Teamspot presentatie makkelijk maken stages en lob 2018Teamspot
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Compleet stage, LOB en technasium platform voor scholen. De makkelijkste online werkwijze en matching op PC, laptop, Ipad en mobiele telefoon. Online stageboekjes met voortgangsindicatie. Bespaar ook tijd, gedoe en (papier-) kosten. Goed voor het milieu. Speciaal voor leerlingen, stagebedrijven, docenten
1) Language interpreter training courses were held in 4 locations across Europe between 2013-2014, with over 150 total participants of varying educational backgrounds and ages.
2) The courses covered interpreting between numerous language pairs and lasted 36 hours, adapting training materials to local contexts. Training content included interpreting skills, note-taking, sight translation, and role plays focusing on legal, medical, and social topics.
3) Feedback indicated the courses were well-received and improved participants' career prospects, with some gaining new jobs in interpreting and starting social enterprises to help migrants.
This document provides instructions for summarizing different media types, including a photo of the Las Vegas Strip, a podcast about Genghis Khan, and the key events from the past week. It lists elements that should be included in a summary, such as the main characters, major conflicts, setting, and strong vocabulary, while keeping the summary shorter than the original and focusing only on objective details rather than opinions.
Teamspot presentatie makkelijk maken stages en lob 2018Teamspot
?
Compleet stage, LOB en technasium platform voor scholen. De makkelijkste online werkwijze en matching op PC, laptop, Ipad en mobiele telefoon. Online stageboekjes met voortgangsindicatie. Bespaar ook tijd, gedoe en (papier-) kosten. Goed voor het milieu. Speciaal voor leerlingen, stagebedrijven, docenten
1) Language interpreter training courses were held in 4 locations across Europe between 2013-2014, with over 150 total participants of varying educational backgrounds and ages.
2) The courses covered interpreting between numerous language pairs and lasted 36 hours, adapting training materials to local contexts. Training content included interpreting skills, note-taking, sight translation, and role plays focusing on legal, medical, and social topics.
3) Feedback indicated the courses were well-received and improved participants' career prospects, with some gaining new jobs in interpreting and starting social enterprises to help migrants.
This document provides instructions for summarizing different media types, including a photo of the Las Vegas Strip, a podcast about Genghis Khan, and the key events from the past week. It lists elements that should be included in a summary, such as the main characters, major conflicts, setting, and strong vocabulary, while keeping the summary shorter than the original and focusing only on objective details rather than opinions.
The Bambino tour provides a unique perspective by taking pictures from a child's height to capture scenes from a typical primary school and classroom in Greece.
The document summarizes the key aspects of the CAS (Creativity, Activity, Service) requirement for IB Diploma students. It explains that CAS involves choosing a range of activities to pursue over the two years, setting goals for each, and meeting eight learning outcomes. Students must reflect on their progress regularly and keep evidence and reflections logged on the Managebac platform. Two opposing views of CAS are presented: some see it as a burden while others view it as a chance to pursue passions. Proper balance is key to success. Regular, ongoing reflections logged on Managebac by deadline dates are needed to meet the CAS requirements.
Tony Hsieh, CEO of Zappos, discusses how the company has built a brand through focusing on customer service, culture, and repeat customers. Zappos prioritizes delivering "wow" customer service through their 365-day return policy, fast shipping, and friendly customer service representatives. They have also cultivated a strong company culture focused on core values like delivering wow through service. This emphasis on customer service and culture has led to high rates of repeat customers, with over 75% of purchases coming from returning customers.
The document is about fundraising efforts by a club to build homes. It provides updates on the amount of money raised so far and goals for additional fundraising. Sign-up sheets are mentioned for volunteering at an upcoming event, and details are provided about decorating for the event and taking a club photo. The deadline for fundraising is June 13th, with an interim goal of each group raising 1,800 soles by May 16th.
The document provides rules for using semicolons to join independent clauses and sentences. It explains that semicolons emphasize a close relationship between clauses in a way that is stronger than a comma but not as final as a period. It then lists 5 rules for using semicolons: to join two independent clauses when a conjunction is omitted, to link two independent clauses or sentences joined by a conjunction, before introductory transition words followed by a clause, to separate items in a list containing commas, and to place outside quotation marks when dealing with quotations containing commas.
The document discusses plans for an innovative high school called Innovation Academy. It proposes that students in grades 11 and 12 take four interdisciplinary classes over two years with the same group of 15 students. The core classes would be Advanced English, Global Business Management, Media Literacy, and an Innovative Independent Project. The goal is to give students autonomy, foster collaboration, teach problem-solving through real projects, and develop skills needed for college and careers. Sample class schedules are provided as examples.
The document summarizes an article from a journal about linguistics that discusses the song "I'm Yours" by Jason Mraz and includes the genres "Geek in the Pink" and dates from 9-22.
The document contains the title of three songs followed by the artist name and date. It then lists the subject headings "Linguistics", "Poetic Devices", and "Literary Analysis" followed by brief instructions or questions related to analyzing poems.
The document appears to be journal entries from a linguistics class that includes assignments, discussion questions, and music recommendations. It covers topics like parts of speech, verb conjugation, tense and aspect, use of apostrophes, and analyzing quotes related to themes like conflict and the Holocaust.
This document describes the Innovation Academy, which uses an experiential learning model. It focuses on project-based and student-led learning through real projects that serve the community. Students collaborate with peers, experts, and local companies. They complete internships and independent projects. The Academy aims to empower students to pursue passion for learning and create socially responsible solutions.
The document provides rules for using semicolons to join independent clauses and sentences. It explains that semicolons emphasize a close relationship between clauses in a way that is stronger than a comma but not as final as a period. It then lists 5 rules for using semicolons: to join two independent clauses when a conjunction is omitted, to link two independent clauses or sentences joined by a conjunction, before introductory transition words followed by a clause, to separate items in a list containing commas, and to place outside quotation marks when dealing with quotations.
The document provides three journal prompts for poetry exercises. The first prompt asks the writer to use the words "beauty", "beautiful", and "beautifully" in different sentences. The second prompt asks the writer to compose a rhyming poem about their favorite website. The third and final prompt asks the writer to quickly write an ode to a famous person.
Piaget's theory of cognitive development had major implications for education. It emphasized developing curriculum and instruction appropriate for students' cognitive abilities. It also focused on understanding how students think rather than just answers, encouraging active and self-directed learning over direct teaching, and accepting individual differences in pace of development. However, the theory had limitations as some of Piaget's conclusions underestimated children's capabilities and overestimated the influence of biological factors over environment and education on cognitive development.
The document discusses input modalities for user experience design (UXD) including multimodal, cross-media, and multi-platform design. It provides definitions and examples of these concepts, as well as an overview of input modalities like pointing devices, keyboards, speech and handwriting recognition, and gestural interfaces. The document also outlines a quarterly program for a UXD minor that includes workshops on topics like service design, the iPad, and mental notes.
This document outlines the schedule and logistics for a joint workshop between Rotterdam University and Gobelins School of Image. The workshop will have students develop concepts for capturing and sharing a visiting experience in real-time with a focus on emotions. They will work in teams to develop their concepts over three days, presenting pitches on the third day and finalizing their work in Paris later in October. It provides information on facilities, resources, assignments, and teams for the workshop participants.
2. Mijn CMD momentenSeptember 2004: start als docent bij Willem de Kooning (3 dagen/week)SLCProjectenIAD (NL + EN)Juni 2005: eerste lichting afstudeerders WdK/CMD Rotterdam (zij-instromers)September 2005: organisatorische chaos, roosterdrama bij start studiejaarJanuari (?) 2006: aparte directeur voor CMD Februari 2006: start minor IVID (Interaction en Visual Interface Design), ongeveer 90 studentenVoorjaar (?) 2006: eindelijk weer een CMD onderwijsmanagerVoorjaar 2006: competentieprofiel CMD Rotterdam
3. Mijn CMD momentenJuni 2006: eerste lichting ¡®echte¡¯ CMD afstudeerdersSeptember 2006: CMD weg bij WdK (budget groeit met 5 ton/jaar) en onderdeel van CMI, begin ¡®Media aan de Maas¡¯Najaar 2006: eerste accreditatie CMD RotterdamFebruari 2008: UXD ipv IVIDNajaar (?) 2009: Nieuwe directie CMI, einde ¡®Media aan de Maas¡¯Februari 2010: UXD (nog steeds) de grootste minor van het instituutDecember 2010: start als hogeschooldocent bij CMD UtrechtJuli 2011: mijn laatste ¡®Rotterdamse lichting¡¯
