Wacec preparing youth for the 21st century workplace
•Download as PPTX, PDF•
0 likes•274 views
This document discusses how 4-H youth development programs help prepare youth for 21st century skills and careers. It summarizes a survey of over 200 Wisconsin 4-H youth that found the program strongly contributed to their development of teamwork, leadership identity, and sense of community connection. The document also notes that 4-H participation encourages youth to pursue careers in science, technology, engineering, and math, which will be in high demand in the coming decades. Overall, 4-H cultivates important skills like leadership, collaboration, and lifelong learning to set youth up for future academic and career success.
Report
Share
Report
Share
Recommended
Higher Education For Sustainable Development: Actioning the Global Goals In P...
Higher Education For Sustainable Development: Actioning the Global Goals In Policy, Curriculum and Impact
Dr. Isabel Franco, UNU-IAS
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
Tracer study of VLS researchers
Village Level Studies (VLS) program of ICRISAT has been an avenue for learning and capacity building for researchers. Objective of the study is to trace researchers (from 1975 – 2013) who availed research opportunities through VLS.
Copy of POPCOMM PPT.pptx
USC Sustainability faced issues with lack of brand awareness, resources, and an ambiguous role on campus. A survey found that 46% of students were unaware of USC Sustainability and only 8% knew of the Green Engagement Fund. Research showed that consistent messaging across media platforms is key to reaching students and millennials, who have some concern for sustainability but lack full knowledge. The recommendations proposed focusing efforts, integrating sustainability into department apps, and utilizing communication strategies on easy, medium, and hard scales to promote effective communication and increase awareness of USC Sustainability's role and resources.
Graduate Students’ Perceptions of Work and Family: Gender and Program Compari...
Recent political debates have suggested that the United States is on the verge of a crisis and their position as a leader in producing talented and ambitious individuals in technical professions, such as engineering, is in jeopardy. A National Academy of Sciences 2006 report stated, “the United States can no longer afford the underperformance of our academic institutions in attracting the best and brightest minds to the science and engineering enterprise. Nor can it afford to devalue the contributions of some members of that workforce through gender inequities and discrimination” (2006).
Recent years have seen the movement of women into male-predominated programs and the movement of some programs toward gender-neutral compositions. However, a study of undergraduate college women revealed that women in male-predominated programs were more likely than those in female-predominated programs to report thinking about changing their major (Steele, James, & Bartnett, 2002) indicating that there is a problem in retaining these women recruited into male-predominated programs.
This study assessed perceptions of family supportiveness in academic program and anticipated career, anticipated career barriers, gender ideology and strategies for combining career and family among 181 graduate students from male-predominated, female-predominated, and gender-neutral programs at 11 research-extensive universities in the United States. Gender and program comparisons in perceptions of family supportiveness and anticipated career barriers were examined.
Unexpectedly, students in female-predominated programs perceived their programs and future careers to be less supportive of families than students in other programs. Women also anticipated more barriers to their chosen careers than men, with a significant gender by program interaction with women in male-predominated programs anticipating the most severe career barriers. While an egalitarian gender ideology was found to be a significant predictor of career scaling back for women it was not associated with career scaling back for men.
Mapping the Ecosystem: The Evolution of the Global Women Entrepreneur Leaders...
There is increasing awareness that gender-blind business support measures do not support women’s enterprise development to the extent that they support its male equivalent. Focusing efforts specifically on women’s enterprise development, and measuring the impact of those efforts, is paramount. In order to address this gap, the 2015 Global Women Entrepreneur Leaders Scorecard was developed to raise awareness and identify actionable steps that can be taken to improve the conditions for high impact women’s entrepreneurship in 31 countries. In this presentation, we discuss the development and results of this initiative as well as some of the limitations and future steps for women’s entrepreneurship research.
RIWC_PARA_A161 Education and training tools for those working with people wit...
This document discusses employment challenges faced by individuals with intellectual and developmental disabilities. It notes low employment rates and outlines a history of isolation, marginalization, and abuse for this community. It then introduces the TigerLIFE program at the University of Memphis, which uses a systematic approach to help over 100 students with disabilities develop skills and find employment. The program aims to promote inclusion, dignity, and independent living through services like job training, coaching, and grant funding. Overall, the document outlines employment barriers for individuals with disabilities and highlights the TigerLIFE program's work to address these issues.
Rural education alliance
SIA works to advance innovation for societal benefit by incubating, accelerating, and funding projects. While most rural US adolescents aspire to college, fewer than 20% complete a degree, less than half the national average, due to insecurities negatively impacting effort and performance. The Project for Education Research That Scales (PERTS) delivers brief, web-based interventions shown to replace limiting beliefs with attitudes fostering engagement and achievement to thousands of underprivileged students. PERTS seeks help commercializing to reach more directly through consumers, schools, or local governments.
Centering Equity and Resilience in School Bus Electrification by Carla Walker
Carla Walker, Director of Environmental Justice and Equity at WRI-US gave this presentation at the Forth Centering Equity and Resilience in School Bus Electrification webinar on November 09, 2021.
Recommended
Higher Education For Sustainable Development: Actioning the Global Goals In P...
Higher Education For Sustainable Development: Actioning the Global Goals In Policy, Curriculum and Impact
Dr. Isabel Franco, UNU-IAS
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
Tracer study of VLS researchers
Village Level Studies (VLS) program of ICRISAT has been an avenue for learning and capacity building for researchers. Objective of the study is to trace researchers (from 1975 – 2013) who availed research opportunities through VLS.
Copy of POPCOMM PPT.pptx
USC Sustainability faced issues with lack of brand awareness, resources, and an ambiguous role on campus. A survey found that 46% of students were unaware of USC Sustainability and only 8% knew of the Green Engagement Fund. Research showed that consistent messaging across media platforms is key to reaching students and millennials, who have some concern for sustainability but lack full knowledge. The recommendations proposed focusing efforts, integrating sustainability into department apps, and utilizing communication strategies on easy, medium, and hard scales to promote effective communication and increase awareness of USC Sustainability's role and resources.
Graduate Students’ Perceptions of Work and Family: Gender and Program Compari...
Recent political debates have suggested that the United States is on the verge of a crisis and their position as a leader in producing talented and ambitious individuals in technical professions, such as engineering, is in jeopardy. A National Academy of Sciences 2006 report stated, “the United States can no longer afford the underperformance of our academic institutions in attracting the best and brightest minds to the science and engineering enterprise. Nor can it afford to devalue the contributions of some members of that workforce through gender inequities and discrimination” (2006).
Recent years have seen the movement of women into male-predominated programs and the movement of some programs toward gender-neutral compositions. However, a study of undergraduate college women revealed that women in male-predominated programs were more likely than those in female-predominated programs to report thinking about changing their major (Steele, James, & Bartnett, 2002) indicating that there is a problem in retaining these women recruited into male-predominated programs.
This study assessed perceptions of family supportiveness in academic program and anticipated career, anticipated career barriers, gender ideology and strategies for combining career and family among 181 graduate students from male-predominated, female-predominated, and gender-neutral programs at 11 research-extensive universities in the United States. Gender and program comparisons in perceptions of family supportiveness and anticipated career barriers were examined.
Unexpectedly, students in female-predominated programs perceived their programs and future careers to be less supportive of families than students in other programs. Women also anticipated more barriers to their chosen careers than men, with a significant gender by program interaction with women in male-predominated programs anticipating the most severe career barriers. While an egalitarian gender ideology was found to be a significant predictor of career scaling back for women it was not associated with career scaling back for men.
Mapping the Ecosystem: The Evolution of the Global Women Entrepreneur Leaders...
There is increasing awareness that gender-blind business support measures do not support women’s enterprise development to the extent that they support its male equivalent. Focusing efforts specifically on women’s enterprise development, and measuring the impact of those efforts, is paramount. In order to address this gap, the 2015 Global Women Entrepreneur Leaders Scorecard was developed to raise awareness and identify actionable steps that can be taken to improve the conditions for high impact women’s entrepreneurship in 31 countries. In this presentation, we discuss the development and results of this initiative as well as some of the limitations and future steps for women’s entrepreneurship research.
RIWC_PARA_A161 Education and training tools for those working with people wit...
This document discusses employment challenges faced by individuals with intellectual and developmental disabilities. It notes low employment rates and outlines a history of isolation, marginalization, and abuse for this community. It then introduces the TigerLIFE program at the University of Memphis, which uses a systematic approach to help over 100 students with disabilities develop skills and find employment. The program aims to promote inclusion, dignity, and independent living through services like job training, coaching, and grant funding. Overall, the document outlines employment barriers for individuals with disabilities and highlights the TigerLIFE program's work to address these issues.
Rural education alliance
SIA works to advance innovation for societal benefit by incubating, accelerating, and funding projects. While most rural US adolescents aspire to college, fewer than 20% complete a degree, less than half the national average, due to insecurities negatively impacting effort and performance. The Project for Education Research That Scales (PERTS) delivers brief, web-based interventions shown to replace limiting beliefs with attitudes fostering engagement and achievement to thousands of underprivileged students. PERTS seeks help commercializing to reach more directly through consumers, schools, or local governments.
Centering Equity and Resilience in School Bus Electrification by Carla Walker
Carla Walker, Director of Environmental Justice and Equity at WRI-US gave this presentation at the Forth Centering Equity and Resilience in School Bus Electrification webinar on November 09, 2021.
Senior Symposium
This document discusses a research project examining out-of-school programs in Geneva, NY. It outlines what is at stake in improving these programs, including taxpayer money, community perceptions, and influencing juvenile delinquency. It discusses influences on participation such as family income and neighborhood factors. The research will focus on practices that may exclude children and whether parents' expectations are being met. It lists limitations and related research studies on out-of-school programs and youth development.
INWEM Gender and Diversity Survey - 2010
Survey conducted on behalf of the International Network of Women in Emergency Management (INWEM). Examined gender and diversity with the field of emergency management. Presented at the 2010 International Association of Emergency Managers (IAEM) annual conference.
Supporting Diverse STEM Students using the Whole Student Framework
This document discusses supporting diverse STEM students in two-year colleges using the whole student framework. It aims to improve teaching, support student technical training, and help with college transfer through professional development and online resources. The whole student framework focuses on engagement, capacity, and continuity - engagement through societal issues, careers, and research; capacity through knowledge and skills; and continuity through institutional opportunities and guidance. The goal is to increase earth literacy and the number of geoscience majors who can address environmental challenges.
Open Approach to Mitigate Gender Inequality in STEM
This document discusses using openness and open educational resources (OER) to help mitigate gender inequality in STEM education. It provides context on current research showing factors that influence fewer women in STEM like implicit bias, self-efficacy, and historical stereotypes. Contemporary STEM initiatives from around the world aim to increase women in STEM but more work is needed. The principles of open education could help by providing flexible learning opportunities, open virtual labs, reducing costs, and addressing local contexts. A framework is proposed with four components: regulatory policies and standards, research and innovation, practice of open pedagogy, and enablers like role models and peer support, to support women in STEM through open education.
Building Education Equity
2018 Southern California Symposium Final Presentation
Group 3: John Bwarie, Rachel Barbosa, Hilda Marella Delgado, Melody Winter Head, and Todd Nguyen
Team Advisor: Sean Knierim
USC Sol Price Center for Social Innovation
socialinnovation.usc.edu
Emerging middle classes, education and social mobility in Latin America
This document discusses evidence on social mobility and education in Latin America. It finds that while educational attainment has increased across income groups, differences remain significant, especially in secondary schooling. Some measures indicate increased intergenerational mobility, but correlation coefficients show mobility has remained unchanged. Transition matrices also show persistence in educational attainment across generations. PISA scores confirm socioeconomic status matters more in Latin America. The document outlines policies to increase mobility such as universal early childhood education, improving secondary schools, financing tertiary education, and addressing income inequality. Challenges from lower growth are also discussed.
Do women care less about crop farming?
Men and women in rural Ghana are increasingly earning income from non-farm enterprises (NFEs) rather than just crop farming. A study using data from 1992-2012 found the share of rural households' income from crop farming decreased from 66% to 49% while the share from NFEs increased from 16% to 26%. Both men and women are less involved in agricultural activities now compared to the past. A field experiment also found that both men and women prefer to invest in NFEs over crop farming, and social norms attribute NFE skills more to women. The conclusion is that livelihood projects should focus on NFEs given these trends.
The Quest for Impact: The Transformation of Research from a Traditional to a ...
The Quest for Impact: The Transformation of Research from a Traditional to a ...Global Livestock CRSP
This document summarizes the shift from traditional research to participatory research in Ethiopia. It describes how the researcher initially conducted trials on topics like calf growth and milk processing. However, this work did not ensure development impact. The researcher then began using participatory rural appraisal to jointly diagnose problems, which identified lack of food and water as the key issues. This led to forming collective action groups to support diversified livelihoods and education. Data shows these groups improved income, credit access, skills, and quality of life compared to controls. The researcher concludes participatory work requires more time and risks but leads to greater local impacts and sustainability.COABE 2011: Overview of Workplace & 21st Century Skills
The document discusses the skills needed for the 21st century workforce. It outlines that applied skills like critical thinking, problem solving, communication and collaboration are now very important for job success, as the global economy and technology advance rapidly. It also discusses frameworks for 21st century skills like SCANS and the 3Rs and 4Cs models. The document emphasizes that integrating these applied and basic 21st century skills is key to ensuring adults are prepared for the changing demands of the modern workplace.
Essential skills for the workplace
The document discusses essential skills for the 21st century workplace. It identifies key skills like reading, document use, numeracy, communication, critical thinking, working with others, computer literacy, and continuous learning. It emphasizes that these skills are more important now than basic skills from the past like reading, writing and arithmetic. The document provides details on each skill area and advises conducting a self-audit to identify gaps and set goals for acquiring skills to succeed in today's workplace.
Building a worldclass workplace
Professional skills minus relational skills is the 21st Century workplace time bomb!
IRMP is a model program that address the relational gaps between staff, between staff and managers and between staff and customers which affect overall workplace productivity and profitability.
Personality development & Types of Personality
Important Points on Personality Development through Communication, Time Management, Anger Management, Leadership Skills, Positive thinking, Good Behavior, etc... and
21st Century Learning
The document discusses the importance of 21st century skills education. It outlines key skills like critical thinking, problem solving, collaboration, and digital literacy. It also discusses how classrooms need to shift from traditional 20th century models to engage students through real-world simulations, group work, and use of technology tools and online resources. The seminar agenda includes examining 21st century skills, assessments, and applying new knowledge through team activities to design curriculum units that incorporate these skills.
Organizational Behaviour: Different types of Personality
Personality can be understood from several perspectives. Freud's psychoanalytic perspective views personality as being influenced by unconscious motivations from the id, ego, and superego. Trait theories see personality consisting of stable dimensions or traits. The Big Five model identifies the key traits of extraversion, agreeableness, conscientiousness, neuroticism, and openness. Myers-Briggs Type Indicator assesses preferences on scales of extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. Environmental and social factors also influence personality based on social learning and cognitive theories. Personality can be assessed through self-report measures and influences behaviors in organizations and career choices.
Personality Development ppt by Taher Salim INDORE
The document discusses a personality development project completed by the author and their group at the Frankfinn Institute of Airhostess Training. It provides an acknowledgement and introduction. The group visited various locations like a deaf and dumb school as part of their project. The author reflects on their SWOT analysis and how completing the project helped them improve communication skills and gain opportunities.
Personality types temperament types
The document discusses personality types based on four temperaments: Sanguine, Melancholic, Choleric, and Phlegmatic. It provides descriptions of each temperament's characteristics including type, willpower, intelligence, interests, emotions, virtues, faults, needs, and possible careers. It also includes several quotes and passages on topics like personality, relationships, and life lessons.
Frankfinn Personality Development Assignment
1. The document discusses Ankush Salvi's assignment report on personality development where he observed children at Vidyavati Ashram and led a team activity.
2. Ankush analyzed his own development in terms of strengths, weaknesses, opportunities, and threats. He also discussed factors important for personality development like rationality, empathy, and motivation.
3. Ankush provided examples from his experience like a boy named Shrawan who he wants to help develop confidence through conditioning despite his handicap.
Personality Development
This document discusses developing a winning personality and approach to life. It defines personality development as an integrated organization of physical, emotional, intellectual, social, psychological and spiritual characteristics that is an ongoing process of developing skills, attitudes and knowledge. It then outlines 24 characteristics or "carats" that comprise a winning personality, such as being yourself, having a positive attitude, overcoming guilt and worry, having clear goals, and continuously improving yourself. The document encourages developing an action plan and notes that success is a journey that requires focused effort rather than luck.
Research In Action #8
Hosted by the Mentoring Partnership of Minnesota; Mentoring Across Generations: Engaging Age 50+ Adults as Mentors; featuring Dr. Andrea Taylor, Temple University
Aerc v3
The document discusses the federal response in the United States to the findings from the Programme for the International Assessment of Adult Competencies (PIAAC). It notes that PIAAC found low skills levels across adults in the US and a lack of effective interventions. The document calls researchers to help address this issue through more rigorous and relevant research that engages stakeholders and works across disciplines. It provides new datasets and resources to support this research.
The Changing Nature of Vice-Principals' Work (Report by Dr. Katina Pollock)
This document summarizes the findings of a study examining the changing nature of vice-principals' work in Ontario public schools. It describes the methodology used, which included focus groups and an online survey of over 800 vice-principals. The findings section details how vice-principals spend their time, their duties and responsibilities, accountability and influences on their work, well-being and job satisfaction, challenges they face, and their use of professional learning. Overall, the study provides insight into the complex and demanding role of vice-principals in contemporary schools.
Empowering Girls to Experience STEM
What opportunities are available for girls in STEM careers? How do we increase girls’ awareness, spark their interest, and develop their confidence to pursue careers in STEM? This workshop will demonstrate how STEM disciplines are essential to our health, happiness, and safety, and will provide participants with tips and tools for talking to girls and their parents about opportunities in STEM. Interactive activities seek to reduce anxiety and bolster confidence in the GS leaders. Upon completion of the workshop, participants will be able to advocate careers in STEM to girls and their parents using correct and positive messages that appeal to students’ interests and values.
This workshop was presented as a part of the Girl Scouts STEM Conference, with the goal to create a statewide STEM initiative among the various GS regions. My task was to help the participants “get into the minds of girls,” share opportunities for girls in STEM, dispel stereotypes about STEM, and teach the most effective messages for STEM to girls.
Presented 8 April 2011 in Plano, Texas
More Related Content
What's hot
Senior Symposium
This document discusses a research project examining out-of-school programs in Geneva, NY. It outlines what is at stake in improving these programs, including taxpayer money, community perceptions, and influencing juvenile delinquency. It discusses influences on participation such as family income and neighborhood factors. The research will focus on practices that may exclude children and whether parents' expectations are being met. It lists limitations and related research studies on out-of-school programs and youth development.
INWEM Gender and Diversity Survey - 2010
Survey conducted on behalf of the International Network of Women in Emergency Management (INWEM). Examined gender and diversity with the field of emergency management. Presented at the 2010 International Association of Emergency Managers (IAEM) annual conference.
Supporting Diverse STEM Students using the Whole Student Framework
This document discusses supporting diverse STEM students in two-year colleges using the whole student framework. It aims to improve teaching, support student technical training, and help with college transfer through professional development and online resources. The whole student framework focuses on engagement, capacity, and continuity - engagement through societal issues, careers, and research; capacity through knowledge and skills; and continuity through institutional opportunities and guidance. The goal is to increase earth literacy and the number of geoscience majors who can address environmental challenges.
Open Approach to Mitigate Gender Inequality in STEM
This document discusses using openness and open educational resources (OER) to help mitigate gender inequality in STEM education. It provides context on current research showing factors that influence fewer women in STEM like implicit bias, self-efficacy, and historical stereotypes. Contemporary STEM initiatives from around the world aim to increase women in STEM but more work is needed. The principles of open education could help by providing flexible learning opportunities, open virtual labs, reducing costs, and addressing local contexts. A framework is proposed with four components: regulatory policies and standards, research and innovation, practice of open pedagogy, and enablers like role models and peer support, to support women in STEM through open education.
Building Education Equity
2018 Southern California Symposium Final Presentation
Group 3: John Bwarie, Rachel Barbosa, Hilda Marella Delgado, Melody Winter Head, and Todd Nguyen
Team Advisor: Sean Knierim
USC Sol Price Center for Social Innovation
socialinnovation.usc.edu
Emerging middle classes, education and social mobility in Latin America
This document discusses evidence on social mobility and education in Latin America. It finds that while educational attainment has increased across income groups, differences remain significant, especially in secondary schooling. Some measures indicate increased intergenerational mobility, but correlation coefficients show mobility has remained unchanged. Transition matrices also show persistence in educational attainment across generations. PISA scores confirm socioeconomic status matters more in Latin America. The document outlines policies to increase mobility such as universal early childhood education, improving secondary schools, financing tertiary education, and addressing income inequality. Challenges from lower growth are also discussed.
Do women care less about crop farming?
Men and women in rural Ghana are increasingly earning income from non-farm enterprises (NFEs) rather than just crop farming. A study using data from 1992-2012 found the share of rural households' income from crop farming decreased from 66% to 49% while the share from NFEs increased from 16% to 26%. Both men and women are less involved in agricultural activities now compared to the past. A field experiment also found that both men and women prefer to invest in NFEs over crop farming, and social norms attribute NFE skills more to women. The conclusion is that livelihood projects should focus on NFEs given these trends.
The Quest for Impact: The Transformation of Research from a Traditional to a ...
The Quest for Impact: The Transformation of Research from a Traditional to a ...Global Livestock CRSP
This document summarizes the shift from traditional research to participatory research in Ethiopia. It describes how the researcher initially conducted trials on topics like calf growth and milk processing. However, this work did not ensure development impact. The researcher then began using participatory rural appraisal to jointly diagnose problems, which identified lack of food and water as the key issues. This led to forming collective action groups to support diversified livelihoods and education. Data shows these groups improved income, credit access, skills, and quality of life compared to controls. The researcher concludes participatory work requires more time and risks but leads to greater local impacts and sustainability.What's hot (8)
Supporting Diverse STEM Students using the Whole Student Framework
Supporting Diverse STEM Students using the Whole Student Framework
Open Approach to Mitigate Gender Inequality in STEM
Open Approach to Mitigate Gender Inequality in STEM
Emerging middle classes, education and social mobility in Latin America
Emerging middle classes, education and social mobility in Latin America
The Quest for Impact: The Transformation of Research from a Traditional to a ...
The Quest for Impact: The Transformation of Research from a Traditional to a ...
Viewers also liked
COABE 2011: Overview of Workplace & 21st Century Skills
The document discusses the skills needed for the 21st century workforce. It outlines that applied skills like critical thinking, problem solving, communication and collaboration are now very important for job success, as the global economy and technology advance rapidly. It also discusses frameworks for 21st century skills like SCANS and the 3Rs and 4Cs models. The document emphasizes that integrating these applied and basic 21st century skills is key to ensuring adults are prepared for the changing demands of the modern workplace.
Essential skills for the workplace
The document discusses essential skills for the 21st century workplace. It identifies key skills like reading, document use, numeracy, communication, critical thinking, working with others, computer literacy, and continuous learning. It emphasizes that these skills are more important now than basic skills from the past like reading, writing and arithmetic. The document provides details on each skill area and advises conducting a self-audit to identify gaps and set goals for acquiring skills to succeed in today's workplace.
Building a worldclass workplace
Professional skills minus relational skills is the 21st Century workplace time bomb!
IRMP is a model program that address the relational gaps between staff, between staff and managers and between staff and customers which affect overall workplace productivity and profitability.
Personality development & Types of Personality
Important Points on Personality Development through Communication, Time Management, Anger Management, Leadership Skills, Positive thinking, Good Behavior, etc... and
21st Century Learning
The document discusses the importance of 21st century skills education. It outlines key skills like critical thinking, problem solving, collaboration, and digital literacy. It also discusses how classrooms need to shift from traditional 20th century models to engage students through real-world simulations, group work, and use of technology tools and online resources. The seminar agenda includes examining 21st century skills, assessments, and applying new knowledge through team activities to design curriculum units that incorporate these skills.
Organizational Behaviour: Different types of Personality
Personality can be understood from several perspectives. Freud's psychoanalytic perspective views personality as being influenced by unconscious motivations from the id, ego, and superego. Trait theories see personality consisting of stable dimensions or traits. The Big Five model identifies the key traits of extraversion, agreeableness, conscientiousness, neuroticism, and openness. Myers-Briggs Type Indicator assesses preferences on scales of extraversion/introversion, sensing/intuition, thinking/feeling, and judging/perceiving. Environmental and social factors also influence personality based on social learning and cognitive theories. Personality can be assessed through self-report measures and influences behaviors in organizations and career choices.
Personality Development ppt by Taher Salim INDORE
The document discusses a personality development project completed by the author and their group at the Frankfinn Institute of Airhostess Training. It provides an acknowledgement and introduction. The group visited various locations like a deaf and dumb school as part of their project. The author reflects on their SWOT analysis and how completing the project helped them improve communication skills and gain opportunities.
Personality types temperament types
The document discusses personality types based on four temperaments: Sanguine, Melancholic, Choleric, and Phlegmatic. It provides descriptions of each temperament's characteristics including type, willpower, intelligence, interests, emotions, virtues, faults, needs, and possible careers. It also includes several quotes and passages on topics like personality, relationships, and life lessons.
Frankfinn Personality Development Assignment
1. The document discusses Ankush Salvi's assignment report on personality development where he observed children at Vidyavati Ashram and led a team activity.
2. Ankush analyzed his own development in terms of strengths, weaknesses, opportunities, and threats. He also discussed factors important for personality development like rationality, empathy, and motivation.
3. Ankush provided examples from his experience like a boy named Shrawan who he wants to help develop confidence through conditioning despite his handicap.
Personality Development
This document discusses developing a winning personality and approach to life. It defines personality development as an integrated organization of physical, emotional, intellectual, social, psychological and spiritual characteristics that is an ongoing process of developing skills, attitudes and knowledge. It then outlines 24 characteristics or "carats" that comprise a winning personality, such as being yourself, having a positive attitude, overcoming guilt and worry, having clear goals, and continuously improving yourself. The document encourages developing an action plan and notes that success is a journey that requires focused effort rather than luck.
Viewers also liked (10)
COABE 2011: Overview of Workplace & 21st Century Skills
COABE 2011: Overview of Workplace & 21st Century Skills
Organizational Behaviour: Different types of Personality
Organizational Behaviour: Different types of Personality
Similar to Wacec preparing youth for the 21st century workplace
Research In Action #8
Hosted by the Mentoring Partnership of Minnesota; Mentoring Across Generations: Engaging Age 50+ Adults as Mentors; featuring Dr. Andrea Taylor, Temple University
Aerc v3
The document discusses the federal response in the United States to the findings from the Programme for the International Assessment of Adult Competencies (PIAAC). It notes that PIAAC found low skills levels across adults in the US and a lack of effective interventions. The document calls researchers to help address this issue through more rigorous and relevant research that engages stakeholders and works across disciplines. It provides new datasets and resources to support this research.
The Changing Nature of Vice-Principals' Work (Report by Dr. Katina Pollock)
This document summarizes the findings of a study examining the changing nature of vice-principals' work in Ontario public schools. It describes the methodology used, which included focus groups and an online survey of over 800 vice-principals. The findings section details how vice-principals spend their time, their duties and responsibilities, accountability and influences on their work, well-being and job satisfaction, challenges they face, and their use of professional learning. Overall, the study provides insight into the complex and demanding role of vice-principals in contemporary schools.
Empowering Girls to Experience STEM
What opportunities are available for girls in STEM careers? How do we increase girls’ awareness, spark their interest, and develop their confidence to pursue careers in STEM? This workshop will demonstrate how STEM disciplines are essential to our health, happiness, and safety, and will provide participants with tips and tools for talking to girls and their parents about opportunities in STEM. Interactive activities seek to reduce anxiety and bolster confidence in the GS leaders. Upon completion of the workshop, participants will be able to advocate careers in STEM to girls and their parents using correct and positive messages that appeal to students’ interests and values.
This workshop was presented as a part of the Girl Scouts STEM Conference, with the goal to create a statewide STEM initiative among the various GS regions. My task was to help the participants “get into the minds of girls,” share opportunities for girls in STEM, dispel stereotypes about STEM, and teach the most effective messages for STEM to girls.
Presented 8 April 2011 in Plano, Texas
2020 apa how learning happens ppt
Schools and communities gathered to discuss growing the whole child movement one year after "A Nation At Hope". The day included framing the current state of the field through a panel discussion, exploring how learning happens through social and emotional skills, and examining how to support equity at the core of whole child approaches. Participants shared successes and challenges communicating these concepts to different audiences and reflected on next steps to develop a more coherent narrative around social, emotional, and academic development.
2016 AAL Culture Survey
The document reports on a study by All American Leadership that sought to understand the factors limiting organizations' ability to develop great cultures. It found that developing next generation leaders was the top challenge and that the pace of change has made cultural development difficult. The study aims to create a framework for measuring organizational culture to help companies diagnose weaknesses and improve.
How Youth Get Engaged Grounded-Theory Research on Motivationa.docx
This document summarizes a study on how youth become psychologically engaged in organized youth programs. Through interviews with 100 youth in 10 programs, researchers identified 44 youth who reported a positive turning point in their motivation or engagement. For 38 of these youth, this change involved forming a personal connection to program goals and activities. Youth reported connecting to goals of learning, developing competence, and pursuing a purpose. The study suggests engagement can develop as youth integrate program goals into their own goals and identities.
Singer_CLASP_November_2015.pptx
The document discusses challenges in higher education in the United States, including skills gaps between college graduates and workforce needs, and widening attainment gaps between high- and low-socioeconomic status families. It summarizes findings from international assessments that show U.S. millennials scoring lower than peers in other countries in literacy and numeracy. The document advocates for evidence-based teaching practices, authentic research experiences, addressing high failure rates in math, and partnerships across institutions to improve STEM learning outcomes and broaden participation.
7Wk 4 Research Proposal Leadership and management in.docx
7
Wk 4: Research Proposal: Leadership and management in youth programs
Trae Clavo
Doctor of Business Administration (Candidate)
Current Topics in Leadership and Management (Bus-8010-X007)
Dr. Robert Roller
Sept 25, 2022
Wk 4: Research Proposal
Leadership and Management in youth programs: Risk youth Comment by Roller, Bob: Headings should be centered. To get them centered, remove the indents.
Introduction
A wealth of information is available about leadership, particularly in companies, government, and the military. Educators and psychologists, on the other hand, are much less knowledgeable about the early precursors to leadership, how leadership grows in youths, gender differences, and the relationship between leadership, intellect, and creativity. A universal consensus is that leaders are required and that acquiring leadership skills should not be postponed. The research proposal proposes an approach for improving creative leadership and introduces the Gifted Rating Scales, a teacher-completed rating scale, to that goal (Carroll & Firth, 2021). As shown, there are ways to discover early artistic and intellectual giftedness in children and teenagers in the classroom, as well as expectations to progress from an essential degree of proficiency to an elite or expert level in any profession, allowing for the formation of leadership (Lachance et al., 2019). The high rate of at-risk behavior among our country's youth indicates a lack of abilities in collaboration, self-awareness, communication, decision-making, and leadership that required for maturity. Adults need talents like this daily, referred to as leadership life skills. These abilities help adolescents manage their surroundings by allowing them to make responsible decisions, better comprehend their values, and communicate more effectively with others (Luguetti et al., 2017). Comment by Roller, Bob: This seems out of place at this point in the proposal. Comment by Roller, Bob: are Comment by Roller, Bob: There's a difference between talents and abilities. Be careful with your definitions.
Research Subject Comment by Roller, Bob: Center
For young people to feel fulfilled and contribute to society, they must develop leadership abilities (Karagianni & Jude Montgomery, 2018). Opportunities for young leaders allow them to grow in a favorable setting that fosters personal development. Increasing youth possibilities will enable them to get more involved in the community and extracurricular activities while developing life skills. Experiential learning encompasses leadership as well (Bertrand, 2018). Experiential learning occurs when a person engages in a task, evaluates it critically, determines what was beneficial or necessary to remember, and then applies that knowledge to a new study. "Experiential learning" is not achieved solely by providing an experience (Anyon et al., 2018). They were learning derived from the ideas and concepts generated from the event. Comment by R.
Utah Robotics
FIRST is a non-profit organization that inspires young people's interest and participation in science and technology through robotics programs like the FIRST Lego League (FLL). FLL engages students ages 9-14 in solving real-world problems using Lego robotics. It teaches valuable skills like critical thinking, collaboration, and presentation skills while having fun.
1Quantitative Research Plan (Draft)ByID # A00355270.docx
1
Quantitative Research Plan
(Draft)
By
ID # A00355270
Richard W. Riley College of Education and Leadership
Program: PhD in Education
Specialization: Educational Technology
RSCH 8200-Quantitative Reasoning
Dr. Wade Smith, Jr.
[email protected]
Walden University
September 13, 2015
Table of Contents
Introduction Comment by Dr. Wade Smith: Assign page numbers as you develop this doc.
Opening Statement
Problem
Purpose of Study
Theory Perspective
Research Questions
Theoretical Framework
Involvement for Success
Literature Review
Case Study
Theoretical Framework
Involvement for Success
Summary
Research Methodology
Setting
Population
Data Sources
Ethnicity
Research Design
Intervention
Survey Instrument
Summary
Introduction
Opening Statement
The students and parents are participants in an educational program. “Research often excludes youth participants, omitting their social and psychological realities, undermining their rights to participate and benefit from research, and weakening the validity of research. Researchers may be discouraged from including youth due to logistical (e.g. gaining access) or ethical (e.g. coercion risks based on developmental level) concerns. Increased discussion is needed around appropriate methods to use with child and youth participants that manage challenges related to developmental capacities, legal status, power differentials, and unpredictable aspects of qualitative research”(Sage, 2015). Eliminate the white pages.
Background Study
In this paper I will focus on experiences of researchers, describing solutions of internal and external validity. “The research design is the blueprint that enables the investigator to come up with solutions to these problems and guides him or her to various stages of research” (Frankfort-Nachmias & Nachmias, 2008, p89) Internal validity is whether the effects observed in a research are due to the manipulation of the independent variable. External validity is the extent to which the results of a research can be generalized to settings and people. (McLeod, 2013).
Burger’s (2009) study of design is on the psychological research designed by Milgram. Burger (2009) identifies obedience to authority, increase in demands, resources of information in a novel situation, and responsibility not assigned or diffused as contributes toward the “high rates of obedience” (Burger, 2009, pp 2-3). His hypotheses question is ‘Would people still obey today?’ The tables are used to measure participants of the obedience screening according to gender and ethnicity, such as behavior and personality rates.
Fuchs, Fuchs, Hamlett, Phillips, Karns, and Dutka (1997) researched on various collaborative measurements. The appendix for Problems A & B is interesting. The methods to problems solving contain internal and external validity. This is a collaborative research because the tutor (educator) and tutee (learner) are doing an activity.
Problem Statement
The problem occurs when there is a lack of part.
A Quiet Crisis
The document discusses the need to broaden the pipeline of students in K-12 mathematics to address several issues, including declining student interest in STEM fields and an aging technical workforce. It introduces BEST, a public-private partnership aimed at building a stronger and more diverse workforce in STEM. BEST analyzes research on pre-K-12 programs to identify effective practices and design principles, such as defined outcomes, persistence, personalization, challenging content, and engaged adults. BEST then disseminates its findings and empowers districts to implement changes to broaden the STEM pipeline.
The STRIVE Campaign v3 submitted
The STRIVE campaign aimed to increase awareness of and support for student veterans at California State University, Long Beach (CSULB). Primary research found that while most of the CSULB community viewed student veterans positively, awareness of VET NET (the campus SVA chapter) was low. The campaign's goals were to expose 5,000 people to STRIVE and secure media coverage, while doubling VET NET membership. STRIVE leveraged campus events and partnerships to share student veteran stories and build community support through a signature pledge wall. A student veteran night at a basketball game honored their service. The campaign reached over 7,500 people face-to-face and generated over 160,000 online impressions, achieving its objectives of raising
The STRIVE Campaign
The STRIVE campaign aimed to raise awareness of and support for student veterans at California State University, Long Beach. Primary research including surveys of student veterans and the CSULB community found that while most were aware of student veterans, only 4% were members of the campus' SVA chapter, VET NET. The STRIVE campaign sought to increase awareness of VET NET and highlight the strengths of student veterans. Activities included tabling, social media stories of veteran success, a career panel, and having a veteran sing the national anthem to an audience of nearly 4,000. STRIVE reached over 7,500 people and generated over 160,000 social media impressions, increasing awareness of student veterans and VET NET at CS
Achieving Equitable Outcomes with Results-Based Accountability
Achieving equitable outcomes is an integral part of the implementation of Results Based Accountability (RBA). Each step of RBA's Turn the Curve process includes the opportunity for practitioners to consider diversity, equity, and inclusion. This webinar will provide participants with concrete methods for approaching their Turn the Curve process with equity at the forefront, and not as an afterthought.
Davis kean.open shapa
The document summarizes the goals and structure of the Collaborative for the Analyses of Pathways from Childhood to Adulthood (CAPCA). CAPCA aims to examine human development across the lifespan using multiple longitudinal datasets. It utilizes advanced statistical techniques and data sharing between member projects to better understand development. CAPCA is structured around biannual meetings, data analysis support, and an annual workshop on longitudinal statistics.
Building a Better Future for Future Generations
Encore.org is committed to building a movement that channels the skills and talents of experienced adults into second careers that benefit society. Research shows interest in encore careers is rising as financial concerns decrease. Encore talent brings maturity, experience and skills that significantly impact nonprofits. While barriers like lack of opportunities and knowledge exist, many people near retirement want to use their professional skills to have a social impact. Encore careers appeal broadly and can involve long-term commitments, though health benefits are often fewer than in prior careers.
Tracking Student Access to High-Impact Practices in STEM
We know that certain “High-Impact Practices,” such as internships, undergraduate research, capstone courses, and learning communities, help undergraduate students persist and succeed. These practices have a disproportionately positive impact on students from underrepresented backgrounds. This webinar will briefly summarize the evidence for High-Impact Practices (HIPs) and share innovative efforts from California State University, Northridge and the University of South Carolina to track and analyze underrepresented student participation and outcomes.
Mapping the E Mindset AABAA Poster v 52
The document summarizes a study conducted at Berea College that mapped students' entrepreneurial mindset using Gallup's BP10 assessment. Key findings include:
1) The top 3 most prevalent talent themes among student cohorts were Relationship, Determination, and Independence, suggesting students are motivated, tenacious, and able to build relationships.
2) Differences existed between males and females, with males reporting higher confidence and profitability talents.
3) Mapping talents provides insights to help students strengthen abilities like innovative thinking and understanding business models.
4) The BP10 assessment can help develop activities to move students from novice to expert entrepreneurial mindsets tailored for liberal arts graduates.
Ruth Meinzen-Dick (IFPRI)• 2018 IFPRI Egypt Seminar: “Women Empowerment for R...
Ruth Meinzen-Dick (IFPRI)• 2018 IFPRI Egypt Seminar: “Women Empowerment for R...International Food Policy Research Institute (IFPRI)
As part of the IFPRI Egypt Seminar in partnership with UN Women: “Women Empowerment for Revitalizing Rural Areas in Egypt”Similar to Wacec preparing youth for the 21st century workplace (20)
The Changing Nature of Vice-Principals' Work (Report by Dr. Katina Pollock)
The Changing Nature of Vice-Principals' Work (Report by Dr. Katina Pollock)
How Youth Get Engaged Grounded-Theory Research on Motivationa.docx
How Youth Get Engaged Grounded-Theory Research on Motivationa.docx
7Wk 4 Research Proposal Leadership and management in.docx
7Wk 4 Research Proposal Leadership and management in.docx
1Quantitative Research Plan (Draft)ByID # A00355270.docx
1Quantitative Research Plan (Draft)ByID # A00355270.docx
Achieving Equitable Outcomes with Results-Based Accountability
Achieving Equitable Outcomes with Results-Based Accountability
Tracking Student Access to High-Impact Practices in STEM
Tracking Student Access to High-Impact Practices in STEM
Ruth Meinzen-Dick (IFPRI)• 2018 IFPRI Egypt Seminar: “Women Empowerment for R...
Ruth Meinzen-Dick (IFPRI)• 2018 IFPRI Egypt Seminar: “Women Empowerment for R...
Recently uploaded
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Make a Field Mandatory in Odoo 17
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.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdCommunity pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
How to Manage Your Lost Opportunities in Odoo 17 CRM
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
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Wacec preparing youth for the 21st century workplace
- 1. Preparing Youth for the 21st Century Workplace Matt Calvert Laura Morris Karen Nelson Joanna Skluzacek 29 March 2011 WACEC
- 3. Learning in 4-H Youth Development Motivation and Engagement Contribution: Authentic and Consequential Activities Belonging Independence and Flexibility Challenge Scaffolding through roles High expectations
- 4. Wisconsin 4-H Youth Leadership Survey Survey sampled 268 youth grades 6 through college freshmen Drawn from 12,942 4-H members statewide + representation of other leadership programs Follow up focus groups in seven counties.
- 5. Most Frequent Leadership Experiences Work as a group or team Work in cooperation or partnership with an adult Guide, train, or advise younger children and peers Experience guidance, training, or advising from older youth or adults Engage in service that benefits others Make decisions that affect a group, organization, or community.
- 6. 4-H Youth Leadership Survey
- 7. Life and Career Skills Leadership Evaluation Results How much did 4-H Participation contribute? Skills Strongest Findings in Teamwork Work cooperatively and collaboratively with others (74% agreed) Accept ideas different from your own (64%) Help a team/group reach it’s goals (68%) Other Strong Findings: Inclusiveness, Communication, Planning and Organizing Leadership Efficacy and Identify Strongest Findings in Leadership Identity Accept Responsibility for Doing a Job (74%) Understand your own leadership strengths (67%) Other Strong Findings: Self-efficacy Connectedness Strongest Findings in Community Connections Made you feel more connected to your community (83%) Made you feel more important to your community (77%) Other findings: Motivation (“Motivated you to work with others to make things better in your community” (79%)
- 8. STEM as a National Mission Mandate America faces a future of intense global competition with a startling shortage of scientists 18 percent of U.S. high school seniors are proficient in science (NAEP 2005) Goal of engaging one million new young people in science programs by 2013
- 9. 66% 59% 36% 5% U.S. Challenges in Science, Engineering & Technology Undergraduate Degrees in Science & Engineering SOURCE: Rising Above the Gathering Storm, 2006
- 10. STEM in the Economy Between 2006 and 2016, STEM jobs will account for one out of five new jobs in Wisconsin (WI Dept. of Workforce Dev., 2008) How are these two photos related? FDA to consider approval of genetically engineered salmon This year's 'big steer' was a clone
- 11. Higher Science Participation in 4-H
- 12. 4-H Girls Choose Science
- 13. Summary 4-H Youth Development plays a crucial role in preparing youth for 21st century jobs Youth in 4-H are motivated to be lifelong learners Leadership development Teamwork Communication Technology Creativity
Editor's Notes
- Community Based Organizations opportunity to focus on the outer ring of the arc. Complement to K-12. Model for how the community can raise youth prepared for the work force and citizenship roles.
- All greater than 90% in the last year, 1/2/4/6 majority participated monthly or more often
- Skills: Coming from many places in a youth’s lifeSelf-efficacy: I can motivate and inspire others, help a team reach its goalsIowa 4-H AmbassadorsTeamwork: I have the experience of being on a team with shared vision and high expectations—that helps to take on leadership. “There are consequences if you don’t follow through.”Identity “Step up” Vilas Teen Court “It makes you step up more. You cannot just go along for the ride. You have to participate, make choices. It’s for real, not just for fun.”Buffalo County Prevention Coalition members: they accepted leadership roles not because they thought it would be a good experience, but because they felt confident they could do it and thought if they didn’t no one else would.”Workforce: Calumet after school program leaders talked about how useful their leadership skills have been to them in classes and work—especially communication skills and self-confidence. One mentioned his boss, who has two youth from 2 different schools’ Boomerang programs working for him, said “I wish I had more Boomerang kids.”Connectedness findings significantly higher for older youth (high school age)