This document outlines key implementation dates for the Workforce Innovation and Opportunity Act (WIOA) in Illinois. It discusses dates for notices of proposed rulemaking, when provisions take effect, state and local plan requirements, and performance accountability. It also describes the formation of Task Advisory Groups to make recommendations on WIOA implementation and notes that Illinois' implementation plan is a collaborative statewide effort between multiple state agencies.
This document discusses future human capital development within national contexts. It outlines the transition from pre-agricultural to knowledge-based economies and different types of workers, such as "plaid collar" knowledge and innovation workers. The document predicts that by 2025, over 80% of workers will be knowledge workers. It argues that universities need to produce graduates with knowledge creation and innovation skills to support this transition. Finally, it considers different projections for which countries may lead in human capital development in the coming decades and stresses the important role of educators in ensuring countries can develop exceptional human capital.
This PPT was used during the WIOA Wednesday webinar covering the WIOA ePolicy Manual launch. The webinar provides background on why the changes were occurring and a live demo of the new site.
The Workforce Innovation and Opportunity Act (WIOA) aims to provide people with access and resources to obtain employment through necessary education or training. It matches employers with job seekers who have the needed skills. For people with disabilities, WIOA emphasizes competitive integrated employment through transition services from high school to post-secondary education or work. Transition services include job exploration, work-based learning, counseling on education opportunities, and workplace readiness training. Vocational rehabilitation is also supported through one-stop career centers to help people with disabilities overcome barriers to employment.
Employer Introduction to Services with WIOAKitty Roberts
The Workforce Innovation and Opportunity Act (WIOA) is a federally funded program administered locally by the Yavapai-Apache Nation to invest taxpayer dollars back into the workforce. WIOA serves adults, youth, and veterans through various services like work experience opportunities, on-the-job training, customized training, and apprenticeships/internships that benefit both workers and employers. These services include 100% subsidized employment, work experience opportunities, on-the-job training reimbursements, and assistance for dislocated workers.
Dokumen tersebut membahas tentang perlunya perusahaan mengembangkan sistem pengembangan sumber daya manusia yang terintegrasi, meliputi rekrutmen, penilaian kinerja, pengembangan karir, pelatihan, dan pengelolaan kinerja karyawan. Sistem ini bertujuan untuk meningkatkan kompetensi karyawan sesuai dengan kebutuhan bisnis perusahaan dan memotivasi karyawan melalui pengembangan karir yang terencana.
The document provides activities to practice learning and innovation skills like communication, leadership, creative thinking, problem solving, and critical thinking. For communication, students get into pairs and discuss topics like religion, taxes, jobs, abuse, recycling, and loans. For leadership, students choose a leader for a group stranded on a deserted island. For creative thinking, the leader plans the next two days. For problem solving, students suggest what to do if locked out of the house. For critical thinking, students review a mystery link about architecture.
This document outlines key implementation dates for the Workforce Innovation and Opportunity Act (WIOA) in Illinois. It discusses dates for notices of proposed rulemaking, when provisions take effect, state and local plan requirements, and performance accountability. It also describes the formation of Task Advisory Groups to make recommendations on WIOA implementation and notes that Illinois' implementation plan is a collaborative statewide effort between multiple state agencies.
This document discusses future human capital development within national contexts. It outlines the transition from pre-agricultural to knowledge-based economies and different types of workers, such as "plaid collar" knowledge and innovation workers. The document predicts that by 2025, over 80% of workers will be knowledge workers. It argues that universities need to produce graduates with knowledge creation and innovation skills to support this transition. Finally, it considers different projections for which countries may lead in human capital development in the coming decades and stresses the important role of educators in ensuring countries can develop exceptional human capital.
This PPT was used during the WIOA Wednesday webinar covering the WIOA ePolicy Manual launch. The webinar provides background on why the changes were occurring and a live demo of the new site.
The Workforce Innovation and Opportunity Act (WIOA) aims to provide people with access and resources to obtain employment through necessary education or training. It matches employers with job seekers who have the needed skills. For people with disabilities, WIOA emphasizes competitive integrated employment through transition services from high school to post-secondary education or work. Transition services include job exploration, work-based learning, counseling on education opportunities, and workplace readiness training. Vocational rehabilitation is also supported through one-stop career centers to help people with disabilities overcome barriers to employment.
Employer Introduction to Services with WIOAKitty Roberts
The Workforce Innovation and Opportunity Act (WIOA) is a federally funded program administered locally by the Yavapai-Apache Nation to invest taxpayer dollars back into the workforce. WIOA serves adults, youth, and veterans through various services like work experience opportunities, on-the-job training, customized training, and apprenticeships/internships that benefit both workers and employers. These services include 100% subsidized employment, work experience opportunities, on-the-job training reimbursements, and assistance for dislocated workers.
Dokumen tersebut membahas tentang perlunya perusahaan mengembangkan sistem pengembangan sumber daya manusia yang terintegrasi, meliputi rekrutmen, penilaian kinerja, pengembangan karir, pelatihan, dan pengelolaan kinerja karyawan. Sistem ini bertujuan untuk meningkatkan kompetensi karyawan sesuai dengan kebutuhan bisnis perusahaan dan memotivasi karyawan melalui pengembangan karir yang terencana.
The document provides activities to practice learning and innovation skills like communication, leadership, creative thinking, problem solving, and critical thinking. For communication, students get into pairs and discuss topics like religion, taxes, jobs, abuse, recycling, and loans. For leadership, students choose a leader for a group stranded on a deserted island. For creative thinking, the leader plans the next two days. For problem solving, students suggest what to do if locked out of the house. For critical thinking, students review a mystery link about architecture.
El documento describe tres competencias clave en el manejo de información y tecnologías de la información y la comunicación (TIC): 1) competencias en manejo de información, que incluyen acceder, evaluar y usar información de manera crítica y creativa; 2) alfabetismo en medios, que implica entender cómo se construyen los mensajes mediáticos y cómo pueden influir; y 3) competencia en TIC, que involucra utilizar adecuadamente herramientas digitales para acceder, manejar e integrar información. Todas las competencias
El documento describe las asignaturas curriculares básicas y temas interdisciplinarios del Siglo XXI que son esenciales para los estudiantes, incluyendo competencias en diferentes áreas como tecnología, habilidades de vida, y sistemas de apoyo para desarrollar estas habilidades a través de estándares, evaluaciones, currículo e instrucción, y ambientes de aprendizaje del Siglo XXI.
This document lists several apps and provides a brief description of each app's purpose. Audible and iMovie are for listening to audiobooks and creating videos respectively. Idea Sketch and Canva allow users to create graphic organizers and infographics. Puppet Pals HD is for making digital stories. Evernote allows taking and storing notes and data that can also be shared. Sway creates interactive reports and presentations. Print Friendly formats web pages for printing. WeVideo simplifies video editing.
E-tools allow students to be creative with language and publish their ideas in various ways. Presentation software like PowerPoint can be used to create educational games for vocabulary practice. Movie Maker and podcasting tools enable students to create and share videos and audio files. Various websites provide exercises and quizzes that can be used for assessment. Teachers should plan how to integrate technology and choose tools to meet pedagogical goals. The role of English is for students to practice and improve language skills through project creation, editing, and social interaction.
This document lists several apps that can be used for education including Google Slides, Tellagami, Kahoot, Evernote, Blogs, Edmodo, TeamViewer, Google Drive, AudioBoo, and Mindomo. Google Slides allows students to create and share presentations. Tellagami enables students to create characters and record voiceovers on assigned topics. Kahoot allows students to create quizzes and for other students to take them. Evernote supports collaborative document editing. Blogs facilitate group work through posts, files and videos. Edmodo creates virtual classrooms for sharing experiences. TeamViewer permits file sharing and remote device control. Google Drive synchronizes and shares files. AudioBoo incorporates audio content within
Digital competencies emerging technologies_callKerym Escobar
This chapter explores how information and communication technologies (ICT) can support English language learning for young learners. It discusses innovative approaches using technology in primary and middle schools. Case studies of exemplary uses of technology are analyzed. The role of technology in teaching English as a foreign language is discussed. Technologies like the internet can provide authentic materials and opportunities for practice. Technologies that support oral skills include online songs, videos and recordings that help with pronunciation and vocabulary. Both synchronous tools like videoconferencing and asynchronous tools like email and blogs can facilitate language practice. Case studies from different countries illustrate how technologies increase access, participation and language skills.
This document discusses various technologies that can be used to support oral language skills for English language learners. It describes how the internet, audio recorders, and video cameras can provide opportunities for pronunciation practice and vocabulary reinforcement. Examples of synchronous tools like videoconferencing and asynchronous tools like email and blogs are given. Three case studies are summarized that used computer-mediated communication between students in different countries to collaborate on art projects and create digital books and animations to develop reading, writing, and storytelling skills.
Situated learning is an instructional approach where learning occurs through authentic experiences such as field trips, internships, labs, and other activities that reflect real-world situations. It focuses on active participation over passive learning and involves students in collaborative activities that challenge them to solve complex problems. Traditional learning occurs through abstract lessons, while situated learning connects prior knowledge to contextual learning experiences.
Augmented reality superimposes digitally rendered images onto the real world, giving the illusion of virtual objects existing in physical space. AR has progressed since the 1950s but has seen significant advances since the mid-1990s. It is used in fields like aviation, architecture, simulation, navigation, and medicine. There are two main types of AR - marker-based which recognizes specific patterns, and location-based which provides data based on an object's geographic location. AR can enhance education by allowing teachers to add digital content and information to physical objects and locations, deepening student learning through interactive experiences. Examples of educational AR applications include helping with homework, faculty profiles, book reviews, interactive yearbooks, and lab safety instructions.
The document discusses using gamification in education. It lists strategies like using points, badges, leaderboards, and narrative to motivate and engage students. Gamification provides learning opportunities that connect educational content to games. It can be used across subjects and skill levels to engage students and prepare them for the technological world. However, games may distract from learning goals or affect students if not properly implemented. The document provides examples of how gamification could benefit a child with autism or students with ADD. It also includes several links to educational games.
The document discusses differentiating instruction to meet the individual needs of students. It notes that students differ in cultural background, socioeconomic status, language, gender, motivation, and personal interests. Differentiated instruction is described as responding to these different needs through flexible content, processes, products, and learning environments. The document provides examples of ways to differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles. It emphasizes that the goal of differentiation is to help each student achieve maximum growth.
Professional Development by Kerym_EscobarKerym Escobar
This document outlines an individual's action steps for professional development, including working better as part of a team, setting a task schedule, and signing up for online educational resources. Their long-term goals are to improve job performance and satisfaction. They also want to expand their technical knowledge by returning to university. Past accomplishments include various promotions and degrees earned. The document evaluates their strengths and weaknesses and explores how to prepare for changes in their field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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).
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
El documento describe tres competencias clave en el manejo de información y tecnologías de la información y la comunicación (TIC): 1) competencias en manejo de información, que incluyen acceder, evaluar y usar información de manera crítica y creativa; 2) alfabetismo en medios, que implica entender cómo se construyen los mensajes mediáticos y cómo pueden influir; y 3) competencia en TIC, que involucra utilizar adecuadamente herramientas digitales para acceder, manejar e integrar información. Todas las competencias
El documento describe las asignaturas curriculares básicas y temas interdisciplinarios del Siglo XXI que son esenciales para los estudiantes, incluyendo competencias en diferentes áreas como tecnología, habilidades de vida, y sistemas de apoyo para desarrollar estas habilidades a través de estándares, evaluaciones, currículo e instrucción, y ambientes de aprendizaje del Siglo XXI.
This document lists several apps and provides a brief description of each app's purpose. Audible and iMovie are for listening to audiobooks and creating videos respectively. Idea Sketch and Canva allow users to create graphic organizers and infographics. Puppet Pals HD is for making digital stories. Evernote allows taking and storing notes and data that can also be shared. Sway creates interactive reports and presentations. Print Friendly formats web pages for printing. WeVideo simplifies video editing.
E-tools allow students to be creative with language and publish their ideas in various ways. Presentation software like PowerPoint can be used to create educational games for vocabulary practice. Movie Maker and podcasting tools enable students to create and share videos and audio files. Various websites provide exercises and quizzes that can be used for assessment. Teachers should plan how to integrate technology and choose tools to meet pedagogical goals. The role of English is for students to practice and improve language skills through project creation, editing, and social interaction.
This document lists several apps that can be used for education including Google Slides, Tellagami, Kahoot, Evernote, Blogs, Edmodo, TeamViewer, Google Drive, AudioBoo, and Mindomo. Google Slides allows students to create and share presentations. Tellagami enables students to create characters and record voiceovers on assigned topics. Kahoot allows students to create quizzes and for other students to take them. Evernote supports collaborative document editing. Blogs facilitate group work through posts, files and videos. Edmodo creates virtual classrooms for sharing experiences. TeamViewer permits file sharing and remote device control. Google Drive synchronizes and shares files. AudioBoo incorporates audio content within
Digital competencies emerging technologies_callKerym Escobar
This chapter explores how information and communication technologies (ICT) can support English language learning for young learners. It discusses innovative approaches using technology in primary and middle schools. Case studies of exemplary uses of technology are analyzed. The role of technology in teaching English as a foreign language is discussed. Technologies like the internet can provide authentic materials and opportunities for practice. Technologies that support oral skills include online songs, videos and recordings that help with pronunciation and vocabulary. Both synchronous tools like videoconferencing and asynchronous tools like email and blogs can facilitate language practice. Case studies from different countries illustrate how technologies increase access, participation and language skills.
This document discusses various technologies that can be used to support oral language skills for English language learners. It describes how the internet, audio recorders, and video cameras can provide opportunities for pronunciation practice and vocabulary reinforcement. Examples of synchronous tools like videoconferencing and asynchronous tools like email and blogs are given. Three case studies are summarized that used computer-mediated communication between students in different countries to collaborate on art projects and create digital books and animations to develop reading, writing, and storytelling skills.
Situated learning is an instructional approach where learning occurs through authentic experiences such as field trips, internships, labs, and other activities that reflect real-world situations. It focuses on active participation over passive learning and involves students in collaborative activities that challenge them to solve complex problems. Traditional learning occurs through abstract lessons, while situated learning connects prior knowledge to contextual learning experiences.
Augmented reality superimposes digitally rendered images onto the real world, giving the illusion of virtual objects existing in physical space. AR has progressed since the 1950s but has seen significant advances since the mid-1990s. It is used in fields like aviation, architecture, simulation, navigation, and medicine. There are two main types of AR - marker-based which recognizes specific patterns, and location-based which provides data based on an object's geographic location. AR can enhance education by allowing teachers to add digital content and information to physical objects and locations, deepening student learning through interactive experiences. Examples of educational AR applications include helping with homework, faculty profiles, book reviews, interactive yearbooks, and lab safety instructions.
The document discusses using gamification in education. It lists strategies like using points, badges, leaderboards, and narrative to motivate and engage students. Gamification provides learning opportunities that connect educational content to games. It can be used across subjects and skill levels to engage students and prepare them for the technological world. However, games may distract from learning goals or affect students if not properly implemented. The document provides examples of how gamification could benefit a child with autism or students with ADD. It also includes several links to educational games.
The document discusses differentiating instruction to meet the individual needs of students. It notes that students differ in cultural background, socioeconomic status, language, gender, motivation, and personal interests. Differentiated instruction is described as responding to these different needs through flexible content, processes, products, and learning environments. The document provides examples of ways to differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles. It emphasizes that the goal of differentiation is to help each student achieve maximum growth.
Professional Development by Kerym_EscobarKerym Escobar
This document outlines an individual's action steps for professional development, including working better as part of a team, setting a task schedule, and signing up for online educational resources. Their long-term goals are to improve job performance and satisfaction. They also want to expand their technical knowledge by returning to university. Past accomplishments include various promotions and degrees earned. The document evaluates their strengths and weaknesses and explores how to prepare for changes in their field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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).
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,