITE and LEAD. In 2012, Experience Leadership piloted with a small group of students who participated in action learning groups and a live-in experience on topics like personality profiles and teamwork. The program was recognized in 2014 with a National Training Excellence Award.
The Institute for Management Studies (IMS) provides executive education through monthly seminars, online resources, and consulting. It has nearly 100 thought leaders as faculty and over 450 member organizations worldwide. The program includes seminars on critical business topics, an online learning institute with 1,400 lessons, and access to experts for consulting. Membership costs $3,600 annually plus $385 per attendee, and provides education benefits for an organization's entire management team.
Some initial questions about leadership and advocacy for teachers developed as part of the GeoCapabilities teacher training course. Teachers are asked to reflect on their role in school and consider whether leadership in their subject discipline is important.
Eivind Petershagen gave a presentation on innovation and gender at the TCI Kolding conference on September 4th, 2013. The presentation discussed Norway's cluster programs, which provide 3-5 years of support for 20 emerging clusters and 10 years of support for 12 world class clusters. It also argued that improving diversity and including more women in clusters could stimulate creativity and innovation, as women make up the majority of those with education capital and expertise, but remain an underutilized resource important for the future workforce.
Examining theoretical aspects of teachers as leaders developed as part of the GeoCapabilities teacher training course. The leadership systems and teacher involvement in participative design are considered
The HP Catalyst Academy is a fresh approach to professional development that will accelerate professional learning among STEMx educators, providing personalized and powerful learning experiences that inspire and transform teaching practices: http://catalyst-academy.org/.
Strengthening capacity through scalable and blended learning program pptjudith_lingos
This document summarizes a panel discussion on blended learning programs at the 2015 INGO conference. The panelists described projects from Counterpart International, Relief International, Accion, and IPAS that used blended learning approaches to strengthen organizational capacity. Common themes discussed were ensuring training is relevant to organizational goals and outcomes, overcoming barriers to access, scaling access to expertise, and improving cost-effectiveness. The panel then took questions from the audience.
The document summarizes the aims and themes of the Scottish International Summer School for School Leadership 2007. The aims were to bring together educational practitioners from around Scotland and abroad to participate in workshops and discussions on developing leadership culture, listen to experiences on best leadership practices, and consider current and planned leadership initiatives.
The conference covered themes each day from early leadership development to leaders transforming learning. It featured chairs, facilitators and organizations focusing on topics like human relationships, courage, teaching practices and expanding curriculum realities. Speakers addressed ideas such as adaptive leadership, distributed leadership models, global influences on leadership, and balancing leadership problems with privileges. The event concluded with café conversations on questions about targeting future leaders, leadership standards, and whether leaders are born
Examining the distinction between leadership and management and the curriculum. The presentation is for teachers and has been developed as part of the GeoCapabilities teacher training course. Teachers are asked to consider whether their roles in curriculum is one of leadership or management or both.
The presentation looks at and reflects on subject leadership and considers recent research in the field. It has been developed as part of the GeoCapabilities teacher training course.
The closing session presented highlights from the inaugural Moodlerooms Teaching and Learning Forum 2015 and looks at Moodlerooms, where we were, where it is and where we are going.
eLearn, We Learn Conference - North Yorkshire 7th November 2013 gr8ict
The document outlines the aims and challenges of running secondary school Digital Leaders programs. It discusses setting up Digital Leaders, potential projects for students to work on, maintaining and renewing the program over time, and the benefits of why Digital Leaders are important. It also covers networking and sharing ideas with other Digital Leader programs through local and national networking opportunities.
The nLab at the University of Colorado provides a coworking space and mentoring resources for students to develop business ideas and campus sustainability projects. It is run by the Deming Center for Entrepreneurship in partnership with various CU departments and off-campus organizations. The goal is to build a strong entrepreneurial community for students at CU and in the surrounding Boulder area.
On a mission to build Learning Network for Everyone, scholarsspace has come a long way. With a striking audience and a vision to bring every learners on the common platform, Scholarsspace has created a learning ecosystem from where any one can bonafied. But What really is Scholarsspace?
Here, we have tried to summarize in the following presentations.
Feedback and Queries are welcomed!!
#Scholarsspace
#yourlearningnetwork
Dinuba Unified School District - Celebrating Partnerships 6-16-15 PresentationTulareKingsLinkedLearning
The document provides information about Dinuba Unified School District's Linked Learning program. It summarizes that there was 100% participation from district leadership in the design team. It also provides statistics that show 324 pathway students and details about the Engineering and Construction Management Academy and MED Academy programs. The document outlines focus areas for curriculum, work-based learning opportunities, and advisory boards. It discusses challenges of having enough time for deep planning and tools for effectiveness. Next steps mentioned are continuing post-secondary relationships, infusing work-based learning into projects, using Proteus to secure opportunities, and continuous improvement.
The document discusses developing millennial leaders and retaining millennial employees. It notes that millennials now make up a significant percentage of the workforce and have different values than previous generations. These values include a desire for meaningful work that makes a difference and a need for ongoing learning and development opportunities. The document recommends that organizations provide leadership training, mentoring programs, and development paths tailored to millennials' preferred learning styles to engage and retain millennial talent. It then describes the NetSpeed Leadership training program which uses both in-person and online modules and tracks to develop millennial leaders.
The document summarizes a meeting to establish an internationalization Topical Action Group (TAG) through AACTE. It introduces TAG leaders and outlines the purpose and benefits of forming an internationalization TAG, including justifying how it aligns with AACTE's mission. Next steps discussed are developing a statement of purpose, identifying focus areas and activities, collecting feedback, and submitting the application. Support from Global Teacher Education is also offered to facilitate the application process.
Effective Planning and Managment - Social EnterpriseArun Sharma
This is a process to making social enterprise more effective and result oriented. This case study is based on the models enlightened by Dr.M.B.Athray and used for the better explanation of the models.
This document discusses teamthink and groupthink. It defines groupthink as a psychological phenomenon where the desire for harmony in a group results in irrational decision making as dissenting views are suppressed. Members prioritize loyalty and conformity over independent and critical thinking. The document presents a team task scenario where participants must generate a fundraising plan in 15 minutes to access additional funding, demonstrating how teamthink can be constructive when trust is high and opinions are shared openly.
This document describes a global school that uses experiential learning and travels the world while staying highly connected through technology. It discusses challenges in integrating online and face-to-face learning, building a collaborative professional learning community, and making global connections. Key questions are how to support teacher leadership for connectivity, what role the distant consultant can play in fostering connected learning, and how to connect the traveling school meaningfully with the world. The goal is to determine the best leadership style to support connected and collaborative learning within and beyond the organization.
2015 Introduction to Cool Australia (for Schools)Cool Australia
Welcome to Cool Australia - supporting teachers across the country integrate real-life learning and sustainability into their curriculum.
Download this presentation and see the notes for each slide.
Visit www.coolaustralia.org for more information.
This presentation is the property of Cool Australia.
Please do not modify.
For educational use only.
“In Pursuit of Excellence: Creating a Global University” Professor Andrew DeeksAsia Matters
This document summarizes a presentation about creating a global university. It discusses how society is becoming more globalized and connected, and how graduates need intercultural competence to work in this environment. A global university is characterized by international students and faculty, overseas partnerships for student and faculty exchange, and research on global issues. These features provide experiences for developing intercultural skills. The presentation focuses on University College Dublin, which has many international students, programs abroad, and partnerships in Asia that help make it a global university and provide opportunities for intercultural learning.
Julie Miller earned a Global Collaboration Certificate for successfully completing a global virtual team course involving theoretical training and two months of practical experience. She was part of a global virtual team with over 4,000 students from 110 universities in over 40 countries that developed a high-quality business plan for a multinational company. The course allowed her to work alongside an internationally diverse group of students on 6 continents.
This document provides an introduction to a three-day course on leading change effectively in government. The course is presented by the Institute of Public Administration of Canada (IPAC) and will use a blended academic and practitioner approach. Over the three days, participants will learn theories and practices of leadership, change management, building innovative teams, and citizen engagement. The goal is to provide participants with the skills to lead innovative change initiatives in public sector organizations. Presenters will include the CEO of IPAC along with several doctors and experts in public administration.
Digital Leaders, Makewaves and Badges (Part 1), Mozfest 2013gr8ict
This document outlines the agenda for a talk about digital leaders and badges. The talk will discuss what digital leaders are and what they do, how they previously networked and how they now network using new tools like badges. It will also cover developing and awarding digital leader badges and having an open discussion about issues related to digital leaders. The document provides context that digital leaders are part of a wider community and outlines how digital leaders were previously involved in projects, competitions, meetings and joint work between students and teachers both within and between schools.
Duncan Foord: Motivating teams and individuals Eaquals_Riga2017eaquals
This document discusses motivating teams and individuals in the workplace. It begins by outlining generational characteristics of Baby Boomers, Generation X, and Generation Y employees. It then discusses the DISC model of personality types and its impact on motivation. Next, it introduces the motivation framework of agency, relatedness, and competence and provides an example of how developing these areas can increase motivation. The document proposes using the GROW model to set goals and develop a plan to achieve them. It concludes by posing questions about how praise, criticism, rewards, and thanks are used to motivate employees.
The document summarizes the University of South Australia's Leadership Program, which offers opportunities for students to develop leadership skills. It includes programs like UNITE for undergraduates, LEAD for those who completed UNITE, and an annual leadership program that involves action learning projects, workshops, and a leadership camp. Past projects through the program included proposals to improve campus sports activities, the student buddy service, and engaging rural students. The program aims to prepare students for leadership roles and enhance their employability.
The UniSA Leadership Program offers opportunities for students to develop leadership skills through programs like UNITE and LEAD. It was recognized in 2014 for excellence in learning and development. Experience Leadership expanded in 2013 to involve over 20 students in action learning projects with staff clients. Topics covered leadership styles, teamwork, and project management. Student projects through the program addressed issues like developing a student television service, student wellbeing, supporting student clubs, providing input into the Reconciliation Action Plan, and improving career services outreach. The document promotes finding more information on the leadership program online.
Strengthening capacity through scalable and blended learning program pptjudith_lingos
This document summarizes a panel discussion on blended learning programs at the 2015 INGO conference. The panelists described projects from Counterpart International, Relief International, Accion, and IPAS that used blended learning approaches to strengthen organizational capacity. Common themes discussed were ensuring training is relevant to organizational goals and outcomes, overcoming barriers to access, scaling access to expertise, and improving cost-effectiveness. The panel then took questions from the audience.
The document summarizes the aims and themes of the Scottish International Summer School for School Leadership 2007. The aims were to bring together educational practitioners from around Scotland and abroad to participate in workshops and discussions on developing leadership culture, listen to experiences on best leadership practices, and consider current and planned leadership initiatives.
The conference covered themes each day from early leadership development to leaders transforming learning. It featured chairs, facilitators and organizations focusing on topics like human relationships, courage, teaching practices and expanding curriculum realities. Speakers addressed ideas such as adaptive leadership, distributed leadership models, global influences on leadership, and balancing leadership problems with privileges. The event concluded with café conversations on questions about targeting future leaders, leadership standards, and whether leaders are born
Examining the distinction between leadership and management and the curriculum. The presentation is for teachers and has been developed as part of the GeoCapabilities teacher training course. Teachers are asked to consider whether their roles in curriculum is one of leadership or management or both.
The presentation looks at and reflects on subject leadership and considers recent research in the field. It has been developed as part of the GeoCapabilities teacher training course.
The closing session presented highlights from the inaugural Moodlerooms Teaching and Learning Forum 2015 and looks at Moodlerooms, where we were, where it is and where we are going.
eLearn, We Learn Conference - North Yorkshire 7th November 2013 gr8ict
The document outlines the aims and challenges of running secondary school Digital Leaders programs. It discusses setting up Digital Leaders, potential projects for students to work on, maintaining and renewing the program over time, and the benefits of why Digital Leaders are important. It also covers networking and sharing ideas with other Digital Leader programs through local and national networking opportunities.
The nLab at the University of Colorado provides a coworking space and mentoring resources for students to develop business ideas and campus sustainability projects. It is run by the Deming Center for Entrepreneurship in partnership with various CU departments and off-campus organizations. The goal is to build a strong entrepreneurial community for students at CU and in the surrounding Boulder area.
On a mission to build Learning Network for Everyone, scholarsspace has come a long way. With a striking audience and a vision to bring every learners on the common platform, Scholarsspace has created a learning ecosystem from where any one can bonafied. But What really is Scholarsspace?
Here, we have tried to summarize in the following presentations.
Feedback and Queries are welcomed!!
#Scholarsspace
#yourlearningnetwork
Dinuba Unified School District - Celebrating Partnerships 6-16-15 PresentationTulareKingsLinkedLearning
The document provides information about Dinuba Unified School District's Linked Learning program. It summarizes that there was 100% participation from district leadership in the design team. It also provides statistics that show 324 pathway students and details about the Engineering and Construction Management Academy and MED Academy programs. The document outlines focus areas for curriculum, work-based learning opportunities, and advisory boards. It discusses challenges of having enough time for deep planning and tools for effectiveness. Next steps mentioned are continuing post-secondary relationships, infusing work-based learning into projects, using Proteus to secure opportunities, and continuous improvement.
The document discusses developing millennial leaders and retaining millennial employees. It notes that millennials now make up a significant percentage of the workforce and have different values than previous generations. These values include a desire for meaningful work that makes a difference and a need for ongoing learning and development opportunities. The document recommends that organizations provide leadership training, mentoring programs, and development paths tailored to millennials' preferred learning styles to engage and retain millennial talent. It then describes the NetSpeed Leadership training program which uses both in-person and online modules and tracks to develop millennial leaders.
The document summarizes a meeting to establish an internationalization Topical Action Group (TAG) through AACTE. It introduces TAG leaders and outlines the purpose and benefits of forming an internationalization TAG, including justifying how it aligns with AACTE's mission. Next steps discussed are developing a statement of purpose, identifying focus areas and activities, collecting feedback, and submitting the application. Support from Global Teacher Education is also offered to facilitate the application process.
Effective Planning and Managment - Social EnterpriseArun Sharma
This is a process to making social enterprise more effective and result oriented. This case study is based on the models enlightened by Dr.M.B.Athray and used for the better explanation of the models.
This document discusses teamthink and groupthink. It defines groupthink as a psychological phenomenon where the desire for harmony in a group results in irrational decision making as dissenting views are suppressed. Members prioritize loyalty and conformity over independent and critical thinking. The document presents a team task scenario where participants must generate a fundraising plan in 15 minutes to access additional funding, demonstrating how teamthink can be constructive when trust is high and opinions are shared openly.
This document describes a global school that uses experiential learning and travels the world while staying highly connected through technology. It discusses challenges in integrating online and face-to-face learning, building a collaborative professional learning community, and making global connections. Key questions are how to support teacher leadership for connectivity, what role the distant consultant can play in fostering connected learning, and how to connect the traveling school meaningfully with the world. The goal is to determine the best leadership style to support connected and collaborative learning within and beyond the organization.
2015 Introduction to Cool Australia (for Schools)Cool Australia
Welcome to Cool Australia - supporting teachers across the country integrate real-life learning and sustainability into their curriculum.
Download this presentation and see the notes for each slide.
Visit www.coolaustralia.org for more information.
This presentation is the property of Cool Australia.
Please do not modify.
For educational use only.
“In Pursuit of Excellence: Creating a Global University” Professor Andrew DeeksAsia Matters
This document summarizes a presentation about creating a global university. It discusses how society is becoming more globalized and connected, and how graduates need intercultural competence to work in this environment. A global university is characterized by international students and faculty, overseas partnerships for student and faculty exchange, and research on global issues. These features provide experiences for developing intercultural skills. The presentation focuses on University College Dublin, which has many international students, programs abroad, and partnerships in Asia that help make it a global university and provide opportunities for intercultural learning.
Julie Miller earned a Global Collaboration Certificate for successfully completing a global virtual team course involving theoretical training and two months of practical experience. She was part of a global virtual team with over 4,000 students from 110 universities in over 40 countries that developed a high-quality business plan for a multinational company. The course allowed her to work alongside an internationally diverse group of students on 6 continents.
This document provides an introduction to a three-day course on leading change effectively in government. The course is presented by the Institute of Public Administration of Canada (IPAC) and will use a blended academic and practitioner approach. Over the three days, participants will learn theories and practices of leadership, change management, building innovative teams, and citizen engagement. The goal is to provide participants with the skills to lead innovative change initiatives in public sector organizations. Presenters will include the CEO of IPAC along with several doctors and experts in public administration.
Digital Leaders, Makewaves and Badges (Part 1), Mozfest 2013gr8ict
This document outlines the agenda for a talk about digital leaders and badges. The talk will discuss what digital leaders are and what they do, how they previously networked and how they now network using new tools like badges. It will also cover developing and awarding digital leader badges and having an open discussion about issues related to digital leaders. The document provides context that digital leaders are part of a wider community and outlines how digital leaders were previously involved in projects, competitions, meetings and joint work between students and teachers both within and between schools.
Duncan Foord: Motivating teams and individuals Eaquals_Riga2017eaquals
This document discusses motivating teams and individuals in the workplace. It begins by outlining generational characteristics of Baby Boomers, Generation X, and Generation Y employees. It then discusses the DISC model of personality types and its impact on motivation. Next, it introduces the motivation framework of agency, relatedness, and competence and provides an example of how developing these areas can increase motivation. The document proposes using the GROW model to set goals and develop a plan to achieve them. It concludes by posing questions about how praise, criticism, rewards, and thanks are used to motivate employees.
The document summarizes the University of South Australia's Leadership Program, which offers opportunities for students to develop leadership skills. It includes programs like UNITE for undergraduates, LEAD for those who completed UNITE, and an annual leadership program that involves action learning projects, workshops, and a leadership camp. Past projects through the program included proposals to improve campus sports activities, the student buddy service, and engaging rural students. The program aims to prepare students for leadership roles and enhance their employability.
The UniSA Leadership Program offers opportunities for students to develop leadership skills through programs like UNITE and LEAD. It was recognized in 2014 for excellence in learning and development. Experience Leadership expanded in 2013 to involve over 20 students in action learning projects with staff clients. Topics covered leadership styles, teamwork, and project management. Student projects through the program addressed issues like developing a student television service, student wellbeing, supporting student clubs, providing input into the Reconciliation Action Plan, and improving career services outreach. The document promotes finding more information on the leadership program online.
1) L&T and D-Square Solution partnered to implement Project UMANG in 5 schools in Hazira District to develop students' life skills and extracurricular abilities through activities.
2) The project provided training to teachers and life skills curriculum to students focusing on social skills, art, reading, and more.
3) Students demonstrated improved independence, self-advocacy, social skills, and showcased their learning through competitions, benefiting their confidence and education.
The document summarizes a project called "Speak Up!" created with funding from Saint Mary's International Student Success INNOVATIONfund. The project aims to encourage international students to communicate and build friendships with domestic/Canadian students through a series of workshops. Over two semesters, the workshops attracted 40-80 attendees each and helped participants feel more comfortable speaking English and making new friends. Moving forward, the organizers plan to continue the biweekly workshops and engage more of the local community, including faculty and a local high school. Their goal is to build intercultural relationships and develop students' leadership skills.
Presentations given at Britain Tanzania Society AGM 2020Janet Chapman
This document summarizes presentations from various organizations' work in Tanzania at the BTS 45th Annual General Meeting. It includes presentations from OpenMap Development Tanzania on their community mapping and data services. The Sub-Sahara Advisory Panel presentation discusses the organization's inception in 2009 and their goals of developing capacity, strengthening advocacy voices, and increasing collaborations for Sub-Saharan Africa. TUHEDA's presentation outlines their "TUTU" project and WAWE-YOUTH health awareness activities, as well as their collaboration with DICOTA on COVID-19 webinars.
Young Social Innovators: Unleashing PotentialBronagh Ohagan
Through Young Social Innovators' programmes, workshops and events, young people are helped to discover the social innovator within and unleash their potential as powerful catalysts for social change.
1. The document discusses a staff mentorship program at the University of Johannesburg as a means to achieve world class university status. It defines mentoring and outlines the current informal mentoring approaches.
2. Challenges in implementing mentoring programs are discussed, including limited staff and funding. Recommendations include designing a formal proposal, providing training, conducting evaluations, and rewarding staff involved in mentoring.
3. The benefits of mentoring include developing leadership abilities and improving staff performance and commitment to help the university attain its goals. Formalizing mentoring is presented as a way to enhance the university's reputation and talent retention.
Project that a group had to present as proposal to the university, The team was assessed as a group by external examiners and passed the examination, certification awarded.
Paper put together by the team and currently as a draft
The document describes an Emerging Women Leaders Programme aimed at supporting the career progression of young female managers in Asia. It notes that while women are well-represented in entry-level hires, they comprise just 24% of senior leadership positions. The program is designed to address issues junior women managers face through skills development, peer sharing, and involvement from senior women leaders. It involves a 2-day workshop covering topics like navigating organizational culture, embracing strengths, and developing plans for career progression, followed by individual coaching. Participant testimonials praise the inspiration and confidence gained from the real-life stories and skills learned to overcome challenges in advancing their careers.
The document describes an Emerging Women Leaders Programme aimed at supporting young women managers in Asia. It notes that while women represent over 50% of hires, they only make up 24% of senior leadership. The program aims to address issues junior women managers face related to culture and life stages. It involves skills building, sharing leadership data and stories, and developing plans for career progression. Participants appreciate gaining confidence, awareness of challenges women face, and networking with senior leaders through the program.
The document discusses Art of Learning's services for setting up international schools and implementing international curricula. It provides an overview of teacher training, curriculum design, development and alignment of practices, information management, and assistance with certification and authorization. It also shares Payal Mahajan's experience in international education and her role in establishing Art of Learning.
On 29 January 2015, Leicester City Council, in partnership with De Montfort University, held a free day conference for schools focusing on finding, using, creating and sharing Open Educational Resources (OER). The event builds on the council’s recently released OER guidance and resources, which can be downloaded from http://schools.leicester.gov.uk/openeducation
The conference opened with panel presentations and a Q& A session. Marieke Guy discusses the international context of OER and open education communities.
The document summarizes a 5-day workshop on citizenship education and community engagement held at the University of Karachi in collaboration with the British Council and Higher Education Commission. 45 students from various faculties attended the workshop and participated in modules covering topics like identity, culture, gender, conflict resolution, and development. They learned skills for planning and implementing social action projects to address issues in their communities. The workshop aimed to promote social leadership and development among youth in Pakistan. Overall, the workshop helped equip students with skills and perspectives to become active citizens working for positive change.
The document outlines the mission and values of a university's College of Business and Economics (CBE). It discusses the CBE's vision, draft mission statement, and key terms. It then provides updates from several task forces focused on different areas including People, Scholarship, Education Programs, External Relations, and Internal Operations. Each section gives the members, distinctive capability, measures of success, and strategies for that task force's area. The overall document appears to be discussing the CBE's process of defining and refining its mission and values through input from various task forces.
The document discusses the University of Johannesburg's staff mentorship programme as a means to achieve world-class university status. It notes the university's history and strategic thrusts towards excellence. It defines mentoring and outlines challenges like limited funding, infrastructure issues, and scarcity of high-caliber academic staff. The presentation recommends designing a clear proposal and communication plan, integrating credit-bearing training, conducting cost analyses, rewarding staff involved, and ongoing evaluations to ensure quality and meet objectives. The overarching goal is to develop quality leadership through a structured mentorship programme.
The document provides an overview of the recommendations from the Educator Autonomy Working Group in Rhode Island. It discusses the group's mission to design recommendations for the governor to improve student achievement through increased local autonomy. The working group was made up of various stakeholders and spent several months developing their recommendations in three phases: understanding autonomy, exploring models of autonomy, and developing their final recommendations, which focused on increasing awareness of existing autonomies, providing training and support for leaders, and creating a path for schools to operationalize autonomy in areas like budget, curriculum, and staffing.
FIE provides study abroad and internship programs in London, Dublin, and Amman. In 2015, FIE achieved the following:
- Reduced energy usage in its London residences by 20% through a student energy reduction campaign.
- Increased the number of staff volunteer days and co-curricular activities organized for students.
- Raised over $8,000 for charities through various fundraising events.
- Partnered with 75 new companies and organizations to provide internship opportunities in London.
This document provides information about Flow India, an education and culture consultancy that brings international methods of cultural education to India. It introduces Flow India's Optimised Resources Teaching and Learning (ORTL) program, which aims to help teachers and students make the most of classroom resources through innovative teaching strategies. The ORTL program is implemented over 3 years and focuses on building skills in language/communication, numeracy/scientific thinking, and 21st century skills. It involves direct and remote interactions between Flow India experts and teachers to support classroom implementation of the program.
Human Action for Rural Development (HARD) is an NGO established in 1985 in Hyderabad, India that works to empower disadvantaged groups through programs in health, education, livelihoods, and gender issues. It operates in Hyderabad as well as the districts of Medak and Khammam, serving an estimated 300,000 people. HARD has 29 full-time staff and 120 volunteers and manages several current projects focused on education, livelihoods, HIV/AIDS prevention, and self-help groups. The organization has over 25 years of experience implementing over 40 projects with various partner organizations.
This candidate has extensive experience in nonprofit management, program development, and community empowerment. They have a Bachelor's degree in International Leadership Studies and Studio Art from Marietta College, as well as study abroad experience in Madrid. Their career objective is to use their knowledge and creative skills to design meaningful experiences that positively impact clients.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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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!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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
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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
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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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. Preparing tomorrow’s leaders today
Today’s uni students will be the business, political and community
leaders of tomorrow. That’s why we view our students as future
change-makers and want to offer them every chance we can to
develop their leadership qualities. It’s also why we’ve put together
our Leadership Program, which offers some of the most exciting
leadership development opportunities of any Australian university.
3. ASPIRE Program
The ASPIRE Program welcomed new students into UniSA by
engaging them in in development workshops and volunteer
work within the community.
4. ASPIRE Program
Students in the ASPIRE Program
participated in a Leaders Activity Day at
Belair National Park, Problem Solving &
Creativity and Foundations of Leadership
workshops, a range of self-selected
Perfect Pitch workshops and 50 hours of
volunteering.
6. UNITE Program
Aimed at developing leadership in undergraduate students, but open to all UniSA students. The 2015 Program
was the first year UniSA partnered with TEDx to create TEDxAdelaide. UNITE students participated in 6 Action
Learning Projects that contributed to the event.
7. UNITE Program
Topics covered in the 2015 UNITE program included a DISC Personality Profile, Teamwork and Communication
(including Belbin Team Roles), Leadership Journeys, Goal setting and Values identification, Project Management,
Reaching Consensus, Presentation Skills, Leadership Reflection and Conscious Leadership. The Live-in Camp was held
during April at Nunyara Conference Centre in Belair.
8. LEAD Program
Open to students that have previously completed the UNITE or
another approved leadership development program. LEAD
students then took on roles as mentors for the UNITE Project
Groups.
9. LEAD Program
Students in the LEAD Program completed a Hogan Profile, workshops on conflict resolution, difficult
conversations, work readiness and mentor training.
11. MARKETING TEAM
UNITE: Emily Haigh, Krisu Patel, Thi Minh Phong
Nguyen, Rifqi Adhyasa
LEAD: Robert Slape and Lisa Ranson
This team engaged students through social media
platforms during all events. The students gained
access to the UniSA Twitter account and trended the
UniSA TEDxAdelaide hashtag to number two in
Australia during the event.
12. EVENT MANAGEMENT TEAM
UNITE: Alysha Wreford, Ka Hei (Andy) Chiu, Beth Shimmin, Carly
Morenos, Christopher Ghan, Joshua Pong
LEAD: Evana Platis and Scott Macintyre
The Event Management team oversaw the production of streaming the
TEDx event, guest registration and catering. This team’s primary focus
was ensuring smooth operations during the event and accessibility.
13. LEGACY TEAM
UNITE: Hsin-Tzu (Harper) Tseng, Oriane Lefort, Penny Kidsley
LEAD: Elise Hutley
The Legacy team investigated how to create a lasting impression on the guests at the TEDx
Adelaide event. Research was compiled based on previous TEDx events and students
recommended activities that engage guests after the event had finished.
14. EXPERIENTIAL ACTIVITIES TEAM
UNITE: Dylan Oats, Jacinta Clark, Xueying (Miranda) Li, Olivia Ting
LEAD: Renee Sporne and Thomas Robinson
The objective of this project was to entertain guests during the
breaks. The Experiential Activities Team developed ideas for engaging
and interactive networking games to spread ideas and generate
conversation.
15. SALON TEAM
UNITE: Amanda Hockey, Chen (Jerry) Lin, Madeline Cooke, Maria
Zafar
LEAD: Ali Zafar
This team was tasked with assisting in the development every facet
of TEDxSalon Event with staff at the South Australian Museum.
Other teams were given the opportunity to treat this event as a
‘practice run’ to test their ideas before the main event.