Businessballs free online learning for careers, work, management, business training and education: find materials, articles,

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free work and life learning

Free career help, business training, organizational development – inspirational, innovative ideas, materials, exercises, tools, templates – ethical, free and fun.

updates, ideas..

Quizballs 434 – 20 general knowledge questions and answers – (4 Oct 2016)

Quizballs 433 – 20 general knowledge questions and answers – (27 Sep 2016)

Quizballs 432 – 20 general knowledge questions and answers – (23 Sep 2016)

Quizballs 431 – 20 general knowledge questions and answers – (14 Sep 2016)

Quizballs 430 – 20 general knowledge questions and answers – (7 Sep 2016)

Are you interested in any of these new initiatives.

We are seeking collaborations with progressive ethical organizations to advance some exciting new developments:

  • Charities working on extending L D to the developing/disadvantated world .
  • Government entities working on extending L D to young people. especially unemployed/disadvantaged.
  • Employers interested in piloting new L D management solutions – do you want your own branded in-house platform, hosting the best content and tools on leadership and management development, with sophisticated tracking, badges, and internationally recognised qualifications and accreditation.

If your organization – anywhere in the world – is interested in any of the above please contact us. These initiatives are in partnership with Accipio.com (see next note) – with whom we already partner to offer online leadership learning qualifications. Please forward this item to anyone you know who might be interested. Thank you.

Businessballs/Accipio elearning partnership – The Accipio organization, an Institute of Leadership and Management (ILM) and Chartered Management Institute (CMI) centre, offers free audio-visual interactive eLearning modules, aligned with internationally recognised qualifications (ILM or CMI). You can attain learning points for each leadership and management eModule, and gain a Level 3 Award, Certificate or Diploma. Register with the awarding body (via Accipio), then secure enough learning points, and pass the assignments. Accreditation fees apply. Click here to access the eLeadership Academy.

ideas..

Questioning is a powerful alternative to making statements.

A good question is often much better than a defensive remark, or a counter-accusation, for all sorts of situations. Using an open question (What. How. especially) is a simple and effective technique for resisting forceful or bullying pressure. Using questions, rather than statements and guesses, is also very effective for building trust, diffusing conflict, understanding situations, managing other people, teaching, training, and parenting. Traditionally, questioning is regarded as mainly a selling skill, but it’s powerful and productive in virtually every circumstance involving human cooperation.

Anyone can be a leader – inspiring others, helping others, making a positive difference to someone or something. Leadership is most effective and easiest when it is adaptable. Explore different theories of leadership – they each offer adaptable methods, styles, etc.

What’s the most powerful rule of negotiating.

Have an alternative.

Be able to walk away.

This simple principle is often ignored, particularly because as buyers or sellers we all tend to focus and fixate on a single option, which quickly creates a dependence on it, which produces pressure (including time/deadline) to agree a deal, which weakens our position, and strengthens the position of the other side.

Nudge theory helps us understand why we fixate on a single option, and why the apparent desirability of a single option increases.

The Psychological Contract are additionally very useful models and tools in planning and assisting others through change.

Pareto’s 80-20 Theory is very useful for problem-solving, decision-making, downsizing, optimization, streamlining, and all sorts of evaluation and change, in business, organizations, and personal life too.

  • Understanding yourself, and how your priorities change through life.
  • Understanding this in others.
  • Teaching and exploring this with others.
  • Understanding how to motivate and relate to people of different ages.

Acronyms are brilliant and entertaining devices which offer all sorts of opportunities to add interest and amusement – and crucially impact and memorability – to training. writing and presentations .

And the acronym is just one of scores of fascinating language curiosities and effects. which help bring spoken and written words to life.

Businessballs offers other useful glossaries too:

For example see the business dictionary and the glossary of common Latin terms – again these are super resources and inspiration for training and communicating in most situations.

additions and updates

See additions and updates archive for more materials and random browsing.

Quizballs 432 – 20 general knowledge questions and answers – (23 Sep 2016)

Quizballs 431 – 20 general knowledge questions and answers – (14 Sep 2016)

Quizballs 430 – 20 general knowledge questions and answers – (7 Sep 2016)

Quizballs 429 – 20 general knowledge questions and answers – (31 Aug 2016)

Quizballs 428 – 20 general knowledge questions and answers – (24 Aug 2016)

Quizballs 427 – 20 general knowledge questions and answers – (18 Aug 2016)

Quizballs 426 – 20 general knowledge questions and answers – (10 Aug 2016)

Quizballs 425 – 20 general knowledge questions and answers – (2 Aug 2016)

Quizballs 423 – 20 general knowledge questions and answers – (21 Jul 2016)

Quizballs 422 – 20 general knowledge questions and answers – (13 Jul 2016)

Quizballs 421 – 20 general knowledge questions and answers – (6 Jul 2016)

Quizballs 420 – 20 general knowledge questions and answers – (29 Jun 2016)

Quizballs 419 – 20 general knowledge questions and answers – (22 Jun 2016)

ARK – A Random act of Kindness – an acronym that changes lives and worlds – (16 Jun 2016)

Quizballs 418 – 20 general knowledge questions and answers – (16 Jun 2016)

Quizballs 417 – 20 general knowledge questions and answers – (9 Jun 2016)

Quizballs 416 – 20 general knowledge questions and answers – (3 Jun 2016)

Quizballs 415 – 20 general knowledge questions and answers – (24 May 2016)

Quizballs 414 – specialist subject quiz – Leicester Football and Leicestershire – (20 May 2016)

Quizballs 413 – 20 general knowledge questions and answers – (19 May 2016)

Quizballs 412 – 20 general knowledge questions and answers – (13 May 2016)

Quizballs 411 – 20 general knowledge questions and answers – (5 May 2016)

Quizballs 410 – 20 general knowledge questions and answers – (29 Apr 2016)

Litotes and Meiosis – ironic under-statement – fascinating additions to the grammar/language glossary – (26 Apr 2016)

Quizballs 408 – 20 general knowledge questions and answers – (21 Apr 2016)

Quizballs 407 – 20 general knowledge questions and answers – (11 Apr 2016)

Quizballs 406 – 20 general knowledge questions and answers – (4 Apr 2016)

Quizballs 405 – 21 general knowledge questions and answers – (31 Mar 2016)

Quizballs 404 – 20 general knowledge questions and answers – (23 Mar 2016)

Quizballs 403 – 20 general knowledge questions and answers – (17 Mar 2016)

Quizballs 402 – 20 general knowledge questions and answers – (8 Mar 2016)

Quizballs 401 – 20 general knowledge questions and answers – (4 Mar 2016)

Quizballs 399 – 20 general knowledge questions and answers – (24 Feb 2016)

Quizballs 398 – 20 general knowledge questions and answers – (16 Feb 2016)

Quizballs 397 – 20 general knowledge questions and answers – (11 Feb 2016)

Quizballs 396 – 20 general knowledge questions and answers – (4 Feb 2016)

Quizballs 395 – 20 general knowledge questions and answers – (27 Jan 2016)

Quizballs 394 – 20 general knowledge questions and answers – (19 Jan 2016)

Quizballs 393 – 21 general knowledge questions and answers – (12 Jan 2016)

Quizballs 392 – 20 general knowledge questions and answers – (6 Jan 2016)

about businessballs

Businessballs is run by Alan Chapman, in Eynsford, Kent, England.

For more information see:


Web Design – Development Company Singapore #free #registry #repair

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#free web design

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  • Choose Singapore’s Revolutionary Web Development and Design Company

    The Best Web Page Design and Ecommerce Development Company in Singapore.

    Our Portfolio


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    Digital Media Degree #digital #media, #design, #production, #development, #digital #design, #digital #production, #digital #development, #bsc,

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    Digital Media Degree BSc (Hons)

    1. Overview

    Bringing design, production and development together in the world of Digital Media provides an exciting future for graduates with this degree.

    Combining creative design skills with a high level of technical ability ensures that employers are gaining the graduates they require to take their companies to the next level. The course will provide you with the knowledge and practical skills to start with a client brief and take your design concepts through to practical implementation.

    The four main themes of design, human computer interaction, web and multimedia running throughout this degree are underpinned by technical and professional skills.

    The themes provide you with the ability to work in 2D and 3D environments, program for interaction with traditional computer interfaces or via gestural and whole body interaction and work with the latest mobile technologies.

    There is a strong emphasis on providing real life experience by introducing client based projects from the second year onwards as part of the course. Students are encouraged to critically evaluate their work and collate all their creative artefacts; these form a demonstrable portfolio of work which is an integral part of the course. The portfolio becomes a tangible on-going record of the student’s achievements and improves employability.

    The final year will give you the opportunity to specialise with a major piece of self-directed individual project work, as well as develop strong skills in advanced aspects of digital media design, production and development.

    2. What you will study

    Year 1
    You will participate with other computing students in an inter-disciplinary first year. Modules designed specifically for digital media design and production will be supplemented by subjects such as collaborative and professional skills, problem solving and modelling, and web design and development.

    Year 2
    In the second year, you will further your design skills by studying design principles from initial concepts through to development and delivery. These skills will enable the creation of highly interactive applications in a range of contexts incorporating 2D graphics and animation.

    Year 3
    In this year, you will expand your design and development skills into 3D graphics modelling to deliver expressive and engaging digital media solutions across a wide range of browsers, operating systems, and devices.

    You will experience larger scale group projects that will provide key skills in project management applied to problems in an industrial context.

    Year 4
    Your final year concentrates on a self-directed individual project in your chosen specialist area as well as introducing modules in 3D animation and interaction. The skills gained will enable you to create high-quality audio and video production and effects, and design mobile application for an immersive, interactive media-rich user experience.

    The University regularly reviews its courses. Course content and structure may change over time. See our Course Disclaimer for more information.

    3. How you will learn

    Throughout the course, theoretical content is complemented by practical work, supporting your academic development by providing opportunities to engage with real-world problems. You will be taught through an appropriate combination of lectures, tutorials, labs and have the opportunity to learn from external speakers. You will also be supported through our online virtual learning environment where you can access a wide variety of resources and other support materials.

    Group work is important and you will have the opportunity to develop your project management skills by engaging with a variety of real-world problems. The individual Honours project provides an opportunity for applying specialist knowledge to a particular area of interest within the field of digital media, integrating your technical, analytic, problem-solving, managerial and communication skills. Working with the full support and guidance of an allocated academic supervisor, you will be given the opportunity to propose, plan, specify, develop, evaluate, and present a substantial project.

    4. Entry requirements

    SQA Higher: BBBC and two further passes to include English and Maths at National 5 grade C or above if not held at Higher. Applicants who have successfully completed two Advanced Highers (or equivalent), including Computing and another numerate subject, may be eligible.

    GCE A Level: BCC and two further passes to include English and Maths at GCSE grade 5/C if not held at A Level.

    Irish Leaving Certificate Higher: H2H3H3H3 and two further passes to include English and Maths at grade O3 or above if not held at Higher.

    IB Diploma: 27 to include a pass in Standard Level English and Maths at grade 4 or above if not held at Higher Level.

    Alternative Qualifications: We welcome applications from those with equivalent qualifications to those stated, including SVQs/NVQs, access programmes and overseas qualifications. Applications from students with non-standard qualifications or work experience will be considered on an individual basis.

    Applicants from Partner Colleges: A relevant HND from one of our partner colleges will be considered for entry into Year 3. Find out more about Degree Link

    Advanced Entry: All other applicants who are interested in applying for advanced entry will be considered on an individual basis.

    International students who do not meet our direct entry requirements for this course can gain additional entry points through our International College at Robert Gordon University.

    English Language

    Applicants whose first language is not English should have an IELTS of 6.0 overall, with no component lower than 5.5, or an equivalent.

    We accept a variety of in-country and secure English language tests, find out more:

    * All entry requirements listed here should be used as a guide and represent the minimum required to be considered for entry. A small number of courses require higher levels, but this will be stated explicitly on your offer letter.

    5. Placements and accreditations

    There will an opportunity to take summer or year long placements between years 2 and 3 or between years 3 and 4. This is not a guaranteed placement.

    6. Student Funding

    If you are a Scottish resident or EU national you are not liable to pay fees and should apply to SAAS for funding.

    Students from other parts of the UK should visit the appropriate website:

    7. Course Fees


    Raleigh4u – Raleigh Economic Development #raleigh #economic #development, #city #of #raleigh, #raleigh4u, #economic #development, #nc,

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    Raleigh4u News

    Details Created: 09 May 2017

    iFundWomen, the crowdfunding platform for women-led startups and small businesses, and the Office of Mayor Nancy McFarlane has announced a partnership to launch a new, crowdfunding platform that directly supports the women-led small businesses and startups in the greater Raleigh area, including The Triangle and The Triad. iFundWomen Raleigh is a dedicated online hub that supports women in the region, who are early stage entrepreneurs working to raise money for all types of businesses.

    Details Created: 20 April 2015

    DeShawn Brown
    Lithios

    “Raleigh has an awesome combination of young talents”

    DeShawn Brown, CEO of Lithios Lithios is a Raleigh startup that is focused on developing functionally beautiful (and beautifully functional) ‘mobile first’ solutions for businesses. Mobile first simply means that Lithios approaches our client’s problems with solutions that work for today’s on-the-go, smartphone in hand society to deliver solutions people have come to expect. http://lithiosapps.com/

    Details Created: 20 April 2015

    Jim Hansen
    PNC Bank

    “Raleigh has a ton of momentum”

    Jim Hansen, Regional President of PNC Bank, talks about the positive momentum he sees in Raleigh and the importance of engaging new residents to help them become part of the community. He credits Raleigh for being a place where “entrepreneurs can come to build companies and have support and vibrancy around their workforce.” And in addition to its great weather, culture, and location, Jim appreciates that Raleigh offers access to a multitude of recreational activities which helps professionals balance work and family life.

    Research estimates that apartment units will increase by 69 percent in the greater Raleigh area by 2030.

    Raleigh marketing agency Centerline Digital has come up with a creative way to fill vacant space at its North Street headquarters.

    The results make clear that Raleigh is a leader in the arts and that the nonprofit industry is an important economic tool, said Sarah Powers, executive director of the city’s arts office.

    Nancy McFarlane, mayor of the state capital, explains how this economic success has to be matched by infrastructure investment.

    An experience with a hammock made overseas gave an NC State Engineering graduate an idea to make a better American made hammock.

    The report recognized the region for its unemployment rate of 4.4 percent, average annual salary of $51,150, median home price of $219,466 and an average commute time of 24.6 minutes.


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    Software Development Company, Web Design & Mobile App Development, software development companies india.#Software #development #companies

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    Customized Software Development and IT Services Provider

    and developed comprehensive capabilities & expertise across a wide variety of functions and industries.

    We partner with companies to fulfill their ever evolving IT needs and support their business with our enabling solutions.

    Our team of professional constantly work to create personalized, end-to-end solutions to serve the dynamic requirements of our clients.

    Our Range of Services

    Software development companies india

    CONSULTING

    Software development companies india

    We empower clients with our expert IT consulting and strategic recommendations that transform overall productivity and profitability of their business.

    Software development companies india

    TECHNOLOGY

    Software development companies india

    Vertexplus has been developing custom applications to help clients in optimizing operational procedures for enhanced results and overall productivity. Beyond developing applications.

    Software development companies india

    OUTSOURCING

    Software development companies india

    With more than nine years of experience in meeting human resource requirements, our efforts have proved highly resourceful for different organizational.

    Software development companies india

    IT SUPPORT

    Software development companies india

    our technical support and maintenance services are fully equipped to enhance & maintain technical efficiency, reduce system downtime and ensure quality performance.


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    How much does it cost to develop a web app or application? #web #app #development

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    Otreva

    otreva

    Responsive guru. Writes HTML5 / CSS3 for four corners.

    Posted on Monday, November 11th, 2013 at 1:15 pm. app cost mobile app web development

    How much does it cost to develop a web app or application?

    You ve probably ended up here because you have an idea for a web application and want to see if it is something that can feasibly be done within a certain budget. For the most part, the bulk of the budget you are putting forward is for development time for experienced programmers, designers, and product managers. Getting to a single number for your project without knowing anything about the project is pretty difficult for any development team.

    To start understanding how much an application will cost means that you need to understand what goes into making the app.

    Learning: Functional Specification or User Stories

    The beginning of any software development project starts with a detailed understanding of what the application does. There are two different methodologies we use when working with new clients.

    The first is to request or consult with the client to create a functional spec. A functional specification is a document that describes the exact behavior of an application. Typically functional specifications are written for more complex systems where more needs to happen than just a traditional user input / output. Most enterprise clients we work with prefer this method as it traditionally follows a waterfall approach to development. It also allows for a very accurate time and cost budgets. However the downside is that this method does not support change throughout the project very well.

    Writing user stories is the second approach we take to web application development. A user story is simply one or more sentences that describe what an end user of the application does or needs to do. An example or a user story could be, As a user, I want to take a picture that is immediately uploaded to my account. We like to follow the 5w approach: As who when where , I what because why . Typically user stories are used with an agile software development methodology to define how an application must function. User stories are a bit more flexible than a functional specification as they are typically a bit more vague than a functional specification. Because of this, the agile approach encourages a very flexible application development process because it focuses on iterative and incremental development.

    Which method is better?

    There is no right answer to this question although some may argue both ways. To answer this question for your scenario can be most likely determined with these two questions:

    1. Do you have a fixed budget and time-frame with exact features that must be developed?

    If yes, than the waterfall functional specification is likely for you.

    2. Do you have an idea with features than may change many times throughout the development process as the application matures?

    If yes, then the agile methodology of user stories is likely the best approach for you.

    From our experience, a functional specification (waterfall methodology) is typically used in enterprise scenarios where the system is unlikely to change very often.This allows for a very well written and scoped plan. A good analogy for this method is to think of building a house. A plan is developed, scoped out, and built to specification.

    On the opposite end, user stories (agile methodology) are more typically used in a consumer application where the user s input / output makes up most of the application. These applications typically need to be extremely flexible and nimble. The downside of this methodology is that there is not usually a set time or budget. A development team is usually paid for a set amount of time like a week or a month. The team delivers as much as possible within that time frame but there is not an exact feature set that will be delivered at the end. Clients order features it terms of importance and the development team works in that order to get them done.

    Here at Otreva, we don t force one methodology or the other onto our clients. Every project is different. We successfully operate using both methodologies and many times use a hybrid approach that combines both. It is always good to start with the end user of an application and write out user stories for them while ending up with a functional specification that compliments the stories for some of the backend features that aren t necessarily visible to the user.

    How do I find a good development team?

    The best way to find a great fit is to research a few companies who you like and communicate with them. Don t just focus on who can deliver the lowest cost. At the end of the day, you ll want a team you can trust and who can help you meet the goals you ve outlined. At the end of the day, achieving success by meeting your goals should be your number one priority. We ve taken on dozens of what we call rescue projects for many reasons. A rescue project is a project that was usually focused on cost and/or the original team couldn t meet the goals. However many times we see rescue projects started by very talented freelancers who are snatched up by larger companies leaving the client stuck with a half developed work. These rescue projects always ending up costing the client more money than if they d started with a single team who could support their application throughout the lifecycle.

    Software development isn t just about coding something into a functioning application, it is about success of that application.

    Ok ok, so what is the cost of an average web application?

    Hopefully you now understand that every single project is different. That being said, on average our team has about 100 billable hours per week for our custom projects and the average web application project lasts about 3 months and costs in the $100 150k range.

    Conclusion

    The goal of this article was to help you understand what goes into developing a web application and give an idea of what an average custom web application costs. At the end of the day though, we hope you learned that focusing on cost alone will get you into trouble. Finding a great development team should focus on trust and success.

    You’ve found the secret footer!


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    Agile Software Development: A gentle introduction #extreme #programming, #agile, #xp, #software, #development, #process, #methodology, #methodologies,

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    Computer science is a young science. Computer programmers my age were trained by engineers. That training dictated how we approached software development for an entire generation. But now after decades of building software to be expensive, unwanted, and unreliable we have come to realize software is different. Building software is more like creating a work of art, it requires creativity in design and ample craftsmanship to complete. Software remains malleable, often illogical, and incomplete forever. Agile software development is based on fundamental changes to what we considered essential to software development ten years ago.
    The most important thing to know about Agile methods or processes is that there is no such thing. There are only Agile teams. The processes we describe as Agile are environments for a team to learn how to be Agile.
    We realize the way a team works together is far more important than any process. While a new process can easily improve team productivity by a fraction, enabling your team to work effectively as a cohesive unit can improve productivity by several times. Of course to be eligible for such a big improvement you must be working at a fraction of your potential now. Unfortunately, it isn’t that uncommon.
    The most brilliant programmers alive working competitively in an ego-rich environment can t get as much done as ordinary programmers working cooperatively as a self disciplined and self-organizing team. You need a process where team empowerment and collaboration thrive to reach your full potential.
    The second change is making the

    customer. the one who funds the software development, a valuable and essential team member. When the dead line gets close a traditional approach to reducing scope is to let the developers decide what will work properly and what won’t. Instead let the customer make scope decisions a little at a time throughout the project.
    When your customer, or domain expert works directly with the development team everyone learns something new about the problem. True domain expertise and experience is essential to finding a simple, elegant, correct solution. A document can have plenty of information, but real knowledge is hard to put on paper. Left alone programmers must assume they know everything they need. When asking questions is difficult or slow the knowledge gap grows. The system will get built, but it won’t solve the problem like one guided by an expert on a daily basis.
    Perhaps the biggest problem with software development is changing requirements. Agile processes accept the reality of change versus the hunt for complete, rigid specifications. There are domains where requirements can’t change, but most projects have changing requirements. For most projects readily accepting changes can actually cost less than ensuring requirements will never change.
    We can produce working software starting with the first week of development so why not show it to the customer? We can learn so much more about the project requirements in the context of a working system. The changes we get this way are usually the most important to implement.

    Agile also means a fundamental change in how we manage our projects. If working software is what you will deliver then measure your progress by how much you have right now. We will change our management style to be based on getting working software done a little at a time. The documents we used to create as project milestones may still be useful, just not as a measure of progress.
    Instead of managing our activities and waiting till the project ends for software, we will manage our requirements and demonstrate each new version to the customer. It is a hard change to make but it opens up new ways to develop software.
    Take a guided tour of Agile Development by following the buttons starting here. Or continue your guided tour of Extreme Programming by following the buttons. Let’s look at how we manage by features next.


    Teacher Labs: Making Professional Development Collaborative #professional #development,teacher #collaboration

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    Teacher Labs: Making Professional Development Collaborative

    View a transcript of this video

    Teacher: But then it’s just more labs.

    Mark: If we’re learning at our highest potential as teachers, it’s only going to serve our students. When we learn, they learn. We’re a community of learners.

    Pauline: Because we do teacher lab, we are constantly being driven by a desire to grow together, to collaborate, to communicate, and to be self-reflective.

    Amy: They’re actually teaching me things sometimes. Let’s me know you’re really engaged.

    Valerie: I want you to call me over. I’ll take a look at your work.

    Mark: When teachers enhance their craft and improve their skills, then students will improve their level of learning and academic achievement. So teacher labs are a way we formally get teachers together to collaborate.

    Thank you all for being here.

    Teachers come together, cross discipline. It’s about a three hour session around one focus area.

    This morning, we’re focusing on student engagement, specifically student talk.

    Pauline: These kids have got to be engaged in meaningful discourse with each other.

    Mark: It’s facilitated by our instructional specialist. She walks them through a protocol that’s very defined, with the ultimate purpose of teacher growth.

    Pauline: Somebody volunteers to be a host teacher.

    Valerie: Let’s think about how we get there.

    Pauline: Valerie’s an eighth grade math teacher, and she wants to get some feedback to improve how students communicate when problem solving.

    Valerie: My biggest goal for the year is trying to get that collaborative work, that collaborative problem solving–

    We start off by identifying what student engagement looks like, both from the student side and from the teacher side.

    Mark: Hopefully, we hear kids asking each other questions.

    Teacher: That asking for help, without having negative feelings towards themselves or that they think their peers are looking at them differently, because they didn’t know.

    Pauline: After the discussion, the host teacher speaks to the group about what the lesson is going to be about.

    Valerie: So I’ve given you handouts that the kids will get.

    I talked about the goals of the lesson, what I wanted teachers to look for and observe.

    Focus in on how they interact with the task, how engaged they are. Hopefully they’ll be able to justify why the correct ways are correct.

    Amy: By setting the stage, it kind of gets us thinking. Teacher lab is not just for the host. It is really for every teacher that attends.

    Valerie: Estimates for the population of Brazil.

    Pauline: We go to the host teacher’s room. They teach the lesson, and as observers, we will be making notes.

    Valerie: Today, we’re going to look at population change. I want to start off with a video.

    We talked about population growth. It’s intriguing to students and something that has some real implications.

    How could governments estimate year to year population changes, without making a complete census?

    It led into the math very nicely.

    Student: One nine eight point seven eight.

    Amy: I was looking for key words like, “Let me show you,” or “How can I help you?” or “Can you explain this better?”

    Student: What do you add? What do you add? Oh, you rounded out to two point oh seven.

    Valerie: After the teachers observe the lesson, we come back and Pauline facilitates in the post discussion, asking the host teacher to just quietly listen.

    Pauline: The process is, we all go around and share with Valerie what we noticed.

    It’s very celebratory. The first thing that teachers report back on are the wonderful, amazing things that they saw.

    Teacher: I noticed a lot of math vocabulary when I heard them speaking.

    Amy: There were mistakes, but they talked about them, and I don’t think they ever said, “You were wrong.”

    Pauline: So let’s move on to questions.

    Then they ask wonderings.

    Mark: I wondered, how do we get kids to that level to say, “Oh, Eli, we haven’t heard from you in a little bit. What are you thinking?”

    Amy: The red light strategy, I was just curious what that was.

    Pauline: The host teacher makes notes on all the questions that everybody had, and then they can respond.

    Valerie: We have a lot of great questions. The red light strategy is a strategy I got from a training over the summer.

    Pauline: Everybody walks away with some new knowledge, some new gained perspective.

    He made a student engagement teacher lab page. Just identify a strategy or an action that you want to take back to your classroom and employ.

    Valerie: My big takeaway was that students need support learning how to justify their answers, explain their solutions.

    Student: It doesn’t show you how it works.

    Valerie: And they need some examples for that.

    Read the solution. Think about if you have any questions before you get started.

    Pauline: We’re really asking teachers to step outside of their comfort zone. We are creatures that live behind closed doors.

    Valerie: Record those estimates.

    Pauline: Normally, nobody ever comes in and sees it.

    Student: What did you get for the change of birth?

    Pauline: To experience being in somebody else’s classroom, it’s really powerful.

    What I love about teacher labs is, we’ve all got something from it.

    I think that speaks volumes to the work that you do in your classrooms, so thank you so much.

    Collapse transcript

    President, Insight ADVANCE, EdTech enthusiast, Husband, Father, Musician, Sports fan, Youth sports coach, Community Volunteer

    Really enjoyed this. Can’t help but imagine how mixing in video observation could make this work even better. I’m sure scheduling observations and finding time to provide meaningful feedback can be a challenge. Video can help. Additionally, it would be great to build a resource library of exemplary work.

    Posted 4/17/2017 1:31pm

    Community Manager at Swivl, maker of Recap

    Agreed. Time is a major constraint for PD. Video observations are a great way for teachers to take control of their own development. They can capture lessons to reflect on their own practice and share their videos to receive feedback remotely without being limited by work hours.

    Sign in to comment. Not a member? Register .


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    NC Institute for Child Development Professionals, jobs with a child development degree.#Jobs #with #a #child

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    jobs with a child development degree

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    • Careers in

    Jobs with a child development degree

    Jobs with a child development degree Jobs with a child development degree Jobs with a child development degree Jobs with a child development degree

    Jobs with a child development degree

    Professional Recognition

    In North Carolina, over 30,000 individuals work with and/or support the quality of services for children in early care and education and school age programs.

    This vibrant industry generates over $1.7 billion annually, creates jobs that stay in our state, enables families to work, seek employment and attain a college education. The availability of quality child care also enables employers to attract and retain employees and lays the foundation for children to succeed and our state s economy to thrive.

    Three forms of professional recognition for the workforce individual certification, endorsements for certified early educator by role, and teacher licensure. All provide consumers, employers, regulators and others with information about the level of education of those working with children in out-of-home settings.

    Research has shown that teacher education levels impact child outcomes. As in many professions, education is the basis for certification and licensure. Education is defined as coursework taken at a regionally accredited college or university.

    Early Educator Certification

    Early Educator Certification (EEC) is North Carolina s certification system for the field of Early Childhood.

    EEC is an acknowledgement of an individual s verified level of educational achievement, based on a standardized scale.

    EEC does not replace teacher licensure and is designed to compliment that process.

    Research has shown that teacher education levels impact child outcomes. As in many professions, education is the basis for EEC. Education is defined as coursework taken at a regionally accredited college or university.

    All public community colleges and universities in North Carolina are regionally accredited.

    For a list of regionally accredited college and university programs go to the Council for Higher Education Accreditation.

    The NC Institute for Child Development Professionals is the certifying body for early care and education and school age professionals in North Carolina.

    Those eligible to be certified include all those currently working directly with, working on the behalf of or intending to work with young children in North Carolina.

    Individuals who are teachers or teacher assistants in child care, pre-kindergarten and Head Start settings, school age group leaders and coordinators, family child care providers, administrators, faculty, specialists, education coordinators, trainers, consultants, researchers and more are eligible to be certified.

    Birth through Kindergarten Teacher Licensure

    The North Carolina Birth-through-Kindergarten degree and license prepares early educators to work with young children, from birth through age 5 years, with and without disabilities, including those at-risk, and their families.The pre-service process requires coursework and student teaching/internship to qualify for a NC Educator s Standard Professional I license issued by the NC State Board of Education.

    The in-service process requires three years of induction or beginning teacher support, coupled with formal teacher evaluations, resulting in a professional development plan, leading to a North Carolina Birth-through-Kindergarten Standard Professional II license.


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    Ansoff’s Matrix – Achieving growth through product development #matrix #product #development

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    Achieving growth through product development
    A Portakabin case study

    Page 2: Ansoff’s Matrix

    Igor Ansoff was a Russian/American mathematician who applied his work to the world of business. His most famous work is the Ansoff Matrix. The purpose of this matrix is to help managers consider how to grow their business through existing or new products or in existing or new markets. In this way he was helping managers to assess the differing degrees of risk associated with moving their organisation forward.

    Marketing strategies

    Ansoff’s matrix suggests four alternative marketing strategies which hinge on whether products are new or existing. They also focus on whether a market is new or existing. Within each strategy there is a differing level of risk. The four strategies are:

    1. Market penetration – This involves increasing market share within existing market segments. This can be achieved by selling more products/services to established customers or by finding new customers within existing markets.
  • Product development – This involves developing new products for existing markets. Product development involves thinking about how new products can meet customer needs more closely and outperform the products of competitors.
  • Market development – This strategy entails finding new markets for existing products. Market research and further segmentation of markets helps to identify new groups of customers.
  • Diversification – This involves moving new products into new markets at the same time. It is the most risky strategy. The more an organisation moves away from what it has done in the past the more uncertainties are created. However, if existing activities are threatened, diversification helps to spread risk.
  • Selecting a strategy

    Portakabin focuses on its core activities. These are the activities that it has the most experience of and has a reputation for producing. For

    Portakabin this is factory manufactured buildings as this is what its reputation has been built around. To increase sales Portakabin decided that product development was the best marketing strategy to use. This strategy would allow Portakabin to provide more choices for its customers in order to meet their needs more closely. This strategy allowed Portakabin to improve its products with a medium level of risk.

    Portakabin | Achieving growth through product development


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