The document discusses collaboration in the classroom, defining it as people connecting to create results greater than the sum of their parts. It lists 21st century skills for collaboration like working respectfully with diverse teams and valuing each member's contributions. Examples of collaborative tools mentioned include wikis, Google Docs, and teleconferencing apps. The document encourages trying new things and seeing errors as opportunities for recovery instead of failure.
Transforming Instructional Design: Using Professional Learning Communities (PLCs) to invoke change and to incorporate the Framework into instructional practice. The creation of a Professional Learning Community, through meetings with structured reading and interactive discussions, our faculty were able to establish norms, build trust within the group, foster collective ownership over instructional design practices, revolutionize our student learning outcomes, create effective and more navigatable LibGuides, and develop a shared philosophy of teaching, learning, and assessment. Natalie Bishop, and Dr Pam Dennis, Gardner-Webb University
This one-day module teaches business executives how to put people at the heart of business strategy by covering four key elements: using talent management strategies to align people with the business strategy, understanding employee motivations and needs, creating a culture that supports the business goals, and developing leaders who can execute the strategic vision.
This one-day module teaches business executives how to put people at the heart of business strategy by covering four key elements: using talent management strategies to align people with the business strategy, engaging employees so they feel valued and motivated, developing inclusive leadership to represent diverse stakeholders, and measuring human capital metrics to improve business performance.
Developing collaboration in a learning communityJohan Koren
Ìý
This document discusses models of collaboration between teachers and librarians. It presents a continuum from coordination to integrated curriculum. Coordination involves an individual carrying out major responsibilities alone, while cooperation has the teacher and librarian working more closely together. Integrated instruction reflects deeper involvement, and integrated curriculum involves collaboration across subject areas. Successful collaboration requires administrative support, flexibility, and time for planning. Interpersonal skills are important, as collaboration does not always work with everyone due to personality factors. Building collaboration slowly but meaningfully can lead to a collaborative culture within a school.
Teamwork involves groups of individuals working together towards a common goal. It fosters creativity and learning by building on complementary strengths and facilitating conflict resolution. Activities that improve teamwork include games, sports, group projects, and peer-to-peer help. Through a constructivist approach, teamwork allows individuals to build procedures to solve problems as a team and work collaboratively towards achieving shared objectives. Key learning outcomes of teamwork include improved communication skills, individual accountability, and self-awareness when contributing to a group effort.
Instructional design, also known as instructional systems design, is the practice of maximizing the effectiveness, efficiency, and appeal of instruction and learning experiences. The process involves determining learner needs, defining learning goals, and creating interventions to help transition learners from their current state to the end goal. Instructional design is informed by learning theories and can take place in student-only, teacher-led, or community-based settings, with outcomes that are either directly observable or assumed. Common models like ADDIE follow phases of analysis, design, development, implementation, and evaluation.
This document is a student paper investigating whether girls fear math more than boys. It begins by stating the hypothesis that girls fear math more. It then presents some common feelings and myths about math. The bulk of the document consists of charts and graphs analyzing survey results. The surveys asked students about their math preferences, interests in becoming mathematicians, reasons for girls' fear of math, and factors responsible for mathematical fear. In the conclusion, the student indicates the paper aimed to determine if math fear is a psychological problem and whether the hypothesis that girls fear math more was proven right or wrong.
This document discusses social innovation in Zagreb, Croatia. It describes the Social Innovation Lab, which maps and supports social innovation in the Western Balkans. The Lab explores new models and solutions, develops a network of social innovators, and conducts policy analysis. It discusses common misconceptions about social innovation and outlines aspects that currently support social innovation in Croatia, such as recognition of its importance and some intermediary support for social entrepreneurs. The document proposes a "City Lab" model for Zagreb to channel individual efforts into an ecosystem through components like a creative lab, centers for urban culture and social entrepreneurship development, and marketing assistance. It outlines next steps such as developing a social innovation training curriculum and exploring a City Lab with the
1. The document contains a general quiz with multiple choice questions ranging in topics from history to literature to science. It includes 15 questions with answers in brackets after each question.
2. The questions cover diverse topics like battles, famous people, science experiments, literature references, and geography. The answers provided are in brackets following each question.
3. The quiz creator notes that it was made in less than 3 hours so may seem trivial, and hopes there are no repeated questions to make it more challenging.
RedBus is an Indian bus ticket booking company acquired by Ibibo Group in 2013. It has offices in several Indian cities as well as Singapore. In 2015, it expanded to Singapore and Malaysia. Grofers is a Gurgaon-based startup founded in 2013 that recently partnered with Dunkin Donuts to deliver their donuts. LinkedIn is a business-oriented social networking site that generates most revenue from selling user information to recruiters. It launched a pilot project in India called LinkedIn Placements to help students find jobs.
The document summarizes trivia questions and answers related to the comedy group Monty Python. It includes 10 multiple choice questions testing knowledge of references and jokes from Monty Python films, sketches, and television shows. The questions cover topics like character names, cameo appearances, and references that became untricky over time.
This document provides questions for an intercollegiate quiz competition covering topics from India, global perspectives, and miscellaneous areas. The India round includes 5 questions about Indian politics and history. The global perspective round has 6 questions on topics like the Nazi concentration camps and banned music genres. Kaleidoscope provides 10 random questions on various subjects like sports, advertising, technology, and pop culture references. The event also includes an audience question round with puzzles and riddles.
This quiz was held at Cambridge School, Indirapuram on 9th November, 2015 as a part of the annual IT fest, Infoyage 2015, organized by In-X Union, the IT club of Cambridge.
The News-Makers Quiz : What We Talk About When We Talk About Stuff PrelimsTamal Dutta
Ìý
Prelims of What We Talk About When We Talk About Stuff : The News-Makers Quiz, that was held at Presidency University in Kolkata on 3rd July 2016.
Questions were on people and events who have been in news in 2015-16. The quiz was widely appreciated. :)
This document provides details of the agenda and rules for the Business Quiz - Finals event held on 12th February 2010 at the Alagappa Institute of Management, Alagappa University in Karaikudi. The event consisted of 4 rounds - Round 1 had 10 multiple choice questions, Round 2 had 15 questions that teams could choose from a question bank, Round 3 had 5 questions requiring finding a common connection between items, and Round 4 was a rapid fire round with 15 logo and personality identification questions in 45 seconds. The document provides the questions and answers for each round of the quiz competition.
The document provides a general quiz with multiple choice questions on various topics ranging from history, geography, literature to pop culture. It begins by thanking various individuals who helped make the quiz possible. It then lists 15 multiple choice questions with their corresponding answers. The questions cover topics like identifying important historical figures, books, movies, places etc.
The document provides information about a quiz being run by Pragyanandamishra, including that it will have 30 one or two word answer questions, cellphones should not be used, and will take 40-50 minutes. It also provides contact information for Pragyanandamishra and thanks Ajit Kumar.
The document describes the rules and structure of a quiz competition hosted by The Club. It consists of 5 rounds including Pounce and Bounce rounds in rounds 1, 3 and a Long Visual Connect round in round 4. The first 2 rounds will eliminate the 2 teams with the lowest scores. The document also provides some sample questions that appear to be asked in the quiz with multiple choice answers.
This document contains 15 multiple choice questions about various brands and companies. The questions cover topics like company origins, famous slogans, logos, mascots, and products. The questions require recognizing details about the brands to identify the company or product being asked about.
The People & Connections Map is a tool to visualize who an organization is trying to reach and how different individuals and organizations are involved or related to their work. It maps stakeholders in concentric circles to show their level of influence and proximity to the target audience or beneficiaries. The map is created by listing the target audience in the center and then mapping other people and organizations outward in circles and sections according to their relationship to the work. This provides a clear overview of networks and connections to help communicate and discuss key relationships.
Joseph is a young person who completed an ICT diploma but has been unable to find a job. He learns about a new Apprenticeship Academy through his former college and attends an information session. He applies and is accepted to a one-year IT support apprenticeship with the local authority. He receives training through the Academy one day a week while working the other days. Though he initially struggles, he finds support through Academy structures and completes the apprenticeship. All apprentices are assessed using the Academy's evaluation frameworks. Inspired, Joseph then pursues a degree in ICT. The Academy is a partnership that provides back office support while members support local apprentices and liaise with the central organization
This document discusses storyboarding for a project by considering questions about how someone becomes aware of it, decides to get involved, and their experience throughout - from their initial experience to their experience as a mature user, and whether there is an end point. It focuses on using storyboarding to plan the user experience from start to finish.
This document is a student paper investigating whether girls fear math more than boys. It begins by stating the hypothesis that girls fear math more. It then presents some common feelings and myths about math. The bulk of the document consists of charts and graphs analyzing survey results. The surveys asked students about their math preferences, interests in becoming mathematicians, reasons for girls' fear of math, and factors responsible for mathematical fear. In the conclusion, the student indicates the paper aimed to determine if math fear is a psychological problem and whether the hypothesis that girls fear math more was proven right or wrong.
This document discusses social innovation in Zagreb, Croatia. It describes the Social Innovation Lab, which maps and supports social innovation in the Western Balkans. The Lab explores new models and solutions, develops a network of social innovators, and conducts policy analysis. It discusses common misconceptions about social innovation and outlines aspects that currently support social innovation in Croatia, such as recognition of its importance and some intermediary support for social entrepreneurs. The document proposes a "City Lab" model for Zagreb to channel individual efforts into an ecosystem through components like a creative lab, centers for urban culture and social entrepreneurship development, and marketing assistance. It outlines next steps such as developing a social innovation training curriculum and exploring a City Lab with the
1. The document contains a general quiz with multiple choice questions ranging in topics from history to literature to science. It includes 15 questions with answers in brackets after each question.
2. The questions cover diverse topics like battles, famous people, science experiments, literature references, and geography. The answers provided are in brackets following each question.
3. The quiz creator notes that it was made in less than 3 hours so may seem trivial, and hopes there are no repeated questions to make it more challenging.
RedBus is an Indian bus ticket booking company acquired by Ibibo Group in 2013. It has offices in several Indian cities as well as Singapore. In 2015, it expanded to Singapore and Malaysia. Grofers is a Gurgaon-based startup founded in 2013 that recently partnered with Dunkin Donuts to deliver their donuts. LinkedIn is a business-oriented social networking site that generates most revenue from selling user information to recruiters. It launched a pilot project in India called LinkedIn Placements to help students find jobs.
The document summarizes trivia questions and answers related to the comedy group Monty Python. It includes 10 multiple choice questions testing knowledge of references and jokes from Monty Python films, sketches, and television shows. The questions cover topics like character names, cameo appearances, and references that became untricky over time.
This document provides questions for an intercollegiate quiz competition covering topics from India, global perspectives, and miscellaneous areas. The India round includes 5 questions about Indian politics and history. The global perspective round has 6 questions on topics like the Nazi concentration camps and banned music genres. Kaleidoscope provides 10 random questions on various subjects like sports, advertising, technology, and pop culture references. The event also includes an audience question round with puzzles and riddles.
This quiz was held at Cambridge School, Indirapuram on 9th November, 2015 as a part of the annual IT fest, Infoyage 2015, organized by In-X Union, the IT club of Cambridge.
The News-Makers Quiz : What We Talk About When We Talk About Stuff PrelimsTamal Dutta
Ìý
Prelims of What We Talk About When We Talk About Stuff : The News-Makers Quiz, that was held at Presidency University in Kolkata on 3rd July 2016.
Questions were on people and events who have been in news in 2015-16. The quiz was widely appreciated. :)
This document provides details of the agenda and rules for the Business Quiz - Finals event held on 12th February 2010 at the Alagappa Institute of Management, Alagappa University in Karaikudi. The event consisted of 4 rounds - Round 1 had 10 multiple choice questions, Round 2 had 15 questions that teams could choose from a question bank, Round 3 had 5 questions requiring finding a common connection between items, and Round 4 was a rapid fire round with 15 logo and personality identification questions in 45 seconds. The document provides the questions and answers for each round of the quiz competition.
The document provides a general quiz with multiple choice questions on various topics ranging from history, geography, literature to pop culture. It begins by thanking various individuals who helped make the quiz possible. It then lists 15 multiple choice questions with their corresponding answers. The questions cover topics like identifying important historical figures, books, movies, places etc.
The document provides information about a quiz being run by Pragyanandamishra, including that it will have 30 one or two word answer questions, cellphones should not be used, and will take 40-50 minutes. It also provides contact information for Pragyanandamishra and thanks Ajit Kumar.
The document describes the rules and structure of a quiz competition hosted by The Club. It consists of 5 rounds including Pounce and Bounce rounds in rounds 1, 3 and a Long Visual Connect round in round 4. The first 2 rounds will eliminate the 2 teams with the lowest scores. The document also provides some sample questions that appear to be asked in the quiz with multiple choice answers.
This document contains 15 multiple choice questions about various brands and companies. The questions cover topics like company origins, famous slogans, logos, mascots, and products. The questions require recognizing details about the brands to identify the company or product being asked about.
The People & Connections Map is a tool to visualize who an organization is trying to reach and how different individuals and organizations are involved or related to their work. It maps stakeholders in concentric circles to show their level of influence and proximity to the target audience or beneficiaries. The map is created by listing the target audience in the center and then mapping other people and organizations outward in circles and sections according to their relationship to the work. This provides a clear overview of networks and connections to help communicate and discuss key relationships.
Joseph is a young person who completed an ICT diploma but has been unable to find a job. He learns about a new Apprenticeship Academy through his former college and attends an information session. He applies and is accepted to a one-year IT support apprenticeship with the local authority. He receives training through the Academy one day a week while working the other days. Though he initially struggles, he finds support through Academy structures and completes the apprenticeship. All apprentices are assessed using the Academy's evaluation frameworks. Inspired, Joseph then pursues a degree in ICT. The Academy is a partnership that provides back office support while members support local apprentices and liaise with the central organization
This document discusses storyboarding for a project by considering questions about how someone becomes aware of it, decides to get involved, and their experience throughout - from their initial experience to their experience as a mature user, and whether there is an end point. It focuses on using storyboarding to plan the user experience from start to finish.
This document provides a legend for mapping out user journeys and touchpoints with a service. It outlines questions to consider at each stage including what the user wants and does, how they come into contact with the service, and how the service answers the user's needs. Users move through stages from an initial need, deciding to use and first using the service, further ongoing use, and potential help with problems or end of use. The document instructs to map each persona's journey through the service using color-coded lines to connect their relevant touchpoints.
This document maps out a customer's journey through a service in 3 phases - before, during, and after - and identifies 15 total steps. The phases are labeled as before, during, and after using the service, with numbered steps illustrated for each phase to show the user's interactions and progression through the service.
This document provides instructions for creating a user storyboard to map out the key interactions and touchpoints of a service from the perspective of the main user. Users are directed to draw frames from the point of view of the primary user, write a narrative to explain the drawings with the user as the protagonist, and identify the main need expressed at each frame before selecting or designing touchpoints that address the identified needs.
This document discusses the key components of a social business model canvas, including activities, resources, customer segments, value propositions, channels, customer relationships, revenue streams, key partners, cost structure, and social impact. It prompts the user to consider questions around delivery, sales and marketing, finance, macroeconomic factors, competitors, and reinvestment to develop a comprehensive social business model.
Participants were asked to post potential solution ideas and vote on them using colored stickers to determine which ideas they wanted to further develop. The ideas were then sorted on a poster to collectively decide which were feasible, not yet feasible, or ordinary based on the voting in order to select the original ideas to focus on developing further.
This document discusses the Thinking Hats technique for structured group discussions. It describes how Thinking Hats allows a discussion to consider different viewpoints by assigning each participant a role or "hat" such as logical, factual, cautious, emotional, or out of the box. Participants discuss an issue from the perspective of their assigned hat. This structures the conversation and avoids open debates, instead creating a meaningful discussion that considers all angles of an issue. The document provides instructions for how to implement Thinking Hats in a group.
This document describes a problem definition tool to help clarify priorities and focus on critical issues. The tool involves working through a worksheet individually or in a team to examine a problem from multiple angles. It structures the analysis of a problem in a way that efficiently compares issues and looks at deeper underlying problems rather than surface symptoms. Using the tool with stakeholders can provide different perspectives and lead to reframing problems in a manner that offers clues for effective solutions.
The document provides prompts to help define a challenge or problem, understand the real needs, and imagine what the solution would look like with the problem solved. It asks the reader to describe an idea that addresses the defined challenge and explains how the idea would achieve its goals.
The document discusses different levels of cooperation in social innovation processes, from informal networking to long-term clusters. It presents a table that defines cooperation, collaboration, engagement, and clusters based on the intensity of ties, whether goals and benefits are mutual, what is shared like resources, and the duration of the link. Cooperation involves formal ties, sharing information and knowledge for development, having mutual goals and benefits, and medium-term duration.
This document provides an overview of the ChiC project and its activities to coordinate and promote the CAPSSI initiative. The key points are:
1. ChiC is a Horizon 2020 project that aims to strengthen the CAPSSI ecosystem by connecting related projects, promoting impact, and providing tools to grow social innovation.
2. Some of ChiC's main actions include developing promotional materials, knowledge sharing resources, best practices, and recommendations to define and assess impact.
3. Upcoming events coordinated by ChiC include a CAPSSI community workshop in September 2016 in Bratislava and the Digital Social Innovation Fair in February 2017 in Rome.
This document discusses future scenarios for social innovation and community networks in 2026. It presents guiding questions about envisioning a positive vision for 2026 and what would need to change to achieve that vision. It then lists 8 social innovation and community networks that could be considered, including public sector innovators, digital social innovation, and collaborative/sharing economy.
A field driven primarily by startups and new organizations, with established charities and social enterprises not adopting new technologies much. While new technologies show promise, more focus is needed on solving social challenges to effectively communicate benefits to broader audiences. The field sees a lot of new ideas but few have scaled significantly.
Collective Awareness Platforms for Sustainability and Social Innovation aims to:
1) Harness ICT networks and collective intelligence to support new economic models beyond GDP and cooperation.
2) Create awareness of sustainability challenges and bottom-up solutions from real communities.
3) Use open data, source and hardware for participatory innovation involving at least two non-ICT entities such as social entrepreneurs and civil society organizations.
This document discusses social innovation research funded by the EU Framework Programme for Research and Innovation (Horizon 2020). It focuses on research conducted under Societal Challenge 6 on inclusive, innovative and reflective societies. This includes several past and current research projects exploring topics like social entrepreneurship, social services innovation, and poverty reduction. The 2017 work program for Challenge 6 is outlined, with four main calls and 29 total topics addressing issues like education, inequalities, cultural participation, and migration. Brief descriptions are provided for several of the 2017 topics.
The document discusses new projects from the 2nd Call of the CAPS Ecosystem including environmental sensing, redistributing surplus food, using ICT in social and health care and small-scale farming, addressing water scarcity, security and quality, and taking a collective approach to crises. It provides contact information for the CAPSSI community hub for sharing resources and ideas and subscribing to the CAPSSI NEWS channel, and announces the upcoming Digital Social Innovation Fair 2017 in Rome.
The document summarizes the state of social innovation in Europe based on research conducted by the Joint Research Centre. It discusses the mapping of over 600 social innovation initiatives across Europe, with a focus on initiatives that combine information and communication technologies with social services. It also introduces a proposed methodological framework called i-FRAME that aims to assess the impacts and return on investment of social innovation initiatives. Finally, it discusses ongoing work to analyze different scenarios for the future of welfare systems in Europe.
• Professional website design company is an investment in growth.
• Enhances UX, SEO, and mobile performance.
• Establishes credibility and competitive advantage.
Unit 4 of Purbanchal University BBA 5th Semester students as per their syllabus of "CO-353 Entrepreneurship". Helpful for Students of Nepal studying in Purbanchal University for their subject. Actual lectures and examples given by the lecturer himself. Very elaborative and easy to understand for students.
Tim Gibson | The Financial Maestro and Wealth SpecialistsTimothy Gibson
Ìý
Tim Gibson | The Financial Maestro.pdf: Orchestrating your financial success through expert strategies for wealth building, risk mitigation, and long-term security.
Course content for BBA 5th Semester Students in Purbanchal University of Nepal in Subject "Entrepreneurship". Very Elaborative and descriptive for the convenience of students.
Timothy Gibson | Security of Financial WealthTimothy Gibson
Ìý
Protecting and growing wealth through strategic investment, tax optimization, and risk management, Timothy Gibson ensures long-term financial security and multi-generational prosperity for entrepreneurs and investors.
When selecting a certified roofer, consider their reputation, experience, and...zacharyintegritycrr
Ìý
In conclusion, hiring certified roofers and general contractor south east ensures quality and compliance with industry standards. It is crucial to make informed decisions based on qualifications, services offered, and reputation.
"The Timeless Romance of Rose Flowers: A Symbol of Love and PassionAlluAravind9
Ìý
The rose was always considered the epitome of romance: deep love, passion, and strong feelings that we send to those we cherish. Such velvety petals, such an enthralling perfume, such beauty! A means of declaring affection for the last but some thousand years, the rose is a perennial symbol. The passionate love is represented by red, admiration by pink, and purity by white. Romantic gifts: bouquets, poetic mentions, permanence in keepsakes—a rose is the last word in romance! It conveys warmth, devotion, and love everlasting.