The document discusses strategies for improving student engagement through appropriate pedagogies for the digital age. It advocates shifting from teacher-centered to student-centered learning by having teachers take on new roles as learning designers, facilitators, and producers. Student engagement is key to student success and can be improved through collaborative and experiential learning using technologies like social media tools. The ultimate goal is to put learners in charge of their own education by creating a rich learning environment and motivating students to do the hard work of learning while teachers facilitate.
Mierza Miranti has over 15 years of experience in education. She holds a Bachelor's degree in English Literature and teaching certificates from Cambridge. Currently, she teaches English, history, and economics at Al Taqwa College in Indonesia and assists the deputy principal. Previously, she held teaching and leadership roles at several schools in Indonesia and led professional development programs. She has published papers on education and won awards for her work integrating character education and global issues into the classroom.
This document discusses assessing listening skills for language learners. It explains that listening is an important but difficult receptive skill to master, as it involves quickly processing multiple elements of spoken conversation or recordings. When assessing listening, teachers should design tasks that match students' levels but encourage associating what they hear with what they see, to help decode information and understand the intended meaning. The key is for teachers to recognize that different skills require customized assessment and to apply new strategies to boost students' confidence during testing.
Arun Khera is a training professional with over 6 years of experience in training, content development, and data maintenance. He has worked with multiple organizations training students in areas such as language and communication skills, soft skills, and campus recruitment. Currently he works as a trainer for LEAP Skills Academy, where he analyzes student needs, develops training content, conducts sessions, collects feedback, and counsels students. He holds an MBA and BSc in Computer Science and has participated in various extracurricular activities.
This document provides information about a weekend workshop hosted by St. Mary's International School in Tokyo, Japan from September 22-23, 2012. The workshop, led by education consultant Dr. Virginia Rojas, will focus on building English learners' sense of competence through academic achievement. Participants will learn strategies for designing challenging and supportive learning environments, using evidence-based backwards planning and instructional techniques. The workshop costs 9,000 yen to attend and includes meals and materials. Hotel accommodations nearby are also detailed.
CBSE vs ICSE Why CBSE Is Better Than ICSEBVWSchool
油
The Central Board of Secondary Education (CBSE) is a national-level board of education in India that operates under the Union Government of India. It follows a standardized curriculum across its affiliated schools, ensuring uniformity in education while allowing for regional flexibility.
This document is a curriculum vitae for an IB educator named Jagruti D. Joshi. The summary provides the following key details:
Jagruti D. Joshi has over 15 years of experience teaching Physics at the IBDP, IGCSE, and CLSP levels. She is currently teaching at Oberoi International School in Mumbai, India, where she serves as the Extended Essay Coordinator for IBDP Physics. Previously, she taught at Jamnbai Narsee Secondary School and RN Podar Senior Narsee School, taking on roles like Head of Science Department. She has extensive experience in curriculum development, assessment, and guiding students.
This document is a resume for Angela Di Ponio, who is seeking part time or full time teaching work in Ontario. She has over 10 years of experience as a secondary school teacher in both Canada and the UK. Her resume outlines her education, which includes a Bachelor of Education degree from the University of Windsor, as well as her extensive teaching experience in various subjects such as communications technology, religion, media studies, and visual arts. She has a proven track record of engaging and motivating students, and has received additional training in areas like classroom management and technology integration.
This document discusses three approaches to course design in English for Specific Purposes (ESP): language-centered, skills-centered, and learning-centered. The language-centered approach focuses directly on the language needs of a target situation or performance. The skills-centered approach looks beyond target performance to identify the underlying skills and strategies. The learning-centered approach views learning as determined by learners and focuses on how competence is acquired.
This document outlines English for Specific Purposes (ESP), an approach to teaching English that focuses on developing communicative competence for a specific discipline. It discusses Dudley-Evans' definition of ESP in terms of absolute and variable characteristics. ESP aims to meet learners' specific needs through authentic materials, purpose-related orientation, and self-direction. The document also covers types of ESP, characteristics of ESP courses, the role of ESP teachers, and designing an ESP course.
Ben Beaumont: Buidling Teachers Assessment Literacy Through Structured Video CPDeaquals
油
This document discusses resources created by Trinity College London to build teachers' assessment literacy through structured video professional development.
It explains that many teacher training courses do not adequately cover assessment, leaving gaps in teachers' knowledge. To address this, Trinity College created a series of 12 short introductory videos on key assessment topics, divided into timed segments for convenient use. Accompanying worksheets support learning and discussion. Early feedback from teachers finds the resources helpful for lesson planning and selection of assessment activities.
CBI is an instructional approach that emphasizes learning content over language. It has grown in popularity for teaching ESL and EFL. CBI provides students opportunities to be exposed to English through academic content. It can integrate language and content learning in different models, including content-driven, language-driven, and sheltered models. Effective CBI requires strategies like cooperative learning, task-based activities, and graphic organizers to help students comprehend and communicate around academic subjects in English.
This document discusses the key principles of English for Specific Purposes (ESP). It defines ESP as an approach to teaching English that is based on the specific needs and purposes of the learners for learning the language. ESP focuses on developing the linguistic skills and knowledge required for particular disciplines or occupations. It emphasizes teaching language in context rather than just focusing on grammar structures. The document also outlines some of the roles and responsibilities of an ESP teacher, such as organizing courses, setting goals and objectives, creating a supportive learning environment, and evaluating students.
Joanne Boyle has over 25 years of experience in education, including teaching English, delivering TESOL and other language programs, and coordinating educational initiatives in Australia and overseas. She currently works as a teacher and trainer at Monash College and Crown College, where she designs and delivers IELTS, literacy, and English for workplace courses. Previously, she was a program manager and trainer at Chisholm Institute, where she coordinated TESOL programs, established successful online courses, and developed relationships with external partners.
We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.
The document summarizes a blended learning project on World Englishes involving students from Taiwan, Japan, China, Korea, and Singapore. It describes the pedagogical framework, goals of exposing students to different Englishes and cultures, and tools used including online lectures, discussion boards, blogs and video conferences. Feedback indicated students benefited from interacting with other cultures but the workloads were heavy. Managing student autonomy and support were keys to making the collaborative online environment successful.
The document provides strategies for effective teaching of English as a second language (ESL) students. It recommends fully implementing cooperative learning and placing ESL students in reading groups with teachers trained in ESL methodology. Teachers should speak slowly and clearly, use simpler sentences, rephrase and clarify, and emphasize new vocabulary. When giving directions, they should break tasks into simpler steps and check for understanding. Building vocabulary before and during lessons is important, as is using gestures, visuals, labels, displays, student ideas, role playing and physical activities. Recommended student interaction techniques include buddy buzz, think-pair-share, and shadow talk.
This document discusses different perspectives on the use and effectiveness of lectures from educational research. It notes that while lectures can effectively transmit information, they are not as good as other methods for promoting thought, changing attitudes, or dealing with different student needs. The document also examines alternatives to traditional lectures that incorporate more student activities, interactions, and variety. It emphasizes breaking up long lectures with different components and media to maintain student attention.
This document provides a summary of an individual's background and qualifications. It includes their personal details, education history, work experience, conferences attended, and language proficiency. The individual is currently the Head of the English Language Department at Al-Irsyad Satya Islamic School in Bandung, Indonesia. They have a Master's degree in TESOL from the Indonesia University of Education and teaching experience ranging from 9 years at Al-Irsyad Satya School to work as an English teacher in Australia. They have attended over 30 conferences and seminars related to language teaching.
Reflective feedback using video recordings in elt pre service - newBose Vasudevan
油
This document discusses a study that examined using video recordings to enhance self-reflection among pre-service English teachers during microteachings. 35 teachers recorded two 7-10 minute lessons on mobile devices and completed reflection forms after viewing the videos. Most teachers found it improved their skills and ability to objectively evaluate their own teaching. However, some experienced initial discomfort with recording and issues with video quality. The study concluded that video recording can help shift teacher reflection from surface-level concerns to deeper pedagogical issues if integrated into teacher training programs.
- The Flying Squad service from Eckersley Oxford brings customized English language courses directly to clients, bypassing barriers like travel costs and lack of availability.
- Courses are tailored to specific needs and can be delivered anywhere, from 1 week to 3 months. Teachers are selected based on client input and provide high quality instruction.
- The service targets businesses, universities, schools, and any groups needing responsive English training. Courses are designed based on client objectives and can cover various topics from industry terminology to exam preparation.
1) A.S. Ahamed Azad is seeking a challenging career that allows him to utilize his knowledge and skills to help shape his career growth and the company.
2) He has 20 years of teaching experience in prestigious CBSE affiliated institutions and administrative experience as headmaster and vice principal in schools in Saudi Arabia and Dubai.
3) His educational qualifications include degrees in computer science, education, and he has authored a book on computer programming.
Qualifying Teachers of English for Specific Purposes to Meet the Global Chall...idhasaeful
油
As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents education background and teaching experience.
Internationalization, WAC, and L2 Writers tesol vfinalCISA-GMU
油
This document summarizes a presentation about a research project on undergraduate L2 (second language) writers. The research was conducted to support the claim that small, specialized programs can provide space and incentive to build an ESL-ready curriculum. The presentation describes a center-based model called ACCESS that provides comprehensive support for conditionally admitted undergraduate L2 students, including enhanced English courses, advising, and acculturation activities. It also discusses collaboration between applied linguistics, composition, and WAC faculty to develop ESL-ready versions of general education courses. Finally, it presents preliminary research findings on faculty and student perceptions of writing expectations and support in the ACCESS program.
an investigation into using ted talks to improve presentation skills of third-year students at the faculty of english
Although much effort has been made for the feasibility of the study, the work may encounter certain limitations due to the time constraints as well as other factors related to inability of observing face-to-face presentations during the COVID pandemic. Besides, the study population is still limited - only 3rd year students will be surveyed, which indicates that the study results may not be equally reflective for younger or older students. Finally, the scope of the study is limited at Faculty of English- UFLS, so the survey may not be completely accurate for students of other majors.
This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with understanding.
This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with the foreign language.
Powerpoint slides on the presentation on innovations in the teaching of Simple Present Tense and Simple Past Tense combined at GESS Indonesia Expo and Conference 2018 Jakarta
This document is a resume for Angela Di Ponio, who is seeking part time or full time teaching work in Ontario. She has over 10 years of experience as a secondary school teacher in both Canada and the UK. Her resume outlines her education, which includes a Bachelor of Education degree from the University of Windsor, as well as her extensive teaching experience in various subjects such as communications technology, religion, media studies, and visual arts. She has a proven track record of engaging and motivating students, and has received additional training in areas like classroom management and technology integration.
This document discusses three approaches to course design in English for Specific Purposes (ESP): language-centered, skills-centered, and learning-centered. The language-centered approach focuses directly on the language needs of a target situation or performance. The skills-centered approach looks beyond target performance to identify the underlying skills and strategies. The learning-centered approach views learning as determined by learners and focuses on how competence is acquired.
This document outlines English for Specific Purposes (ESP), an approach to teaching English that focuses on developing communicative competence for a specific discipline. It discusses Dudley-Evans' definition of ESP in terms of absolute and variable characteristics. ESP aims to meet learners' specific needs through authentic materials, purpose-related orientation, and self-direction. The document also covers types of ESP, characteristics of ESP courses, the role of ESP teachers, and designing an ESP course.
Ben Beaumont: Buidling Teachers Assessment Literacy Through Structured Video CPDeaquals
油
This document discusses resources created by Trinity College London to build teachers' assessment literacy through structured video professional development.
It explains that many teacher training courses do not adequately cover assessment, leaving gaps in teachers' knowledge. To address this, Trinity College created a series of 12 short introductory videos on key assessment topics, divided into timed segments for convenient use. Accompanying worksheets support learning and discussion. Early feedback from teachers finds the resources helpful for lesson planning and selection of assessment activities.
CBI is an instructional approach that emphasizes learning content over language. It has grown in popularity for teaching ESL and EFL. CBI provides students opportunities to be exposed to English through academic content. It can integrate language and content learning in different models, including content-driven, language-driven, and sheltered models. Effective CBI requires strategies like cooperative learning, task-based activities, and graphic organizers to help students comprehend and communicate around academic subjects in English.
This document discusses the key principles of English for Specific Purposes (ESP). It defines ESP as an approach to teaching English that is based on the specific needs and purposes of the learners for learning the language. ESP focuses on developing the linguistic skills and knowledge required for particular disciplines or occupations. It emphasizes teaching language in context rather than just focusing on grammar structures. The document also outlines some of the roles and responsibilities of an ESP teacher, such as organizing courses, setting goals and objectives, creating a supportive learning environment, and evaluating students.
Joanne Boyle has over 25 years of experience in education, including teaching English, delivering TESOL and other language programs, and coordinating educational initiatives in Australia and overseas. She currently works as a teacher and trainer at Monash College and Crown College, where she designs and delivers IELTS, literacy, and English for workplace courses. Previously, she was a program manager and trainer at Chisholm Institute, where she coordinated TESOL programs, established successful online courses, and developed relationships with external partners.
We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.
The document summarizes a blended learning project on World Englishes involving students from Taiwan, Japan, China, Korea, and Singapore. It describes the pedagogical framework, goals of exposing students to different Englishes and cultures, and tools used including online lectures, discussion boards, blogs and video conferences. Feedback indicated students benefited from interacting with other cultures but the workloads were heavy. Managing student autonomy and support were keys to making the collaborative online environment successful.
The document provides strategies for effective teaching of English as a second language (ESL) students. It recommends fully implementing cooperative learning and placing ESL students in reading groups with teachers trained in ESL methodology. Teachers should speak slowly and clearly, use simpler sentences, rephrase and clarify, and emphasize new vocabulary. When giving directions, they should break tasks into simpler steps and check for understanding. Building vocabulary before and during lessons is important, as is using gestures, visuals, labels, displays, student ideas, role playing and physical activities. Recommended student interaction techniques include buddy buzz, think-pair-share, and shadow talk.
This document discusses different perspectives on the use and effectiveness of lectures from educational research. It notes that while lectures can effectively transmit information, they are not as good as other methods for promoting thought, changing attitudes, or dealing with different student needs. The document also examines alternatives to traditional lectures that incorporate more student activities, interactions, and variety. It emphasizes breaking up long lectures with different components and media to maintain student attention.
This document provides a summary of an individual's background and qualifications. It includes their personal details, education history, work experience, conferences attended, and language proficiency. The individual is currently the Head of the English Language Department at Al-Irsyad Satya Islamic School in Bandung, Indonesia. They have a Master's degree in TESOL from the Indonesia University of Education and teaching experience ranging from 9 years at Al-Irsyad Satya School to work as an English teacher in Australia. They have attended over 30 conferences and seminars related to language teaching.
Reflective feedback using video recordings in elt pre service - newBose Vasudevan
油
This document discusses a study that examined using video recordings to enhance self-reflection among pre-service English teachers during microteachings. 35 teachers recorded two 7-10 minute lessons on mobile devices and completed reflection forms after viewing the videos. Most teachers found it improved their skills and ability to objectively evaluate their own teaching. However, some experienced initial discomfort with recording and issues with video quality. The study concluded that video recording can help shift teacher reflection from surface-level concerns to deeper pedagogical issues if integrated into teacher training programs.
- The Flying Squad service from Eckersley Oxford brings customized English language courses directly to clients, bypassing barriers like travel costs and lack of availability.
- Courses are tailored to specific needs and can be delivered anywhere, from 1 week to 3 months. Teachers are selected based on client input and provide high quality instruction.
- The service targets businesses, universities, schools, and any groups needing responsive English training. Courses are designed based on client objectives and can cover various topics from industry terminology to exam preparation.
1) A.S. Ahamed Azad is seeking a challenging career that allows him to utilize his knowledge and skills to help shape his career growth and the company.
2) He has 20 years of teaching experience in prestigious CBSE affiliated institutions and administrative experience as headmaster and vice principal in schools in Saudi Arabia and Dubai.
3) His educational qualifications include degrees in computer science, education, and he has authored a book on computer programming.
Qualifying Teachers of English for Specific Purposes to Meet the Global Chall...idhasaeful
油
As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents education background and teaching experience.
Internationalization, WAC, and L2 Writers tesol vfinalCISA-GMU
油
This document summarizes a presentation about a research project on undergraduate L2 (second language) writers. The research was conducted to support the claim that small, specialized programs can provide space and incentive to build an ESL-ready curriculum. The presentation describes a center-based model called ACCESS that provides comprehensive support for conditionally admitted undergraduate L2 students, including enhanced English courses, advising, and acculturation activities. It also discusses collaboration between applied linguistics, composition, and WAC faculty to develop ESL-ready versions of general education courses. Finally, it presents preliminary research findings on faculty and student perceptions of writing expectations and support in the ACCESS program.
an investigation into using ted talks to improve presentation skills of third-year students at the faculty of english
Although much effort has been made for the feasibility of the study, the work may encounter certain limitations due to the time constraints as well as other factors related to inability of observing face-to-face presentations during the COVID pandemic. Besides, the study population is still limited - only 3rd year students will be surveyed, which indicates that the study results may not be equally reflective for younger or older students. Finally, the scope of the study is limited at Faculty of English- UFLS, so the survey may not be completely accurate for students of other majors.
This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with understanding.
This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with the foreign language.
Powerpoint slides on the presentation on innovations in the teaching of Simple Present Tense and Simple Past Tense combined at GESS Indonesia Expo and Conference 2018 Jakarta
The document appears to be a conversation between two individuals where one person provides a statement about something they did or do in the past or present tense, and the other person asks a follow up question or makes a comment in response. Some examples include:
A1 states "I was sick" and B1 asks "When was that?"
A2 states "I am sick" and B2 comments "You dont look sick to me"
A3 states "I came late" and B3 asks "Why did you?"
The conversation follows this pattern of statements and responses across 30 pairs of exchanges.
This document summarizes Professor Anthony Liddicoat's presentation on assessing intercultural capability in language education. It discusses two constructs of the intercultural - factual cultural knowledge removed from people, and contextualized intercultural engagement between individuals. Three approaches to assessment are outlined: testing communicative behaviors through role-plays and simulations; eliciting understandings of culture through tests; and eliciting understandings of oneself as a participant in intercultural experiences through reflection. The summary concludes by recommending applying the first construct's first and third approaches, and the second construct's third approach when assessing intercultural capability in Indonesian English learning classes.
Presentation on students' creative language partly known as collocationFerry Antoni
油
This document discusses students' creative language use and whether it constitutes acceptable collocations. It defines common phrases, creative language, and collocations. Examples are provided of each. The document proposes criteria for determining if students' creative language is acceptable, such as intelligibility to native English speakers, common usage based on Google searches, and frequency. Implications for teaching include teaching common phrases, moderating students' creative language, encouraging extensive reading, and correcting grammar. The conclusion states that students' creative language should be encouraged as long as it meets the proposed criteria of being intelligible and acceptable.
The most fearsome dinosaurs in the worldFerry Antoni
油
This is a presentation on dinosaurs by a 5th grader (years ago back then), Indra Cipta Putra Mandiri, in front of a bunch of the highest level students in their presentation session class
Presentasi tentang peran bahasa inggris sekarang di unparFerry Antoni
油
Dokumen membahas bahasa Inggris sebagai keterampilan atau alat. Bahasa Inggris sebagai keterampilan berarti seseorang mempelajarinya sebagai spesialisasi utama, sedangkan sebagai alat berarti siapa saja dapat mempelajarinya tanpa harus menjadikannya spesialisasi utama. Dokumen juga membahas penggunaan bahasa Inggris dalam berbagai konteks pekerjaan dan pendidikan serta
Presentasi program untuk guru smpn 2 pdlrgFerry Antoni
油
Presentasi ini adalah tentang program Bahasa Inggris Instruksional (Instructional English) atau Bahasa Inggris untuk Guru Mata Pelajaran (English for Content-Subject Teachers) yang ditawarkan kepada para guru mata pelajaran di SMPN 2 Padalarang
Presentasi program english for mothersFerry Antoni
油
Presentasi ini adalah tentang Bahasa Inggris untuk Ibu (English for Mothers) yang awalnya ditujukan untuk para ibu yang anak-anaknya mengambil program Bahasa Inggris untuk Anak (English for Children)
Presentasi strategi pengajaran bilingualFerry Antoni
油
Presentasi ini adalah tentang pengajaran bilingual materi mata pelajaran non-Bahasa Inggris--awalnya ditujukan untuk para guru mata pelajaran sekolah RSBI SMPN 2 Padalarang waktu itu
Computer Application in Business (commerce)Sudar Sudar
油
The main objectives
1. To introduce the concept of computer and its various parts. 2. To explain the concept of data base management system and Management information system.
3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
1. Recall the various concepts relating to computer and its various parts
2 Understand the meaning of softwares, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose
APM People Interest Network Conference 2025
-Autonomy, Teams and Tension: Projects under stress
-Tim Lyons
-The neurological levels of
team-working: Harmony and tensions
With a background in projects spanning more than 40 years, Tim Lyons specialised in the delivery of large, complex, multi-disciplinary programmes for clients including Crossrail, Network Rail, ExxonMobil, Siemens and in patent development. His first career was in broadcasting, where he designed and built commercial radio station studios in Manchester, Cardiff and Bristol, also working as a presenter and programme producer. Tim now writes and presents extensively on matters relating to the human and neurological aspects of projects, including communication, ethics and coaching. He holds a Masters degree in NLP, is an NLP Master Practitioner and International Coach. He is the Deputy Lead for APMs People Interest Network.
Session | The Neurological Levels of Team-working: Harmony and Tensions
Understanding how teams really work at conscious and unconscious levels is critical to a harmonious workplace. This session uncovers what those levels are, how to use them to detect and avoid tensions and how to smooth the management of change by checking you have considered all of them.
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
油
This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
Useful environment methods in Odoo 18 - Odoo 際際滷sCeline George
油
In this slide well discuss on the useful environment methods in Odoo 18. In Odoo 18, environment methods play a crucial role in simplifying model interactions and enhancing data processing within the ORM framework.
How to Configure Restaurants in Odoo 17 Point of SaleCeline George
油
Odoo, a versatile and integrated business management software, excels with its robust Point of Sale (POS) module. This guide delves into the intricacies of configuring restaurants in Odoo 17 POS, unlocking numerous possibilities for streamlined operations and enhanced customer experiences.
The Constitution, Government and Law making bodies .saanidhyapatel09
油
This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nations legal framework.
How to attach file using upload button Odoo 18Celine George
油
In this slide, well discuss on how to attach file using upload button Odoo 18. Odoo features a dedicated model, 'ir.attachments,' designed for storing attachments submitted by end users. We can see the process of utilizing the 'ir.attachments' model to enable file uploads through web forms in this slide.
How to Modify Existing Web Pages in Odoo 18Celine George
油
In this slide, well discuss on how to modify existing web pages in Odoo 18. Web pages in Odoo 18 can also gather user data through user-friendly forms, encourage interaction through engaging features.
Mate, a short story by Kate Grenvile.pptxLiny Jenifer
油
A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
油
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
油
Using 際際滷s, Tables, Graphs, and the Likes to Train Speaking to Professionals
1. 10/2/2017
GESS Indonesia Conference, Sept 27-29,
2017, JCC, Indonesia
1
Using 際際滷s, Tables, Graphs, and
the Likes to Train Speaking to
Professionals
By:
Ferry Antoni
2. 10/2/2017
GESS Indonesia Conference, Sept 27-29,
2017, JCC, Indonesia
2
Nature of Professionals
- Comprised of directors, managers, inspectors
(My student is a bank director)
- High dignity and prestige
- Need to be able to speak English
- Have (a little) English already
- Fossilization (?)
3. 10/2/2017
GESS Indonesia Conference, Sept 27-29,
2017, JCC, Indonesia
3
Consequences
Cant be taught to speak like teenagers and adults
Should be speaking-trained as professionals
Customized speaking materials/programs
Dignity, image, and prestige considered
Speaking learning reckoned light but taken to a height
Intelligibility/fluency precedes accuracy (See Alwasilah
2001: 46 and Antoni 2003: 3)
Affect excels cognition
Putting yourself in the students shoe
4. 10/2/2017
GESS Indonesia Conference, Sept 27-29,
2017, JCC, Indonesia
4
Recommendation: Using 際際滷s,
Tables, Graphs, and the Likes
際際滷s, tables, graphs, and the likes as prompts
Advantage: Brief ideas, detailed elaboration
Contents: 1. topics related to self and job description, 2.
topics surrounding life and hobbies, 3. topics of current
affairs
Activities: explain, relate, tell, and present
Questions asked to maintain interaction
Errors and mistakes jotted down and dealt with tactfully
Sample slide here, video here
5. 10/2/2017
GESS Indonesia Conference, Sept 27-29,
2017, JCC, Indonesia
5
Advantages
Motivated to speak
Dignity, image, and prestige raised
Wont get bored
Will want to study more and, therefore,
longer
6. 10/2/2017
GESS Indonesia Conference, Sept 27-29,
2017, JCC, Indonesia
6
Application in a Normal Class of
More Students
Teach necessary expressions
Student-student interaction in pairs or groups
Teacher monitoring
Sample(s) taken for all-seen performance
Errors and mistakes jotted down and dealt
with time-wisely
7. 10/2/2017
GESS Indonesia Conference, Sept 27-29,
2017, JCC, Indonesia
7
Conclusion
Using slides, tables, graphs, and
the likes is highly recommended to
train speaking to professionals