This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
educational research by Gay, Mils and Alrasianmanzoor83
油
This document provides an overview of educational research. It discusses five ways of knowing, including personal experience, tradition, experts/authorities, inductive reasoning, and deductive reasoning. The scientific method aims to explain, predict, and control phenomena through problem recognition, hypothesis formulation, data collection, analysis, and conclusions. Educational research applies this method to study educational problems. Research is classified by purpose, including basic, applied, evaluation, research and development, and action research. It is also classified by method, including quantitative and qualitative approaches. Quantitative methods use numerical data and large sample sizes to describe, investigate relationships, and study causes and effects. Common quantitative designs are descriptive, correlational, causal-comparative, experimental, and single
Teacher action research involves systematic inquiry conducted by teachers and other stakeholders into how their school operates and how they teach to gain insights, make positive changes, and improve student achievement. It has several purposes, including strategic problem solving, increased professional satisfaction and motivation, and improved communication. Key principles of action research include that it aims to improve practice, is collaborative and participatory, focuses on a single case or unit, and is evaluative and reflective in nature. The preparation process involves identifying problems, brainstorming solutions, and creating a plan with timelines and identified resources and obstacles. During action, data is collected before and after implementing the chosen strategy. Results are then analyzed, interpreted, adjustments made to teaching practice, and results shared.
This document provides an overview of educational research methods. It discusses five ways of knowing, including personal experience, tradition, experts, logic, and the scientific method. The scientific method aims to explain, predict and control phenomena through problem recognition, hypothesis formulation, data collection, analysis and stating conclusions. Educational research applies this method to study educational problems. The document also classifies research by purpose, including basic, applied, evaluation, research and development, and action research. Additionally, it describes quantitative and qualitative research methods, and provides examples of descriptive, correlational, causal-comparative, experimental and single subject quantitative research designs.
Ch1 introduction to educational researchsaima sardar
油
This document provides an overview of educational research. It discusses the scientific method and its application to educational research. There are four main sections that cover the scientific method, classifying research by purpose and method, and examples of research types. Both quantitative and qualitative research methods are described, along with their characteristics and designs. The purposes of research include basic, applied, evaluation, research and development, and action research. Quantitative designs include descriptive, correlational, experimental, causal-comparative, and single subject. Qualitative designs include narrative and ethnography.
Summative evaluations are conducted to determine if instruction should be maintained, adopted, or adapted. They have two phases: the expert judgement phase examines how well instruction aligns with organizational goals, while the impact phase assesses effects in the workplace. Formative evaluations identify weaknesses to revise instruction, while summative evaluations make decisions about fully developed instruction after learner use.
Action research involves applying scientific methods to solve practical problems in educational settings. It typically involves teachers or administrators studying problems within their classrooms or schools to evaluate and improve practices. Action research aims to guide educational decisions and actions through a process of studying problems scientifically. It focuses on immediate application to solve problems rather than developing broader theories. The results of action research are used directly by teachers and administrators to improve situations rather than generalizing to wider populations.
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
Assessment For Learning Effects And ImpactAndrea Porter
油
This document summarizes research on assessment for learning (AfL). It outlines the key principles and strategies of AfL, including sharing learning goals, formative feedback, peer and self-assessment, and using summative assessments formatively. The research finds these strategies have overwhelmingly positive effects on improving teaching practice and student outcomes. The document concludes by providing guidelines for policymakers and teachers to support successful implementation of AfL in schools.
This document summarizes a qualitative multiple case study on the impact of an online teaching professional development program (OTLO) on teachers' face-to-face teaching practices. The study found that OTLO training led teachers to incorporate more technology tools and student-centered practices in their classrooms. Key elements of effective professional development included workshops, online community building, and modeling technology integration. The study concluded that online teaching training should be a standard part of teacher education to help teachers develop 21st century skills.
1Discussion 2 Definition and Practical Applications of Acti.docxnovabroom
油
1
Discussion 2: Definition and Practical Applications of Action Research
Action research is a commonly used form of inquiry in the field of education. The goal is to allow practitioners to effect continuous process improvement. Since action researchers are active participants, their investigations must be relevant to their practice.
Defining Action Research
An examination of different definitions of action research reveals some core characteristics of this form of inquiry. Action research focuses on providing practical solutions to everyday challenges in a practitioners area of work. Action researchers collaborate with others to effect changes that aim at improving the current conditions or processes in their place of practice (Mills, 2014). Based on these characteristics, I define action research as
A reflective and collaborative systematic inquiry aimed at identifying challenges relevant to a researchers everyday practice, generate practical solutions, and actively engage in effecting the solutions aimed at improving conditions or processes and contributing to knowledge in the area.
Hence, the process examines arising issues. An understanding of such a concept does not only elaborate on the task context but also aids teachers in accomplishing their objectives.
Action research helps educators to define and achieve professional goals, as well as refine their practice in several ways. It enables them to identify areas of improvement, develop appropriate interventions, work with others to implement the programs, and make relevant modifications to their processes. The reflective aspect of action research and its applications improves educators ability to implement best practices that match their needs and those of learners.
Practical Applications of Action Research
Action research can provide educators with solutions to questions that affect their everyday practices. For instance, suppose I recently implemented a program for enhancing the reading skills of learners in a seventh grade, I can apply various aspects of action research, including systematic inquiry, reflection, and collaboration, to identify the different ways in which the program affects students. In this research, I will actively involve myself with the learners to observe how they respond to the program, identify areas that need improvements, and implement appropriate actions by commencing with relevant plans and designs.
Designing and Action Research
The success of any research is contingent on its design. Action research can be thought of as a four-stage process that involves identifying a focus area and questions, collecting data, analyzing and interpreting data, and developing a plan of action (Gerstein, 2008; Mills, 2014). In this section, the steps are applied in designing a study for assessing the effects of the reading program. Efficient plans should specify a central area and aim to solve the identified problem.
Area of Focus
The study will describe the impact.
This document discusses action research and its key features. It begins with a small story of teachers sharing classroom experiences. It then discusses Kurt Lewin's advocacy for action research in 1946 and its cyclical, iterative approach. The key features of action research are discussed, including its close relationship to action and knowledge acquisition, its collaborative nature, and its cycle of planning, acting, observing and reflecting. Types of action research and its characteristics are also outlined. Throughout, the document provides examples and explanations of action research in an educational context.
This document discusses different types of research and their key characteristics. It defines fundamental research as research aimed at developing theories through broad generalizations without planned applications. Applied research is focused on improving products or processes by testing theories in real problems, while action research emphasizes immediate application to solve local problems. The main differences are that fundamental research is more abstract while applied and action research are practical, fundamental research is for knowledge while applied research checks theory applicability, and action research modifies local circumstances.
The document summarizes a workshop on designing curriculum evaluations. It provides templates and examples for developing evaluation plans with key components: evaluation questions, indicators of success, data sources, data collection methods, and data analysis strategies. Participants will use the templates to design an evaluation plan for assessing the implementation and impact of a reading program in their schools. The workshop covers qualitative and quantitative evaluation approaches to determine if program elements are being delivered as intended, whether teaching and student outcomes have improved, and the degree to which program goals are being met.
This document discusses challenges in defining and studying effective teaching. It provides various definitions of effective teaching from the literature, ranging from a focus on observable teacher behaviors and student outcomes to broader definitions encompassing teacher characteristics and duties beyond instruction. Five challenges are identified: defining effectiveness, considering different perspectives, characterizing effective practices, measuring teaching quality, and developing theoretical models. The review examines issues like the goals of education that determine definitions of effectiveness and difficulties in isolating teacher impacts on diverse student outcomes.
1) The document reviews research on defining and characterizing effective teaching. It examines challenges in defining effectiveness, perspectives on effectiveness, and characteristics of effective teaching practices.
2) Effective teachers are clear about instructional goals, knowledgeable about content and teaching strategies, and monitor student understanding through feedback. They address both lower-level and higher-level cognitive objectives.
3) Characteristics of effective schools include consistency across the school, a culture of professional development and evaluation, and prioritizing literacy and individual student needs.
Action Research Preparation 2019-Mike R..pptxTezy Rangel
油
The document provides an overview of the key aspects of preparing an action research proposal, including understanding the purpose and processes of action research, determining a research problem, and identifying the benefits of conducting action research. It discusses the various components that should be included in an action research proposal such as the context and rationale, research questions, proposed intervention, research methods, work plan, cost estimates, and plans for dissemination. Templates for an action research proposal and basic research proposal are also presented.
This document provides an overview of conducting an action research seminar-workshop for teachers in Lamut, Ifugao. It begins with an introduction by the instructor, Alice Y. Brawner. The document then discusses what action research is, its key features and methodology. It explains that action research is a process whereby practitioners study problems in their own practices scientifically to evaluate and improve their decisions and actions. The document outlines the typical stages of an action research process including problem identification, data collection, analysis, action planning, implementation, and evaluation. It provides examples of potential action research topics and guides teachers through how to write an action research proposal or report. The workshop aims to help teachers better understand and apply action research to improve
This document provides an overview of action research. It defines action research as applied educational research that addresses specific practical classroom issues. The document outlines the objectives, contents, and activities for discussing action research. It describes the meaning of action research, its characteristics, steps, and examples of its practice and challenges in Ethiopia. In summary, the document introduces action research, explains that it is conducted by teachers to study and improve their own classroom practices, and discusses how to plan and carry out action research through iterative cycles of identifying issues, collecting data, planning and implementing solutions, and evaluating outcomes.
Designing and Conducting Formative EvaluationAngel Jones
油
The document discusses formative evaluation, which involves gathering feedback from learners to improve instructional materials. It describes a three-stage process for conducting formative evaluation: 1) One-to-one evaluation identifies obvious errors; 2) Small group evaluation tests effectiveness of changes and learners' ability to use materials independently; 3) Field trials determine if changes are effective and if materials can be used as intended. The goal is to refine materials through quantitative and qualitative data collection so they achieve desired learning outcomes when implemented.
EL7003-8 Assignment 1: Instructional Design and Engaging E-Learning Activitieseckchela
油
This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Action research involves applying scientific methods to solve practical problems in educational settings. It typically involves teachers or administrators studying problems within their classrooms or schools to evaluate and improve practices. Action research aims to guide educational decisions and actions through a process of studying problems scientifically. It focuses on immediate application to solve problems rather than developing broader theories. The results of action research are used directly by teachers and administrators to improve situations rather than generalizing to wider populations.
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about how schools operate, how teachers teach, and how students learn, with the goal of immediate application and problem-solving in a local setting. The document discusses the importance of action research, including that it deals with specific problems, provides timely results, allows educators to improve practices, and promotes collaboration. It also contrasts action research with fundamental research, noting differences in their goals and methodologies. Finally, it outlines the typical steps involved in conducting action research, such as identifying problems, reviewing literature, determining methods, and analyzing results.
Assessment For Learning Effects And ImpactAndrea Porter
油
This document summarizes research on assessment for learning (AfL). It outlines the key principles and strategies of AfL, including sharing learning goals, formative feedback, peer and self-assessment, and using summative assessments formatively. The research finds these strategies have overwhelmingly positive effects on improving teaching practice and student outcomes. The document concludes by providing guidelines for policymakers and teachers to support successful implementation of AfL in schools.
This document summarizes a qualitative multiple case study on the impact of an online teaching professional development program (OTLO) on teachers' face-to-face teaching practices. The study found that OTLO training led teachers to incorporate more technology tools and student-centered practices in their classrooms. Key elements of effective professional development included workshops, online community building, and modeling technology integration. The study concluded that online teaching training should be a standard part of teacher education to help teachers develop 21st century skills.
1Discussion 2 Definition and Practical Applications of Acti.docxnovabroom
油
1
Discussion 2: Definition and Practical Applications of Action Research
Action research is a commonly used form of inquiry in the field of education. The goal is to allow practitioners to effect continuous process improvement. Since action researchers are active participants, their investigations must be relevant to their practice.
Defining Action Research
An examination of different definitions of action research reveals some core characteristics of this form of inquiry. Action research focuses on providing practical solutions to everyday challenges in a practitioners area of work. Action researchers collaborate with others to effect changes that aim at improving the current conditions or processes in their place of practice (Mills, 2014). Based on these characteristics, I define action research as
A reflective and collaborative systematic inquiry aimed at identifying challenges relevant to a researchers everyday practice, generate practical solutions, and actively engage in effecting the solutions aimed at improving conditions or processes and contributing to knowledge in the area.
Hence, the process examines arising issues. An understanding of such a concept does not only elaborate on the task context but also aids teachers in accomplishing their objectives.
Action research helps educators to define and achieve professional goals, as well as refine their practice in several ways. It enables them to identify areas of improvement, develop appropriate interventions, work with others to implement the programs, and make relevant modifications to their processes. The reflective aspect of action research and its applications improves educators ability to implement best practices that match their needs and those of learners.
Practical Applications of Action Research
Action research can provide educators with solutions to questions that affect their everyday practices. For instance, suppose I recently implemented a program for enhancing the reading skills of learners in a seventh grade, I can apply various aspects of action research, including systematic inquiry, reflection, and collaboration, to identify the different ways in which the program affects students. In this research, I will actively involve myself with the learners to observe how they respond to the program, identify areas that need improvements, and implement appropriate actions by commencing with relevant plans and designs.
Designing and Action Research
The success of any research is contingent on its design. Action research can be thought of as a four-stage process that involves identifying a focus area and questions, collecting data, analyzing and interpreting data, and developing a plan of action (Gerstein, 2008; Mills, 2014). In this section, the steps are applied in designing a study for assessing the effects of the reading program. Efficient plans should specify a central area and aim to solve the identified problem.
Area of Focus
The study will describe the impact.
This document discusses action research and its key features. It begins with a small story of teachers sharing classroom experiences. It then discusses Kurt Lewin's advocacy for action research in 1946 and its cyclical, iterative approach. The key features of action research are discussed, including its close relationship to action and knowledge acquisition, its collaborative nature, and its cycle of planning, acting, observing and reflecting. Types of action research and its characteristics are also outlined. Throughout, the document provides examples and explanations of action research in an educational context.
This document discusses different types of research and their key characteristics. It defines fundamental research as research aimed at developing theories through broad generalizations without planned applications. Applied research is focused on improving products or processes by testing theories in real problems, while action research emphasizes immediate application to solve local problems. The main differences are that fundamental research is more abstract while applied and action research are practical, fundamental research is for knowledge while applied research checks theory applicability, and action research modifies local circumstances.
The document summarizes a workshop on designing curriculum evaluations. It provides templates and examples for developing evaluation plans with key components: evaluation questions, indicators of success, data sources, data collection methods, and data analysis strategies. Participants will use the templates to design an evaluation plan for assessing the implementation and impact of a reading program in their schools. The workshop covers qualitative and quantitative evaluation approaches to determine if program elements are being delivered as intended, whether teaching and student outcomes have improved, and the degree to which program goals are being met.
This document discusses challenges in defining and studying effective teaching. It provides various definitions of effective teaching from the literature, ranging from a focus on observable teacher behaviors and student outcomes to broader definitions encompassing teacher characteristics and duties beyond instruction. Five challenges are identified: defining effectiveness, considering different perspectives, characterizing effective practices, measuring teaching quality, and developing theoretical models. The review examines issues like the goals of education that determine definitions of effectiveness and difficulties in isolating teacher impacts on diverse student outcomes.
1) The document reviews research on defining and characterizing effective teaching. It examines challenges in defining effectiveness, perspectives on effectiveness, and characteristics of effective teaching practices.
2) Effective teachers are clear about instructional goals, knowledgeable about content and teaching strategies, and monitor student understanding through feedback. They address both lower-level and higher-level cognitive objectives.
3) Characteristics of effective schools include consistency across the school, a culture of professional development and evaluation, and prioritizing literacy and individual student needs.
Action Research Preparation 2019-Mike R..pptxTezy Rangel
油
The document provides an overview of the key aspects of preparing an action research proposal, including understanding the purpose and processes of action research, determining a research problem, and identifying the benefits of conducting action research. It discusses the various components that should be included in an action research proposal such as the context and rationale, research questions, proposed intervention, research methods, work plan, cost estimates, and plans for dissemination. Templates for an action research proposal and basic research proposal are also presented.
This document provides an overview of conducting an action research seminar-workshop for teachers in Lamut, Ifugao. It begins with an introduction by the instructor, Alice Y. Brawner. The document then discusses what action research is, its key features and methodology. It explains that action research is a process whereby practitioners study problems in their own practices scientifically to evaluate and improve their decisions and actions. The document outlines the typical stages of an action research process including problem identification, data collection, analysis, action planning, implementation, and evaluation. It provides examples of potential action research topics and guides teachers through how to write an action research proposal or report. The workshop aims to help teachers better understand and apply action research to improve
This document provides an overview of action research. It defines action research as applied educational research that addresses specific practical classroom issues. The document outlines the objectives, contents, and activities for discussing action research. It describes the meaning of action research, its characteristics, steps, and examples of its practice and challenges in Ethiopia. In summary, the document introduces action research, explains that it is conducted by teachers to study and improve their own classroom practices, and discusses how to plan and carry out action research through iterative cycles of identifying issues, collecting data, planning and implementing solutions, and evaluating outcomes.
Designing and Conducting Formative EvaluationAngel Jones
油
The document discusses formative evaluation, which involves gathering feedback from learners to improve instructional materials. It describes a three-stage process for conducting formative evaluation: 1) One-to-one evaluation identifies obvious errors; 2) Small group evaluation tests effectiveness of changes and learners' ability to use materials independently; 3) Field trials determine if changes are effective and if materials can be used as intended. The goal is to refine materials through quantitative and qualitative data collection so they achieve desired learning outcomes when implemented.
EL7003-8 Assignment 1: Instructional Design and Engaging E-Learning Activitieseckchela
油
This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
This document discusses planning for continuous assessment in classroom learning. It defines continuous assessment as the frequent and ongoing analysis of student learning performance. Some key features of continuous assessment mentioned are that it should be regular, frequent, use various forms, provide regular feedback, and help develop student competency. When planning continuous assessment, teachers should determine what to assess, why to assess, how to assess, and who to assess. They should also consider using formative approaches, which evaluate student learning as part of the lesson, and summative approaches, which evaluate learning at the end of an instructional period. The document lists various tools that can be used for continuous assessment, including exams, concept maps, observations, interviews and rubrics.
Children with special needs face several obstacles in receiving an education. They experience physical problems related to unsuitable seating, inability to hear or speak, and difficulty writing or with mobility. Emotionally, they feel insecure and disturbed by negative experiences, and unwanted attention can lead to emotional trauma. Cognitive issues also impact their academic achievement, independence, and social skills. Overall, these children have difficulties with physical access, emotional well-being, cognitive performance, and social interaction in school environments.
Children with special needs Inclusive EducationGayatri Bihari
油
This document discusses inclusive education and children with special needs. It defines inclusive education as educating all students in age-appropriate general education classes with supports so that all students can succeed. It discusses different types of special needs including physical, social, emotional, and cognitive. It outlines some common conditions like dyslexia, dyspraxia, autism, and discusses famous people who had these conditions. It also discusses the needs of children with special needs and problems they may face in school related to physical, emotional, social, and cognitive issues.
Personality mind map by Gayatri Bihari,M.Ed,Central University of KeralaGayatri Bihari
油
This document provides an overview of different theories and approaches to understanding personality in psychology. It discusses subjective and objective factors that influence personality, including biological, social, cultural, and psychosocial factors. It also summarizes several prominent theories of personality types, traits, and dimensions, such as Carl Jung's cognitive functions, Hans Eysenck's three-factor model of extraversion, neuroticism and psychoticism, and the Big Five model of openness, conscientiousness, extraversion, agreeableness, and neuroticism. The document touches on various theorists and their conceptualizations of personality, including Freud, Maslow, Rogers, and Sheldon.
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.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
Database population in Odoo 18 - Odoo slidesCeline George
油
In this slide, well discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
Finals of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup
油
If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
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
Reordering Rules in Odoo 17 Inventory - Odoo 際際滷sCeline George
油
In Odoo 17, the Inventory module allows us to set up reordering rules to ensure that our stock levels are maintained, preventing stockouts. Let's explore how this feature works.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
How to Setup WhatsApp in Odoo 17 - Odoo 際際滷sCeline George
油
Integrate WhatsApp into Odoo using the WhatsApp Business API or third-party modules to enhance communication. This integration enables automated messaging and customer interaction management within Odoo 17.
2. On the basis of purpose of
research
Pure
Action
Applied
Formulating/dev
eloping/improvin
g theories
Involves practical
solution to
problems
Immediate
Application
3. Action Research
What is action
research?
Why Action
Research?
How to conduct
Action research?
How to Report
Action research?
4. An Action Research on the Effectiveness of
Differentiated Instruction In Teaching English for
Grade Four Classes.
Examples of Action research
A team of teachers and counselors assess the
impact of extracurricular activities on student
mental health through surveys and interviews.
Adjustments are made based on findings..
The school evaluates the effectiveness of current
communication tools (e.g., newsletters, apps)
between teachers and parents. Feedback is used
to implement a more streamlined system.
High school students are surveyed about the
relevance and applicability of their current
curriculum. The feedback is then used to make
necessary curriculum adjustments.
5. Involves documenting the
process, findings and
implications
Title page
Abstract
Introduction
Literature Review
Methodology
Action Plan
Data and Findings
Reflection
Discussions
Conclusion
Recommendation
References
Appendix
7. Reviewing your analysis
Reflect on the overall
process and give critical
view
Process Evaluation
Discussions &
Limitations
Adaptations and
iterations
Challenges and
learning moments
Participants Feedback
Self Reflection
Explore your own role as
researcher, your bias,
perspectives, assumptions
Incorporate any feedback
received during or after
practices
Identify and discuss
challenges. Highlight key
learning points
Discuss challenges and
adaptations made due to
any unexpected factor and
how project evolved over
time
Contains interpretations,
findings, impact,
implications, limitations,
future plans
8. Implications of the Action Research Outcomes
Improved Teaching Practices
Professional Development
Curriculum Development
Institutional Change
Enhanced Student Learning
Data-informed decision making
Community Engagement
Teacher empowerment and ownership