Webinar feedback (sample 2) - ODH Project
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Sample of feedback provided to unit supervisor on webinar presentation. It includes feedback on the presentation and presenter followed by an analysis of the webinar and recommendations for improvement based on the data collected.
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Sample of feedback provided to unit supervisor on webinar presentation. It includes feedback on the presentation and presenter followed by an analysis of the webinar and recommendations for improvement based on the data collected.
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This document contains feedback from a marker on a student's oral presentation assessment. The marker gave the student an overall grade in the lower upper second category and provided feedback on different aspects of the presentation. The structure and delivery of the presentation were generally good, though the presentation could have been longer. The visual aids had some nice diagrams but also had a lot of text. The content was mainly appropriate for the audience but could have included more research and skills. The student was generally confident in answering questions but lost their train of thought at times. Areas for improvement included lengthening the presentation, reducing text on slides, and adding a clearer conclusion.
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Sample of feedback provided to unit supervisor on webinar presentation. It includes feedback on the presentation and presenter followed by an analysis of the webinar and recommendations for improvement based on the data collected.
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Sample of feedback provided to unit supervisor on webinar presentation. It includes feedback on the presentation and presenter followed by an analysis of the webinar and recommendations for improvement based on the data collected.
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The document provides feedback on a problem solving workshop for MBA students. It summarizes the following key points:
1) The workshop was an introductory session run by Booz & Co to introduce students to case interviews and a 4-stage problem solving process.
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- The format of circulating pre-reading materials and having an interactive Q&A session worked well, though some wanted more/less information.
- There was confusion over the split themes of one presentation being for "undecided" students and the other for "committed" students.
- Logistics like tight scheduling, venue issues, and timetable clashes caused problems.
- The presenter was praised as inspiring and informative, but could improve time management.
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NURS 6331 Lesson Plan TemplateLesson OverviewNameLes.docx
NURS 6331: Lesson Plan Template
Lesson Overview
Name:
Lesson Title:
Insertion of a Peripheral Intravenous Line 101
Environment:
(on-site, online, or hybrid)
This lesson can be taught online, on-site, or hybrid because learners will have the information needed to complete the lesson no matter the environment. However, I will prepare this lesson for on-line students.
Lesson Goal:
After the completion of the lesson, learners will successfully know how to start a peripheral intravenous (PIV) line and the importance of the access.
Description of Lesson/ Learning-centered activity:
Learners will learn how to insert a PIV and demonstrate the skill. I will send a link for a video demonstration on how to start a PIV. A powerpoint presentation will also be available to refer to prior to the performing the skill.
ASSURE Model
Analyze Learners
Intended Audience of learners: baccalaureate-nursing students in their first year of nursing.
Prerequisite skills or knowledge needed: head-to-toe assessment, proper handwashing technique, how to assess and palpate veins, and items needed for PIV
Learner Motivation: Learner needs to know this information so patients will have some form of IV access, especially in emergency situations.
State Objectives
The learner will: be able to demonstrate how to properly insert an intravenous needle to start a PIV.
Learners will analyze the importance of having a PIV.
Learners will verbalize the items needed to start a PIV.
Select Methods, Media, and Materials
Teaching method: Active learning and discussions will be used during this lesson. Since the students have reviewed the anatomy of the human body, I will prepare them for the lesson. I would instruct them to:
· Wash hands prior to initiating contact with patient.
· Always ask what the PIV will be used for, assess body site (never place a PIV on the same arm as a dialysis access or on the same side where one has had a mastectomy), apply tourniquet, once vein is found, clean for 30seconds and allow to dry for 1minute, flush saline connector, stabilize vein, insert needle, watch flashback chamber for blood, use index finger to thread catheter, retract needle, insert saline connector, and flush PIV with saline. Once saline connector is inserted, assess for positive blood return. Place dressing on PIV and writing date, time, and initials. PIV is ready to be used.
Media/Technology (if applicable): media (video presentation of me demonstration skill and powerpoint on PIV insertion), provide YouTube video links on proper technique of starting a PIV, and EBP materials on how to start a PIV and its necessities
Materials (if applicable): textbook, mannequin’s arm, IV start kit, needles, alcohol, tape, and gauzes
250ml saline bag with red dye (used with the mannequin’s arm to pretend to be the flash of blood when inside the vein)
Utilize Media and Materials
Learners will prepare for the media by: downloading powerpoint presentation, purchasing correct te.
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Improvement Needs· HRDNI First survey too simple on what aud.docx
Improvement
Needs
· HRDNI First survey too simple on what audience wanted to do
· HRDNI Second survey improved to include audience learning style
· when doing HRDNI, difficulty in deciding a topic (considering time, interest of audience)
· Eventual HRDNI results lead to origami hence the captain america decorative fan
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· However, flag designs were not as nice, change to normal fan line design, finally change to captain america design.
· Fan folds originally was smaller. However, was increased due to time constraints.
· Evaluation form had to be redesigned a few time, words chosen were too subjective and had double barrel question (one question include two questions)
· Teaching style - initially was to be done through Gil telling a story but chosen to do video. Change of auditory to visual and audio.
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· Engaging introduction by Chief facilitator
· Un-clear instruction from Chief facilitator, due to nervousness and unpreparedness, causing learners to hear instructions.
· Never emphasis enough
Based on class feedback from the other 14 groups, each box contains evaluation from one group.
1) The topic was clearly articulated. Were the learning objectives achieved?
Yes
Clear and understandable.
Learning objectives were achieved. However, the end product was not appealing.
Clear
Yes
objectives was clear, the idea of a captain america fan ws linked to the upcoming movie.
Achieved
There were other alternatives given also.
Objectives were met
Yes
Yes, the learing objectives was reinforced throughout the presentation.
Yes, Yes, Yes
Yes, Learning objectives achieved
2) Content of teaching session
Demonstrated good grasp of the topic. Well structured.
Very organised. They have a special way to signal each other.
Structure and design was evident. Step by step flow which was good.
Content well structured. Material were well prepared.
The first video should put it at the second
idea was good, steps were clear.
They were aware of other uses of the product as well
Speaker was knowledgable and demonstrator was well-prepared and experienced
well structured and engaging
Detailed content
A simple activity, we can do it on our own since the instructions were simple and detailed.
Good structure of topic
Topic was clearly stated and communicated
3) Audience engagement
Used strategies to engage the audience. Gauged and responded to audience interaction
Not monotonous. ASk questions to audience. Use humoiur to engage audience
Use of humor to engage audience. Strategies were plain and simple and therefore very easy to follow.
Structured strategies were used engaging
Engaging and detail
Used 2 videos to present instead of normal presentation, Presenter was engaging, Helpers are able to aid during the activity.
the use of the mini-fans to signal if we are done, Materials were given and facilitators were helpful. (Good ch.
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NURS 6331: Lesson Plan Template
Lesson Overview
Name:
Lesson Title:
Insertion of a Peripheral Intravenous Line 101
Environment:
(on-site, online, or hybrid)
This lesson can be taught online, on-site, or hybrid because learners will have the information needed to complete the lesson no matter the environment. However, I will prepare this lesson for on-line students.
Lesson Goal:
After the completion of the lesson, learners will successfully know how to start a peripheral intravenous (PIV) line and the importance of the access.
Description of Lesson/ Learning-centered activity:
Learners will learn how to insert a PIV and demonstrate the skill. I will send a link for a video demonstration on how to start a PIV. A powerpoint presentation will also be available to refer to prior to the performing the skill.
ASSURE Model
Analyze Learners
Intended Audience of learners: baccalaureate-nursing students in their first year of nursing.
Prerequisite skills or knowledge needed: head-to-toe assessment, proper handwashing technique, how to assess and palpate veins, and items needed for PIV
Learner Motivation: Learner needs to know this information so patients will have some form of IV access, especially in emergency situations.
State Objectives
The learner will: be able to demonstrate how to properly insert an intravenous needle to start a PIV.
Learners will analyze the importance of having a PIV.
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Select Methods, Media, and Materials
Teaching method: Active learning and discussions will be used during this lesson. Since the students have reviewed the anatomy of the human body, I will prepare them for the lesson. I would instruct them to:
· Wash hands prior to initiating contact with patient.
· Always ask what the PIV will be used for, assess body site (never place a PIV on the same arm as a dialysis access or on the same side where one has had a mastectomy), apply tourniquet, once vein is found, clean for 30seconds and allow to dry for 1minute, flush saline connector, stabilize vein, insert needle, watch flashback chamber for blood, use index finger to thread catheter, retract needle, insert saline connector, and flush PIV with saline. Once saline connector is inserted, assess for positive blood return. Place dressing on PIV and writing date, time, and initials. PIV is ready to be used.
Media/Technology (if applicable): media (video presentation of me demonstration skill and powerpoint on PIV insertion), provide YouTube video links on proper technique of starting a PIV, and EBP materials on how to start a PIV and its necessities
Materials (if applicable): textbook, mannequin’s arm, IV start kit, needles, alcohol, tape, and gauzes
250ml saline bag with red dye (used with the mannequin’s arm to pretend to be the flash of blood when inside the vein)
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Learners will prepare for the media by: downloading powerpoint presentation, purchasing correct te.
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How to make presentation (cs sigma)(c.e.-1 sem)
The document provides guidance on how to make an effective presentation. It discusses planning a presentation by choosing a topic and purpose, gathering information, developing an outline, and selecting visual aids. It also covers analyzing your audience, making contact through eye contact, gestures, spoken contact and language. The document outlines different presentation structures and techniques, including a simple outline, organizing around different objectives, and using a manuscript technique versus extemporaneous speaking. It concludes with tips for managing the question and answer session, such as listening carefully, understanding the question, communicating to involve the audience, and providing focused responses.
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The document is a self-evaluation by the author of a film studies presentation they created and delivered with a partner. The author believes the presentation provided a lot of in-depth information but went on too long. Feedback indicated the author appeared unprofessional by sitting on the desk and keeping their hands in their pockets. However, the visuals were good, the information was well analyzed and linked to the audience, and the presenters kept attention for 20 minutes despite nerves by being well prepared.
Improvement Needs· HRDNI First survey too simple on what aud.docx
Improvement
Needs
· HRDNI First survey too simple on what audience wanted to do
· HRDNI Second survey improved to include audience learning style
· when doing HRDNI, difficulty in deciding a topic (considering time, interest of audience)
· Eventual HRDNI results lead to origami hence the captain america decorative fan
Design
· Originally was to be based on country flag design based on where the learners came from (different countries).
· However, flag designs were not as nice, change to normal fan line design, finally change to captain america design.
· Fan folds originally was smaller. However, was increased due to time constraints.
· Evaluation form had to be redesigned a few time, words chosen were too subjective and had double barrel question (one question include two questions)
· Teaching style - initially was to be done through Gil telling a story but chosen to do video. Change of auditory to visual and audio.
Implementation
· Engaging introduction by Chief facilitator
· Un-clear instruction from Chief facilitator, due to nervousness and unpreparedness, causing learners to hear instructions.
· Never emphasis enough
Based on class feedback from the other 14 groups, each box contains evaluation from one group.
1) The topic was clearly articulated. Were the learning objectives achieved?
Yes
Clear and understandable.
Learning objectives were achieved. However, the end product was not appealing.
Clear
Yes
objectives was clear, the idea of a captain america fan ws linked to the upcoming movie.
Achieved
There were other alternatives given also.
Objectives were met
Yes
Yes, the learing objectives was reinforced throughout the presentation.
Yes, Yes, Yes
Yes, Learning objectives achieved
2) Content of teaching session
Demonstrated good grasp of the topic. Well structured.
Very organised. They have a special way to signal each other.
Structure and design was evident. Step by step flow which was good.
Content well structured. Material were well prepared.
The first video should put it at the second
idea was good, steps were clear.
They were aware of other uses of the product as well
Speaker was knowledgable and demonstrator was well-prepared and experienced
well structured and engaging
Detailed content
A simple activity, we can do it on our own since the instructions were simple and detailed.
Good structure of topic
Topic was clearly stated and communicated
3) Audience engagement
Used strategies to engage the audience. Gauged and responded to audience interaction
Not monotonous. ASk questions to audience. Use humoiur to engage audience
Use of humor to engage audience. Strategies were plain and simple and therefore very easy to follow.
Structured strategies were used engaging
Engaging and detail
Used 2 videos to present instead of normal presentation, Presenter was engaging, Helpers are able to aid during the activity.
the use of the mini-fans to signal if we are done, Materials were given and facilitators were helpful. (Good ch.
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The document provides guidance on making effective presentations for different contexts and purposes. It discusses the key elements of an effective presentation including understanding your audience, clearly stating your purpose, and using logical and emotional appeals. It also outlines different types of informative presentations like briefings and trainings, and special occasion presentations such as award ceremonies, dedications, and farewell speeches. The document emphasizes adapting your presentation based on your audience and purpose.
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integration in your academy. Participants will learn what constitutes a good integration
project while practicing a sample curriculum mapping activity using NAF literacy
strategies. Participants will come away with tangible ideas for use during common
planning time while learning about the varying degrees of integration.
The flipping lecture birmingham
This document discusses flipping lectures by having students watch screencast recordings of lectures outside of class and using class time for interactive activities. It provides an example of this approach being used in chemistry lectures where students watched screencasts in advance and then class time was spent doing activities using audience response handsets and whiteboards. Student reaction was very positive towards the flipped lectures approach. The conclusion is that flipped lectures provide an exciting opportunity to use blended learning and maximize student and faculty time, though they require more effort from both students and staff.
PRESENTATION SKILLS ppt.pptx
An oral presentation can be given with or without visual aids to inform an audience. There are three main types: impromptu presentations with no preparation time; extempore presentations allowing time to prepare but not read directly from notes; and seminar presentations allowing preparation and use of notes. Effective presentations are designed to meet audience needs and expectations through an introduction to engage them, a main body to convey relevant information in an organized manner, and a conclusion to summarize key points. Thorough preparation and practice are important for a successful oral presentation.
Rubric.docx
This rubric evaluates oral presentations according to 7 criteria: content, organization/clarity, completeness, grammar/mechanics, documentation, delivery, and interactions. Each criterion is scored on a scale from beginning to mastery, assessing factors such as relevance, accuracy, order, depth, grammar usage, support, volume, pace, eye contact, and question handling. The rubric provides descriptions of what demonstrates beginning, developing, proficient, and mastery performance levels for each criterion.
Presentation
BUSINESS PRESENTATIONS AND PUBLIC SPEAKING 8 Hrs
What is a Presentation, Essential characteristics of a good presentation, Preparing a presentation, Delivering the presentation, Handling questions and debates, Delivering different types of speeches
Presentaion of aneela
The document provides guidance on delivering effective oral presentations. It discusses planning an effective presentation by analyzing the audience, selecting a topic of interest to both the audience and presenter, defining clear objectives, and preparing the introduction, body, and conclusion. The document also offers tips on using voice effectively, choosing an appropriate method of delivery, properly scoping the topic, organizing content, managing time, incorporating visual aids, and displaying good body language.
Video Lectures: How To and Best Practices
Studies have shown that using multimedia content such as video lectures can improve student learning and performance. Medical students who used multimedia performed better in operating rooms and needed less study time. A study testing different types of video lectures found positive impacts on student learning for all video lecture types. Students also generally remember images more efficiently than written or spoken content alone. When creating multimedia content, instructors should consider their instructional goals, the needs of the content, best practices, and available resources.
Guidelines for oral presentations
This document provides guidelines for effective oral presentations. It outlines three key steps: plan, prepare, and practice/present. When planning, one should analyze the audience, determine the purpose, and select relevant information. Preparation involves structuring the presentation with an introduction, body, and conclusion. Visual aids should be chosen to enhance the message. Effective delivery requires practicing multiple times and maintaining good posture, eye contact, and speech patterns during the presentation.
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More from Thomas Muldrow
Thomas Muldrow virtual resume
Brief slideshow to highlight my knowledge, skills, and experience as an IDPT professional. While most of the work is in an educational setting, Franklin University has prepared me to join the field as an active practitioner. The two projects highlighted are both done in collaboration with "real world" clients and met industry standards for instructional design and learning technologies.
Principles of Human Performance Technology sample project summaries.pdf
Two sample briefings that summarize the analysis of performance problems, determine the level and type of intervention required, and make recommendations for a suite of solutions that will achieve the desired impacts based on different case studies.
Instructional Design Project - Nationwide
This document outlines a proposed leadership development program for Nationwide. The program aims to empower people leaders and support associates' skills development through four phases: education, experience, exposure, and evaluation. It will use an interactive platform to connect leaders with coaching, mentoring, learning resources, and a discussion board. The program will pilot with volunteer departments and integrate with existing applications like BetterUp and Workday. The goal is to strengthen leaders' abilities to develop their teams' future skills through a personalized, data-driven experience.
Performance Improvement Final Presentation - ODH project
Thomas Muldrow conducted a performance improvement project for the Bureau of Health Preparedness within the Ohio Department of Health. The project aimed to address high turnover in the Emergency Response Coordinator position, which hindered continuity in emergency preparedness planning. Muldrow analyzed performance gaps, developed an evaluation plan using Kirkpatrick's model, gathered client feedback, and created a change management document. While the project sponsor was pleased with the thorough analysis, the consultant and project manager noted limitations from the project timeline and responsibilities. Lessons included clarifying roles when working internally and identifying client needs earlier.
Leaders guide slides - sample
Topic: Leadership Development Skills - Coaching
Audience: 40 people leaders in their organization
Summary: Use this guide to facilitate a 30-min session that will create discussion and interaction amongst the company’s people leaders. Focus is on the coaching habit: "Model curiosity early and often."
Design Thinking sample project
Problem: They asked for a proposal from us on motivating faculty and staff to invest in learning design thinking to prepare them with some specific learning and preparing a meeting design and agenda for meeting.
Solution: A solid instructional design for the four hours of faculty development accompanied by a description of the change management actions you would take.
Leaders guide narrative - sample
Topic: Leadership Development Skills - Coaching
Audience: 40 people leaders in their organization
Summary: Use this guide to facilitate a 30-min session that will create discussion and interaction amongst the company’s people leaders. Focus is on the coaching habit: "Model curiosity early and often." This supports the Leaders guide slides - sample.
Panel Discussion Moderator Guide - Nationwide
This document provides a moderator guide for a panel discussion on leadership development skills. It outlines an agenda for a 1.5-2 hour discussion via Microsoft Teams with 3-5 panelists. The moderator will facilitate the discussion and use polling tools to engage the audience. The discussion will include introductions of panelists, predetermined questions for panelists on topics like decision-making and motivation, interactive polling questions for the audience every 15-20 minutes, a question-and-answer section, and closing remarks from each panelist.
High Level Solution Plan - Nationwide
Provides an overall project summary which includes prepare their people leader’s role in the company’s learning culture, strengthening the leader’s abilities to support the Future of Work skill development of their team members. It also includes a project overview (objectives, planning assumptions, design concept, project outline, basic evaluation plan, and change management plan
Skills assessment (pre and post) - Nationwide
Managers were asked to evaluate their leadership skills prior to the project to gain awareness on concepts that needed to be addressed during the training. It summarizes five critical skills that were preidentified by leadership and asks the manager to rate themselves using a five-point likert scale.
Reflection survey - Nationwide
Survey developed to allow associates to evaluate the performance of their managers during the project.
Performance Improvement Recommendations - ODH Project
Performance improvement recommendations for ODH as a result of the needs analysis. The document looks at all levels (technology, performer, process, and organizational). It includes identification of the gap, conclusions from the analysis, and the performance recommendation. It also addresses the clients receptivity toward implementing the improvement recommendations.
Evaluation Plan (draft) - ODH Project
Draft evaluation plan provided to client that contains a summary, evaluation needs, evaluation content, purpose, evaluation model design, and evaluation schedule
Project Plan (Turnover) - ODH Project
Revised project plan based at time of project turnover to the client. Includes revised timelines, and indicates changes made, activities/deliverables completed, results of the evaluation, and recommended change management plan
Evaluation Instruments - ODH Project
Evaluation instruments for Public Health Emergency Preparedness training webinar to be used to gather data. Initial draft for client based on Kirkpatrick's Model of evaluation (levels 1-3)
Analysis Document - ODH Project
This document was used during the needs assessment portion of the project to:
- Determine technology-level disconnects, causes, impact, and solutions
- Determine job-level disconnects, causes, impact, and solutions
- Determine process-level disconnects, causes, impact, and solutions and,
- Determine organization-level disconnects, causes, impact, and solutions
Project Plan - ODH Project
Final performance improvement plan for ODH. Contains the final agreed upon project purpose, scope, and detailed workplan (including major activities to be accomplished and key deliverables)
Evaluation Pre/Post-test analysis - ODH Project
Analysis of learner results from pre and post test (based on pilot webinar). Results were compared to determine if the questions were addressed in the presentations and if there was an increase in knowledge as a result of the training.
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Performance Improvement Final Presentation - ODH project
Performance Improvement Final Presentation - ODH project
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一比一原版英国阿伯丁大学毕业证(AU毕业证书)学历如何办理
退学办理文凭【微信号:176555708】【(AU毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
原版制作(英国Southampton毕业证书)南安普顿大学毕业证录取通知书一模一样
学校原件一模一样【微信：741003700 】《(英国Southampton毕业证书)南安普顿大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
karnataka housing board schemes . all schemes
The Karnataka government, along with the central government’s Pradhan Mantri Awas Yojana (PMAY), offers various housing schemes to cater to the diverse needs of citizens across the state. This article provides a comprehensive overview of the major housing schemes available in the Karnataka housing board for both urban and rural areas in 2024.
Spending in the 340B Drug Pricing Program, 2010 to 2021
Presentation by Rebecca Sachs and Joshua Varcie, analysts in CBO’s Health Analysis Division, at the 13th Annual Conference of the American Society of Health Economists.
加急办理华威大学毕业证硕士文凭证书原版一模一样
原版一模一样【微信：741003700 】【华威大学毕业证硕士文凭证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Border towns and spaces of (in)visibility.pdf
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
IEA World Energy Investment June 2024- Statistics
IEA World Energy Investment Report 2024
Publication: June 2024
G7 Apulia Leaders Communique, 14th June 2024
G7 Apulia Leaders Communique, June 2024
" The present Canon of the West"
2024: The FAR - Federal Acquisition Regulations, Part 42
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
原版制作(Hope毕业证书)利物浦霍普大学毕业证文凭证书一模一样
学校原件一模一样【微信：741003700 】《(Hope毕业证书)利物浦霍普大学毕业证文凭证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(Adelaide毕业证)阿德莱德大学毕业证如何办理
原件一模一样【微信：95270640】【阿德莱德大学毕业证Adelaide学位证成绩单】【微信：95270640】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：95270640】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：95270640】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：95270640】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理阿德莱德大学毕业证毕业证假文凭Adelaide学位证【微信：95270640 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理阿德莱德大学毕业证Adelaide学位证毕业证假文凭【微信：95270640 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理阿德莱德大学毕业证毕业证假文凭Adelaide学位证【微信：95270640 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理阿德莱德大学毕业证毕业证假文凭Adelaide学位证【微信：95270640 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Bharat Mata - History of Indian culture.pdf
Bharat Mata Channel is an initiative towards keeping the culture of this country alive. Our effort is to spread the knowledge of Indian history, culture, religion and Vedas to the masses.
快速办理(Bristol毕业证书)布里斯托大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(Bristol毕业证书)布里斯托大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
在线办理美国乔治华盛顿大学毕业证（gwu毕业证书）学历学位证书原版一模一样
原版一模一样【微信：741003700 】【美国乔治华盛顿大学毕业证（gwu毕业证书）学历学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Indira awas yojana housing scheme renamed as PMAY
Indira Awas Yojana (IAY) played a significant role in addressing rural housing needs in India. It emerged as a comprehensive program for affordable housing solutions in rural areas, predating the government’s broader focus on mass housing initiatives.
How To Cultivate Community Affinity Throughout The Generosity Journey
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
Contributi dei parlamentari del PD - Contributi L. 3/2019
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
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Webinar feedback (sample 2) - ODH Project
- 1. From: Muldrow, Thomas To: Baughman, Carlie Cc: muldro06@email.franklin.edu; Dickman, Renee; McBride, Tamara Subject: PHEP 101 feedback - LTU Date: Tuesday, July 5, 2022 3:57:00 PM Attachments: image003.png image002.png image007.png Carlie, I wanted to provide you with some feedback from the presentations your teams did last week. I know it was opened up for comment at the end of each session but because it was also on the survey that was completed I wanted to get to you anyway. RESULTS Overall the attendees were satisfied with the presentations given but felt less favorable toward the presenters. Feelings were better than “NEUTRAL” in both cases however it was only marginally better when it came to the presenters. The consistent observation provided was that there was a lot of information and that the presenters need to practice the material. Overall the presentation flowed well with good transitions but the presenters were not comfortable with the content. a. Presentation You can see that everyone agrees with the statement that the information is directly applicable to their jobs (100% agree) Nearly everyone thought the visual aids were effective (90% agree) The most widely varied opinion was the conciseness of the presentation followed by the usefulness of the examples/techniques
- 2. b. Presenter The most common response to all presenter statements was “NEUTRAL” (50% of total) The 36% of the audience felt that the presenters were organized/prepared compared to 18% that thought they were. Nearly 50% remained neutral Despite the perceived lack of preparation 55% of the respondents felt that the presenters were knowledgeable about the topic and related questions While the overall averages for both the presentation and presenters was not exceptionally high both were still somewhat positive. It is not clear whether the amount of information or lack of practice were the biggest challenge for the audience to overcome. However, the significant difference between average scores could indicate that there was too much information for the team to effectively present at one time. ANALYSIS 1. Overall the presentation flowed well with good transitions but the presenters were not comfortable with the content. 2. The lowest overall scores were on the presenters with “The presenters maintained my interest during the presentation – 2.91/5” and “The presenters were well organized and prepared – 2.82/5” averaging less than neutral value of 3/5. 3. The two highest scored items were on the presentation “The presentation is directly applicable to my job – 4.55/5” and “The visual aids were effective – 3.91/5 4. General comments were: a. The OPU brief was very lengthy and had a lot of information that could be read on the PHEP capability site. The information was hard to follow from the given presenters - presentation b. Some of the presentation flowed well and I was struggling to maintain attention during others - presentation I am not a public speaker myself so I do not criticize, but I do agree with Tamara in that the speakers should practice speaking the material before a
- 3. formal presentation - presentation c. the was too much content on each slide. the use of acronyms before saying what they are could be confusing and the presenters did not seem comfortable with the content of the slides – presentation d. OPU presentation had good speak to speaker transitions and introductions, but the material was hard to follow as presenters read from a script and stumbled over text and examples – presenter e. One presenter in particular was not prepared or had read through the slides previously. This was distracting as the focus was more on this person's presentation skills than the actual content being discussed – presenter f. Need to practice material - presenter RECOMMENDATIONS 1. Reduce some of the content in the presentation to provide a more manageable amount of information 2. Highlight key points rather than covering all the material 3. Designate which planners will be the SME for particular elements within the presentation. This gives them the ability to “own” the material 4. Presenters need to review and rehearse what and how they present – adjust talking points if necessary 5. Supplement presentation with additional resources for participants to view at their own pace Thomas Thomas Muldrow, MBA Emergency Response Unit Supervisor Bureau of Health Preparedness Ohio Department of Health 246 N High St Columbus, OH 43215 Office: (614) 466-5972 Mobile: (614) 460-0751 thomas.muldrow@odh.ohio.gov www.odh.ohio.gov