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Carrot Masala Peanut Butter Soup Recipe
A few simple pantry staples can be turned into this delicious hearty soup. Garam masala is the perfect spice mix to build a lot of flavour, and pairs so well with peanut butter. It’s a simple meal to prepare, and delicious to serve with toasted sourdough bread. Drizzle some olive oil over the slice of bread, and toast on a grill.
This soup also freezes well, so you can make ahead on a meal prep Sunday for a quick mid-week meal.
Ingredients (3-4 servings):
1 large onion, roughly chopped
750 gram carrots, peeled and roughly sliced
6 slices root ginger (5 Rand coin size)
1 Tbsp Garam Masala
2 C vegetable stock
2 C water
1/3 C peanut butter (no sugar or salt added)
Coconut oil for frying
Drizzle of coconut cream or milk for serving
Method:
Add some (coconut) oil to a large pot, and sweat the onion on low heat for about 5-8 minutes, until soft and translucent. Add the carrots and ginger and continue to cook on low to medium heat. Add the garam masala and stir well to give the carrot mix a good coat. Continue to cook for about 5 minutes, stirring regularly. Add the stock and water, increase the heat to bring to a simmer. Lower the heat and simmer for about 30 minutes, lid on (leaving a small opening).
Remove from the heat and use a slotted spoon to transfer the carrots and onions along with a little stock to the OmniBlend jug. As the OmniBlend is a powerful blender, be careful blending hot liquids as this can create a vacuum and splash the lid off. Rather blend with very little liquid, and remove the cap from the lid and insert the tamper. Use a tea towel to hold the lid, leaving a small opening with the tamper to let the heat escape. Start blending at low speed, and blend until smooth. Add the peanut butter, and blend again. Return to the pot, and stir into the remaining stock in the pot.
For serving, toast some sourdough bread, and drizzle some coconut cream or milk over the soup. The perfect winter warmer!
Find more soup recipes here. | https://omniblend.co.za/blogs/all/carrot-masala-peanut-butter-soup-recipe |
Seems like I'll never learn, I get so excited about trying something new that I sometimes dive right in without actually reading the recipe. I mistakenly doubled the recommended amount of sour cream in the original recipe but it was so light and creamy, you can definitely stick with the full 16 ounces. Once you have all of your ingredients lined up and ready to go, all you need to do is light your coals and assemble the pie. Pillsbury gives you the step by step instructions here. In my 10 inch dutch oven, the pie baked for 30 minutes with 10 coals in a ring around the base of the oven and 20 briquettes on the lid. I then sprinkled on the final topping of cheese and let it bake for an additional 5 minutes. This is a great way to use up any leftover pulled pork you may have made from scratch. The smoky barbecue sauce pairs very well the the green chiles, a unique, somewhat quirky combination of flavors and like lasagna allow the pie to sit before serving so it will firm up and become easier to slice.
Reserve 2 Tblsp. enchilada sauce.
In small bowl, mix corn and chiles; set aside.
In prepared dutch oven, layer 4 tortillas, half each of the pork, corn mixture, sour cream, enchilada sauce and 1/2 cup of the cheese.
Top with final layer of tortillas, spread with reserved 2 Tblsp of enchilada sauce.
Bake at 350 degrees for 30 minutes or until pie is bubbling around edges.
Top with remaining one cup of cheese, bake 5 more minutes or until cheese has melted.
Allow to sit in dutch oven for 20 minutes before serving. | http://www.everydaydutchoven.com/2014/12/ |
On the 27th is National Fish and Chips Day! A day that commemorates this fundamental meal of the working class throughout the United Kingdom and beyond.
To celebrate we share this delicious and easy to make recipe. This recipe is best using Haddock because it has a slight sweetness that pairs well with the buttery flavour of the batter. If preferred you can also use cod or pollock instead which will also make an amazing meal!
We recommend seasoning the fish before cooking as this will help the fish to stay nice and firm meaning the batter will stay crispy.
INGREDIENTS:
- 200g all-purpose flour
- 15g fresh yeast
- 200ml ginger ale
- Cayenne pepper
- Freshly ground pepper
- Freshly ground coarse salt
- Vegetable oil, for deep frying
- 4 x 200g haddock, cod or pollock fillet, skin on, pin boned and trimmed
PREP TIME:
- 30 min
COOKING TIME:
- 30-40 min
DIFFICULTY:
- Easy
Method:
1. Season the fish with salt and cayenne pepper and put it in the fridge for at least 10 minutes or overnight for an even better result.
2. For the batter, sieve the flour, add a teaspoon of cayenne pepper, mix well and then season the flour with salt and pepper.
3. Combine the flour and yeast in a bowl.
4. Pour the ginger ale into the flour mix, gently and whisk briefly. Set aside to ferment for about 30 minutes.
5. The batter will be ready to use when the mixture starts to bubble.
6. In the meantime, heat the vegetable oil in a deep aluminium frying pan.
7. Dip the fish in the batter to coat, let some of it drip off, and then lower into the hot oil using a slotted spoon.
8. Cook the fish for 5 to 6 minutes, making sure the oil stays at 200c and turning the fish over halfway through so it is golden.
9. Lift it out with a slotted spoon, and drain on kitchen paper. Check that the oil is back up to 200oC, then repeat with the remaining fish.
10. Once the batter is nice and crispy it is ready to be removed from the oil.
TIPS:
Serve with chips and lemon wedges. | https://sqprofessional.com/inspiration-108-fish-and-chips.html |
Description:
This song-based activity lesson plan for English language teaching features the song Big Love (The Black Eyed Peas) and it does NOT make use of the official music video (some scenes it portrays may be shocking for most students, however, if you consider it suitable for any specific class you have, use it at your own discretion.)
In the activity, students talk about bullying, gun control, smartphones, and war, read and share opinions about those topics, listen to the song, do listening exercises with a worksheet and the lyrics, scan QR codes, read and write a text for homework,
Language level: intermediate (B2) and above
Learner type: All ages
Skills: speaking, listening, reading & writing
Topic: current controversial issues
Language: Vocabulary related to bullying, guns, smartphones, and war, expressions to agree, disagree and express opinions
Materials: cut out opinion + topic sheet + song activity Worksheet pdf – smartphones or other digital devices (tablet, laptop, etc) with a QR code reader app installed. Internet connection, wifi available for part 3.
Duration: 1 hour (or 1h and 30 min if you have time to do step 9 in class + HW)
Downloadable materials: Big Love- instructions; cut-out opinion/issue sheet; song worksheet; song audio mp3
INSTRUCTIONS
Preparation for the activity:
Download and print the cut-out opinion/issue sheet; cut out as indicated and laminate it to make the sets. Make 1 copy per pair or trio of students. Download and print the song worksheet. 1 per student.
PART 1
Step 1. Warm up – WHOLE CLASS:: Write/ project the following issues on the board:
BULLYING – GUN CONTROL – WAR – SMARTPHONES
Ask students if they think there is a connection between the four topics and what it is, or ask them which of the four is the most important for society right now and why. Have a vote and write the number of students in front of the issues on the board. (about 5 minutes)
Step 2. IN PAIRS or TRIOS. Hand out the opinion+issue set, one for each pair/trio of students.
There are 4 pairs of opposite opinions for each of the four issues (bullying, gun control, war, smartphones).
The students’ task is to match the topics with their correspondent opinions.
Step 3. after the pairs or trios have finished matching the opinions and the topics, they are going to talk about the opinions they agree more or disagree and give their reasons. (about 10 minutes – step 1+ step 2)
Step 4. After discussing in pairs/trios, the students share their opinions with the whole class and have a short plenary discussion.
PART 2 – LISTENING ACTIVITY WITH LYRICS
Step 5. Individual task. Hand out the song worksheet. It has two exercises: in exercise one, students have to listen to the song and number the verses, lines of the song as they listen to it.
Answer key exercise 1: 4 b. 2 c. 1 d. 3
Step 6. Individual task. In exercise 2 they have the complete lyrics of the song with 10 words removed. Their task is to listen to the song and fill in the blanks in the song lyrics with the words given.
Answer key exercise 2:
- Leaders 2. Fire 3. Americans 4. Young 5. Hands 6. Hope 7. Life 8. Global 9. Believe 10. Violence
Step 7: Back to their original pairs/trios, the students identify which parts of the song in exercise 1 correspond to the issues they discussed in part 1 (bullying, gun control, war, smartphones) and what opinion the song expresses.
Step 8. They share their opinions with the whole class
PART 3 – READING / WRITING
OBS: If there is no time available in class, steps 9 and 10 can be done for homework and handed in the following class.
Step 9. Students choose the issue they want to read about, scan the correspondent QR code on their worksheet and read an article about that issue on Newsela. This is an excellent Instructional Content Platform that supercharges reading engagement and learning in every subject. Your students will be asked to make a profile there to read the whole article, it is free and fast.
Urls for the articles
Bullying https://newsela.com/read/schools-bullying/id/1155/
Guns https://newsela.com/read/overview-guns-in-america/id/19146/
War https://newsela.com/read/lib-convo-just-war-theory/id/29945/
Smartphones https://newsela.com/read/lib-convo-just-war-theory/id/29945/
Step 10. Homework. Students write a paragraph or two with their opinion about the article they read in the previous step for the following class. (word limit 50 – 80 words)
That’s it for this week! I hope you enjoy this ELT song activity.
Feel free to leave some comments if you wish, and let me know how the activity worked out in your classes. | https://songactivityfactory.com/2018/10/15/big-love-the-black-eyed-peas/ |
Metcon/strength: "Scooter"
In 35 minutes
A. AMRAP in 30 minutes (in pairs, alternating rounds) of
30 double-unders
15 pull-ups
15 push-ups
100m run
B. In 5 minutes Find 1RM partner deadlift
Note: This workout is named in honor of police Sgt. Scott Lunger, of Brentwood, California, who was shot while on duty in July, 2015. | https://www.crossfitbeacon.com/blog/post/sunday-172416 |
Food and drink pairings are not only reserved for resturants and wine farms. You can do the same at your home,. If you want to host your own food and wine/beer pairing dinner, here are two recipes you can make. One that pairs with craft beer another that pairs with wine.
This is one of those recipes you will make a lot. You must keep the ingredients in your cupboard, for the nights you want to eat comfort food, but don’t have the time. It is super easy and packed full of flavour. It is also a great dish to pair with a Sauvignon Blanc. The fruity flavours of the wine will be enhanced by the creamy curry.
Heat up water, add salt and when it boils add your pasta. Cook for 8 - 10 minutes until al dente. Drain and leave aside. Heat olive oil in a pan and fry the chicken, garlic, ginger, turmeric and tomato paste. Season with salt and pepper. Cook until chicken has browned. Add the ready-made butter chicken cook-in-sauce and simmer uncovered for 10 minutes. Add the cream or coconut milk. Cook together for 8 minutes stirring occasionally. For the salad, finely slice the cabbage and red pepper. Toss in a bowl with the corn. Mix olive oil and lemon juice and use as dressing for the salad. Serve the butter chicken on the pasta, with salad and double cream Greek yogurt. Enjoy with your glass of Van Zyl’s Sauvignon Blanc.
You will love this recipe, nothing is quicker than to whip up polenta and bake these super delicious meatballs. Serve this hearty dish with a bottle of cold lager and you have a winning combination.
Pre-heat the oven to 180C. Mix all the ingredients from mince to cheese together. Shape into balls. Drizzle olive oil in an oven proof dish and pack the meatballs in the dish. Pour the chopped tin tomatoes over and sprinkle with sage leaves. Bake for 30 minutes. Bring water and salt to a boil in a large saucepan; pour polenta slowly into boiling water, whisking constantly until all polenta is stirred in and there are no lumps. Reduce heat to low and simmer, whisking often, until polenta starts to thicken, about 5 minutes. Serve meatballs on top of polenta with with Abru Lager. | https://www.houseandleisure.co.za/food/recipes/perfect-pairings-two-recipes-that-work-with-beer-and-wine/ |
The first song competing in this year’s Junior Eurovision Song Contest will be selected tonight, with Ukraine set to hold their national selection. A total of 5 songs are in the running, with the winner determined through a mix of public and jury voting.
Here are the participants:
- Sofia Artemenko and DJ Polinka – “Zamovlyannya” (Order)
- Zlata Dzyunka – “Nezlamna” (Unbreakable)
- Elizaveta Petruk – “Pisnya pro Lelechat” (Stork song)
- Darya Rebrova – “Paporoti kvitka” (Fern flower)
- Diana Stasiuk – “We are the Future”
Public voting is underway, and is open until 14:00 CEST. The voting re-opens for 15 minutes after all the participants have performed. Public voting will account for 50% of the vote, with jury voting making up the remaining 50%. On the jury are the following personalities:
- Anzhelika Rudnytska (TV presenter, artist)
- Khrystyna Solovyy (singer-songwriter)
- Myroslava Saliy (singer, vocal coach)
Timur Miroshnychenko will host the selection, which you can watch below: | https://eurovisionunion.com/2022/09/18/%F0%9F%87%BA%F0%9F%87%A6-ukraine-selects-junior-eurovision-entry-tonight/ |
# I Found Lovin'
"I Found Lovin'" is a song first released by the Fatback Band in 1983 by Master Mix Records and was included on their album With Love. The song reached number 49 on the UK Singles Charts in 1984. The song was re-recorded and released by Important Records in August 1986, upon which it reached number 55 in the UK. In January 1987, the original release of the song was re-released, which peaked at number 7 in the charts.
## Track listings
7": Master Mix / CHE 8401 (1983 & 1987, UK)
"I Found Lovin'" (LP Version) – 4:05 "I Found Lovin'" (Dub) – 6:11
12": Master Mix / 12 CHE 8401 (1983 & 1987, UK)
"I Found Lovin'" (Remix) – 7:10 "I Found Lovin'" (LP Version) – 4:05 "I Found Lovin'" (Dub) – 6:11
7": Important / TAN 10 (1986, UK)
"I Found Lovin'" "Is This the Future?"
12": Important / TANRT 10 (1986, UK)
"I Found Lovin'" (The London Boys Mix) "I Found Lovin'" (The Anthem Mix)
7": ZYX / 1346 (1987, Germany)
"I Found Lovin'" – 3:00 "Is This the Future?" – 3:20
12": ZYX / 5749 (1987, Germany)
"I Found Lovin'" (UK Master-Mix) – 7:10 "I Found Lovin'" (LP-Version) – 4:05
12": ZYX / 5749 (1987, Germany)
"I Found Lovin'" – 4:05 "Is This the Future" – 6:05
12": SPR / 12-431 (1988, US)
"I Found Lovin'" (Vocal) – 4:00 "I Found Lovin'" (Hot Instrumental Mix) – 3:43
12" Promo: NFR / 0066 (1988, US)
"I Found Lovin'" (DJG Lovin' Club Mix) – 6:37 "I Found Lovin'" (DJG Lovin' Radio Mix) – 3:50 "I Found Lovin'" (DJ Greek's Hard Head Mix) – 5:36 "I Found Lovin'" (Next Moove Classic Remix) – 5:44 "I Found Lovin'" (Axis Across the Track Remix) – 6:57 "I Found Lovin'" (DJG Lovin' Instrumental) – 6:37
## Steve Walsh version
British DJ Steve Walsh covered the song as his debut single in 1987. The song peaked at number 9 in the UK in the same week as the Fatback Band's version peaked at number 7. In the UK, it was released as a double A-side with a cover of Steam's "Na Na Hey Hey (Kiss Him Goodbye)" (whereas this was released as a B-side elsewhere). Walsh went on to record two more singles before his death in 1988.
### Track listings
7"
"I Found Lovin'" (7" Edit) – 3:30 "Na Na Hey Hey (Kiss Him Goodbye)" – 3:20
12"
"I Found Lovin'" (Full Version) – 7:21 "Na Na Hey Hey Kiss Him Goodbye" (Extended Version) – 4:59
Track 1 known as "I Found Lovin' You What! (Megamix)" Track 2 known as "Na Na Hey Hey Kiss Him Goodbye (Large Mix)"
## Other versions
In 1989, American R&B singer Jeff Redd released a cover of the song for his 1990 debut album A Quiet Storm which reached number 19 on the US Hot R&B/Hip Hop Songs chart. Also in 1989, American rapper B-Fats released a cover titled "I Found Love" from his album Music Maestro which reached number 53 on the US Hot R&B/Hip Hop Songs chart. In 1995, girl group All Saints (then known as All Saints 1.9.7.5) sampled the backing track of the Fatback Band's song in "If You Wanna Party (I Found Lovin')". In 1992, British rapper Monie Love sampled Fatback Band's version in her UK top 40 single "Full Term Love". In 2003, American singer Ashanti covered the song for her album Chapter II. In 2012, British singer Andy Abraham covered the song for his album Remember When.... | https://en.wikipedia.org/wiki/I_Found_Lovin%27 |
When I first went to Switzerland to work in the early seventies, Buerli were a common sight in all the little restaurants and train station buffets throughout Zurich and in Eastern Switzerland. Now both the quaint little restaurants and the excellent chewy Buerli have begun to disappear. I know I can always get a good Buerli along with an excellent Bratwurst at the Horber stand in the Zurich train station Wednesday market. When I can’t make it there on a Wednesday, sometimes I make this version of one of my favorite breads.
Buerli are not a lot of trouble to bake, but the dough and the Buerli need plenty of rising time – plan on starting early in the day for maximum convenience. They are always baked in couples or quartets; I’ve chosen to bake couples to fit them more easily on two baking pans. They are a little large, but are a perfect bread with hearty food – and they freeze well.
The ones pictured here are from John Baker, a new Zurich bakery that’s already well known for the quality of its bread.
For the starter, stir both flours together in a non-reactive bowl large enough to contain the starter after it has tripled in volume. Whisk the yeast into the water and thoroughly stir into the flour mixture. Cover the bowl with plastic wrap and leave to ferment for 3 hours.
After the starter is risen, prepare the dough. Put the water into the bowl of an electric mixer and whisk in the yeast by hand. Use a large rubber spatula to scrape in the starter and mix it with the water and yeast. Stir in the flours and the salt to form a rough dough.
Place the bowl on the mixer with the dough hook and mix on lowest speed for two minutes. Stop the mixer and allow the dough to rest for 10 minutes.
Mix the dough again on medium speed for another two minutes, or until it is smooth and elastic. Scrape the dough into an oiled bowl and turn the dough over so that the top is oiled. Press plastic wrap against the surface of the dough and allow it to rise for 30 minutes.
Scrape the dough out onto a lightly floured work surface. Fold both end of the dough in toward the center from opposite sides, then repeat with the other sides of the dough, as in the illustration.
Repeat the folding of the dough again after another 30 minutes.
Finally, let the dough rise covered again and undisturbed for 30 minutes.
To form the Buerli, scrape the risen dough onto a lightly floured work surface and cut it into 3 equal pieces. Divide each of the resulting pieces in half to make six pieces, then divide each of the six pieces in half to make twelve.
Generously flour the pieces of dough and form them into rough rounds.
Place the rounds of dough in pairs with the rounds an inch away from each other to allow for rising space. Place three pairs of Buerli on each prepared pan.
Cover each pan with a cloth and allow the Buerli to rise until double, about an hour or so.
About 15 minutes before the Buerli are completely risen, set racks in the upper and lower thirds of the oven and preheat to 500 degrees. Set a roasting pan in the bottom of the oven and allow it to heat up to make some steam later on.
Place the pans of Buerli in the oven and quickly add 2 cups of water to the heated pan, averting your face from the steam formed. Quickly close the oven to prevent the steam from escaping. Bake the Buerli about 20 minutes, then turn the pans back to front, and place the pan from the upper shelf on the bottom and vice versa. Lower the temperature to 400 degrees and bake the Buerli about 15 to 20 minutes longer, or until they are very dark – almost black – and the internal temperature is about 200 degrees.
Cool the Buerli on racks.
Serving: Buerli are never cut with a knife, but broken apart by hand. Serve them in a basket and each guest can break one off and break the roll to eat it.
Storage: These are best on the day they are baked, wrap tightly and freeze for storage. Defrost covered and bake for 10 minutes at 350 degrees and cool before serving. | http://www.nickmalgieri.com/recipes/buerli |
Here are some tips to help search engines better recognize and rank your page. These methods won't guarantee you a place at the top of the list, but they will improve your page's chances of ranking nearer the top.
Use informative META tags
Spider-based search engines read through META tags to gather information about a webpage. If there are no META tags, spiders will often refer to the first 25 words on the site, which might not be an accurate summary of the page's content.
- <meta name="Keywords" content="keywords">
- <meta name="Description" content="site description">
- <meta name="Author" content="your name">
Include ALT attributes with images
If there are pictures on your site that relate to your site's content, using ALT attributes is a good way to stress key words or phrases. Using ALT attributes also makes your site more compliant with W3C accessibility standards.
- <img src="image.jpg" alt="key information about the image">
Make use of the <h1> through <h6> heading tags
Some search engines take special notice of phrases framed by heading tags. If there is text on your page you'd like to emphasize, use a heading tag instead of making your text bold or increasing its font size.
|<h1>|
JLab
|<h2>|
JLab
|<h3>|
JLab
|<h4>|
JLab
|<h5>|
JLab
|<h6>|
JLab
Plug your page's keywords everywhere
Inserting your page's keywords at the beginning of the title, heading, and first paragraph will mark them as important words in the page. This will also let search engines know that your page is a good place to go for those keywords.
- <title>Keyword plug numer 1</title>
- <h3>Keyword plug number 2</h3>
- <p>Keyword plug number 3</p>
Plant comment tags with keywords
A few search engines will go so far as to read your comment tags. Since they're invisible, comment tags are a good way to plug your keywords without taking up space on your actual page.
- <!-- keywords in comment tags -->
Word your links descriptively
Too many websites use "click here" for important links to other parts of the site. Search engines operate by bouncing from link to link within a site, so pages that are accessed through an informative link receive the most attention. Make sure that your page's links are worded accurately and descriptively, and feel free to plug your keywords some more.
- <a href="yourpage">relevant information about keyword</a>
Have other pages link to your page
The more pages that link to your page, the higher the "vote" you get from a search engine, especially if these pages are important pages that put your link in an informative context. Trade links with friends or add your URL to other pages you maintain so that search engines will return your page more frequently.
Want more information? | https://www.jlab.org/div_dept/dir_off/public_affairs/em/web/developertips.html |
Web Writing Guidelines
Users want to find what they are looking for as quickly and easily as possible. Web-oriented writing and editing are essential for optimal content delivery.
Key Concepts
- Omit non-essential words. Users don't read -- they scan.
- Use "inverted pyramid" writing style: start with the point, then support it, using links for more in-depth details.
- One idea per paragraph.
- Keep the most important elements "above the fold," that is, visible upon initial page view without scrolling.
- Categorize according to users' needs, not by departmental organization or hierarchy.
- When creating a link, highlight only the one-to-three most important words, NOT "click here."
Do:
- Facilitate scanning with subheads, bullet points, lists, and captions.
- Provide links to related and additional detail.
- Use an active voice: "The company published the book."
- Use lists or tables when possible.
Don't:
- Expect your visitors to read everything.
- Put everything on one page.
- Use a passive voice: "The book was published by the company."
- List items in a paragraph to save room.
Consistency of Style
The only web constant is change. Stylistic debates continue ("Is it E-mail, e-mail, or email?"). Style manuals will help, but the most important style and usage point, one that cannot be emphasized enough, is consistency. You must adhere to the style you choose.
Writing for Search Engines
Keyword Research and Implementation
The proper keyword research strategy and implementation
Here are some external resources to learn more about keyword research:
- Moz: Keyword Research
- Siteimprove: Keyword Strategy: How to Create One for Your Organization
- Google: Keyword Planner
It is important to include these keywords and synonyms in the site URL, the title, headers, subheads, anchor texts, meta description, first paragraph and throughout the text body, as well as in image alt-texts, image filenames
Relevant Information
For every page you create, your users’ goals should be at the center of your content decisions. Put yourself in your audience’s shoes, and think about what information your users would be seeking on your webpage. Try to use language and terminology your audience would use.
Make sure to include a clear call-to-action (CTA) somewhere on the page. When you know why your readers are coming to your page, you can tailor content that naturally points them to where they ultimately want to end up.
Formatting and Organization
When you are writing for the web, it’s vital that you organize your content in a logical and targeted way. The title tag, headers, subheaders, bullet points, short paragraphs, and callouts all make content easy to scan and digest.
The title tag should reflect the subject, relevancy, need and target keyword. It is the first thing that users see on the page and in the search results listing, so it’s important to accurately label the content.
Using heading tags in the correct order allows search engines to index your page properly and creates a hierarchy of importance for the content on your webpage.
Headings also make your webpage scannable for users. Page and section headings allow users to quickly identify the content that is relevant to their interest.
Meta Descriptions
Meta descriptions are brief summaries of a webpage’s content. Because search engines display meta descriptions in search results, they are important in crafting a short compelling story about a webpage that will influence the user’s decision to click on a specific search result.
A good meta description should use
Frequent Content Updates
If you don’t update your content frequently, your page rank will drop. It’s important to schedule regular updates to page content and media files. Not only does this improve your ranking, but it gives your audience insight into your latest news and updates.
A to Z Style Guide
Northwestern University Global Marketing and Communications' maintains an A to Z style guide that addresses many stylistic issues you may encounter in University-related communications. Standard University terminology can also be found here. If you have any questions regarding reference to a specific University entity, please confirm information directly with that entity.
Copyright Issues
Follow all applicable copyright laws. See content policy for additional information. | https://www.northwestern.edu/brand/editorial-guidelines/web-writing-guidelines/index.html |
Locating someone with the last name Skora is easy if you know where to look. When browsing through the results generated you will notice that there are many people with the last name Skora. To speed up your people search results and get access to relevant information by limiting the number of results displayed, choose the link of the last name of the person you want to track.
Once you revise your search query you will be receive a list of people with the last name Skora along with their corresponding first name. As you skim through this updated list of names you will be able to pinpoint the person you want to gather more information on. Once you find the correct person, click on the link with their name and you will be transported to a page that features details about them.
If you can furnish any particulars about the individual you are trying to trace, like their last known address or telephone number, you can key in the details in the search box above and refine your results. This is a swift way to find the Skora you are seeking if you have to know a lot about them. | https://www.usa-people-search.com/names/S-18 |
Every time you search for a word, term or phrase the search engine compares it to records it has already stored away in it’s database. It’s aim is to find the most relevant result to match the keywords that have just left your fingers.
Google is the world’s most popular search engine, so with this in mind I will refer to how “google” works in place of saying how “a search engine works”. Ok let’s kick it off.
The google spider is constantly crawling the web, indexing content, recording links between sites, noting what names are given to pages, how the names of these pages relate to the content within those pages and in turn how they are relevant to the overall theme of the website. The word relevant is very important here. Google wants to establish what results to return to the searcher that are most relevant to the search phrase used.
The spider has two main tasks Gather and Record
- Gather (Crawl) The spider crawls it’s way from site to site, through pages and pages, looking for content and links. These links can be internal links that connect to other pages within the site that the spider is currently on or they can be a link out to another site.
- Record (Index) We all know that trawling through paper files for specific information can be made far easier if we have a system of reference or index. We also know how important it is to be able to trust the index to help you find what you are looking for.
Google’s continued success rides on it’s ability to return relevant results.
Imagine the frustration a school secretary would feel if he or she was looking for the file that contained the names of the members of this years soccer panel only to find that contained within the Sports/soccer section is a document related to some recent landscaping done at the school grounds instead of her intended find. It gets worse, when she goes to place this document where it belongs in the Contractors/local/groundcare she finds the school policy document on bullying.
If this sort of thing were to happen every time you used google, you’d most likely stop using it.
Once gathered what information does google record?
- The content and structure of each page
- All pages linked to from this page internal (within the site) and external (to another site)
- All links that come into this page
- HTML tags (page title, headings, text describing images etc.)
Once recorded what does google do with this information?
Google applies it’s own algorithms or formulae to the records. These are sets of calculations used to determine just how relevant a websites content is to a particular search term. These algorithms are sophisticated, complicated and very secret. Each of the major search engines has it’s own algorithm and this is essentially what makes them different from each other.
The main factors that google considers in forming it’s decision on relevancy are
- The number and authority of related websites that link to the page
- The relevance of the content on the page to the particular search query
Conclusion
If google really wants to return the appropriate results and you want your website to be at the top end of these results, then you must meet it at least half way. That’s where Search Engine Optimisations come in. | https://www.internetsolutions.ie/how-a-search-engine-works/ |
Search engines on the World Wide Web are remotely accessible programs that let you do keyword searches for information on the Internet. There are several types of search engines and searches may cover titles of documents, URL's, headers, or full text. Keep in mind that the results you get from one search engine may not match the results you get from another search engine. In fact, they are often different due to the way each search engine behaves. Therefore, it may actually be beneficial to use more than one search engine on a regular basis.
In this section, we briefly look at Google and Yahoo!. Web pages are often dynamic and can change at any time. As a result, you may find that if either site changes, your experience with JAWS may be different than what is described here.
EXERCISE: Use the link below to go to the Google web site and follow along with the instructions.
When you first go to the Google web site there is a blinking cursor in the search edit box near the middle of the page. But you can also perform searches right from the address bar. To move to the address bar, just press ALT+D. Either way, as you begin typing, an autocomplete list may appear. You can press DOWN ARROW to move through the list and then ENTER to perform a search, or you can simply continue typing what you are searching for without using the list.
After you have typed in some text, press ENTER to activate the Search button. Results appear on the page below. We will discuss some techniques for finding the results on the page in a moment. But first, Google only returns web pages that contain all of the words in your query. If you find that you get too many "hits" or web pages that match your search, you can enter more words in your search query to narrow the choices.
Using good keywords gives you better results. Be as specific as you can. For example, a search for the keyword "musicians" will yield far more results than a search for the keywords "Elvis Presley." You do not need to include "and" between terms, but the order in which you type your keywords will affect the search results. You can also search for a specific phrase by including words in quotation marks. Google searches are not case sensitive.
You can also use the following items within your keywords for Google searches:
- - (minus) sign. Causes Google to exclude a word from your search. For example, "JAWS" can refer to a screen reading software or a famous movie. You can exclude many of the movie-related hits by searching for "JAWS -movie." (Be sure to include a space before the minus sign and no spaces between the minus sign and the word "movie.") Searches for JAWS with different conditions yielded the following results:
- JAWS, about 1,690,000,000 results
- JAWS windows -movie, still yields about the same number of results, but you find much more information about JAWS screen reader and very little, if any, information about movies. There will most likely still be links to videos on YouTube or other sources.
- "JAWS screen reader" (in quotes), about 49,600 results
As you narrow your search and use better keywords, you get more relevant results. Putting a phrase into quotes tells Google to look for the exact words in that exact order.
Try typing different things such as names, phone numbers, and more to find people or things.
Try a search for Freedom Scientific. Use this link to go to the Google web site. On the results page, there are a couple of things you can do to get more information about the results of the search:
- The statistics of your search are typically placed between the search edit box and the search results. You can use the JAWS find command CTRL+F to look for the word "Results," and then read that line. For example, when testing this, the search found, "About 203,000,000 results (0.80 seconds)." This can be useful if you need to narrow the search.
- Google uses a "main" region to guide you to the search results. You can press R to move from one region to another.
- The items found as a result of your search are placed on the page as both links and headings. You can press the navigation quick key H to move quickly among the headings that match your search. Since they are also links, you can press ENTER to activate them and move to those web pages of interest.
- Below each heading (and link) that match your search is a short synopsis of what that page is about. After pressing H to move to a heading (link), just press DOWN ARROW to read the text below it for more information.
- Remember, you can also press SHIFT+H to move backwards.
- There is also a good structure to the headings. The search results are typically listed after a heading level two. The matches found for the search are typically level three headings.
EXERCISE: Google uses regions to make navigation easier. Explore them by pressing R to move from region to region, and then press DOWN ARROW to move into the next section.
You can also read through the search results page using normal reading keys or use INSERT+F7 to open the list of links and see what related links were found. Use the Move to Link button in the links list, ALT+M, to move to a particular link and then down arrow through the associated text to find out if this might be what you are looking for.
In addition to the information displayed on the initial results page, there are often links to more pages of information that meet your search criteria. These pages are reached by activating the link for the number of the page. Usually you will find links for additional pages 2 through 10 near the bottom of each page, along with a Next link. Each page beyond the first page also contains a number of items that match your search.
Google Search Tools
Google also provides easy-to-use search tools. For example:
- "Weather Chicago" yields the current weather in Chicago
- "25 kilometers in miles" converts kilometers to miles
- "Define screen magnification" yields definitions for screen magnification
- "Seafood restaurants 33716" yields restaurants that serve seafood in or near that zip code
- And so on...
NOTE: For both the Google web site and the Yahoo! web site discussed in the next section, be sure to check out the other links on their sites for Advanced Search, Help topics, and more.
Yahoo!.com
Yahoo! is another search engine that many people use. The main Yahoo! page also has more information on it, such as sports and news headlines, entertainment links, and links to many other items. This tends to cause the page to appear more cluttered than the Google site, but may prove itself useful to you as well. As with Google, when you first go to the Yahoo! web site there is a blinking cursor in an edit box.
Forms mode comes on automatically when you get to a web page which has the focus set to a blinking cursor in an edit box. If for some reason forms mode does not come on automatically on your computer, you can also press ENTER to go into forms mode, or you can press INSERT+F5 to open the Select a Form Field dialog box for JAWS.
TIP: Mouse users can also click inside edit boxes and forms mode comes on automatically.
After you have typed in some text, press ENTER to activate the Search button.
Yahoo! behaves very much the same way as Google and displays a list of hits of matching items. These are links to further resources, and each link here also has a text description taken from that source that matches your query.
After a Yahoo! results page loads, press the letter H to move to the different headings on the page. Since the headings are also links, pressing ENTER on one takes you to the web page indicated. Beneath each heading/link is text that describes a little bit about that page. Press INSERT+F7 to use the list of links to explore the links, or you can also press TAB to move from one link to another.
To find the number of matches, use the JAWS Find and look for the word "results" without the quotes. You may have to use the function key F3 to repeat the JAWS find. The results for Yahoo! are typically near the bottom of the page, so you may find the number of matches more quickly by pressing SHIFT+F3 to search backwards.
Yahoo! also has links to other results pages, just as Google does. These links show as numbers 2 through 5, along with a Next link, and are located near the bottom of the page.
Going Beyond the Search Engine Results Page
OK, so what happens when you choose one of the links you find on a search engine page? What strategies do you use to find the information you were initially searching for on the resulting page?
ANSWER: All of the strategies you learned in this series of Surf's Up lessons, including:
- Use N to jump past a series of links to move to the next block of text that has at least 25 characters without a link.
- Use the list of links (INSERT+F7) to look for links that begin with specific words.
- Use the list of headings (INSERT+F6) to look for structure in the headings on a page.
- Use the JAWS Find to search for words or phrases on a web page.
- Look for regions.
- Use the JAWS Quick Settings dialog box (INSERT+V) to change things as needed such as:
- Stop page refreshes
- Search for <title> attributes, acronyms, abbreviations, and more.
- Use the Custom Label feature of JAWS to label unlabeled links or unlabeled form fields on pages that you visit often. | https://support.freedomscientific.com/Training/Surfs-Up/Search_Engines.htm |
Chris Brogan shared that Yahoo is considering a new approach to serving up search results. He describes it as The Sound of Content Ripping Free From Its Page. I’m not sure it will be as dramatic as all that for a couple reasons.
What’s at the heart of Chris’ concern is this short post over at Business Week about what they labeled Yahoo’s Linkless Search. Here’s the part Chris finds concerning
Yahoo’s goal is to build a vast universe of related information, so that we get the info we’re looking for, without having to click on links. Search engines are already moving toward this. More and more, the information pops up on the result pages. But what Raghavan is describing sounds very much like an effort to push relevant Web pages down, or even out of the equation. “We’re not giving you pages, we’re giving you information synthesized from other pages.”
I’ve emphasized the parts that I think probably give Chris pause.
Search Without Links
At first brush the concept sounds a little hair brained to me.
From a publisher perspective it sounds goofy because with this approach to search Yahoo is choosing what parts of my content their user really “needs” to see rather than showing them my site and letting them choose the relevant content in context with the entire page.
From a user stand point I generally prefer to have the option to click through to the raw data. The idea of a synopsis makes sense. But I’d still want to see a link where I can click through to the source material. However I wonder if the average internet user feels the same way.
From Yahoo’s perspective it might make sense. IF they are looking at search as a way to corral people onto their site rather than as a gateway to other sites. If Yahoo’s intent is to build cull-de-sacs where “all roads lead to Yahoo” then this is probably one way to accomplish that goal.
Solving a Non-existent Problem
Here’s the thing. It seems to me that Yahoo is attempting to solve a “problem” that doesn’t exist. Here is an example of the “problem” as Yahoo sees it:
In the current mode, when we’re looking for, say, a restaurant in Hoboken, we query, read a web page, query again for reviews, and then again for directions.
Sounds like a huge burden, right? Yahoo claims that if someone is looking to check out a restaurant then they have to do 3 separate searches to find the information they need to make an informed decision. Why not simplify that to 1 search?
The thing is you already can get all that info from one search. Let me demonstrate.
Take one of my favorite local restaurants, the New South Cafe right here in Savannah. When I enter in “New South Cafe, Savannah, GA” into Google I get links to the following info on the first page:
- Restaurant Website
- Directions
- Several Reviews
- Some Community Involvement Info about the Restaurant
And that’s with one search, not three. Looks like Google’s already accomplishing what Yahoo is “researching” and is still ushering people to the content creators’ web sites. Everybody wins.
And here’s something interesting. Search for the same thing in Yahoo, “New South Cafe, Savannah, GA” and you get similar info. I see the restaurant’s web site, directions, and reviews all on the front page.
Yahoo’s Faulty Info
The top Yahoo results point to pages of info that are still on Yahoo web sites, though. Interestingly one of the top results gives a bogus address for the restaurant. Notice the phone numbers for the two entries are the same.
But folks following their directions to that location wouldn’t find the restaurant because it isn’t there. You’d have to click through to the restaurant’s main web site anyway to find out which location is the correct one. Or I you could just go over to Google and double check your search I suppose. They seem to have the location right somehow. Of course they aren’t pushing users to another Google page.
If the current Yahoo web sites can’t contain a simple piece of info like the location of a restaurant that’s been the same for at least the 4 years I’ve been in town, how do they expect to amass relevant data on their sites for the millions of searches that internet users conduct every day?
Bottom Line
I don’t think folks should get unduly worried about Yahoo! turning the search engine world on its ear with this new approach to search. It seems more likely to me that Yahoo will be collating masses numbers of pages with dubious content value this way.
If this is really what they are counting on to break the strangle-hold Google has on the search market and fend off a hostile take over from Microsoft then they are probably in worse shape than most folks give them credit for. | https://successcreeations.com/379/yahoo-working-on-a-new-kind-of-search/ |
The Buck Institute for Education is a non-profit organization that “creates, gathers, and shares high-quality project-based learning (PBL) instructional practices and products and provides highly effective services to teachers, schools, and districts.” The site includes many free resources and tools, and supports a community of educators interested in PBL-related issues.
This is a great site for teachers and school leaders of any grade-level to spark ideas on how to incorporate more PBL into their classes and to evaluate existing or plan new projects that will motivate students.
The notion of learning by doing has deep theoretical roots, from the writings of Confucius and Socrates to John Dewey and Maria Montessori. Project-based learning (PBL) has since evolved as an instructional approach that addresses core content through relevant, hands-on learning—challenging students to solve “real world” problems. Open-ended questions prompt students, working collaboratively, to research or construct their own solutions. Students then share their own work for authentic audiences.
The Buck Institute for Education stands out for the depth and breadth of their PBL resources. They provide an overview of PBL and many free resources their website. These resources include project planning tools, student handouts (a letter to parents, a project team contract, a presentation checklist, etc.), and various rubrics and articles. In addition, the Buck Institute has many dynamic ways in which they share new information and facilitate networking among educators interested in PBL.
No registration is needed to view documents. However to download them, you will need to register with Edutopia.
On the home page there is a link to learn more about PBL which leads to an overview. There are many different ways to access the resources on the site: answer one of the questions in the top banner to be directed to relevant resources; alternatively, scroll down the page to find a horizontal list of Featured PBL Resources and resources Recommended for You; finally, browse through lists of the three types of resources in BIE’s extensive database by clicking on Read, Watch, or Interact.
BIE’s database of resources is extensive and well organized. In the center of the page, there are links to browse all the resources of three different media types: Read (blogs, books, articles, rubrics and handouts, curriculum, etc.), Watch (videos, recorded Google Hangouts and webinars), and Interact (includes live events such as webinars, twitter chats, etc.; online classes; conferences; websites; online tools; etc.). There is also a search by keyword on the right hand side. And probably most useful, users can conduct a specific search using a guided filtering tool; narrow results by Media Types, Audience, Experience, and Grade-level. Most resources include three pieces of information: “What is It?”, “Why We Like It?” and “What You Can Do with It”. Under that is a preview of the resource.
The Community section of the site is very robust. BIE uses eight different social media networks to share content and connect professionals interested in PBL. On this page you can read an overview of the ways BIE is using each network. Click on “more” to jump in. Non-members of the social network will be prompted to join when clicking on the network page.
Make sure to check out the resources Recommended for You on the bottom of each page. This is a great way to find tools and further reading you might like.
On the home page features a large banner at the top with changing content. This can be used as a guide to relevant resources. Just click on a checkbox or enter in a key word to provide a little information to personalize your experience.
Why PBL: In the About section are two pages, What is PBL and Why PBL, which provide a very nice short overview.
Project-Based Learning Explained: This three and a half minute animated video provides a quick overview of PBL.
Project Design Rubric: This document is designed to evaluate the quality of an existing project using the 8 essential components of PBL.
Project Team Work Plan: This is a planning document for a student team. Don’t forget to use the categories on the right to pull up all the student handouts.
Recorded Google Hangouts: These live sessions are all recorded as YouTube videos and archived. They include dynamic talks with PBL experts and educators on topics such as “Assessment in PBL”, “Creativity and Innovation in Middle and High School Projects”, and “Managing Projects in Elementary Schools”.
The BIE Community utilizes social media networks to share and learn. Communities exist on Facebook, Twitter, Pinterest, Google +, Edmodo, Youtube, Instagram, and LinkedIn.
Few pedagogical approaches have been as strongly linked with student motivation and engagement as project-based learning. Student motivation, and the research behind it, is explored in Motivation, Engagement, and Student Voice. This also links to strongly to the Students at the Center framework, specifically “Anytime, Anywhere”. | https://studentsatthecenterhub.org/resource/buck-institute-for-education-bie/ |
Search results pages are lists of content which are relevant to the keyword search entered by your users. The concept is deceptively simple, but the design of your search results page plays a vital role in the overall experience users will have on your site.
As discussed in Part 1 of this two-part series, search puts a heavier burden on the user than most website interactions. Users must locate your search form, enter a meaningful keyword, and sift through pages of results in order to find the most relevant information. The look and feel of your search results page should make it as easy as possible for users to find the information for which they’re searching.
Should I Click on This?
The primary purpose of information in a list is to present users with enough information to decide if they want to read any more. Ask yourself, “What information do my users need to choose the right item in the list?” Make sure that information is included in the search results. No more. No less.
List v. Grid View
The most common page layouts for a search results page are a vertical list and a grid view. A list view is a good choice when the content is not highly visual (such as a list of documents) and when communicating the sort order clearly is a priority. Lists simply convey a sense a priority more clearly, with items at the top having a higher priority or relevance. This was the right solution for an international client for which EK recently designed a search results page.
A grid view is often the best decision for e-commerce sites and other search results for which users would appreciate the ability to scan highly visible content. Etsy provides a great example of this visually appealing search results layout.
Even Google, from which users expect a vertical list, will sometimes present search results more visually if that view will be of benefit to users. This search results page uses a combination of the list and grid page layouts.
Is This What You Meant?
Users will often enter vague search terms which could mean multiple things. Prompting users to clarify ambiguous search terms can greatly improve their satisfaction with search results. Wikipedia does this well through its disambiguation pages. If a user enters a search term which may have multiple meanings, he or she is taken to the page of the most likely search result, but similar results are clearly displayed.
If you think about it, disambiguation is just a fancy way of faceting your search results. In this example, the faceted navigation would allow users who entered the ambiguous search term “water” to clarify: did you mean water for hand washing or water for solid waste management?
Make it Easy to Click the Selected Result
Once your user has entered the search term, filtered the list, and found the ideal result in the list, it’s really frustrating if they try to click on it and have trouble. At minimum, the title and an additional link should click through to the selected content when clicked. If you’re using a more visual grid layout, the entire square should click through to the selected content, including the image.
Summary
User-centered design principles are really important when it comes to a search results page. Just like a well-designed search results page, the first item in this list is the most important, so let’s review it again. “The primary purpose of information in a list is to present users with enough information to decide if they want to read any more.”
Do you need some help applying user-centered design and identifying the specific information your users need? Contact us at EK. We can help! | https://enterprise-knowledge.com/search-ux-best-practices-part-2-search-results/ |
The Basic Search is an easy way to find all electronic submissions of Form 8871 and Form 8872 and paper submissions of Form 8871, Form 8872, and Form 990. All paper and electronic filings contain searchable data for the Organization’s Name field, Employer Identification Number (EIN) field, and Date Posted field (the date the form was originally posted to the site). To conduct a basic search, simply enter the terms into one or more of the fields and click the Submit Basic Search button. If you want to reset your search, click the Reset Search button.
Basic Search Results Explained
Upon submitting a basic search, a results page will display a listing of the names and EINs for organizations that have filed forms meeting your search criteria. To view the actual forms, click the name of the desired organization. The resulting page will display, in detail, the organization's latest information and a listing of its filings that meet your search criteria.
- To view an Adobe PDF version of a specific filing, click on the word Paper or Electronic in the Submission Type column next to the appropriate form. The Submission Type refers to how the filing was made (either electronically through the Web site or by mailing a paper form).
- To sort the results by a particular column, click on the column heading. Clicking once will sort the list in ascending order, while clicking a second time will sort the list in descending order.
- The list of filings in your results will be limited to ten per page. Use the page numbers or the Next and Prev links to view all of the results pages. | https://www.irs.gov/charities-non-profits/political-organizations/political-organizations-disclosures-search-tips-basic-search-details |
Links to relevant databases useful for finding full text background information in academic level electronic sources.
Use these sites to search for information about social services, statistics, and other government information related to human services
Please read the information below to learn how you can construct a search of government Web sites in Google for information on your research topic.
As you look for statistical information, some keywords you may want to include in different searches are:
statistic, data, prevalence, incidence, survey, rate, demographic, population, characteristic, trend, sample
The following sample searches are for statistics related to childhood obesity from government Web sites. Please remember the option to search organization and education Web sites as well.
In addition, please remember to use different search terms and to try different searches as needed in order to find helpful information for your assignment. In cases where the statistics are not recent, please note the source providing the statistics and search for the Web site of that source (e.g., a government agency) so that you may continue your research on that Web site for more recent data.
As always, please take the time to evaluate your sources.
Sample Search #1
site:.gov "childhood obesity" data
Sample Search #2
site:.gov children "healthy eating" survey
Sample Search #3
site:.gov "obesity in children" statistics California
Boolean operators help you connect your search terms and build relationships.
This search strategy helps you find results that include the same root, or stem, of a word.
A common symbol is the asterisk (*).
For exampe, the use of employ* in a search box would look for results containing words such as employment, employer(s), and employee(s).
What concepts would the use of educat* represent? | https://libraryguides.fullerton.edu/c.php?g=189654&p=6970335 |
In our continued effort to improve HGTD, we have a new addition to our breed-specific testing information. Complementing the Breed Relevance Ratings, the new Key Comments feature highlights in the breed search, any tests that have a comment related to the relevance of the test for that breed. Users can then click through to the phenes information to not only read the Key Comment, but also other general, and breed-specific information about the phene. Key comments are sourced from the researchers or test developers, as well as relevant experts.
What do Key Comments look like in the breed-specific test listing?
Look out for a "key" symbol next to the phenes in the breed-search list. If you see a key, then there is a key comment associated with this phene.
You can click on the phene name to read the key comment, as well as other information related to the test including: clinical information, application recommendations in the breed/dog, research/gene information, etc.
Once you click through to the phene, look out for the Key Comment information section.
What are examples of Key Comments?
Key comments are associated with the relevance of the test to specific breeds/types, and can vary in content. Provided by experts in the discovery or application of the test, the information could be related to how common the test is in a breed, specific concerns about the test for a particular breed, or breed-specific application of the test. This differs from the application information currently provided in phenes, which is a general comment on the test application and not breed-specific.
Examples of key comments are for the phene congenital myasthenic syndrome (CMS) in the Golden Retriever, and Golden Retriever crosses. There are currently two tests available for CMS that are available to the Golden Retriever. Each test is based on a different genetic mutation, and CMS is considered rare in the breed and its crosses. In this example, the key comment for the COLQ-related test is that it is very rare and may only be relevant for a specific line of Golden Retrievers, and not have breed-wide importance. Arguably more critical is the CHRNE-related key comment which notes that while this test may be applied to Golden Retrievers, it is actually an incorrect test. In these examples, the key comment not only has breed-specific information on the relevance and the BRR, it also supports test selection where the phene/test names are similar and may be confusing.
Who provides Key Comments?
Key comments are currently sourced from the original research, with the goal of testing and test results being informative and applied appropriately to a dog/breed. This is most often provided directly from the researchers, but may also be augmented with peer-reviewed publications and/or external links to additional information. In time, it may also include other breed and/or test expert comment.
Where can I get more information?
You are welcome to ask questions about key comments, or provide feedback by emailing [email protected]
Image via Pexels, H. Lopes. | https://dogwellnet.com/blogs/entry/196-hgtd-this-week-new-feature-key-comments/ |
Tex Med. 2009;105(12):64.
Health care isn't one-size-fits-all. Each patient is different, and accommodating diverse patient populations that face health disparities and have unique medical needs is essential in today's medical landscape. The Web sites here contain resources effective in helping physicians understand cultural competency in medicine, break down health disparities among certain racial and ethnic groups, and address patient safety as a function of quality care for all.
Texas Medical Association The Patient Safety Resource Center portion of the TMA Web site houses information on health disparities that affect specific patient populations and cultural competency training in the medical field. Resources on health disparities include fact sheets, links to organizations that have researched the topic, literature on racial and ethnic disparities, and research findings specific to Texas. The cultural competency portion of the Web page houses cross-cultural training resources, cultural competency tools, implementation guides, clinical practice guidelines for Medicaid practitioners, and links to related organizations and relevant studies.
TMF Health Quality Institute The TMF Health Quality Institute (TMF) is a private, nonprofit organization of licensed physicians founded in the early 1970s with the support of TMA and the Texas Osteopathic Medical Association. The organization's Web site contains cultural competency resources for physicians. TMF and the Centers for Medicare & Medicaid Services are offering physicians and their staff the opportunity to earn up to 9 free continuing medical or continuing nursing education credits. "A Physician's Practical Guide to Culturally Competent Care," developed by the Office of Minority Health, is available online and introduces staff to the cultural and linguistically appropriate services standards. The TMF Web site also features cultural competence fact sheets and links to valuable projects and reports.
Kaiser Family Foundation Physicians in search of fact sheets, study findings, survey briefs, and other documentation related to minority health need look no further than the Kaiser Family Foundation Web site . In addition to written reports, the Web site presents information via multimedia Webcasts, videos, and interactive tutorials. Tutorials feature topics of interest for practicing physicians and include health and the law, health systems, HIV/AIDS, Medicare, prescription drugs, the uninsured, and more. The Web site's resources are too numerous to list. You'll find information on topics from immigrants' health care coverage to the effects of an economic recession on communities of color. The site is organized so you can search by topic, report type, document type, or special features, making it easy to navigate.
Management Sciences for Health Physicians can get help with providing high-quality, culturally competent health care to multiethnic populations. From the Management Sciences for Health home page , click on The Provider's Guide to Quality and Culture . When visiting the site, first click on the Getting Started link for cultural competency information and guidance on avoiding stereotypes. The Patient Provider Interaction link covers clinical exchanges, prior assumptions and prejudices, medical history and diagnosis, patient adherence, working with an interpreter, nonverbal communication, and relating to patients' families. Explore the site further by clicking on the Health Disparities and Cultural Groups links. In addition, the site is sprinkled with links to other Web sites containing useful information related to cultural competence and health care.
The Office of Minority Health The Office of Minority Health strives to spur the development of policies and programs that do away with health disparities and positively affect the health of racial and ethnic minority populations. The Web site contains an abundance of resources and tools physicians can use to accomplish the organization's mission. Cultural competency resources include links to organizations and programs; information about relevant policies, laws, national standards, and initiatives; and training tools for physicians. Health care data and information are available for African-Americans, American Indians/Alaska Natives, Asian Americans, Hispanics/Latinos, and Native Hawaiians/other Pacific Islanders. If you take some time to browse the Web site, you'll discover campaigns and initiatives geared toward improving the health of minorities, community resources, public service announcements tailored to specific populations, and publications to aid physicians in treating specific racial and ethnic patient populations.
MedBytes is a quick look at new, or newly discovered, Web sites of interest to Texas physicians. The column also highlights features of the TMA Web site. Publication of information about Web sites in this column is not to be considered an endorsement or approval by the Texas Medical Association of the sites or sponsors, or of any products or services involved.
MedBytes Main Page
December 2009 Texas Medicine Contents Texas Medicine Main Page
January 27, 2016
What could a TMA Membership mean for you, your practice, and your patients?
Public_Health
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The malaise in physician practice long known as burnout – a term doctors increasingly balk at – has been exacerbated by the pandemic, as an extensive survey by the Physicians Foundation recently showed. Although proposed solutions offer hope, doctors have toiled through everything from the day-to-day stress of overwork and the fear of contracting coronavirus themselves, to the lack of adequate PPE, and the politicization of the virus. It’s added up to members of the profession becoming exhausted, fearful, and sometimes despondent. Plus ... learn how some physicians are helping to take on an increasing social determinant of health: food insecurity. | https://www.texmed.org/Template.aspx?id=8195 |
This "one stop" for career, education & training, and resume & interviewing information is sponsored by the U.S. Department of Labor. Practical, straightforward information about occupational decision-making and the job search. The Explore Careers tab leads to self exploration information, to free self assessment tools, and to career and career-planning information. From the Job Search tab choose State job banks under the Find Jobs section to learn about the job bank from each state's Workforce Development Center.
Quintessential Careers
Provides more than 5,000 pages of college planning advice, career descriptions, and listings of available jobs, with links to informative career planning and job search tutorials and assessment tools.
JobStar
Provides links to information about careers, jobs, and more. Under the Get Smart heading, click on the Career Guides link for links to information on career decision-making and on specific careers. Salary Info provides links to over 300 general and specific salary surveys.
Occupational Outlook Handbook
Online at https://www.bls.gov/ooh/
UNI Career Reference HF 5381 A1O36 (most recent edition); next earlier edition in Career Circulating
Library has 1970/71-2010/11 in UNI Documents L 2.3/4
Authoritative occupational information researched and provided by the U. S. Department of Labor. Each occupation is analyzed in terms of nature of the work, working conditions, training and/or educational preparation, earnings, job outlook, and similar occupations. To search online for information about a specific occupation, use the A-Z index. Explore occupations by Occupation Groups or by using the Select Occupations By function to identify occupations of your selected median pay, education level, or project job growth. When using the print copy, consult the alphabetical index to find your occupations of interest.
Occupational Briefs. Chronicle Guidance Publications
Available online as Chronicle Career Library of Occupational Briefs
Informative career reports ("Briefs" and reprints) on over 650 occupations. Each Brief defines the occupation; describes the work performed, typical requirements, working conditions, employment outlook, and related occupations; and identifies sources for additional research. To identify relevant Briefs online click on Alphabetical List of Occupations, then scroll the Alphabetical List or use the A-XYZ list. To see the full-text Brief, click on View the Occupational Brief.
Sloan Career Cornerstone Center
Information about careers in science, technology, education, and math (STEM) as well as information technology and health care. Content contributed by 20 professional associations.
Office of Career Services (UNI)
Offers a variety of services to help students select a career direction, locate career information, and identify ways of developing needed job-hunting skills. Gather information about interest inventories, employers, and graduate/professional schools at the UNI Office of Career Services. | http://guides.lib.uni.edu/c.php?g=667587&p=4701676 |
L'Annee Philologique (APh) provides information about scholarship on all aspects of ancient Greek and Roman civilizations published between 1928 and the present (with a two-year period between a publication's appearance and its addition to the database).
APh includes information about journal articles, books, and book chapters. These items, and the information about them, may be in English, German, French, Spanish, or Italian.
The articles discovered by searching APh are published in more that 1,000 journals. This thoroughness is part of what makes APh so valuable. (Within JSTOR, a researcher finds less that 70 classics journals.)
This tutorial provides an introduction to searching APh. Much more is possible after getting started.
Use the arrows below to navigate through the tutorial.
APh includes indexes that list predetermined names, titles, subjects, and other categories of information about each article or book with a record in the database.
Ancient Authors and Texts is one such index. Let's search APh for the ancient author Pliny the Elder.
Notice the Thematic search section of the search screen and the Ancient author and text box within it.
The first trick to using this feature is that you must know the Latin name or title. This can be discovered using a Latin dictionary. In the case of Pliny the Elder, the needed Latin name is Plinius Secundus.
Type Plinius Secundus into the text box. An autofill feature will likely help you enter the name or title correctly.
Notice that the database provides the number of hits for the name or title you have entered or selected. Click Search to see the results list.
How many items are in the search result list?
When a result list is overwhelming, modifying it using the advanced search features can be helpful.
Click on Advanced search in the gray navigation bar near the top of the screen (just below the green navigation bar).
Note the text box where you may again enter the ancient author or text of interest. Above that box, note options for constructing it by specifying a specific language, publication type, or publication date.
Use the pull-down menu for language and select anglais. (Also be sure to re-enter Plinius Secundus as the ancient author to search.) Notice the reduction in the number of items on the list!
How many items are on the search result list after it is limited by language to English?
This results list can be reduced further by adding a relevant keyword to our ancient author search.
Click on Refine search in the gray navigation bar near the upper right corner of the screen. Note that you are back to the advanced search screen. In the Free search text box, type agriculture OR nature.
Type the words just as shown. Including the word OR between them means that APh will include an item on the search result list whether it refers to agriculture or it refers to nature, assuming that both interest you equally.
Reselect anglais from the language pull-down and then click Search.
The result is a manageable list of items where Pliny the Elder is identified as the ancient author and some mention is made of either agriculture or nature. One or the other of the keywords most likely appears in the title of the article, book, or book chapter, or in the abstract describing it.
Click on the line for the item whose title starts with the words "Poison: Nature's Argument."
This is the detailed record for the article you selected from the results list. It provides you with all of the information entered in APh about the item.
The first piece of information to look for is the indication that this is an article, according to the Type portion of the record.
Note that the detailed record provides the complete article title, the name of the journal, the author's name, and an abstract, or summary.
The article appeared on your results list for three reasons:
The record includes the name of the journal where the article was published. What is that journal?
After finding an item to read, use the FIND IT @ LOYOLA button to open the library catalog and locate the full text in the library's print and digital collections.
The catalog will provide links into the interlibrary loan system when full text is not available in Loyola University Chicago's library collections.
Congratulations! You've completed this Introduction to L'Annee Philologique.
To get additional assistance from a librarian, please click here to choose from the many ways we are available to help.
Please enter your name and email address to retrieve a copy of your completed quiz.
You can enter multiple email addresses separated by commas. If you are doing this for a class, you may need to enter your instructor's email address also. | http://luc.libraryapplications.com/tutorials/view_tutorial_only/30 |
As described in the Research Catalog tab of this guide, catalog records contain collection-level information. It is recommended to start there, since not only will any archival results be guaranteed to be largely pertinent to a research project, relevant (and possibly rare) printed items will be listed in the returns. Results are organized by relevance by default, however can also be sorted by date.
The Archives Portal contains much more content for a search engine, in the forms of both the collection guides and any appended PDFs. Results can not be as easily or specifically sorted, so Boolean operators are helpful in getting a manageable list. Asking questions of the collection guides to best understand the context of a keyword is essential in deciding whether to make a trip to a Reading Room or to ask for more information. Operators and evaluating finding aids are described on the Preparing to Search tab.
A simple keyword search can be enough to quickly locate materials by or about a person.
Here, the Angela Morgan papers are the most relevant return for a keyword search. However, there are also works by Morgan individually cataloged among the search results. A biographer would likely be interested in all of these results. Anyone researching Morgan should note the name authority (and maybe even click through to see what else is cataloged with Morgan, Angela as the author).
Limiting to "Archives and Manuscripts" in the Collection dropbar shows that there are 3 archival collections cataloged as containing material pertinent to Angela Morgan.
If a subject has a unique last name, searching for that only will often yield a manageable set of results (see Quackenbush). However, keyword searching for both given name and surname without operators will often yield too many misleading results (see Angela Morgan).
The way names are listed in archival description can vary. If it is in the title or series description, it will be First Name Last Name. If it is found in a container list or Key Term, it will be Last Name, First Name. For more common name strings, searching "First Name Last Name" OR "Last Name, First Name" is recommended (see "Morgan, Angela" OR "Angela Morgan").
This search contains five more archives collection records than catalog searching alone.
For some of these records, the context of the keyword will be displayed on the results page.
In this case, the result displays that Angela Morgan has a guest file (1926-1940) in the Yaddo Corporation Records series of the Yaddo records. Clicking through on the name will open the container list with the box and folder number highlighted. A researcher can then enter "Morgan, Angela" into the container list filter to see the series description along with the folder information, and then return to the Overview tab to read about Yaddo in general. If Angela Morgan's guest file is interesting in light of these details and the researcher would like to access the folder contents, it is time to reach out to the archivists.
Similarly to a name search, beginning with a basic keyword search in the catalog is often yields a manageable amount of primary and secondary sources.
These results can then be further honed to "Archives and Manuscripts" material only in the collection dropbar, or for primary sources by the organization by shifting to an Author search, or for sources about the organization by shifting to a Subject search.
A search for an organization name is similar to a search for a personal name. The most unique part of the formal title should be used, or a defining phrase included within quotation marks.
In each result, a researcher should review the Overview tab to get a sense of the context and typical material for the collection. On the container list (if available), the researcher can then filter to the search term for further information, and to locate the relevant boxes and folder numbers.
With all the contextual information, a researcher can decide if the perspective of the collection creator and the materials gathered in the archive might be informative for a project, and connect with librarians or archivists for additional details or to schedule a visit.
Government branches often change names over time, and are often rather generic. The catalog is helpful in locating the different of names for departments, and determining which name would be in use for the time period of interest.
A simple keyword search locates too many results for the New York Board of Education:
A researcher can "Limit" or "Modify" this search to get closer to the time period of interest. However the first result serves a good starting point as well. Clicking through to the full record, the name authority is hyperlinked.
This leads to a list of other name authorities, and connects the researcher to alternative headings and subgroups which might help further target the search.
Using the dropbars, a researcher can then specify only "Archives and Manuscripts" collections are of interest, or change to a Subject search with the name authority if more secondary sources or outside commentary would be helpful.
Information from the individual items and published primary sources located through the catalog might be enhanced by connected material in archival collections. It is unlikely that the New York Public Library holds significant sets of records created by government organizations - these are more likely at municipal, state, or federal repositories. However, individuals or outside groups may have engaged with agencies in interesting ways.
Breaking the department name into two phrases returns all collections described using the terms "New York" AND "Board of Education" - which can then be filtered by time period or repository. If a researcher wishes for a larger results set, these phrases can be further parsed into terms (see "New York" AND Board AND Education) or with variant terms (see "New York" AND ("Board of Education" OR "Education Board")).
In each case, the individual collection description needs to be evaluated to estimate what might be present in the archives.
As discussed in previous sections, a researcher should read the collection overview to assess the context of creation. The series descriptions provide more specific information about the types of material present.
The Research Catalog allows for genre searching. Genre terms are incorporated from controlled vocabularies.
The terms used come from controlled vocabularies. A good way to find them is to again locate a source the researcher already knows, and mine the catalog record for the preferred phrasing. Results can be further limited to "Archives and Manuscripts" material, or modified to specific dates or locations.
The exact same genre terms will also be located in an archival collection record's "Key terms" list. A full list can be browsed by clicking through on any relevant record's material type link.
However, for some collections the "Key terms" list is not exhaustive. Using the keyword search will yield more results by combing all of the narrative collection description and container list, in addition to the catalog terms.
A researcher can then use the collection details and organizational hierarchy to estimate if the material described is likely to be of interest. Since the language used to describe collections changes over time, for additional results a researcher can create complex searches using wildcards, and then rely on the filters to hone to a manageable list using date ranges and repositories (see diar* OR journal*; "New York" AND photo*).
From the citations in a scholarly source, a researcher can target specific collections and series which might contain more information. This example uses Julie Nicoletta's article "Selling Spirituality and Spectacle: Religious Pavilions at the New York World's Fair of 1964-65," published in Buildings & Landscapes: Journal of the Vernacular Architecture Forum, volume 22, number 2, Fall 2015. It is accessible through the Library via Project Muse.
Nicoletta's note includes the full title of the archival collection, as well as the box number. The researcher can enter it in either the catalog or Archives Portal to locate the finding aid.
In this case, the finding aid is attached as a PDF through the tab.
Scrolling down to box 339 on page 19 of the scanned guide, a researcher finds that there are actually two boxes which contain Religion folders as part of the General Files - Participation series. A researcher can then return to the General Files series description for more information about what to expect in these folders.
While these searches surface all the descriptions which containing the keywords, only the text of collection description is being searched - not collection contents. Minimally described collections do not easily surface. However, archival research is an iterative process. As a researcher learns more about the topic and grows their search term list, it can be worthwhile to repeat searches with new persons, relevant organizations, or keywords. Since researchers do not have endless time, after each search they will again need to appraise collection description to estimate if interesting details could be present, or if less promising collections can go unexplored.
Publicly available archives do not exist for everything. While this is understandable for persons or organizations (correspondence gets lost or is kept in the family; a person's circumstances make them unable to create or keep materials; a business's records are destroyed when it closes), it can be frustrating. NYPL archival collections are representative of a long history of changing collecting priorities and cultural forces.
Often, a researcher needs to think expansively about sources and analyze material closely (and critically) for what is said, and what can be inferred from absences and omissions.
For some projects, archives can aid a researcher's understanding of the broader material world and cultural atmosphere around a topic, even if the desired exact source is not present in the collections. Librarians and archivists welcome questions and are available for consultations about including archives in research projects. | https://libguides.nypl.org/starting-archival-research/sample-searches |
The Tariff Browse function is used to easily browse through the Customs Tariff by section and chapter and view all the classification notes. read more
If you have an idea of the section and chapter but are not sure of the actual tariff code, the Tariff Browse function will be most useful. It is kept up to date in real-time and removes the requirement to update a paper-based version of a Tariff book and the associated costs.
The Tariff Search allows for a more targeted way of searching by keyword or tariff code. read more
You can search by specific tariff codes or keywords and can access the relevant information at the click of a button.
Estimate Customs and Excise Duties using the Duty Estimator. This function removes the need for any manual calculations and allows for more accurate costing. read more
Enter the relevant tariff code, select the country of origin (manufacture) and the system will generate the estimated duties based on the date you select. It also allows you to look at future dates when tariff code amendments come into effect and calculates the estimated duties which will be applicable.
New! HS2022 Amendments are available.
Please click on the links below to access the documentation:
SACU Correlation Table | Schedule 1 Part 1 | Schedule 1 Part 1 Legal Notes
Schedule 1 Part 2A | Schedule 1 Part 2B | Schedule 1 Part 3D | Schedule 1 Part 3E
Schedule 3 | Schedule 4 | Schedule 5 | Schedule 6
Please click on the links below to access the WCO documentation:
WCO HS2022 Background | WCO HS2022 Correlation Tables
All import and export commercial transactions require commodities on Customs declarations to be classified according to an appropriate tariff heading. The tariff classification code is directly linked to the rate of duty payable on that commodity. Classification operates as part of the international Harmonised Commodity and Coding System, under the WCO Harmonised System Convention. For the classification of the goods into a Customs Tariff, there are six (6) fundamental rules, the General Rules of Interpretation (GRI). You can read further information on the GRI here.
In cases where the tariff classification of goods is complex, i.e. the goods could easily be classified under two tariff headings or if there is no clearly identifiable appropriate tariff heading, it is the duty of the importer to approach the ERS and apply for a written tariff determination. To contact ERS please approach the ERS contact centre, the contact centre information can be found here.
The latest version of the full tariff book and schedules to the tariff can be downloaded from the links below: | http://www.ers.org.sz/portal/pageview.php |
Ann-Christine Roope is the Founder and CEO of Ethan Partners – a global Executive Search and Assessment Company that supports companies in accelerating their businesses by providing the talent that raises the quality, productivity and efficiency of their total workforce.
She will share her insights and experiences from Ethan Partners, Groupon and Rocket to provide you an in-depth view on international recruiting.
WANT TO SPEAK AT HRTECHX?
With Northern Europe’s largest forum for HR professionals, HRtechX provides an invaluable platform for networking, new insights and exposure at the conference with +1.100 CXOs, HR directors & HR innovators. We are always looking for speakers who hold the abilities to provide value to our audience and who have something at heart.
To apply to be on stage, simply follow the form. | https://hrtechx.com/speakers/ann-christine-roope/ |
The COBIS Eco Film Awards is a celebration of our students’
commitment to a sustainable future.
ENTRY FORM
Competition entries should be submitted by 3pm (GMT) on Friday 6 March 2020.
Competition details
The COBIS Eco Film Awards is a filmmaking competition that aims to develop COBIS students’ environmental awareness and empower them to take action. COBIS students are invited to produce a short film showcasing a project they have carried out to improve the environmental sustainability of their school. Through this competition, we aim to inspire our students to take green action and recognise the environmental achievements of our member schools.
The films
Students should produce a short film about an environmental project they have carried out in their school. The film should be no longer than 2.5 minutes (150 seconds) and should include:
- The environmental issue
- Strategies used to overcome the issue
- The outcome
- Who was involved
- What the students learned through being involved
The full judging criteria is available below.
Please ensure the films do not contain the full names of students.
Categories
There are two categories students can enter:
- Key Stage 1 & 2
- Key Stage 3-5
Schools can submit three films per age category. Schools may choose to run an internal competition to select these films.
Promoting the competition
Download this poster to display in your school.
Competition resources
Please download the DK resources below to encourage your students to think about environmental sustainability:
- 'What a waste' worksheet
- 'Oceans' worksheet
- KS3 Scheme of Work – this series of lessons is closely linked to the DK book, 'What’s Really Happening to Our Planet?'. If you would like a free copy of this book, please contact [email protected]. Please note, there is a limited supply of books and they will be available on a first come, first served basis.
How to enter
- Teachers should enter the competition on behalf of their students.
- Teachers should upload their students’ films to a video hosting site (e.g. YouTube, Vimeo, the school website etc.) and provide a URL to the film on the online entry form.
- Please ensure that the full name of students do not feature in the film.
- All entries must be submitted via this online form by 3pm (GMT) on Friday 6 March 2020.
Consent form
All schools must gain consent from parents and guardians for student images on the films to be used by COBIS and NAEE for the administration and promotion of this competition.
The winning films will be published on the COBIS and NAEE websites and social media platforms, and on the COBIS YouTube channel. The winning entries may also be screened at the COBIS Annual Conference 2020 in London, where representatives from British schools around the world will attend.
You can download this example consent form for use in your school. Please note, COBIS may ask for evidence of this consent.
The films will be judged by our competition partner, National Association for Environmental Education (NAEE).
Each film will be judged on the following criteria:
- The film contains the following information:
- The environmental issue
- Strategies used to overcome the issue
- The outcome
- Who was involved
- What the students learned through being involved
- Everything has been clearly explained
- The project demonstrates that the environmental sustainability of the school has been improved
- The students have played an active role in selecting and tackling the issue
- The video is presented in an interesting and engaging way
Winners and prizes
There will be one winner and two runners-up per category.
The winners and runners-up will be announced on the COBIS website in April 2020. The winning entries will be published on the COBIS and NAEE website and may feature at the COBIS Annual Conference in May 2020.
A certificate and prize will be awarded to the winner and runners-up of each category:
- Winner: £150 Amazon voucher plus a DK book bundle containing environmentally themed books.
- Runners-up: £75 Amazon voucher
The winning projects will also be featured in NAEE's Environmental Journal.
Terms and Conditions
Full terms and conditions for the COBIS Eco Film Awards can be downloaded here.
We would like to thank DK for sponsoring the COBIS Eco Film Awards 2020.
''DK is part of Penguin Random House, the world's largest publisher. We aim to inspire, educate and entertain all ages and abilities through the pages of our highly visual non-fiction books.
Our books are created to encourage a love of reading and learning, bringing unrivalled clarity to a huge range of topics. We combine trusted and curated content with ground-breaking computer-generated images, state of the art photography and beautiful illustrations, ensuring that everyone can understand even the most complex ideas and events
For adult readers, DK publishes a wide variety of books; spanning across travel, history, science, nature, sports, gardening, cookery and parenting.
DK’s extensive list of children’s books is a wonderful source of inspiration; from animals, space, the human body, homework help and craft activities, to the latest superheroes and LEGO® books. We captivate even the most reluctant readers through our engaging, accessible and informative content and stunning designs. ''
This competition is run in association with the the UK National Association for Environmental Education (NAEE).
NAEE – the UK National Association for Environmental Education – is an independent charity that supports and promotes teaching and learning in schools about the environment and sustainability. It was formed in the 1960s and publishes its journal for members, Environmental Education, three times a year. NAEE believes that young people have a right to first-hand educational experiences in their local environment as these are critical in helping them to understand the importance of the biosphere to all life on Earth, and is committed to campaigning for a strong focus on environmental and sustainability issues across the school curriculum.
The Association’s website naee.org.uk contains a weekly update, blogs, feature articles, book reviews and curriculum-focused reports. | https://www.cobis.org.uk/students/upcoming-activities-calendar/eco-film-awards-2020 |
The 2017 ICC in Washington is proud to host the finals of the Barbara Petchenik Children’s World Map Competition, organized by the ICA’s Commission on Cartography and Children. This final round is always a highlight of the ICC, showcasing the winning creations of young artists from more than 30 countries. In celebration of the International Map Year 2015-2016, the theme for the Competition will be “We Love Maps.” Thousands of artists from around the world will submit their imaginative interpretations of this theme to their national competitions, and the winning entries from several age groups from each country will advance to Washington. The drawings are dazzling and colorful creations, and reflect both personal and universal views of maps, of society, and of the world.
The competition serves to enhance cartographic, environmental, and societal awareness among our future generation, and represents an essential bridge between the current and future generations of cartography. This will be the thirteenth exhibit in the history of the competition, founded in 1993 in honor of a former Vice President of the ICA who worked tirelessly to promote the understanding, use, and creation of maps by children. The finals will be judged by an international jury as well as via a public vote; winners in four age groups will be announced and honored at the closing ceremony of the conference.
Find details about participating in this competition by visiting the Submitting to the Children’s Map Competition page. | http://icc2017.org/childrens-map-exhibition/ |
Annual event showcasing and celebrating work from established and emerging African designers. AFWL was created to introduce this work to a wider audience of potential clients and to generate interest in African fashion in an affordable and ethical manner. With the popular ‘Face of AFWL’ modelling competition providing an opportunity for models to make their mark on the industry, the focus of AFWL is to ensure that African fashions can be enjoyed by a wide audience in London and across the globe. | https://indexmod.gq/africa-fashion-week-london |
Photo gallery and videos: Talented young writers honoured at EDP and Bayer CropScience Young Poets of the Year competition
A bizarre and quirky land inspired by pasta and an owl's enchanting moonlit realm – these were the two very different magical worlds created by the young champions of a competition celebrating the work of pupil wordsmiths.
Schoolboys Jude Lince and Finn Will scooped the top accolades in this year's EDP and Bayer CropScience Young Poets of the Year competition, and yesterday, on National Poetry Day, the two boys and the runners-up received their prizes and read their poems at a special presentation at Fusion in The Forum, in Norwich.
It is the eighth year the competition has been held, and this year more than 400 writers aged eight to 11 took up the challenge to write a poem with the theme Escape to a Magical World.
Children's author Tom Blofeld, of the BeWILDerwood adventure park near Wroxham, was the final stage judge of this year's competition. He said the overall standard of entries was very high, with many magical worlds created full of fairies, dragons, pixies and more, and he said when judging the competition it was a joy to spend time in the minds of such talented children.
Nine-year-old Jude, who goes to Colman Junior School in Norwich, won the 8-9 age category with his poem Italian Adventures, where a youngster's meal of spaghetti transports him into a strange pasta-filled land with a river of formaggio sauce and a volcano made of ravioli.
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Mr Blofeld said the comic poem 'stood out far above the others in its year,' and that he loved its depth of description and the idea that 'ordinary daydreams can take us to magical places.'
Jude, whose favourite authors include Roald Dahl, said: 'It just popped into my mind. It is about a world of pasta except it is sort of a daydream. I just like writing. It is good fun.'
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Jude's mum Karen Lince said: 'We are incredibly proud of Jude and impressed with the imagination in his poem. I think it is amazing.'
In the 10-11 age group Finn Will, a 10-year-old pupil at Stalham Junior School, won with his untitled poem about an owl 'haunting, hooting, hunting' in a 'milky moonlight' world.
Mr Blofeld described it as a 'tale of high fantasy' and said 'its mysterious elfin tone could have come straight from the libraries of Tolkein's Middle Earth.'
About his poem, Finn said: 'We usually go on long walks and see lots of nature and owls and that sort of thing, and I like Harry Potter and books like that, and that is what gave me my inspiration as well as a visit to an owl sanctuary.'
Finn's dad Tim Will said he thought the competition was a great way of inspiring young people to enjoy writing.
He said: 'Finn really enjoyed taking part, especially with the theme magical world, and it is nice that he can see that by knuckling down, a bit of hard work and using his imagination he can do well. I could not be more proud.'
Mr Blofeld also gave special praise to Mitchell Kingsmill, from St Nicholas House School, North Walsham, for his poem My Magical World of Dreams, which was a runner-up in the 10-11 age category.
The other 10-11 age category runners-up were: Holly Salmon, from Wreningham Primary School, with Holly's World; Flora Norton, from Norwich High School for Girls, with Granddad's Meadow; and Alfie Gadd, from Stoke Holy Cross, with Eternally Alone.
The 8-9 age category runners-up were: Ethan Slater, from Stalham Junior School, with In the World of Ethan; Freya Childs, from Stalham Junior School, with An Imaginary Story Sweet Land; Samuel Fisher, from Peckover Primary School, with A Magical World; Thomas Gotts, from Ludham Primary School, with Poem.
The winners and runners-up received prizes that were donated by Bayer CropScience and BeWILDerwood, and the two winners' schools, Stalham Junior School and Colman Junior School, also received �500 each.
Bayer also donated �500 to Autism Anglia, a good cause chosen by Mr Blofeld.
Since the launch of the competition, Bayer CropScience in Norwich has changed hands. The site officially became Briar Chemicals Ltd on September 1.
See the two winning young writers read their poems by clicking on the links of the top right corner of this story. | https://www.edp24.co.uk/news/education/photo-gallery-and-videos-talented-young-writers-honoured-at-edp-532656 |
The first Art in the Capitol Competition recognizes Florida’s talented students by exhibiting winning pieces of artwork throughout the Capitol during the 2017 Legislative Session. Administered jointly by the Florida Department of Management Services (DMS) and Florida Department of Education and sponsored by members of the Florida Legislature, the statewide visual arts competition seeks to encourage students’ passion for the arts.
“As the leaders across Florida’s government convene during legislative session to craft policy for the state, it is my hope that this artwork serves as a reminder of the communities they represent and Florida’s future leaders,” said Representative Larry Lee, Jr. (D-Port St. Lucie). “I am proud to have sponsored House Bill 701 and thankful for the support of the Governor and my colleagues in the House and Senate in passing this great bill.”
“Showcasing students’ artistic abilities in the historic location of our state’s Capitol provides an opportunity for more than 67,000 visitors, employees and legislators to admire Florida’s exceptional talent while reinforcing the state’s commitment to students’ creative expression,” said DMS Secretary Chad Poppell. “We are proud to partner with the Florida Department of Education and the Florida Legislature to provide this meaningful opportunity to students across the state.”
“There are many talented students throughout the state of Florida, and the Art in the Capitol Competition is a wonderful way to recognize their creativity and artistic ability,” said Florida Department of Education Commissioner Pam Stewart. “I look forward to admiring the students’ work, and I am pleased that visitors to the State Capitol will have the opportunity to enjoy student artwork.”
DMS received 30 submissions from school districts statewide. As directed by House Bill 701, the Art in the Capitol Competition required each school district to annually hold an art competition for all students in grades 6 through 8, and winners from each district were selected by a committee consisting of high school art teachers. Once the winning artwork was selected, each student paired up with a legislative member to sponsor the artwork to be displayed during the upcoming legislative session.
To view the list of submissions and locations where the artwork is featured in the Capitol, go to the Art in the Capitol webpage. | https://capitalsoup.com/tag/floridas-talented-students/ |
POEMS ON THE MOVE: WINNERS' READING
An evening for all lovers of poetry, showcasing a wide range of work of both local and visiting writers in the elegant surroundings of Elizabeth College Hall. Gwyneth Lewis selected this year’s 33 new Poems on the Buses - this is your opportunity to hear them read by the winning poets.
The winners of the 2017 competition have been announced:
Kindly sponsored by
Poems on the Move Winners' Reading
Wednesday 10 May | Elizabeth College | 18:00 - 19:00 | FREE
Tickets will go on sale on 17th March.
. | http://guernseyliteraryfestival.com/index.php/family-events/poems-on-the-move-winners-reading |
Originally from Sydney, Nova Scotia, Ethan Ardelli is a Juno award winning drummer and composer based in Toronto.
Ethan graduated from the University of Toronto in 2006, and has since been one of the most in demand jazz artists in Canada. Ethan has had the pleasure of working with acclaimed international artists Dewey Redman, Mark Turner, Mark Feldman, Jeremy Pelt, George Mraz, Mulgrew Miller and Greg Osby.
Since 2014, Ethan has been leading his own ensemble showcasing his original compositions. The quartet features saxophonist Luis Deniz, pianist Chris Donnelly and bassist Devon Henderson. Their debut album entitled "The Island of Form" will be released in November 2018.
As well as leading his own ensemble, Ethan is currently a member of the Darren Sigesmund Quintet, Nancy Walker Quintet, Alexander Brown Sextet, Brian Dickinson Trio and the Harley Card Quintet. Ethan is currently on faculty at the Humber College Community Music Program and has also been on faculty at The Univeristy of Manitoba in Winnipeg. | http://jazz.to/concert/c%C3%A9cile-mclorin-salvant-0 |
A teenge musical theatre student is getting ready to take the starring role in this year’s pantomime at the Radlett Centre.
Beccy Lane, 19, beat off stiff competition to win the title role of Cinderella in the pantomime which opens this Saturday (6) and runs until December 31.
The Radlett Centre’s regular pantomime producers, Upstage Productions, is putting on the traditional show with plenty of audience participation.
Beccy said: “I am genuinely thrilled to have won the part of Cinderella at the Radlett Centre as their pantomimes are distinctive for showcasing a winning combination of the very best in family entertainment with fun, friendly and happy-making fairy tales brought to life on the stage with all the cherished traditions we associate with this special time of year.”
Cinderella is directed by Victoria Ward with musical direction by Radlett-based conductor Alexander S Bermange.
Tickets can be obtained from the box office on 01923 859291. | https://www.hertsad.co.uk/things-to-do/beccy-wins-role-of-cinderella-at-radlett-centre-5011046 |
Hermione malfoy dating
Since the release of the first novel, Harry Potter and the Philosopher's Stone, on 26 June 1997, the books have found immense popularity, critical acclaim, and commercial success worldwide.They have attracted a wide adult audience as well as younger readers, and are often considered cornerstones of modern young adult literature.Despite Harry's aunt and uncle's desperate prevention of Harry gleaning about his powers, their efforts are in vain.Harry meets a half-giant, Rubeus Hagrid, who is also his first contact with the Wizarding World.The wizarding world exists parallel to the Muggle world, albeit hidden and in secrecy.His magical ability is inborn and children with such abilities are invited to attend exclusive magic schools that teach the necessary skills to succeed in the wizarding world.
Harry meets most of the main characters and gains his two closest friends: Ron Weasley, a fun-loving member of an ancient, large, happy, but poor wizarding family, and Hermione Granger, a gifted, bright, and hardworking witch of non-magical parentage.
The British magical community of the Harry Potter books is inspired by 1990s British culture, European folklore, classical mythology and alchemy, incorporating objects and wildlife such as magic wands, magic plants, potions, spells, flying broomsticks, centaurs, and other magical creatures, the Deathly Hallows, and the Philosopher's Stone, beside others invented by Rowling. | https://isrun.ru/en-us/23hermione-malfoy-dating.html |
THE QUEEN'S COMMONWEALTH ESSAY COMPETITION
The Queen's Commonwealth Essay Competition (QCEC) is the world's oldest international writing competition for schools, established in 1883.
Each year, young people are asked to write on a theme that explores the Commonwealth’s values and principles, fostering an empathetic and open-minded world view in the next generation of Commonwealth leaders. Recent themes have focused on the environment, inclusion, the role of youth leadership, and gender equality. Past winners have gone on to become prominent leaders, including the Prime Minister of Singapore, Mr Lee Hsien Loong, Pulitzer Prize winning journalist Mei Fong, and the renowned author, Elspeth Huxley.
As Vice-Patron of the Royal Commonwealth Society HRH The Duchess of Cornwall is a passionate supporter of shining a spotlight on the importance of literacy across the Commonwealth. Annually, winners of the QCEC are invited to travel to the United Kingdom for a week of educational and cultural activities, which culminates in a special Awards Ceremony, usually held at Buckingham Palace, that is hosted by Her Royal Highness. As part of the BBC's Platinum Jubilee celebrations, The Duchess of Cornwall spoke to the BBC Cultural Frontline about the importance of literacy and the competition for a special programme, 'Celebrating Commonwealth writing' with previous competition winners Hiya Chowdhury and Ethan Charles Mufuma.
The Society has a rich history of nurturing the creative talents of young people around the Commonwealth and we endeavour to promote literacy, expression and creativity by celebrating excellence and imagination. The Competition invites all young Commonwealth citizens and residents, regardless of region, education or background, to share ideas, celebrate their story and have their voice heard. Through partnerships with Book Aid International, Worldreader and the National Literacy Trust, the Society is working to increase access to this opportunity for a wider range of young people.
All entrants and all participating schools receive a Certificate of Participation and one Winner and Runner-up from the Senior and Junior categories win a trip to London for a week of educational and cultural events. For more information about the competition, please see Terms and Conditions and Frequently Asked Questions.
The Queen’s Commonwealth Essay Competition is supported by the Lagos State Government. | https://www.royalcwsociety.org/about-the-competition |
The International Road Federation's Global Road Achievement Awards (GRAA) is a one-of-a kind competition to recognize innovative road projects and exemplary people that place the road industry at the forefront of worldwide social and economic development.
Instituted in 2000, the Awards have distinguished
185
programs, projects and products from around the world. Today, the Awards are recognized as a prestigious industry accolade in their own right, but they also serve to remind a much wider audience that the mobility everyone takes for granted would not be possible without the talent and commitment of our
industry.
Winners will be recognized at a prestigious ceremony during the 18th IRF World Meeting & Exhibition in Dubai, UAE
in the presence of a global audience of senior policy-makers.
"By showcasing new technologies and creative solutions,
the IRF Awards serve as an accelerator of progress and new ideas."
Eng. Abdullah Al-Mogbel
Chairman, International Road Federation
Application Deadline: May 8
2020 Winning Entries
2020 GRAA Highlights
STAY CONNECTED
© 2021 International Road Federation. All Rights Reserved.
IRF
IRF Global Headquarters & Secretariat
Madison Place
500 Montgomery St, Fifth Floor
Alexandria, VA 22314 USA
Tel:
+1 703 535 1001
|
Fax:
+1 703 535 1007
| Email: | https://myemail.constantcontact.com/2021-IRF-Global-Road-Achievement-Awards--Showcasing-Industry-Excellence.html?soid=1102899987337&aid=sYH2_aA7Qlk |
About the Show
A lively and sometimes unpredictable half hour talk show, Joni tackles a wide range of relevant issues, controversial subjects and hard hitting news topics with candor and wit. Combining colorful feature segments with an array of notable guests, Joni offers a fresh perspective on issues ranging from health and nutrition to divorce and alternative lifestyles.
Reaching a broad, multi-cultural audience, Joni Lamb transcends denomination and race by focusing on the importance and relevance of the Gospel in today’s society.
Showcasing a contemporary, new look, life-changing testimonies and expert opinions, Joni Lamb raises the bar of traditional Christian television without compromising the truth of the Gospel. | https://www.jonilamb.com/joni-table-talk/ |
Critic Consensus: No consensus yet.
Beyond the Edge Photos
Movie Info
A legendary gambler assembles a team of supernaturally gifted people. Together, they use their magical abilities to try to win a gambling competition that could make them rich beyond their wildest dreams. But first, they must defeat a rival whose powers far exceed their own.
Watch it now
Cast
Antonio Banderas
as Gordon
as Gordon
Lyubov Aksyonova
as Veronika
as Veronika
Anastasiya Anikhovskaya
as Devushka v koridore
as Devushka v koridore
Sergey Astakhov
as Viktor
as Viktor
Vilen Babichev
as Igrok
as Igrok
Milos Bikovic
as Maykl
as Maykl
Critic Reviews for Beyond the Edge
There are no critic reviews yet for Beyond the Edge. Keep checking Rotten Tomatoes for updates!
Audience Reviews
There are no featured reviews for Beyond the Edge at this time.
Beyond the Edge Quotes
There are no approved quotes yet for this movie. | https://rtv2-production-2-6.rottentomatoes.com/m/beyond_the_edge_2018 |
Congratulations to Josh F., Pravi P., Ethan Z., and Austin Z., BASIS Independent McLean's fabulous Mathcounts team and coaches Rikki McCullough and Tyler Sullivan for winning the Mathcounts State Championships!
All four team members placed in the top 20 spots in the individual competition. Pravi took first place, Ethan took second, Josh placed 10th, and Austin placed 19th!
The National Society of Professional Engineers, National Council of Teachers and Mathematics and CN Foundation created Mathcounts in 1983. These groups founded this national middle school enrichment program to promote the importance and value of math in school and beyond. The program was brought to life through competitions and club activities.
"The win was very exciting as a new teacher and coach. It shows that our new school has some talented kids and teachers willing to help them push to be the best," said Coach McCullough. "The team worked very well as a team as well as individually. They put in a lot of hours on practicing for this." | https://blog.basisindependent.com/mclean/topic/math |
Several Bushfire and Natural Hazards CRC PhD students and an early career researcher have submitted a video showcasing their communication skills in the hopes of winning a competition run by the Cooperative Research Centre Association (CRCA).
The CRCA’s Early Career Research Showcase is a communication competition open to early career researchers that involves submitting a 30 second video that clearly outlines their research.
The competition focuses heavily on the way in which the researchers were able to simplify their information and clearly and concisely describe what they are working on.
Five finalists will be choosen to attend the CRCA annual conference in Adelaide on 28-30 May, where they will each present on their research. The winner of the competition will be decided by audience vote at the conference and receive $5,000.
Watch the CRC researcher's submissions here.
Avianto Amri (above) explains his research on disaster risk reduction and education for children, building disaster resilient households through a school-based education intervention with children and their families. Recent studies on disaster education have demonstrated that although programs have increased awareness and knowledge of children, there is little evidence of any significant improvement or change at home. Therefore, his research has been initiated to develop an innovative tool through a participatory process to encourage children to actively engage with their parents in improving household preparedness. Now, the tool has been transformed into a comprehensive toolkit.
Mitchel Scovell explains his cyclone education and preparedness research, investigating the psychological factors that influence cyclone mitigation behaviour. Cyclones can cause significant damage to houses in the Tropics. For older housing, in particular, structural upgrades can mitigate losses. However, the majority of older houses in these areas do not have these upgrades installed. His research found that how people think about cyclones and structural upgrades helps to explain their mitigation behaviour. These findings are being used to inform cyclone preparedness messaging to promote the uptake of structural upgrades in high-risk areas.
Dr Rachel Westcott explains her community bushfire safety research, advancing public health in the context of natural hazards: normalising preparedness within a framework of adapted Protection Motivation Theory. Her research proposes public health policy and processes to assist people to negotiate natural hazards in an increasingly hostile, climate change induced environment. This is achieved by normalising preparedness – to make ‘fire-fitness’ routine and everyday. With data gathered from a diverse regional community in South Australia, Dr Westcott's research identified achievable locally bespoke and societal wide strategies to narrow the awareness-action gap and promote public safety and resilience.
Sesa Singha Roy explains her fire behaviour modelling research which is a development of an interface for improving computational performance of bushfire simulation tools. Bushfires are natural hazards that take a toll on life, property, and the environment. If these fires can be simulated, proper mitigation plans can be executed. Physics-based models simulate these fires in near-realistic scales as they delve into physical and chemical details of the fire. However, the major setback of these models is the high computational expense. Her research aims at reducing this computational expense, resulting in faster simulations, faster mitigation, and reduced damage. | http://bnhcrc.com/news/2019/communication-key-students |
News from the CRC
Several Bushfire and Natural Hazards CRC PhD students and an early career researcher have submitted a video showcasing their communication skills in the hopes of winning a competition run by the Cooperative Research Centre Association (CRCA).
The CRCA’s Early Career Research Showcase is a communication competition open to early career researchers that involves submitting a 30 second video that clearly outlines their research.
The competition focuses heavily on the way in which the researchers were able to simplify their information and clearly and concisely describe what they are working on.
Five finalists will be choosen to attend the CRCA annual conference in Adelaide on 28-30 May, where they will each present on their research. The winner of the competition will be decided by audience vote at the conference and receive $5,000.
Watch the CRC researcher's submissions here.
Avianto Amri (above) explains his research on disaster risk reduction and education for children, building disaster resilient households through a school-based education intervention with children and their families. Recent studies on disaster education have demonstrated that although programs have increased awareness and knowledge of children, there is little evidence of any significant improvement or change at home. Therefore, his research has been initiated to develop an innovative tool through a participatory process to encourage children to actively engage with their parents in improving household preparedness. Now, the tool has been transformed into a comprehensive toolkit.
Mitchel Scovell explains his cyclone education and preparedness research, investigating the psychological factors that influence cyclone mitigation behaviour. Cyclones can cause significant damage to houses in the Tropics. For older housing, in particular, structural upgrades can mitigate losses. However, the majority of older houses in these areas do not have these upgrades installed. His research found that how people think about cyclones and structural upgrades helps to explain their mitigation behaviour. These findings are being used to inform cyclone preparedness messaging to promote the uptake of structural upgrades in high-risk areas.
Dr Rachel Westcott explains her community bushfire safety research, advancing public health in the context of natural hazards: normalising preparedness within a framework of adapted Protection Motivation Theory. Her research proposes public health policy and processes to assist people to negotiate natural hazards in an increasingly hostile, climate change induced environment. This is achieved by normalising preparedness – to make ‘fire-fitness’ routine and everyday. With data gathered from a diverse regional community in South Australia, Dr Westcott's research identified achievable locally bespoke and societal wide strategies to narrow the awareness-action gap and promote public safety and resilience.
Sesa Singha Roy explains her fire behaviour modelling research which is a development of an interface for improving computational performance of bushfire simulation tools. Bushfires are natural hazards that take a toll on life, property, and the environment. If these fires can be simulated, proper mitigation plans can be executed. Physics-based models simulate these fires in near-realistic scales as they delve into physical and chemical details of the fire. However, the major setback of these models is the high computational expense. Her research aims at reducing this computational expense, resulting in faster simulations, faster mitigation, and reduced damage. | https://www.bnhcrc.com.au/news/2019/communication-key-students |
She indicts competition as a principal ill in education. I would like to put a more hopeful view. Fundamentally, competition is a feature of life in general, especially in the market place where so many of our society's activities are based, and from which much of the nation's wealth to support our public services is derived.
Is it not the main task of education to prepare children to make their way in and enjoy adult life? Somewhere an understanding of competition must surely figure.
I believe it is wrong to view competition as limiting success to a minority. There will always be those, in school and later in life, whose natural abilities, or better endeavours to use them, will put them ahead of others. Children are realists; they know that some come first and others come behind - but the followers don't generally regard themselves as failures. In any case, the same children don't come first in all activities. Ought we not to bring them up to believe that success is when someone knows that they have given their best and achieved something which reflects that? Children can grasp that concept.
It is a doctrine of despair to argue that competition has no place in the public service. Is it wrong for a school, a hospital or a warship (to take the three areas of my own life) to want to be the best in delivering the service to the public and nation for whose benefit they exist?
I do despair at the argument that competition against benchmarking is spurious because the benchmarks will shift. Of course, benchmarks should lift with better achievement. All around me I hear debate about adding value, and a wide recognition that performance tables and trends should be developed to reflect that.
Many schools are now able to say what achievement their results represent against pupils' individual abilities. But even when results are universally based on such assessment there will be some schools which will succeed more in lifting their children. Winners and losers, if you like - but not in the sense that those who do not come first, come nowhere.
All children are capable of success in my book - if our education system and their homes serve them as they deserve, there need be no failures. Human nature being what it is there will of course be some - but not because others are successes.
If I am wrong then it is time for me to leave the public service. | https://www.tes.com/news/competition-does-not-limit-successletter |
A playground built on the back of a Facebook rant was opened this week at Bolton Park, Wagga Wagga. A local mum took her concerns to Wagga Wagga City Council around the lack of inclusive play and less than two years later, Livvi’s Place Wagga Wagga opened.
Livvi’s Place Wagga in Bolton Park is part of an Australia wide initiative of the Touched by Olivia Foundation. Initially designed in consultation with leading academics, play, disability, and landscape experts and the local community, Livvi’s Place parks aim to dramatically reduce the barriers experienced by children with special needs and their families, helping to give them a level playing field for life.
Mulga The Artist joined forces with students from Wagga High to create a mural that reflected the local community. The students participated in workshops, created artwork and even assisted Mulga on site.
Livvi’s Place Wagga is a magical and (literally) mist-ical place that everyone is invited, included and belongs at.
By Mulga The Artist
Mia the Majestical Unicorn was pretty magical like this one time she turned a rabbit into a possum called Peter the Possum and he went on to become a moderately successful children’s book illustrator. One of his more successful books was about a turtle called T-Bone the Turtle.
Mia’s magical abilities came from one of her legs which was super magical if she touched it to something then you knew that something magical was about to happen.
One time she kicked a soccer ball and the soccer ball turned into one of those huge bouncy balls which is heaps more fun than a regular soccer ball. All the kids were running around chasing after it and having a grand old time.
When Bailey was just a young calf one of his young human overlords kicked a stray footy ball and it bopped him on the head. It didn’t hurt him cause his head was as tough as a piece of concrete or so I assume it was. Bailey then picked up the footy and dropkicked it perfectly back to his young human overlords. They were amazed and asked him if he would join their footy team. He said yes and as you can imagine there was quite a bit of outrage from the other teams like in that movie about the snail that wanted to join in that car race and like that movie Bailey was allowed to play and he was pretty much untackleable and his team easily won every game. After that season the governing body of the competition made a rule forbidding cattle from playing in the human football competition so Bailey started a cattle footy competition called the Cattle Footy League, or CFL for short and heaps of cattle joined in and had a grand old time playing footy against each other.
The End. | https://mumoki.com/location/livvis-place-wagga/ |
Another new opportunity and new venue, Ernest in the Ouseburn. A wonderful, relaxing, peaceful evening in the back room of the bar. 5 young people (Ethan, Zak and Alfie, Emily and Maxine) performed to an audience of around 10 people, with about 5 more having a look in from time to time, as well as potential others in the main bar area listening in without making themselves known. We hope that we can make this a regular event, showcasing young talent on a monthly basis. | http://www.cityyouthmusic.org/pre-2018-events/ernest-ouseburn |
SUSS uses the Canvas Learning Management System (LMS) to offer students a feature-rich online platform to enhance their learning journey.
Students can log in to the LMS to access all course-related materials and announcements, retrieve learning content, participate in discussions and quizzes, submit written assignments, download marked assignments and retrieve assessment scores.
In addition, students can also attend SUSS Online courses, live virtual classes and replay lecture recordings on the LMS.
Live virtual classes are conducted via web conferencing tool Zoom, where students have the opportunity to interact and consult with their instructors online.
Students can also leverage on the LMS to access and replay any on-campus lecture recordings 24 hours after the scheduled class run. At SUSS, all classrooms are equipped with the latest Panopto recording software to enable this interactive playback interface, which comes with added learning features such as bookmarking and taking of notes.
To access all these features and more, login to the LMS : https://canvas.suss.edu.sg/
Our technology partners : | https://learningservices.suss.edu.sg/lms.html |
Technology has changed the world. Thanks to her, man has developed tangible and intangible products that have improved his quality of life. Therefore, it has entered the educational area acting as a viable means to carry out a teaching and learning process for those students who cannot move to a specific place or require different time for training.
In this regard, it is worth highlighting the importance of virtual classrooms as a different alternative for education, understanding this as the non-physical space where an interaction between teacher and student with educational intentions occurs. Within this process, communication plays a relevant role, since it is the factor that leads to achieving an understanding between the parties involved, thus promoting the interaction that is needed.
Supporting these ideas, López (s / f), defines a virtual classroom as:
An innovative educational resource that allows the teacher and student to access and make use of various means such as chat, web pages, discussion forums, blogs, data repositories, wikis, etc; all this in order to carry out activities that lead to learning.
From the above, it follows that virtual classrooms tend to be an innovative resource due to the capacity they possess to be used as a cohesion element for different technological tools that influence and determine that the training process can proceed normally.
For their part, Cruz and Medina (2017), establish that a virtual classroom associated with new technologies offers didactic contents developed with elements of multimedia characteristics, that is, the integration of text, audio, and video. Likewise, the authors express that when it is an educational process, the name of virtual classroom should change to virtual course, since there the necessary elements are established to involve the student in active participation, with the teacher in charge of generating resources and content. that are of interest to you.
Nowadays, some virtual classrooms are supported by educational platforms such as the LMS (Learning Management System). For Verdún (2016), educational platforms are those “whose main characteristics are the use of a computer network or other multimedia distributions, as well as the multiplicity of mini resources and technological applications (mindtools) that incorporate new interactive possibilities and access to various technological devices. ” (p. 77)
In themselves, virtual learning environments are computer programs used for training that make use of virtual spaces or virtual classrooms to implement there a series of didactic contents and strategies that allow the student to carry out a teaching process with different modalities from the traditional training.
Advantages of virtual classrooms
Among the advantages of virtual classrooms are the following:
-
- They promote the self-learning of the students. Under the theory of constructivism, virtual classrooms provide the necessary resources for the student to create their own knowledge using the necessary tools.
- Based on the constructivist theory, virtual classrooms promote collaborative and cooperative work.
- Avoid the displacement of students and teachers towards a training meeting place.
- It provides another alternative to teaching different from the traditional one.
- Both students and teachers can access resources from anywhere.
According to Camacho (s / f), there are several types of virtual classrooms focused mainly on two general aspects: classical and those related to Information Technology and Management for the Knowledge Society (TISGC) . This is how the classic virtual classrooms are subdivided into:
– Informative: This name is assigned to virtual classrooms where communication is one-way, that is, it acts as a repository showing information from the teacher. In this type of virtual classroom, use is made of printed texts and manuals where the participant has access for consultation. Classroom design is contemplated by behavioral theory. The activities are asynchronous and with support for the classroom. Use of the Internet 1.
-Co municacionales : In this type of classroom communication takes place bi-directionally. In this way, forums, chats and email are started and applied. On the other hand, there is the support of printed texts and use of the Internet 1.
-Link: Web 2.0 is developed, elearning platforms appear, use of manuals and online tutoring.
– Expositives: Web 3.0 is developed, video, audio and animation are introduced as a form of support, using interactive manuals.
– Interactives: Web 4.0 and 5.0 development, application of interactive video and social networks. Inclusion of mlearning processes.
Regarding Information Technologies and Management for the Knowledge Society (TISGC) , the subdivision is as follows:
– Iconographic classrooms: It is developed based on the appearance of web 6.0. Web content is standardized and educational activities are integrated. At the same time, there is a balance of dynamic content and use is made of mobile devices and the generation of knowledge.
– Metaphorical classrooms : This type of classroom is based on educational metaphors. The PACIE 5.0 model is applied. Visual and multimedia impact is generated.
– Fourth generation classrooms : In this type of virtual classrooms, the iconographic classrooms are integrated with the metaphorical classrooms, creating greater visual attraction. Classrooms are usually interactive.
– Immersive classrooms: Classrooms based on three dimensions. Interaction through avatars. 3D educational objects, synchronous and telepresence activities.
– Generative classrooms: Impact of augmented reality. Web 6.0 domain, use of mobile applications.
– Expansive classrooms: Mastery of holographic technology. Use of web 7.0 devices. Use of augmented reality.
In fact, today, virtual classrooms are considered an alternative for education because they usually bring positive benefits that are increased through the use of Information and Communication Technologies. In this sense, the characteristics of virtual classrooms linked to the flexibility of time and space, as well as their advantages, make them become an opportunity for all those who want to obtain knowledge in a different way than traditional education. | https://www.knowledgeprime.com/advantages-of-virtual-classrooms/ |
A Learning Management System (LMS) is used to manage and deliver instructional materials and resources online, increase course engagement and interactions, as well as to track and assess student academic performance. Platforms for publishing and managing content are often referred to as content management systems. As such, platforms like Class Notebook are useful for creating and developing course content including curriculum road maps, syllabi, modules, and other course documents. The content can then be published and shared internally from the platform or externally in the LMS or another website.
Effective Practices for Teaching with an LMS
- Provide a detailed syllabus and course schedule to help learners focus and stay on task
- Reinforce a community of learners using the virtual meeting spaces and forums
- Share resources for learners to extend learning beyond classroom boundaries
- Integrate digital assessments and assignments in various formats to facilitate personalized learning and personal engagement with content
- Conveniently communicate course news, trending topics, and other reminders using LMS messaging and announcement features
To discuss more effective practices for using learning management systems and platforms in general, schedule a meeting with one of our TLC consultants.
Effective Practices for Using Content Management Platforms
- Utilize the Teacher-Only function to section groups to exchange information with other instructors in a private, secure virtual space
- Share the notebook link with students in the LMS so that they can access documents from their online class space as well as the platform app
- Centralize distribution of lesson plan templates, curriculum maps, and other docs among team members
- Use the platform's built-in tools to create interactive documents that contain multimedia (graphics, video, voice, etc.) which can encourage student engagement and active learning
- Set aside collaborative spaces for learners where learners can work asynchronously as well as collaborate in real-time to create group presentations and projects
To discuss more effective practices for content management, schedule a meeting with one of our TLC consultants.
Who's Using It?
Dr. Kenneth C. Hohmeier
Associate Professor
Tool: Blackboard
"My goal in using Blackboard was to better meet the needs of the students by flipping the classroom and allowing for more time for active learning and application-based activities in class. By using the technology at its fullest, I was able to focus class sessions on the context and application of the learning material, rather than on content delivery."
Read more on how Dr. Hohmeier uses Blackboard to flip his classes.
What's in our Ecosystem?
Blackboard: official learning management system (LMS) at University of Tennessee Health Science Center and is used to enhance teaching and learning for online and campus courses.
Office 365 Class Notebook: content management platform and class organizational tool that supports a host of teaching and learning activities such as collaborations, content creation, lesson planning.
References:
Back, D., Behringer, F., Haberstroh, N., Ehlers, J., Sostmann, K., & Peters, H. (2016). Learning management system and e-learning tools: an experience of medical students' usage and expectations. International Journal of Medical Education, 7, 267-273. | https://uthsc.edu/tlc/ecosystem-lms.php |
Minimum 6 years of learning and development experience including at least 3 years of in-person and virtual classroom facilitation.
Proficient in a variety of learning technologies (Captivate, Camtasia, SharePoint, Adobe Suite, LMS).
Ability to work withassociates and leaders at all levels.
Applied knowledge of instructional design methodology and adult learning theory.
Strong organizational, communication, and project management skills.
Able to participate in and facilitate group meetings.
Leadership experience would be a huge plus.
End-to-end design, facilitation, coordination, and management of courses, webinars, and workshops in both physical and virtual settings.
Development of instructional materials (e-learning, facilitators guides, job aids, reference guides, audio and video scripts, story boards, navigational text, assessments, etc.) that transform complex information into professionally written, interactive multimedia learning experiences.
Proactively use technology, industry best practices, external networking, and alternative learning methods to develop new content and continuously improve existing training. | https://www.theladders.com/job/senior-learning-development-specialist-jackhenry-allen-tx_39014022 |
CMS stands for Content Management System, which translates directly into Spanish as a Content Management System. As its name suggests, it is a system that allows us to manage content. In general, a CMS would allow managing content in a digital medium and for the particular case that concerns us, a CMS would allow managing the contents of a website.
It has an interface that controls one or several databases where the content of the website is hosted. The system allows to manage independently the content and the design.
A content management system (in English: Content Management System, better known by its acronym CMS) is a computer program that allows you to create a support structure (framework) for the creation and administration of content, mainly on web pages, on the of administrators, editors, participants and other users.
d) Psychological criterion: Chosen to contemplate the psychological significance and its incidence in education (Piaget, Bruner, Ausubel, ...), so that students perform significant learning that allows them to articulate knowledge, procedures and attitudes in a coherent way.
c) Criteria of specificity: We have adopted it since the subject has a set of contents that students will not work in other disciplines, such is the case of the third and fourth blocks that we present and their reference to specific topics.
b) Representation criteria: It is necessary to select the most relevant aspects of the content, as well as the contributions of the most outstanding authors in this field.
a) Epistemological criterion: It refers to the logical structure of the subject. We try to differentiate the essential contents from the secondary ones and their mutual relations. It establishes the conceptual framework and places the subject in the frame of reference of the Sciences of Education in relation to other sciences on which it is nurtured and on which it is based.
The development of the so-called "information society" both in its analogue and digital aspects, has led to an exponential growth of traditional media containing such information (paper, films, cassettes, etc.).
The data storage medium or data storage medium is the physical material where data that can be processed by a computer, an electronic device, or a computer system is stored.
With the development of multimedia and hypermedia, one of the elements that must be in constant evolution and development is, precisely, the storage capacity of the media.
The most basic authoring tools are those that only allow a limited set of actions for the user to interact with the system; as, for example, navigate between different hyperlinked pages or go from one slide to the next.
Examples of these tools can be Power Point, Prezi or OpenOffice.org Impress for the creation of slides or exelearning to create web navigation maps.
They are generally multimedia tools that allow to combine digital documents, images, sounds, videos and interactive activities from the same tool, to create learning objects (O.A.) that can be inserted in virtual learning environments.
Authoring tools are computer applications that facilitate the creation, publication and management of materials and educational resources in digital format used in face-to-face and distance education mediated by ICT.
Authoring tools generally provide modules from which activities can be organized or interconnect small components to adapt the content to the objectives, knowledge and skills that are sought to develop.
The asynchronous communication tools (without temporal coincidence) WIKI is, basically, a collaborative website that can be edited by several users asynchronously.
Probably the most attractive and most educational element of the learning management systems are their communication tools.
The forum is the asynchronous communication system par excellence in e-Learning, and is by far the most widely used communication tool. Although its operation is similar to that of e-mail (in fact many platforms adopt an organization of the forums similar to that of email clients), the fundamental difference is that it is a public communication, community: who writes in a forum does to all the users of it.
they require specific infrastructures superior to those required to maintain a "simple" LMS. A webminar or webinar (composed of web seminar, webinar) is a complex synchronous communication tool that allows presenting content on the screen (usually Powerpoint, flash, graphics, virtual whiteboard and remote desktop view of the computer) while the teacher explain the lesson.
Videoconferencing systems, unlike the three previous tools, present in practically all systems, are much less frequent in LMS.
Private messaging is actually a kind of internal e-mail platform. It is useful for notifications and communications of a private nature or selected deBnatarios, just like the email.
Real-time communication has evolved over time. At first the instant communication tool par excellence was chat. It consists of a program or web application that allows us to communicate with other people in real time through text messages.
The quality of this service depends to a large extent on the capacity of our computer equipment, and above all on the speed of our internet connection (bandwidth). Each time the access to the fast connections is more numerous, and therefore the videoconferences are used with greater assiduity.
, we have the option of using a free social learning environment like the one that RedAlumnos offers us. Thus, we have a wide range of functionalities, access from any computer with internet connection, an unlimited number of accounts for teachers, students and parents, groups and social profiles, public library accessible to all and free online support.
There is a lot of talk about "open source" or open source platforms, presented as the cheapest option because no license is necessary. However, the implementation and commissioning of open source platforms requires training that is not always available in all centers.
Implementing an e-learning platform for our school has a very variable cost, which will depend both on the functionalities that we will enjoy and the number of accounts we can manage.
We can contract the services of online platforms that do not require that we have a server. Among them we find Clickedu, which in addition to an LMS offers management services for a single premium of € 3000, or the famous Edu2.0, which for 30 cents per student gives us access to a wide range of services.
If you notice that a student has not entered the platform for a while, or notes that despite entering, does not progress, you can follow up.
In the reports you can see which and how many students are going through what lessons, the latest connections, and what actions they are doing. In the reports section you can select the module (chat, activities, forums), the period you want to make the report, type of user (in this case students) and activity to get a list that you can use to send a bulk email .
In online platform reports you can see if your students review the material and how long they stay in each lesson. Thanks to this you can get an idea of what material is attractive, which is not, which requires more study time, if it is too long or too heavy.
The material read, the activities carried out or pending, the notes, comments, the time within each module, the visits, the messages, the uploaded material: everything is registered in the platform.
The advantage of using online training platforms is that they record all the activities carried out by your students, you and even the administrators.
This format is oriented around a main forum, the social forum, which is listed on the main page. It is useful in situations that have a freer style. Even, there may not be courses.
The single activity format only has one section, and allows the teacher to add only one activity to the course. When the single activity format is selected, a drop-down menu will appear for the teacher to choose the activity he wants to use.
The ownership of the teletraining platform must be accredited by presenting a responsible statement and the commitment to assume any liability arising from possible claims of third parties on such ownership.
According to this Resolution, the platform must be powerful to support all the technological tools of the course and the simultaneous connection of the students, and agile to be able to adapt quickly to the specifications of the tracking model established by the competent Administration.
The regulations that until now best specify these requirements is the Resolution of May 26, 2014 of the SEPE, which regulates the accreditation and registration of training centers and entities that provide in the modality of Vocational Training for Employment.
an LMS is above all things to create beautiful courses and keep track of your students' progress. But that's just the basics. The most advanced functions such as exporting your results, inviting users, distributing certificates and integrating with third parties make your life easier. Check out our full list of LMS features.
Every organization should focus on the learning and development of employees to stay alive in this fierce and competitive world.
System: System is simply a pretty word for software, so it sounds bigger and more expensive.
Learning: You use an LMS to provide online courses and training material to the participants of your class or training.
SMTP is end-to-end mail delivery from one mail server to another. There is a direct connection between an SMTP sender (the client) and the destination SMTP receiver (the server). The SMTP client keeps the mail in the sender until it transmits it and copies it successfully in the SMTP receiver (server).
SMTP (Simple Mail Transfer Protocol) is the protocol through which the iSeries server can send and receive electronic mail.
SMTP on the iSeries server allows the distribution of notes, messages and ASCII text documents. SMTP can offer support for formats other than plain text when using the MIME (Multipurpose Internet Mail Extensions) protocol.
In an e-learning action, the contents refer to the study material of the course through which the concepts and skills required for the fulfillment of the learning objectives are transmitted: it is the didactic material that contains texts, study guides, examples, etc.
Web pages can contain texts and images, as well as multimedia content. It is built using a web page editor (or html editor).
(1) it is a new phenomenon, it is not 50 years old, and it is important at an individual and social level and (2) it has become the fundamental means of propagation and exchange of knowledge.
The complex systems are constituted by sets of elementary agents in interaction where each agent has an individual behavior, interacts locally with the others without necessarily having a vision of the whole.
The flexibility allows the diversification of structures, ways and ways of organizing the study, knowledge and skills for the teaching-learning process.
From the pedagogical point of view, flexibility includes aspects related to didactics (facilitating the student's interaction with knowledge and the development of competences) and evaluation (measuring the results of the learning process).
• Grades and reports area: final evaluation of the follow-up, grades issued by the teacher, study certificates, etc.
• Evaluation and self-monitoring area: periodic evaluations, works evaluated by the teacher, interactive exercises with automatic correction, exams, level test, etc.
• Communications area: email, discussion forums, chat, shared whiteboard, video on demand, etc.
Content area: the contents and corresponding programs of the courses, didactic guides, frequently asked questions, course materials and external resources, etc.
The technological platform, therefore, is a set of tools that serves as a means to carry out virtual teaching and learning, but "the learning process is more complex than the platform that facilitates it, and in any case it is always above in terms of strategies and objectives "
The fundamental thing is to design quality content and follow a good pedagogical model. It seems to us that only those functionalities of the platform that are relevant to teaching such contents should be used, that is, those adequate to achieve the teaching objectives, so that we do not subordinate teaching to technology, but vice versa.
The usability of an LMS will decisively influence the success of our online training plans. To improve it, it is necessary to put yourself in the hands of experts in the field, and make test and usability tests continuously to improve the system and adapt it to our users.
Usability refers to the ease of using a device, tool or software (in this case, an LMS).
Efficiency: Once the system is already superficially known, how long does it take to perform the tasks correctly? It is important that the objectives of using the LMS are achieved quickly, that they require little time for students to direct their efforts towards their training objectives and do not waste time figuring out how to take advantage of the platform.
Ease of learning: Is it easy for a user to perform the basic tasks of handling the LMS the first time he faces it? It is essential that, from the first moment, the user is able to intuit what is the operation of the platform without too much effort, without the need of guides or aids.
Memorability: When a user takes a while to re-enter the LMS, can he use it again quickly and easily? The design of the tool will make it easier to remember what actions should be taken, so that it is not necessary to invest time in learning again.
Satisfaction: Does the user feel comfortable working with the LMS? If the system is usable, the user's satisfaction will be greater. Although it is a subjective issue, it is proven that a good usability contributes to generate greater satisfaction.
The contents of the new courses of the graduates, are made up of two large blocks: The Panoramic Vision of the Course and the Didactic Units, which serve as a guide in the design and development of the same.
• Methodology: The actions of activities to be developed by the teacher are defined, in order to facilitate the learning of the students. The teacher defines the strategies and cognitive goals of learning, collaborative work and the levels of interaction and participation to achieve the learning objectives that are developed in the virtual modality.
• Course content plan: It is the organization of the content referring to the didactic topics that are part of the course. These topics have been named Didactic Units; which are chapters, themes or units of learning, which once studied by the student will achieve learning. The Teaching Units must be identified by a coherent title.
• Purpose of the course: A statement is written according to the duration of the subject. It expresses knowledge, behaviors or attitudes that require more time to occur in the student.
• Presentation of the course: It is a synthesis of what will be addressed during the development of the experience in relation to the content, which justifies the creation of the course within a specific offer, as a response to a specific educational need.
The main purpose of any online content is to achieve the objectives set with the training and that before an evaluation of the training provided it is possible to measure the impact it has generated on students.
Source of information classified by topics. In the forums there is the possibility of classifying the different topics of discussion and debate.
Common interest. The forums are born around a common interest shared by its members.
Asynchronous nature This feature allows you to publish a message at any time, leaving it always visible so that later any individual can consult it and answer if it deems appropriate (Moya, 2008).
An Internet forum is an asynchronous online discussion site where people post messages around a topic, thus creating a hierarchical thread (thread in English).
This application is usually organized in categories. These last forums are containers in which new topics of discussion can be opened in which the users of the web will respond with their opinions.
The enrollment of students to a course can be done in different ways. The teacher can add students to their course or students can self-register or delete, if these options are allowed, or the inscriptions can be read from a database, among other ways.
Authentication is the process through which a user is given access to his course, with username and password.
One of the central foundations of collaborative learning is that learners develop communicative competence in a language through interactive participation in conversations that take place in socially or pedagogically structured situations. | https://coggle.it/diagram/XLTFMumriB9k2F9m/t/e-training-technology-support-platform |
How To Launch A Learning Maturity Model For Long-Term Business Growth
In the previous article, we discussed how organizations fall into one of four ‘learning maturity’ stages in their approach to learning and development culture and continuous business development. These are:
- Chalk & Talk
- Brilliant Basics
- Investors in People
- Future Gazers
Where each organization currently lands on the continuum is determined by a host of factors, which we'll explore in this part of our series.
Determining An Organization’s Learning Maturity Level To Fuel Continuous Business Development
Types of training needed and used
Training types include onboarding, product and services knowledge, compliance training needed to satisfy legal or regulatory requirements or maintain certifications for employees in specific roles, or skills training to improve safety or performance.
Purpose of training
Organizations train employees to increase skills and knowledge, facilitate their professional growth or personal development, or prepare them to take on a new role or move into leadership positions.
Training and learning goals
When organizations develop learning goals, they might follow a recognized format, such as developing lower- versus higher order thinking skills according to Bloom’s Taxonomy; they could also set performance- or outcome-based learning goals that are tied to specific business goals.
Training modalities employed
Conventional and digital training takes place via face-to-face instruction; text-based learning materials; online training modalities including synchronous means, such as virtual classrooms, or asynchronous means, such as eLearning, microlearning, self-directed searches; and more.
Platforms and technologies deployed for training
Learning management systems (LMSs), content management systems, learning experience platforms (LXPs), or social and collaborative learning platforms are all options for hosting and managing training.
Measurement and assessment
Assessing the effectiveness of training requires choosing which tools are used to measure learning and performance and examining whether training correlates to changes in key business metrics.
3 Steps To Assess And Progress
Interested in adopting the Learning Maturity Model in your organization? Follow these stress-free steps to assessing and progressing.
1. Assess your current learning maturity level
This can be determined by a number of factors, including but not limited to the list above. Once you’ve determined where your current culture sits.
2. Plan a route to progress to the next stage
If you’re moving straight out of face to face training into online, what steps can you take now, soon, and in the future to move your learning culture forward? Plan your immediate goals (moving current training into a VILT model, for instance), what you can do in the next six months (invest in appropriate tech, for example), and where you want to be in the future (your learning roadmap – this could include elements like social learning, blends, even VR/AR if appropriate for your industry. You can work with partners – like Kineo -who can help you get to this point).
3. Then – implement, and test test test!
Some things will work – and some won’t. Mature organizations only get that way by trialing new approaches and taking a fail first, fail fast attitude. If you don’t know where to start, we’d be happy to help plan your roadmap with you.
How Mature Organizations Make Learning Technology the Core of Their Business Transformation Strategy
While learning technology is just one of multiple factors that influence and support learning maturity, it’s a crucial one that underpins how your learning is accessed, interacted with and assessed. It creates a learning experience and investing in the right technology for you ensures that experience is a positive one.
Brilliant Basics organizations tend to have an LMS to host and track online training including conventional eLearning courses and tutorials, featuring libraries of content that include interactive eBooks, documents, courses, and videos. They haven’t yet expanded into social learning, performance management tools or effective integration with other systems like HRIS.
Investors in People fully exploit the capabilities of their LMS and may overlay a Learning Experience Platform (LXP) for greater learner engagement and personalization. They encourage self-directed learning and perhaps host a knowledge base, extensive curated content, and performance development tools in addition to more conventional synchronous and asynchronous learning tools like eLearning courses, microlearning, documents, and videos. They may host webinars, virtual classroom-based courses, and collaborative learning platforms and opportunities.
Future Gazers have a mature learning culture and actively encourage learners to engage with self- and professional development as part of their workday routine. These organizations likely have (or are planning to implement) an integrated talent development ecosystem that includes a robust, full-featured LMS, an LXP, a performance management platform and other tools that track, manage, and expand learning opportunities.
They may be early adopters of AI technologies and immersive training platforms, for example, that take learning in new and innovative directions. Digital learning is deeply ingrained in their learning culture alongside — or supplanting — much face-to-face learning as their organizations grow and become more globally focused.
How Mature Organizations Leverage Learning
- Hire the cream of the crop
- Attract top tier talent
- Onboard them into your organization
- Train and develop their technical skills
- Engage them through continuous collaboration and social learning
- Boost performance by aligning employee ambition with company goals
- Exit at a mutually beneficial
Looking For More Tips To Assess Your Maturity And Foster Continuous Business Development?
Download the eBook The Concept of Organizational Maturity: How To Achieve An Agile Innovation Culture Through A Learning Maturity Model to accelerate your online training program and move to the next stage. Also, join the webinar to learn what drives L&D impact and find your breakthrough moment. | https://elearningindustry.com/stress-free-steps-to-launch-learning-maturity-model-for-continuous-business-development |
Types of LMS.
Abstract
In the ever changing world, higher education demands to have a competitive and inspiring learning environment that facilitates technology enhancement to make m-learning easy and individualised to all. Mobile learning has a significant impact on learning environment shifting. M-learning makes easy individualised instructions that enhance learning performance of learners. Mobile-based learning management system (LMS) has the ability to deliver highly relevant, resources individualized for each child’s learning style and other individualised needs. In this chapter, there is an attempt to discuss the various endeavours and significance of mobile-based learning management system. It also reflects how M-based LMS facilitates individualised instruction that enhances learning performance.
Keywords
- mobile-based learning management system
- individualised instruction
- learning performance
1. Introduction
The present scenario of the technology has changed world’s learning pattern. After integration of communication-based technology into the classrooms, contemporary education has accelerated. With the growing acceptance of using mobile devices, m-learning has become significant in teaching and learning process. M-learning or mobile learning is learning across multiple contexts, through social and content interactions, using personal electronic devices. For distance education, m-learners use mobile device educational technology at their convenience.
M-learning services can be provided through the learning management systems (LMSs). With the mobile learning management system, many opportunities have been facilitated to advance course efficacy. After completion of courses, instructors can refer messages, reminders, homework, and some other supporting materials to students using mobile platforms.
This chapter focuses on the following objectives:
To study the meaning and concept of mobile based learning management system.
To study the relationship between individualized instruction and learning performance.
To explore the individualized instruction and learning management system with reference to learning management system.
To study the perception of administrators towards LMS.
2. Methodology of the study
A descriptive survey method has been used. Thirty principals have been selected through the purposive sampling method from different teacher training institutes affiliated with MJP Rohilkhand University, Bareilly. Self-developed semi-structured interview has been employed to collect the data. Percentage analysis has been calculated for qualitative analysis. For theoretical background, the present study has been based on secondary data collected from articles, publications, and Websites.
2.1 What is mobile-based LMS?
For learning, an instructor uses LMS to deliver online courses and learning materials for learners. For management, an LMS helps instructor to organise and manage his students as well as the course itself through a mobile device. In teaching practices through mobile-based learning, a teacher educator can build and create their own cloud-based LMS with the help of any available LMS service providers. LMS can combine texts, videos, images, practice questions, assessment, and feedback.
In its first step, a teacher educator needs to create interactive learning content with the integrated Web authoring tool and publish as HTML5, which is supported on various smartphones and tablets. Then it is required to schedule and publish events on a site and allow the pupil teachers to register for the events from a mobile device. Hence, they may be able to browse events on a calendar or sort events by location.
2.2 Significance of mobile-based LMS
In this modern world, pupil teacher training needs to be easy and accessible. Learning management is the capacity to design pedagogic strategies that achieve learning outcomes for students . The learning management concept was developed by Richard Smith of Central Queensland University (Australia) and is derived from architectural design (an artful arrangement of resources for definite ends) and is best rendered as design with intent. Typically, mobile responsive LMS has an ability to offer an innovative approach for teacher educators as well as pupil teachers to create and deliver e-lesson plans and also monitor their teaching and learning process and assess their overall performance and completion of the required courses.
Teacher educators can also create new topics, add comments, and share documents under existing topics within multiple learning forums. A learning management system may also provide pupil teachers with the ability to use interactive features such as threaded discussions, video conferencing, and discussion forums to reach their full potential. Discussions can rectify and enhance the learning experiences by enabling pupil to share their practices and insights with peers. Instructors can moderate the post to avoid unsolicited e-mails. Instructors should also create and manage pupil teachers’ login account/profile and control what they should access on the mobile portal. Teacher educators can generate and deliver online quizzes or assessments comprising various question types to keep track of each learner’s teaching and learning performance. It is the responsibility of each teacher educator to get feedback from pupil teachers. In this way, pupil teachers can also use LMS for their practice teaching in simulated mode through mobile. They have lot of opportunities to improve their new teaching skills by getting feedback from their peers and their instructors.
2.3 Features of mobile-based learning management system
Synchronized online and mobile learning: with this feature of MLMS, during practice teaching, pupil teachers may able to initiate an e-learning module at his desk, pause, and pick it up where he left off on his mobile device.
Mobile virtual classroom: pupil teachers may participate fully in practice teaching with slide viewing, HD video, and voice with a single click.
Social learning: with the help of mobile device, pupil teacher can work together with the online community to explore and observe content. Pupil teachers can also participate in discussions, provide ratings and comments, and connect with experts while practice teaching.
My learning plan: pupil teachers have speedy access to their learning proposal, assisting them stay on top of their practice teaching. Supervisors also have mobile access to the ‘My Team’ dashboard, so they know who is on target and who may necessity assistance, and they can reach out directly from their phones by sending messages, setting up a meeting, or even starting a meeting directly from their mobiles.
Intelligent recommendations on the go: pupil teachers can analysis recommendations from The Intelligent Mentor (or ‘TIM’) when it is appropriate during practice teaching for them.
Apple and Android applications: native applications are available for Apple and Android phones and tablets.
Enterprise class security: mobile devices make practice teaching easy and secure with LMS-based single sign-on for both online and mobile access. For sensitive content, teacher educators have the choice to have it robotically deleted after a set period of time. Automatic time-outs, remote wipe, and access PINs for the devices are supplementary safekeeping features.
3. Mobile-based LMS and individualized instruction
In previous days of the one-size-fits-all curriculum, today’s schools are becoming diverse. Many teachers find that their class rooms are populated by English language learners, gifted students, students with disabilities, and students who are culturally diverse . Teacher educators observe that only a minor subgroup of any class was acquainting the resources they presented. Hence, one of the utmost benefits of using technology in classrooms is the ability to deliver highly relevant, pertinent resources individualized for each child’s learning style and other individualised needs. Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning.
Mobile learning has a characteristic of not being dependent on time and space . Properly, the use of a mobile-based LMS has potential to allow teacher educators to help each pupil teacher to develop their own pace of instruction. Mobile-based LMS can create an effective system of individualized instruction that is reasonable, replicable, and accessible. A mobile-based LMS makes learning stress-free for teacher educators to involve pupil teachers’ at all different levels. Pupil teachers can open their own learning folders and access individualised, higher level lesson units.
3.1 What is individualized instruction?
Learners are very different in their academic needs, backgrounds, and abilities. For this motive, it is imperative to come across them where they are so that we can make best use of their learning potential. One way to do this is to utilize individualized instruction.
Individualized instruction refers to the practice of strategies, resources, and assessments to meet the necessities of one particular learner. It makes sure that a scholar is receiving the appropriate guidance, flexibility, and learning support to magnify opportunities for academic progression. A learner’s profile gives educator information that shows both a learner’s strengths and weaknesses.
3.2 Purposes of individualized instruction strategy
Individualised instruction is based on the assumption that every individual has specific needs, and therefore, it involves different tasks for each learner and supports at individual level. Individualized instruction incorporates such teaching strategies that connect with individual student’s learning strategies. The ultimate goal is to facilitate a learning environment that will make best use of the potential for student success. Individualised learning has following purposes:
To enrich and improve listening pattern: since most of the teaching is done through lecturing, the role of students is to listen and if felt essential take note of them. The learning of the leaners is critically reliant on their listening practice and sense of hearing, thus facilitate them in improving their listening pattern.
Empowers the pupil teachers to elucidate a lesson or demonstrate a technique to small groups of students at a time: this method offers the benefit for the pupil teachers in teaching or elucidating a lesson or to demonstrate a technique to their small group of learners.
Individualizing instruction permits each pupil teacher to augment individualised instruction through the curriculum at his or her own pace: in this instruction method, teacher educators need to know the capacity of pupil teachers’ pace of learning and content of learning. It is less important to cover the content from the curriculum. Vigorous significance is that the learner becomes able to learn through curriculum in his own way.
Long-term retention as they note down what they frequently comprehend while the pupil teacher is teaching in the class, students are actively engaged in taking note of what they really understand instead of what the pupil teacher explains. They usually note down what they comprehend and are frequently recorded in their own words. So, this supports them to keep in mind the information for an elongated period of time.
Importance is given to a learner as a specific not as group, class, and so on: the strategy is more related to how much a particular pupil teacher is capable to learn, retain, and his or her achievement not as a group, class, and team. According to the present education scenario, ‘no child is left behind’ so it is important for a pupil teacher to keep attention on a child as an individual.
3.3 Impact of mobile-based learning management systems on learning performance
New communication technology, particularly LMSL, is assumed to be effective in boosting interaction between the pupil teacher and the learner, and refining learning performance. MLMS may vary as per need and requirements of learner and learning environment. But it has some common features and purposes. A good MLMS can improve learning performance of a pupil teacher in different ways as follows:
Ability to create self-registration: for a large number of learners, pupil teachers need to learn an automated self-registration feature. Otherwise, registering a small class can be done manually. LMSL can make possible for pupil teachers to create self-registration for learners.
Capability to construct a portal for course materials: LMSL can provide a single location of past and current course materials. This feature makes it easier to retrieve data, reuse materials, or organize courses for students. Students may be able to navigate their vital goal and augment their learning performance.
Proficiency to generate a knowledge base or self-service portal: learners and educators needed assistance to use the MLMS. A self-service section should address FAQs or collate best practices and case studies. This feature of MLMS generates curiosity to explore knowledge and manage their study as they want.
Expertise to assemble course materials by categories: learners may be able to organize the courses by topics, subjects, authors, or curriculum order. Learners and educators also develop expertise to sort the materials as they required.
Ability to create groups or teams: this feature lets them conduct group classes, which may be valuable for group orientations or team workshops.
Ability to join a course funnel: with this feature of mobile-based LMS, learners can choose the programs where they needed improvement across curricula or courses.
Reduce stress for quizzes and tests: mobile-based LMS provides exercise platform for learners. Pupil teachers assess students’ performance or competency before, during, or after the course program. This feature improves learning performance and reduces stress for quizzes and tests.
Ability to export/import resources: learners become able to swap course materials, reports, and registries to popular document files like PDF, TXT, JPEG, CVS, and DOC in case they need to use other curriculum.
3.4 Mobile-based learning performance
Mobiles with their increasing usage have created a learning culture that fits the pressure-filled environment of modern, hi-tech, fast-paced workplaces. Individualised learning is gradually recommended as an effectual approach for raising learners’ inquisitiveness and motivation. It supports learners to advance their ability to work anywhere and anytime, and an unpredictable environment makes them more critical thinkers and curious learners. Although mobile technology is a suitable support for this learning process, there is a need of practical strategies for educational practitioners’ who can impart mobile learning as a tool to improve learning performance among learners. Integrating performance-centred learning and m-learning, results in a performance-centred mobile learning (PML) approach, in which students receive performance support via a mobile device (Mileva), mobile-based individualised instructions have following ubiquitous potentials:
Eradicate lessening errors: in teaching learning environment, learners need to be very accurate and any slight mistake can create enormous problems. Mobile devices can be the best tool to support them accurately with their need at any point and time. They can also seek real-time support from the MLMS when needed.
Bring up-to-date about latest information: in the hi-tech industry, new features are added with the knowledge world frequently. When the pupil teachers are about to meet a prospect, they need to have considerable information about the new learning apps. Such latest updates can be accessed easily through mobile devices. The learners can easily access the information and apply it across the curriculum effectively.
Become proficient at complex processes: when any institute implements mobile-based LMS in their organization, the end-users may find it difficult to use the software, despite end-user training. Teacher educators and pupil teachers are not familiar to new work processes. So they are cautious and do not perform the task well with the new software. In such scenarios, they can develop learning performance and deliver it through mobile devices. The learners can also resolve any complications themselves while working on the mobile-based LMS.
Offline support: mobile learning not only deals with online support and access to information but also makes available offline support to teacher educators as well as pupil teachers. Mobile devices have the endowment of storing vast volumes of data offline due to the recent technological expansions. This feature is utmost advantageous to learners who belong to remote areas with limited Internet connectivity.
Bottom line: mobile learning can deliver what the learning environment needs, when they need it, wherever they are. This mobile-based LMS is aware of what pupil teachers are doing and where they are. It also enables interventions regarding teaching and learning. They can get instant assistance on their device.
4. Obligatory teaching skills with MLMS
Teaching is a type of communication process, may it be verbal or nonverbal. In this process, the communication should be clear and accurate. A teacher educator adapts various ways of teaching according to the needs of pupils. In this digital world, maximum educators possess the digital skills desirable to function in academic life. There are the basics such as managing the e-mails, using the learning management system (LMS), and uploading papers to plagiarism checkers, among others. Yet some faculties still struggle with basic LMS functions .
The rapid penetration of mobile-based learning into our learning environment creates challenges both for teacher educators and pupil teachers to face. The skill level needed to be updated with the changes in technology is expanding. The working modes of teacher educators have been transformed since the introduction of learning management systems (LMS). Whether courses are taught entirely online or whether a blended approach is used, most university instructors must design and develop online materials, and create and maintain course Websites , and LMSs have become the predominant means of communication with students for many instructors. Some important features of a mobile-based LMS include: grading, discussion forums, online assessment, plagiarism checkers, community portals, posting and uploading of assignments, and tracking of usage statistics.
A pupil teacher, therefore, is able to work with mobile-based learning management system. They should also be able to create an appropriate learning environment, and evaluate the performance of the students accordingly. They should learn how to create courses within the mobile-based learning management system. They should have opportunity to post assignments, monitor learners’ progress and work, and post content (video, documents, links and more) and to flip their class-rooms. Mobile-based LMS includes some inbuilt applications like word processor; spread sheet and slide show presentations that allow the creation of different course content and various assessment tools. Thus, pupil teachers learn and practise all these skills, to make their teaching effective.
4.1 Results and discussion
Findings concluded through interview revealed that LMs is positively related with individualised instruction and learning performance. Results are shown in Table 1.
|S. No.||Item||Frequency (n)||Responses (%)|
|1||Individualized instructions increase learning performance.||25||83|
|2||LMS can enhance learning performance.||24||80|
|3||LMS can facilitate individualized instructions.||21||70|
|4||LMS increases student engagement with technology; creating extra learning opportunities.||22||73|
|5||LMS has potential to increase access technology for students.||15||50|
|6||LMS has ability to improve student success.||18||60|
|7||LMS introduces greater peer support options for students.||23||76|
|8||LMS provides additional resource for students and academics.||16||53|
|9||LMS increases students’ responsibility.||15||30|
|10||LMS enhances interactivity among learners.||19||63|
|11||LMS enhances reflective engagement among learners.||20||66|
|12||LMS provides feedback for learners as well as educators.||25||83|
Results revealed that administrators have positive approach towards LMS. They supposed that LMS has a great potential to enhance techno-centric learning environment. LMS can improve entire learning environment but need to update pedagogy and instructional approach as per learners’ demand. Therefore, it is imperative to develop mobile-based pedagogy and teaching skills so that learners, educators, and administrators can be benefitted from mobile-based learning management system. On the bases of findings, some considerations have been discussed here with reference to mobile-based teaching skills and LMS.
4.2 Refining mobile-based teaching skills with learning management system
Time is shifting fast and technology is crossing ahead even quicker. Today’s pupil teachers are tech-savvy. They like visuals, colours, animation, and real-life videos. The introduction of mobile learning has given a new height to learning in the field of teacher education. They can now better assimilate new knowledge through mobile apps, which are known to be more operative in keeping active interest even in the most boring topics. One smart feature of mobile based LMS that make convenience of recording a lesson taught in a class, develop quizzes, etc. and then sharing it with other sections of the school. If a student has been absent for a particular lecture, he/she can conveniently watch the lecture video and complete his notes later, without depending on his classmates.
There are many ways, in which teaching practice of pupil teachers is carried out. And if, the practice teaching of pupil teachers is done, with the help of mobile-based LMS (learning management system), then, it could positively enhance the teaching skills of pupil teachers.
During teaching practice, the teachers are pupil teachers; they are laying their foundation to become teachers. And if, from the very beginning, we contribute in enhancing their teaching skills, with the help of mobile-based learning management system, then it would lead to a line of good and effective teachers.
With mobile learning management system, pupil teachers can get connected to its fellow pupil teachers, and all together can work on each other’s strength and weakness, leading to their improvement of teaching skills. In practice teaching, pupil teachers traditionally observe the other pupil teacher and give various suggestions; in mobile-based learning management system, suggestions can be given through while connecting to each other.
Thus, mobile-based learning management system can be helpful in enhancing the teaching skills of pupil teachers.
4.3 Dimensions of mobile-based teaching skills
One of the most neglected areas of m-learning is the digital skills of teacher educators. Like face-to-face teaching learning process, mobile-based teaching needs a strong formation in content, instruction, and assessment. But since they are teaching using the technology, they also need formation in other areas (managing online learners and technology skills). These areas include:
M-content knowledge: in mobile-based learning, teacher educators must know their content and must know how to help learners develop an understanding of content in a learning environment. Often, it assumes that all m-learning is a self-study process in which content assists as instructive materials and that learners can learn key content concepts on their specific way simply by watching a video or reading text. In such an environment, m-instructors emphasise on communication, record keeping, and administrative tasks. They also need to have content knowledge, but most of all, they need to know how to help learners develop a deep understanding of m-content and know how to use m-content through individualised instructional strategies in a technology-mediated environment.
Blend pedagogy, individualised instruction, technology, and content: M-learning is usually skirmish to find well-qualified instructors who understand how the individualised instruction, intersection of technology, pedagogy, and content can deliver meaningful learning experiences for pupil teachers; who reveal skills of self-regulation that enhance their efficacy as m-facilitator; and who understand the importance of and have the skills to provide active facilitation and technology-mediated support .
M-facilitator also knows to modify the individualised instructional practices and pedagogical techniques for the m-learning environment. Teacher educators should prepare m-learning facilitator (pupil teacher) to teach in the medium in which they will instruct.
Medium-based individualised instruction (i.e. training online instructors to teach online via an online program) can help pupil teachers develop the necessary skills to foster interaction and communication with and between learners during practice teaching through m-learning. M-facilitator should also know how to implement telecommunication tools in support of individualised instructional method that can enhance pupil teachers’ knowledge acquisition.
M-learner and facilitator can blend pedagogy, individualised instruction, and curriculum as per need and requirement of m-learning environment. M-facilitator has also the required skills as online instructor. Burns (2013) also states that introduce online instructors to frameworks of knowledge, such as technological pedagogical content knowledge, which emphasize connections among technologies, curriculum content, and specific pedagogical approaches so that instructors can blend technology, pedagogy, and content to produce effective, discipline-based teaching via technology.
Create an online presence: in m-learning environment, the facilitators demonstrate a vigorous and multidimensional role. They should be well aware of innovation in the field of m-learning. They should also take care of novices and potentially disorienting experience. Facilitator should ensure the presence of learners in online learning environment. Facilitators must work to establish a welcoming presence, set a tone that encourages reflection and inquiry, broaden and deepen online communication, assess both individual and group learning and interactions, make critical judgments about whether and how well participants are gaining content-specific knowledge, encourage those who fall behind in posting, know when and when not to intervene, and summarize participant learning .
Teacher educators should provide robust and skilled assistance of knowledge for their pupil teachers and make them able to manage their content as they required. They are also responsible to facilitate them in m-learning process, especially when learners are new in m-learning.
Energetic communication skills: online discussion through m-learning provides a platform for individual learners to come into a collaborative learning community. Without such discussions, the learning opportunity becomes a solo endeavour, and opportunities for deeper learning are lost . Instructors can provide various opportunities for pupil teachers to sharp their online communication skills. They can also suggest those best learning strategies for online participation. Instructors can become a bridge between the learner and the virtual world.
Ability to manage learners (in online classes): M-learner should know to the complete his task independently and regulate his time and learning style. He should also learn to work in an open environment. It is the responsibility of teacher educators to motivate their learners, assist with counselling, offer just-in-time support, assess and monitor their performance, and provide individualised instruction to improve learning performance and teaching skill.
M-instructors need to offer adequate support and facilitation via the technology available (computer, mobile phone, tablets, laptop, e-mail, etc.) on an on-going basis. This assistance makes them intuitive and develops interest to learn and explore new knowledge.
4.4 Requisite of mobile-based LMS and teaching skills
Mobile-based LMS has been required to associate some of the issues with m-learning as given below:
Teachers must be proficient in digital skills.
Parents must be aware of the importance of m-learning at home.
Community and stakeholders should be ready to accept m-learning.
Schools must consider improving their existing infrastructure.
4.5 Mobile-based LMS and teaching skills
Mobile learning has long been applied in the teaching and learning processes with promising advantages. Utilizing the right combination of mobile learning features influences the students’ learning approach, increases their interest, enhances their performance, and affects the learning environments. MLMS can develop communication skills. It is a pivotal teaching skill. Mobile-based LMS fosters communication skills among learners. This may include discussion forums, real-time messaging, videoconferencing, e-mail, and announcement posts. The second teaching feature is accessibility. MLMS allows students to access their assignments and course content from home. Additionally, the technology promotes globalization with open, flexible learning environments. So it may be concluded that teaching MLMS has the capacity to learn without border.
Learning management systems permit teachers and pupil teachers to post supplementary content and resources to enrich the curriculum, providing learning opportunities without the constraint of classroom schedules or limited class time. Pupil teachers also regulate their teaching skills across the practice teaching.
Mobile-based LMS develop the flexibility in teaching and learning among pupil teachers, because they learn at different rates, and mobile-based learning management systems offer the flexibility needed to meet their distinctive learning needs. Pupil teachers can revert and review content as needed, or spend additional time researching a topic of interest. This self-directed learning makes them self-regulatory, and pupil teachers can develop more control over their practice teaching.
4.6 Future prospects of mobile-based learning management system with reference to pupil teachers
With regard to access to computers, large-scale one-to-one computing programs have been implemented in many countries globally, such that elementary- and middle-school students and their teacher educators have their own mobile devices. In addition, in terms of promoting innovation in education via information technology, not only does mobile computing support traditional lecture-style teaching, but through convenient information gathering and sharing, it can also promote innovative teaching methods such as cooperative learning, exploratory learning outside the classroom, and game-based learning. Therefore, mobile technologies have great potential for facilitating more innovative educational methods. Simultaneously, these patterns in educational methods will likely not only help subject content learning but may also facilitate the development of communication, problem-solving, creativity, and other high-level skills among students.
Thus, mobile-based learning management system can be helpful in enhancing the individualised instruction, learning performance, and teaching skills of pupil teachers. | https://www.intechopen.com/books/the-role-of-technology-in-education/endorsement-of-individualized-instruction-and-learning-performance-through-mobile-based-learning-man |
Canvas is the Learning Management System (LMS) at Harvard Medical School leveraged as a tool by faculty and instructors to build and distribute course content in an online environment, as well as other robust features such as quizzing, discussion boards, assignments, collaboration, file sharing, and other course delivery options.
HMS currently hosts courses on three different instances of Canvas. Please see the Where to log in to Canvas knowledgebase page for more information if you are not sure how to find your courses on Canvas. | https://it.hms.harvard.edu/our-services/teaching-and-learning/canvas |
E-Learning Content Repository: A content repository is a storage system used to archive and manage learning content. Content repositories generally include search and retrieve features, metadata authoring and editing features, intellectual property controls, and often content authoring tools. Through a Web services interface, instructors and sometimes students are often able to search, retrieve, and edit content in the repository directly from within an LMS/LCMS.
Learning Management System (LMS): The term LMS generally refers to systems that support the management of learning activities as well as course related administrative activities. Common features include discussion or chat space, test creation and delivery tools, file sharing tools, student and course management features, and assignment and grade management utilities, among others. The term LMS is frequently confused with LCMS, the two are often difficult to distinguish as they have over time, come to include many of the same features.
Content Package: Content packages are collections of electronic learning materials assembled in a standard manner so they can be used across different e-learning systems. A common standard for assembling these learning units is the IMS content packaging specification. A content package will contain a manifest file that has in it a metadata section to semantically describe the content, an organizations section that describes the structure of the content, and a resources section that describes the location of files that make up the content package. Included with the manifest will be the resource files themselves. The pieces of a content package are usually distributed as a zip archive.
Learning Object (LO): IEEE defines a learning object as “any entity, digital or not-digital, which can be used, re-used, or referenced during technology supported learning.” Many other definitions have been published that generally consider a learning object as a unit of reusable learning content that may range from a single file, to a collection of files that make up a lesson, to the content of an entire course.
Virtual Learning Environment (VLE): Used synonymously with LMS and sometimes LCMS, a VLE is a system that provides learning content and course management services.
Learning Content Management System (LCMS): Initially an LCMS referred to a system for managing learning content, though current LCMS tools include many of the administrative and course management features that might be found in a standard LMS. The primary difference is the management of content in an LCMS, which often includes tools for authoring, versioning, and archiving content, features that are less commonly found in a traditional LMS. An LMS might be used in conjunction with an LCMS when the primary function of the LCMS is the authoring and archiving of content (e.g. when acting as a content repository).
Sharable Content Object (SCO): A SCO is similar to a content package, infact they will both include a manifest file that is much the same. The primary difference between a content package and a SCO is the interactivity found in a SCO. In addition to metadata, organizations, and resources found in the manifest of content packages, SCOs will also contain dependencies or sequencing rules. A SCO can then have multiple paths through the content based on the results of a quiz, or exercise for example. If a student fails a quiz, a dependency for advancing is not met, so they might be guided through a remedial section of the SCO before being allowed to continue on to the next level. A SCO is viewed or played in a SCORM Run Time Environment (RTE). | https://www.igi-global.com/chapter/learning/16851 |
A Comparison of Learning Management System Accessibility
Learning management systems have become the primary delivery platform in most higher education systems for course-related activities such as lecture presentations, readings and assignments, discussions, and quizzes. Until a few years ago, access for learners and instructors with disabilities was either poorly supported or not considered at all in many popular tools. Due to lack of, or limited, accessibility in learning management systems, students were not able to fully or independently participate in key course activities.
Thanks to the hard work of various LMS accessibility working groups and their vendor and open-source developer partners, many LMS vendors have begun to understand the need for universal usability of their tools. LMS vendors have begun providing accessibility features that allow users with disabilities access, but we are still far from achieving full accessibility of learning management systems.
Although significant progress has been made, intuitive and effective utilization of LMS by users with disabilities is still a future goal. We believe much more needs to be done. For instance, discussion boards need to be made more functionally accessible, built-in authoring tools need to be enhanced so that accessible content is created by default, the authoring process is more intuitive, and the authoring tools themselves become more accessible. On the whole, the accessibility of learning management systems is improving but they still pose significant challenges for users with disabilities.
We have tested and evaluated four major LMS namely Blackboard, Desired2Learn, Moodel, and SAKAI
for accessibility/usability in 2010 and 2012 and published the results in CSUN and Midwest Educause conferences respectively.
We have been observing that LMS vendors have continued to strengthen the accessibility and usability of their systems, while also working to incorporate some of the features suggested in our evaluation. In light of this recent interest and activity, we have revised and enhanced our evaluation criteria based on common features, streamlined our evaluation process, and rescored our LMS systems.
We have presented a high-level overview of the results of our new evaluation, along with side-by-side comparisons that support our recommendations for improving learning management systems for users with disabilities at CSUN 2013.
To learn more about the result, please visit and study the following documents:
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- A Comparison of Learning Management System Accessibility: Blackboard, Desire2Learn, Moodle, SAKAI (CSUN 2013 PowerPoint file)
- A Comparison of Learning Management System Accessibility (full report HTML file)
- Comparison data (full testing and evaluation results Excel file)Comparison data (full testing and evaluation results Excel file)
To utilize the full feature of interlinking between different sheets in this document, you might want to open the file in Microsoft Excel program and not in the browser. | http://blog.bargirangin.com/2013/03/a-comparison-of-learning-management.html?showComment=1534313369599 |
Smart Learning or intelligent education includes new educational contexts in which the importance is focused on the student’s use of technology at their fingertips. It does not only depend on the software and hardware available, but on how they are articulated in the classes or the online training in conjunction
As expert consultants, on many occasions we have found language training that despite using all kinds of digital instruments did not work. The problem is that technology by itself does not have the intelligence to articulate: you need a methodology, motivation mechanisms, automated follow-up.
Smart Learning: technology & methodology
The Dexway courses and the Voluxion educational platform (LMS, LCMS, VCR) belong to the framework of Smart Learning by presenting students with a progressive and natural methodology, which develops the subject from 0 to 100% with complete linguistic immersion and a Virtual learning environment (VLE) designed to offer the necessary solutions for Smart Learning.
As the classrooms host mobile devices to accompany the classes, natural allies of the students of the 21st century, it is necessary a change of habits on the part of the faculty that must look for the indicated way to use. Either locating as a guide to a directed online training, or staying in the axis of training, but relying on new technologies to add interactivity in class and reinforcement of what is learned at home.
The important role of teachers in educational centers so that intelligent learning works
The Koreans Cheyeon Ha and Soo-Young Lee published this study last January “Elementary teachers’ beliefs and perspectives related to smart learning in South Korea”. It analyzed the situation of education in Korea, easily extrapolated to any part of the globe. Both researchers point out that the rapidity with which technology is transforming the classroom requires not only an effort in infrastructure, but also in its methodologies and resources.
“(…) In order for twenty-first century learners to prepare for this technologically ever advancing world, teachers also should make any necessary adaptations to the changes. The use of smart devices and social networking systems is becoming more common in classrooms throughout the country. Thus, it is necessary for public schools to make appropriate changes in aspects of their technology infrastructures and instructional methods and resources for smart learning. To this end, teacher competencies are regarded as a critical factor”
Smart Learning Environments20196:3 https://doi.org/10.1186/s40561-019-0082-5 © The Author(s). 2019
From the Smart Learning concept, we directly derive what we know as Smart Learning Environment, a sort of evolution or deeper look at the virtual learning environments (VLE), to which the premises of Smart Learning must be applied.
Intelligent environments offer students everything they need integrated in one place, with a structure and a logical sense. It is not a mere space in the cloud, but an interactive environment in which content, reinforcement tools and virtual classrooms coexist to offer a complete experience to students.
Virtual learning environments specialized in languages
In the field of language teaching, Voluxion is the reference of the market as the only educational platform and virtual learning environment specialized in language teaching. For this, its development has incorporated relevant solutions to achieve a virtual space capable of deploying an effective methodology and the most complete options: study planner, virtual classrooms, conversation groups, automated evaluation or gamification.
In short, Smart Learning is the next logical phase of the introduction of technology in classrooms and language centers: it is not enough to have infrastructure, it is important to deploy a proven methodology that accompanies the students and develops their skills in a progressive, natural and effective way. CAE, with 35 years of experience in the sector, offers language classrooms, centers and franchises the best technology in conjunction with the best proven methodology for the study of English, French, German, Spanish, Italian, Portuguese or Russian. | https://www.cae.net/what-is-smart-learning-and-why-does-it-interest-educational-centers/ |
In the past decade, learning management systems (LMSs) have become the standard on college campuses. However, some professors are growing increasingly frustrated with the LMS and its limitations, especially within online classrooms. The 2017 New Media Consortium Horizon Report for higher education identifies next-generation LMSs as a key trend in the next two to three years. This article explores issues with current LMSs along with several possible visions for the next-generation LMS.
The use of a learning management system (LMS) at the university level has been growing steadily since the launch of Blackboard in 1998 (De Smet, 2012). An LMS allows professors to share content, grade assignments, facilitate discussions, and more, both in online and face-to-face courses. As of 2015, Brown and coworkers reported that 99% of college campuses have a learning management system (Brown et al., 2015), where 85% of faculty use an LMS with 56% of those reporting that they use it every day and 74% saying that they find it useful. However, despite widespread use, some professors are growing frustrated with the traditional LMS and the ways that its functionality limits pedagogy (Lane, 2009; Mott and Wiley, 2009; Mott, 2010; Thackaberry, 2017). They envision a future where the LMS takes on a new, more student-centered form.
Institutions are already beginning to explore what a post-LMS world might look like. Western Governors University, a competency-based online program, launched without an LMS at all. Instead, they host an internal website for each course that fully replaces the functions of an LMS (Thackaberry, 2017). At the University of Mary Washington (Fredericksburg, VA), a personalized domain for each student has replaced the LMS in a system they call a “Domain of One's Own” (Adams Becker et al., 2017). These LMS alternative systems solve some of the key problems of a traditional LMS but alone cannot completely replace the functionality of a traditional LMS.
The New Media Consortium 2017 Horizon report for higher education identified the next-generation LMS (NGLMS) as a key trend in the next two to three years (Adams Becker et al., 2017). They predict that these next-generation systems will “[enable] educators to unbundle all of the components of a learning experience and allow them to remix open content and educational apps in unique and compelling ways” (Adams Becker et al., 2017, p. 45). It would be a fairly dramatic shift from a self-contained LMS to a combination of applications chosen based on student and professor needs. Although the Horizon report admits that these systems are currently “more aspiration than reality,” a growing number of theorists are imagining what the NGLMS could look like and some universities are even beginning to create prototypes. The implications for pedagogy in university classrooms, both face-to-face and online, could be significant.
Before looking into the future of learning management systems, it is important to fully understand why these systems have become so popular in university classrooms. An LMS is first and foremost a tool that is focused on efficiency (Mott, 2010). The LMS allows professors to quickly distribute course content and announcements. Students can submit assignments to the LMS through digital dropboxes and professors can grade and return their work within the system. At their best, an LMS also allows students to collaborate in a safe, interactive digital space (Malikowski et al., 2007). Their functionality has led to widespread adoption and many professors could not imagine teaching without an LMS. The development of the modern LMS is also what has allowed the explosion of online and blended learning in today's world. The LMS allows a course to live in a fully digital space.
Beyond the problem of being too instructor-centric, other critics point out that an LMS has a way of defining and limiting pedagogy. Lane (2009, Introduction, paragraph 2) points out that content management systems “are not pedagogically neutral shells for course content.” By providing a default layout that highlights informational parts of the LMS, such as the announcements and static content pages, while hiding more interactive features, such as discussions and wikis by default, the LMS has directed the way that a course is taught rather than the professor directing it. Professors may never move into deeper use of the LMS. Instead, they become comfortable with those basic tools as their core pedagogy. The LMS subtly directs the pedagogy of the course and often not for the better. Watters (2014, paragraph 15) argues that, “Technology doesn't simply enable new practices; it shapes, limits, steers our practices, and then—and this is key—even when technology changes, those practices endure.” In Watters' view, even when a campus moves to an updated version of an LMS with more interactive features or teaches professional development on more interactive tools within the LMS, old ineffective practices will endure because the original LMS became the norm. While universities are moving toward more learner-centric models, the LMS may be lagging behind and making that innovation more difficult (Brown et al., 2015).
A larger issue mentioned repeatedly by critics is that an LMS is a “walled garden,” where only the invited can visit and collaborate (Casquero et al., 2010; Mott, 2010; Thackaberry, 2017). Even with a highly interactive, well-built LMS and strong pedagogy, the tool still exists behind a username and password. It is not open to the world and thus limits the possibility for real-world relevance in the learning environment (Mott and Wiley, 2009; Mott, 2010). As Watters (2014, paragraph 65) explained, “Ed-tech must not be about building digital walls around students and content and courses. We have, thanks to the Web, an opportunity to build connections, build networks, not walls.” O'Hanlon (2007) pointed out that the walled garden actually protects students from outside dangers but others view the potential for collaboration with the outside world as more important. While the walled garden problem also exists within face-to-face classrooms, in today's networked world, it is possible and desirable to open up the classroom to more real-world applications. Universities must find a way to make that connected learning possible, and so far the LMS has not encouraged a significant level of openness.
Facebook deleted its user's friends list. It would create a very disjointed, disconnected sense of community that the users would not tolerate for long. By closing an LMS course at the end of a term, learners have a similar experience. The LMS, in some ways, “institutionalizes a discrete, disjoined model of learning” (Mott and Wiley, 2009, p.10), which is the opposite of what most universities want to communicate to their students about learning.
With all of the frustrations and limitations of learning management systems, theorists are beginning to imagine alternatives to the LMS. One alternative that has emerged is the personal learning environment (PLE). A PLE is a “Lego” approach to an LMS with each user choosing a set of modular tools that fits his or her own learning needs (Adams Becker et al., 2017). In theory, these modules could be chosen and combined by the students themselves. Sclater (2008, p. 4) says that the PLE would “encourage learners to draw the best from every environment.” A learner might use one blogging tool, another wiki tool, and another discussion tool. Then, those tools would be pulled together by the student into one interface by use of modules or widgets similar to the design of the now defunct iGoogle (Casquero et al., 2010). Each user's modules would create a feed of activity that could be accessed by professors and compiled into a larger class feed.
The Domain of One's Own Project at the University of Mary Washington is an example of a personal learning environment (Watters, 2014). Students are assigned their own domain within the university when they first begin their coursework. The students then use that domain along with university Web hosting to create their own website. The site usually contains a digital portfolio of all of the student's work throughout their university career, providing the student a unique opportunity to cultivate their digital footprint. Professors include blog assignments within their courses and those blogs are also housed in the student's personal domain. Professors use an aggregator (most often RSS, referred to as really simple syndication) and tagging to pull blog entries into a central course website where students can collaborate. When the students reach the end of their coursework, their website content and domain remain their own. They continue to own the content and can continue to build on it throughout their lives.
Another example of a personal learning environment in action was reported by Valtonen et al. (2012). Thirty-three vocational students in Finland created a PLE as a part of their studies. The students were given course credit for creating their PLE and had complete flexibility on what the site might contain, although their professors showed them how to use Ning as their core tool and also modeled using the site as a digital portfolio. Of the 33 students who participated, nine used their PLE as a way to mirror a traditional LMS. They uploaded assignments so that their professors could provide feedback. In many ways, the students were copying Moodle, a tool they were familiar with in other courses. Six of the students used their PLE as a space for reflection, focusing on blogs as a way to share their thinking about course content. Eleven of the students used their PLE as a space to share a digital portfolio, and all 33 included some element of collaboration in their PLE. Valtonen et al. (2012) pointed out that the students were highly influenced by their professor's directions, suggesting that the task of creating a PLE would have been very difficult on their own. Although most of the students found the PLE project rewarding, the fact that the sites so closely mirrored an LMS indicates that, even with a PLE, an LMS is a valuable tool for course content management that students will seek out if it is not already provided.
One of the key benefits of a PLE is that students are drawing the connections among the tools they choose to use (Mott, 2010). It requires a much deeper level of learning to consider the content, choose a tool to use, and then use that tool to process your learning. Each learner would have his or her own unique PLE depending on individualized content and needs. That level of customization is exceedingly difficult within most learning management systems.
Another key benefit of a PLE is that the system could persist beyond a student's university career. The system is student-created and thus student-owned. They could refer back to the resources within their PLE indefinitely (Mott, 2010).
Although the promise of a PLE is significant, there are also some fairly significant concerns in implementing a system with this level of personalization and customization. Many students are lacking the skills required to create a PLE. Sclater (2008, p. 6) pointed out that, “While independent learning is an admirable aspiration, many learners will continue to require considerable hand-holding in the online learning world. Leaving the management of their formal learning activities entirely to them will result in increased drop-out rates.” Less tech-savvy faculty and students may also be overwhelmed by the idea of using multiple systems for multiple purposes. Even more so, university information technology (IT) departments may have significant trouble supporting so many different tools being used in different ways (Sclater, 2008). As Valtonen et al. (2012, p. 734) explained, the idea of a PLE may perhaps be “romantic constructivism,” where the majority of students simply lack the skills to make a PLE a reality.
Another problem with the vision of a PLE is that the tools a student might want to use within a PLE do not currently have the module interoperability required for this sort of system. Critical to the development of PLE's is first interoperability (Casquero et al., 2010), meaning the ability for modules to communicate with each other and exist in an ecosystem together. Users would need to be able to easily combine multiple modules into a coherent whole that is useful for their learning as well as easily accessed by other learners. A set of standards for open architecture would be critical so that “small pieces loosely joined” in the PLE could be possible (Mott, 2010). Sclater (2008, p. 6) concluded that “PLE interoperability therefore currently seems a utopian vision.” Until interoperability standards are widely accepted and tool creators embrace the vision of a PLE, implementing this sort of system may be impossible.
Another key issue with a PLE is its missing components. Within a PLE, there are no private spaces and no functionality for the necessary administrative functions of a course. While an LMS may over-rely on administrative functions and course efficiency, a PLE lacks those functions altogether. For a PLE to be successful, those functions would somehow have to be incorporated (Casquero et al., 2010).
Beyond these questions, universities also have to consider whether a formal PLE is necessary for student learning (Sclater, 2008). For students who are tech-savvy enough to build a PLE, one already exists. Those students are already using a variety of tools to meet their learning needs. Although those tools may not be housed in a central interface, the student's needs are still being met. For those who are not tech-savvy enough to create a PLE and curate a set of best-in-class tools for different purposes, another option that provides more support is required. After all, students are paying for university services. They should receive the support they need (Sclater, 2008).
Given the significant concerns that a personal learning environment does not fully meet the needs of today's universities, another alternative that has emerged is the open learning network (OLN). An open learning network, unlike a PLE, is managed by a university. It tries to balance the needs of the university with the promise of the cloud (Mott, 2010) by creating a network that is partially public and partially private, and fully managed by a university's IT infrastructure. The OLN is a modular network like a PLE, but all of the modules live within the university-built system. The student information system, proprietary content, assessments, and gradebook live in a private portion of the open learning network. Then, blogs, wikis, portfolios, and open courseware live within the public portion of the OLN, accessible to the World Wide Web. Figure 1 demonstrates how an Open Learning Network might function on the web. Hypothetically, students could move seamlessly between the public and private portions of an OLN to meet their learning needs. The core tool of the OLN is a widget (Casquero, 2010), and student content from all relevant streams is compiled into one place using these widgets. Professors are able to pick what tools fit their needs. Perhaps they want a private wiki and a closed LMS for grading, but a public blog. Those elements could all be added in an OLN on an as-needed basis.
FIG. 1: Potential Schematic for an Open Learning Network. From “Open for Learning: The CMS and the Open Learning Network,” by J. Mott and D. Wiley, 2009, In Education, 15, p. 7. CC BY 3.0 US.
An open learning network has significant potential to meld the best of both worlds. Student information is kept private and course administrative functions live within a closed, private system, but the public portions of a course provide a vital connection with real-world learning. The outside world is welcomed in to enhance the learning experience (Mott and Wiley, 2009), while student information is kept private. For a university, the public information stream could also create a public relations benefit, with outside entities being able to clearly see the quality of the learning going on within the school's courses (Casquero et al., 2010).
In addition, an OLN provides immense benefits to the professor. As in an LMS, the professor can decide what tools to utilize in which course sections. Professors still have access to the vital tools necessary for course administration but also have more diverse, collaborative tools available (Mott and Wiley, 2009). The potential for improved pedagogy is significant.
Unfortunately, no functional OLN is in existence to date (Mott, 2010), which is in part because of interoperability issues. Universities have not yet found a way to meld public and private tools in a way that is secure and user-friendly. Casquero et al., (2010) described a prototype system at the University of Basque Country (Leioa, Spain). However, the system relied on a combination of iGoogle and Google Apps for most of its functionality. Since iGoogle was discontinued in 2013, the system is no longer in place.
Another concern about the implementation of an open learning network is that since the system lives within a university it cannot continue beyond a student's graduation. As in an LMS, the community and resources that are built within the OLN would cease to exist at the end of a student's studies (Mott, 2010).
A final concern about implementation of an open learning network is student acceptance. Students who are tech-savvy already use a variety of tools. If a university attempts to bring those tools within one umbrella managed by the university, students may resist since the tool may have more limited functionality or a clunky interface (Sclater, 2008). If the most tech-savvy students do not want to use an OLN, it will have limited potential.
Both the personal learning environment and the open learning network have significant potential. They provide the opportunity for students to use educational technology in a way that is personalized for deeper learning. Unfortunately, they are mostly theories at this point since the tools do not yet exist for creating these environments (Adams Becker et al., 2017). So what is an instructor to do in the meantime?
Thackaberry (2017, paragraph 13) suggested that we find a middle ground and “evolve the LMS from within.” Thackaberry (2017, paragraph 21) argued that “no one likes the walled garden, but there's not a plausible open playground yet,” so the way forward is, perhaps, a hybrid approach. First, instructors should utilize their learning management systems at a deep level, evolving beyond surface level functions to using more collaborative tools to their full potential (Malikowski et al., 2007). Then, where the LMS is lacking, instructors should use other tools to fill the holes (Thackaberry, 2017). Arvan (2009) agreed that we can “dis-integrate” the LMS as needed to get the best-of-class tools. We should use the tools in an LMS where they fit and go outside the LMS when it is best. An LMS can still be the core tool for a course, but blogs, wikis, and other Web 2.0 tools can be incorporated to bridge the gap between our current learning management systems and the next-generation systems that are developing. Ideally, over time, institutions will “partner with LMSs to reconceptualize the LMS as a platform” for more powerful learning (Thackaberry, 2017, paragraph 21).
In addition, a hybrid approach may require that universities consider new learning management system options. Just because a system has been used for a long time does not mean that it needs to stay. Each institution should look at its own needs and decide on the LMS that has the most functionality for its purposes (Thackaberry, 2017). New systems are available with exciting functions. Schoology is modeled after Facebook to provide users with an intuitive interface and social networking capabilities; that interface helps make the user interface much easier for students to learn (Schaffhauser, 2015). Canvas and Schoology both include an app store with an open application programming interface (API) that could significantly improve functionality by including outside tools (Empson, 2013; Schoology, 2017). These functions have the potential to bring elements of the PLE and OLN into an LMS environment in a powerful way. In Thackaberry's view, we may eventually “Chipotle the LMS” with each LMS having its own flavor and each institution having the ability to customize it for its own preferences (Thackaberry, 2017). However, it requires that professors explore the available functionality of tools and incorporate those that would enrich the student's experience within the LMS.
The promise for next-generation learning management systems is immense. They have the potential to move traditional learning management systems into a more user-centered world, focusing on the learner's experience first and foremost. Through the thoughtful use of public and private spaces, these next-generation systems could facilitate learning not just within their institutions but across the globe. Instructional designers, online teachers, and professors across the country should be collaborating now to help make these potentials into realities. LMS companies need to hear about your needs and how to create a system that will support learning rather than just administration. LMS developers should be considering how to build public and private spaces within an LMS and how to make content creation and collaboration front and center in updated LMS designs. In the meantime, while the next-generation LMS is in development, instructors should be doing everything they can to bridge the divide and bring some of the potential of PLEs and OLNs into today's classroom. By incorporating public blogs, wikis, and collaboration tools into their traditional LMS, they can bring the future a little closer and deepen student learning through courageous instruction.
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. (2017), NMC Horizon Report: 2017 Higher Education Edition, Austin, TX: The New Media Consortium.
Arvan, L. (2009), Dis-Integrating the LMS, Educause Q., 32(2).
Brown, M., Dehoney, J., and Millichap, N. (2015), The Next Generation Digital Learning Environment: A Report on Research, ELI Paper, Louisville, CO: Educause.
Casquero, O., Portillo, J., Ovelar, R., Benito, M., and Romo, J. (2010), iPLE Network: An Integrated eLearning 2.0 Architecture from a University's Perspective, Interactive Learning Environ., 18(3), pp. 293–308.
De Smet, C., Bourgonjon, J., De Wever, B., Schellens, T., and Valcke, M. (2012), Researching Instructional Use and the Technology Acceptation of Learning Management Systems by Secondary School Teachers, Comput. Educ., 58(2), pp. 688–696.
Empson, R. (2013), Instructure Launches App Center to Let Teachers, Students Install Third-Party Apps across Learning Platforms. Retrieved March 3, 2018 from https://techcrunch.com/2013/04/12/instructure-launches-app-center-to-let-teachers-students-install-third-party-apps-across-learning-platforms/.
Lane, L.M. (2009), Insidious Pedagogy: How Course Management Systems Affect Teaching, First Monday, 14(10).
Malikowski, S.R., Thompson, M.E., and Theis, J.G. (2007), A Model for Research into Course Management Systems: Bridging Technology and Learning Theory, J. Educ. Comput. Res., 36(2), pp. 149–173.
Mott, J. (2010), Envisioning the Post-LMS Era: The Open Learning Network, Educause Q., 33(1), pp. 1–9.
Mott, J. and Wiley, D. (2009), Open for Learning: The CMS and the Open Learning Network, In Educ., 15(2), pp. 3–22.
O'Hanlon, C. (2007), If You Can't Beat'em, Join'em: Educators Who Recognize How Much Social Networking Engages and Informs Kids Are Creating Their Own Sites as Learning Tools that Foster Collaboration among Students, Teachers, and Parents, THE J. (Technol. Horizons Educ.), 34(8), p. 38.
Schaffhauser, D. (2015), Four Features to Look for in a 21st Century LMS: Two Districts Share Their Experiences of Choosing a Learning Management System that Does a Lot More Than Help Teachers Post Assignments, THE J. (Technol. Horizons Educ.), 42(4), p. 19.
Schoology (2017), Connect Everything Seamlessly. Retrieved March 3, 2018 from https://www.schoology.com/k-12/interoperability.
Sclater, N. (2008), Web 2.0, Personal Learning Environments, and the Future of Learning Management Systems, Res. Bull., 13(13), pp. 1–13.
Thackaberry, S. (2017), In Defense of the LMS. Retrieved February 16, 2018 from https://wcetfrontiers.org/2017/07/20/in-defense-of-the-lms/.
Valtonen, T., Hacklin, S., Dillon, P., Vesisenaho, M., Kukkonen, J., and Hietanen, A. (2012), Perspectives on Personal Learning Environments Held by Vocational Students, Comput. Educ., 58(2), pp. 732–739.
Watters, A. (2014), Beyond the LMS [Web log comment]. Retrieved February 16, 2018 from http://hackeducation.com/2014/09/05/beyond-the-lms-newcastle-university. | http://onlineinnovationsjournal.com/streams/immersive-online-education/7fedf2143e0458db.html |
In a few ways, your learning management system is your classroom’s lobby. It welcomes students, shows them what to expect from your classroom, and it’s the best way to communicate with you.
Thanks to their versatility, Learning Management Systems helps us stay efficient, organized and it saves us time on many aspects of our teaching and planning. However, some students and even teachers struggle with it from time to time. So, how can you make our LMS work for you instead of the LMS work you out?
It doesn’t matter which LMS your school or university use, wether it’s Microsoft Teams, Google Classroom/Workspace, Canvas, or Blackboard, here are some tips that can help you ge the most of your LMS:
Adopt a Suitable Organizing Method
A good wat to start working on your LMS is to adopt an organization template early on. If you work on a week-by-week basis, divide the content by week. Units suit you better? Do that.
If you work on a weekly schedule, Start practicing on just one week block and make a list of the items you think your students will need in order to survive that week. For example:
Week 1
Discussions:
Birthdays
Grammar:
Simple Present Tense of BE
Contractions
Vocabulary:
Months of the Year
Numbers
The Alphabet
Reading:
First day of class
Assignments:
Homework: The simple present Of BE
Homework: Personal Profile
Consistency is key. Make sure content is labeled in a way that can be understood at first glance by your students. If your LMS doesn’t let you title you content, you can also label each link with its role, like this:
Vocabulary: Months of the Year
Reading: First day of class
… and so on. A good idea and depending on the age of your students is to use emojis to identify content. It is easier to the eyes, and it looks great, too:
🗓 Important Dates
📜Syllabus
📑Course Files
✉️Messages
💿Song List
Location, Location, Location
No matter which LMS you use, there will be an area that will welcome your students whenever they log in to it. Use that area for general knowledge and important information, so that they are able to see that information throughout the semester. I normally use this area for the most pertinent things such as Announcements, class syllabus, grading, attendance, and class files.
Think Outside The LMS
Most LMS offer great tools that students can use without leaving the platform, such as quizzes, files, boards, and so on. However, there are countless tools that you can use that are not covered by your LMS which can make your classes more interactive and fun. Tools such as Kahoot, Quizizz, Padlet, Flipgrid and Jamboard are great for small assignments and class collaboration. | https://thenowteacher.com/how-to-make-your-learning-management-system-lms-work-for-you/ |
Research finds that technology interventions in developing countries can affect students’ academic growth, but that many technology programmes – especially large-scale programmes – fail.
Poor planning is a central reason for their failure. Technology initiatives must be carefully designed to ensure that these powerful tools will connect with and improve the way teachers teach and students learn in each educational context. They must also be cognizant of the local context – taking into account the infrastructure and capacities required to make technologies work. The full technology ecosystem described below will be most viable in contexts that have reliable electricity, Internet access, teacher training in technology use, and sufficient resources to cover the basics. But programme designers and policymakers working in other contexts should consider which components of the ecosystem will best support their educational objectives.
Technology is only a small part of a successful education transformation. Successful e-learning projects require policy changes, new teaching practices, new education resources and additional training and ongoing support for educators – all of which are where the real educational benefit lies. However, it is fundamental to get the technology part right to enable the desired transformations in teaching and learning. While the current discussion on one-to-one learning suggests that the basis is ‘one device’ for every student, the focus should not be on a single technology device, but rather on how to use multiple technologies to reach the more meaningful goals of improving teaching practices, access to educational resources and, finally, what and how students learn.
If one objective is to improve teaching and learning in the classroom, computers become much more powerful learning tools when they are embedded in an ‘ecosystem’ that uses technology to overcome other challenges often present in schools in a (middle-income) developing country. These challenges include a lack of education resources, minimal teacher training, or isolation from other educators and new ideas. There are five components that I see underpinning a technology ecosystem that can support learning. Programme designers should consider which of these would be most important for the educational contexts they work in. These components are: children’s access to devices; teachers’ devices; interactive whiteboards (IWBs) or projectors; Internet access; and virtual learning environments or learning management systems.
Each component supports different types of changes in teaching and learning. Costs and other factors may limit what programmes can do in regards to any one of these components, so it’s important to identify the educational goals of an e-learning initiative and the components that are most relevant in each context. Countries may be better served by investing a little on each component rather than focusing on only one. An intense investment in one component may be underutilized if other components are not there – for example, providing every child with a personal laptop, but with no Internet connectivity, may be less powerful than having classroom sets, but with connectivity, or, having just teacher devices with access to robust education resources for lesson planning and preparation. Programme designers should think carefully about which components to focus on and to what degree.
The first component is giving students access to computers, because this opens up new opportunities and changes how students engage with content. Students can access information; engage in interactive activities; use multimedia resources; communicate with peers, teachers, parents, or the community; and create products and artifacts that represent what they are learning and doing.
Opening up access to information beyond their textbooks allows students to explore and actively engage with the content. For example, a Turkish social studies teacher described a lesson where she assigns a scene from a history play in which leaders of the Ottoman Empire debate whether to go to war. In the computer lab, students research the context and motivations of each character on the Internet, and like the characters in the play, they analyze and debate the merits of each character’s reasoning.
Children’s access to computers means having computers, tablets or similar devices available when needed. This component is clearly the most expensive, but students do not need to have their own device – shared devices can work well. But students must be able to find their work, notes and materials whenever they need them (which is easier to do with new networked solutions – see below). That can be accomplished on a personal device, classroom sets of computers or with shared devices.
The second component to consider is teacher devices. Of course, teachers can share devices, but given their importance in the education system, I feel they should have their own devices if they are expected to prepare and deliver lessons on information and communication technology (ICT), review and grade students’ technology products, or use technology for administrative tasks. ICT can change teachers’ professional lives in a myriad of ways that will improve the classroom for students.
Technology can also ease teachers’ administrative burden, help facilitate classroom logistics, allow them to track students individually and free up time to work with students. For teachers in schools with no library and few resources, a computer can allow them to find new resources and activities for their students over the Internet. For instance, a primary school teacher in rural Argentina can now find stories that are relevant to the lives of her rural students, unlike the government texts, which are based on city life. Teachers can also find more innovative resources; a science teacher I spoke with in the Republika Srpska translated interactive learning apps for physics from the University of Colorado for his students.
A third important component of a robust ICT ecosystem for learning is an interactive whiteboard (IWB) or projector to share information with the whole class. Despite many programmes to promote more student-centred learning, my experience in many countries suggests that a lot of teaching in developing (and developed) countries still involves whole-class activities. IWBs or projectors can help take full advantage of class time, with features such as the ability to change or remove displayed content quickly, and use multimedia or interactive resources (text, video, drawings, simulations, apps, etc.). For example, we saw a teacher in India use videos of rivers and irrigation and visualizations of evaporation to explain the water cycle.
BridgeIT – a global initiative of UNDP, the Pearson Foundation and Nokia – offers interesting examples of how two of these components can come together without a full computer but still enrich the learning environment. Through the programme, teachers in Tanzania access digital resources on smartphones, which they then connect to a projector to use with students. Less powerful teacher devices are combined with the ability to access web-based resources when needed, and a projector to support teachers in ways that any of these components by itself would not.
As is clear from so many of the examples above, the Internet can be a vital component. Having access to the vast amount of information available on the Internet can change the lives of teachers, students, and families. Internet access, at least at school, is critical to making the other components of the technology ecosystem viable. Constant access to the Internet is ideal but expensive, so strategies that give more limited access to the Internet can still allow teachers and students to download new materials or communicate with others. For example, schools within range of the cellular network can use cellphones or Wi-Fi Hotspots to provide access when needed. Without access to a wide range of resources and information on the Internet, the educational value of a computer or an IWB is seriously compromised.
The fifth and final component is a virtual learning environment (VLE) or learning management system (LMS) that helps facilitate communication and sharing among all stakeholders (teachers, parents and students). A VLE or LMS creates a controlled virtual space for the school community where administrators, teachers, students and parents can access resources, save work and projects, share and communicate. It is also a shared storage site so that students or teachers can find their work on the VLE from any device. This enables shared sets of computers to support all students – students no longer need their own device to keep track of their own work. A VLE does not always require the Internet – there are strategies such as mesh networking that create a local network that connects devices within a school to each other with no Internet. For example, a school I visited outside Banja Luka, Bosnia, that did not have Internet connection was using the built-in mesh network on their Classmate PCs to share resources with students. The teacher downloads resources to his laptop at a cybercafe and distributes them to his students when he gets to class and his laptop is the hub of the network. Not only do VLEs offer substantial logistic improvements that allow teachers and students to spend more time on learning tasks, they can also make it easier for teachers to give individual students different types of work depending upon their needs.
For e-learning initiatives that cannot afford all the components, it’s important to think through which aspects of an e-learning ecosystem will be most beneficial given local context and needs. Especially for governments contemplating one-to-one initiatives, there may be value in shifting resources from purchasing a device for every child to employing shared devices and redirecting some resources to build a richer e-learning ecosystem around teacher devices. Technology initiatives are expensive – too expensive to let them fail for lack of planning.
Daniel Light is a research scientist at the New York-based Center for Children and Technology, a division of the Education Development Center. He has investigated educational reform and technology integration in the school systems of numerous countries. | http://sowc2015.unicef.org/stories/a-technology-ecosystem-to-support-learning/ |
Learning management system usage: perspectives from university instructors.
Over the last decade, learning management systems (LMSs) have become mainstream in higher education and are widely used across many universities to support teaching and learning initiatives (Coates, James, & Baldwin, 2005; McGill & Klobas, 2009; Weaver, Spratt, & Nair, 2008). McGill and Klobas (2009) stated that many universities invest in and use the LMS as an information technology resource to support on- and off-campus online education, including supporting face-to-face instruction, blended instruction, and distance education. Weaver, Spratt, and Nair (2008) indicated enormous growth in the use of LMSs in higher education, which has provided a rich learning environment for students, studying on campus or at a distance. Mehrotra, Hollister, and McGahey (2001) stated that distance education is not a future endeavor for the university, but rather a reality toward creating new opportunities beyond the physical campus boundaries for outreaching to a global student market (p. ix).
Westera (2015) noted that as distance education became more ubiquitous, the need for a single LMS became necessary for those universities offering distance education. He wrote, further, that "this was (and is) a delicate process because many people need to be convinced, if not sometimes forced, to commence using a single institutional system, one that they may not prefer" (Westera, 2015, p. 23). He concluded that a major challenge for universities offering distance education was the need to evaluate and implement new and emerging technologies without full understanding of the shelf life of such. Peterson-Karlan (2015) notes that a known weakness of the LMS used to offer distance education is adhering to web accessibility standards.
As technological advances continue in the higher education field, it will become vital for universities to take advantage of them to enhance teaching and learning. The higher education market is becoming highly competitive, and having an LMS that is highly adaptable and flexible to integrate with future technologies will prove to be a wise investment for any university. Quality education and research is the nature of business for the university, and technology plays an important role in providing this to the faculty, staff, and students. Listening to these users of the LMS and hearing the concerns and experience of using the LMS will be beneficial to achieving this goal.
Rogers (2003) noted, "diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system" (p. 11). For an innovation, such as a new LMS, to be successfully diffused and accepted, users must perceive that the new innovation is better (relative advantage) than the status quo. Additional attributes that must be accounted for in the adoption process include compatibility, complexity, trialability, and observability (Rogers, 2003). Rogers (2003) wrote, further, that there are three types of innovation decisions: Optional, collective, and authority. In the case of LMS adoption, innovation decisions are often forced or authoritarian driven. Forced adoption is driven by a small group of people who possess the power and expertise to do such: adoption is required. While a variety of LMSs may be used by university instructors, universities typically select one that they officially support. Understanding instructors perceptions and satisfaction with attributes of a forced adoption may help decision makers evaluate the effectiveness of their decision. Dooley, Lindner, and Dooley (2005) noted that educational technologies, such as an LMS and its features, can add to, detract from, or not affect teaching and learning. Features that detract from teaching and learning activities should be minimized, and features that add to teaching and learning should be maximized.
There are arguments noted in the literature that identify limitations with the diffusion of innovation theory, specifically, in that the theory does not take into account user behavior and social influence toward adoption. This shortcoming led to the development of the technology acceptance model (TAM) and later versions TAM2 and TAM3 (Davis, 1986; Venkatesh & Bala, 2008; Venketash & Davis, 2000). Further arguments for using the TAM in research toward user adoption is the lack of consideration for user psychological aspects, emotions, and attitude toward user adoption of technology. In an attempt to encompass all of these constructs that can influence user adoption, Venkatesh, Morris, Davis, and Davis (2003) developed the unified theory of acceptance and use of technology model, which is widely used in technology adoption research today.
Understanding user perceptions and attitudes toward adoption of the LMS is important to secure buy-in from the user base in understanding that the LMS is a supporting tool for learning and teaching rather than a replacement for it. As an investment by the university, the LMS becomes another interface between teacher and learner in expanding delivery methods of content, knowledge assessment, practical exercises, and collaboration among users. This makes the LMS an important asset for the university.
The LMS provides many tools within the application itself that can prove useful for teaching and learning. These tools can be customized per specific teaching and learning methods and include items such as discussion threads, online chat, video conferencing, supporting resources, assessments, peer review, learning modules, e-mail, reusable learning objectives, and content repositories. The LMS allows for anytime access from any location that has Internet access. For controlled curriculums, the LMS provides a method of consistency for content delivery and evaluation. The LMS has the potential to provide a good return of investment for the university if administered properly.
The endeavor for a university to provide an enterprise level LMS as a technology to be used for teaching and learning is not an easy feat. The aforementioned technology acceptance models can help with user adoption of the LMS, but do nothing toward the usability of the LMS after adoption. Orfanou, Tselios, and Katsanos (2015) wrote that usability studies of LMSs are still in their infancy. Their research showed that while an LMS can be used to improve instructor effectiveness, more research is needed. Simonson (2007) noted that the impact of LMSs on learners and instructors is evolving. A content analysis of research reported in leading journals of distance education reported open education resources and mobile learning as leading trends in distance education research (Bozkurt, et al., 2015). LMS ranked in the middle of trends in distance education research.
PURPOSE
The purpose of this study was to determine LMS features that impact faculty perception of online teaching and learning. Specific research questions were:
1. What LMS features benefit or hinder online teaching and learning?
2. How does the use of an LMS impact the quality of teaching and satisfaction with the LMS in general?
METHODOLOGY
This study most closely followed the qualitative research paradigm with a content analysis of written comments regarding features of the LMS that benefit or hinder teaching online (Lincoln & Guba, 1985). This evaluative study used an online process to collect open-ended responses from faculty (N = 19) who were currently teaching courses using a newly adopted LMS. Patton (2002) discusses the purpose of open-ended responses as being "longer, more detailed, and variable in content; analysis is difficult because responses are neither systematic nor standardized" (pp. 20-21). However, open-ended responses also allow us to "understand and capture the points of view of other people without predetermining those points of view" (p. 21).
Faculty reflected upon the impact the LMS features have on student learning in particular. Data collected online did not include personal identifiers, which ensured confidentiality. Responses were reviewed in the order they were received and assigned a descriptor of P01-P19 (P = Participant). An open-coding analysis was used to determine emerging themes and patterns based upon typewritten reflections by the participant (archival data). Data themes and categories were interpreted by two independent researchers who were familiar with the LMS and teach online, but who were not part of the respondent pool. Each unit (idea) was initially listed, without placement into categories. Tacit knowledge was employed in making initial judgments for categorization. Colored markers were used to identify themes so that the data could remain in context and provide a visual indication of emerging categories (Dooley, 2007).
Lincoln and Guba (1985) provide techniques for establishing rigor and trustworthiness for qualitative research. Trustworthiness relates to the degree of confidence that the findings of the study represent the voice of the participants and their context (Dooley, 2007). Credibility in this study was achieved with referential adequacy (the written words of the participants) and peer debriefing (two independent researchers analyzing and coming to consensus on emerging categories). To ensure transferability, the researchers reported the findings using quotes from the participants. Data were also traceable to the original data sources, using an audit trail for dependability and confirmability (Erlandson, Harris, Skipper, & Allen, 1993).
FINDINGS
LMS Features that Benefit or Hinder Online Teaching and Learning
The first research question focused on what LMS features benefit or hinder online teaching and learning. As shown in Table 1 (audit trail), respondents indicated many features as both a positive and a negative in regard to the use of online teaching and learning. In fact, all items listed as a positive were also indicated as a negative. However, one respondent noted that "It does not benefit teaching; simply student management services. That is not teaching because it is not directly related to learning" (P13). Each category is supported by a narrative description with representative quotes.
Gradebook. Respondents revealed that the "gradebook" was a useful tool in order to manage assignment submissions. Multiple respondents (P03, P07, P09, P11, P13, P14, P17) specifically indicated the gradebook as a feature that benefits teaching. Providing grade updates to students (P17), the ability to collect assignments (P07, P13) and the ability to run course reports (P14) were specifically mentioned as benefits. At the same time, some respondents shared issues related to the gradebook that they felt hindered teaching. Use of the gradebook was described as "cumbersome" (P07) and "hard to use" (P10). Suggestions for improvement to the gradebook included "warn[ing] the instructor if a grade is missing" (P09) and adding the ability to view all students' grades as a default rather than requiring extra steps (P16).
Assessment Tools. Assessment tools were reported by many respondents as beneficial to the teaching process. Specifically, quizzes and tests (P01, P02, P03, P04, P11, P12, P14), rubrics (P09), and Turnitin (P03, P11) were noted. As shared by one respondent, "I liked that you can load quizzes for different sections of the same class to be available at different times" (P02). At the same time, this respondent noted that students may be able to maneuver the assignment submission process by "choos[ing] a different section in order to be seen as 'on time' even though they are late" (P02). At the same time, respondents noted that improvement is needed within the assessment tools. The ability to "reus[e] questions from previous semesters" should be easier (P09). Item analysis features are limited, especially the sorting feature" (P04). Improvements are needed "regarding calculations of statistics in gradebooks [and with] search functions within gradebooks (P05). Further, SCORM compliance is needed for embedded questions in videos so that answers can be recorded in the LMS (P17).
Course Materials. The ability to post course material for student access was indicated as a benefit to the teaching process by many respondents (P02, P04, P05, P07, P10, P12, P13, P14, P15). Examples such as the "sharing [of] video links with students" (P06), providing students with links to online resources (P10), posting of "lesson plan slides" (P08), sharing of "test review slides" (P08), providing supplemental content to lectures (P09), and reduction in paper usage (P12) were specifically mentioned. As shared by respondents, the LMS provides a "great way to share content and provide materials to students" (P14) and "students can view the class material anytime, especially graphics" (P15). One specific LMS feature was mentioned in relation to course materials as a benefit to the teaching process--the "Import/Export/Archive" tool (P11), but recommended that this feature needed improvement (P11). Further, additional respondents indicated the "content collection management [as] cumbersome" (P07) and need for the ability to "load multiple files at the same time to [the content area of the LMS]" (P09).
Communication Tools. Communication tools within the LMS were specifically mentioned as a benefit to teaching and were noted as allowing a "good messaging system" (P13). Tools listed included: online discussion boards (P04, P06, P07, P11, P14, P17), wikis (P03), blogs (P03), e-mail (P06, P09, P11), announcements (P03, P11), and groups (P03, P07, P09, P11). Specific examples of how these tools could be used included the "creat[ion of] discussion groups among students" (P07), the ability to "notify students of grades received on tests and projects" (P08), and to encourage "collaboration]" (P11) among "teams of students" (P09). As one respondent stated, "I use the discussion [tool] for students to post their work so that the class can peer review each other's work. This helps me create learning communities" (P06). However, one respondent stated, a problem is "the fact that there are too many messaging systems within [the LMS], one that goes to their university email, and one that is centered on [the LMS] only. Students are easily confused as to which one to use, and it makes communicating less efficient" (P02) and a separate respondent indicated that "direct communication to students" within the LMS was difficult (P14). Further, the need for the improved ability to share student presentations was also expressed. "I would like the students to post their presentations on [the LMS] instead of Dropbox or GoogleDrive" (P15).
Interface. The LMS interface was expressed as both a benefit and a hindrance. "Training" (P04) and "familiarity" (P04) with the interface were indicated as benefits. It was expressed that training should avoid "information overload" and "provide experiential training" (P06). It was reported as a "uniform system across courses" (P03) with "stable delivery" (P11) that was "relatively easy to set up for the first time" (P08). While some respondents indicated the LMS as "relatively intuitive to use" (P11), others reported it as not user friendly or modern (P07). "It would be beneficial to have a standard location and form to explain the organization of course content [within the LMS], since there are inevitably questions of how to find content throughout the course" (P03). The need was expressed that instructors require the ability to edit the course name (P11) and organize menus when one is teaching multiple courses (P11). Improvement to the LMS gradebook interface was also expressed (P02, P03) as a need. As noted by respondents, "Setting up the grade center spreadsheet is difficult" (P02) and "[The] gradebook is not very user friendly, for students and instructors, even after several semesters of use" (P03). Finally, a need was expressed for a "true impersonate student user view" (P11) so that the instructor can actually experience and view the course from the student perspective. As one respondent stated, "it varies from student to student. I think the interface is fairly intuitive for students of a technical ability to be able to access content so that is a positive" (P14).
Administration of Classes. The way in which the LMS could assist in the administration of classes was expressed as both a benefit and a hindrance. Respondents noted that the LMS could "help manage large classes" (P07), monitor assignment submissions (P14), keep students informed as to how they are performing in class (P09), easily use Turnitin assignments (P10), and "monitor student use and access to see if they are viewing content" (P14). However, respondents also noted that the "inability to distinguish between the classes for 'labs' versus 'lectures' is a hindrance to both teachers and students" (P02). Further, one respondent stated that "having to scroll through 400+ students to find a specific one is tedious, painful and time-[consuming]" (P05).
Student Engagement. Student engagement emerged as a theme concerned with lack of engagement. One respondent indicated the need for "more option[s] for student participation (P15). Another indicated that while "student engagement for fully online courses is always a concern" (P14), this is not specific to the LMS but rather a broader issue.
Technical Problems. Technical problems related to the use of the LMS were noted by some respondents as a hindrance to online teaching and learning. Slow system response time (P01, P05, P14), lack of integration of notification apps (P05), formatting issues related to the discussion board tool (P06), difficulty in managing video content (P07, P17), issues related to the submission of assignments that have a large file size (P07), not all features work in all browsers (P14), and the need for "instant chat" for help with LMS use issues (P14).
LMS Impact on the Quality of Teaching and Satisfaction
The second research question focused on how the use of an LMS impacts the quality of teaching. While some of the respondents noted that the LMS did not impact teaching quality, eight specifically noted that use of the LMS improved instruction and six specifically indicated the LMS was an asset to students. A requirement of this improvement was instructor familiarity with the LMS (P03). Aspects that allowed improvement of teaching included connection with students (P06), student access to course materials and grades (P09, P12), and the potential to "augment and enhance the teaching and learning experience" (P17). In general, respondents indicated that the LMS "improves the course immensely" (P04) by providing tools to use both within and outside of the LMS (P11), allows students "to study and prepare for exams" (P08, P09), and allows students access to material prior to class" (P08, P15) which can in turn help them be more efficient with taking notes (P15). Overall, "[the LMS] improves the learning through the rich variety of methods to provide feedback to students for improvement" (P11). The limitation of the time investment of the instructor was noted in regard to the use of the LMS (P07); however, the LMS was credited with assisting the instructor by facilitating the organization of course materials (P09).
One respondent stated that impact on teaching quality was "highly dependent on the individual instructor. Instructors well informed in online teaching can use it for a positive impact on teaching. For other instructors it can have a large negative impact" (P14). "More emphasis needs to be placed on teaching instructors online instructional design principles to solve this--it is not an issue with the [LMS] itself' (P14). As one respondent noted, "I'm not sure that [the LMS] impacts their learning. That seems to me to be more centered on the effectiveness of the teacher-student relationship and the efforts put forth on the part of the student" (P02). "At the end of the day, everything depends on each student. Those who wish to learn take advantage from the opportunities that are being offered, while nothing is effective for those who do not care" (P12). The impact of an LMS on teaching and learning "will depend entirely on how the tool is used by the instructor. It has potential for strong positive impact" (P10). "When used effectively, [the LMS] can increase student learning through greater engagement, especially in large classes" (P17).
The majority of the respondents indicated that they were satisfied with the LMS in use. In fact, only one (P07) of the 19 respondents noted less than moderate satisfaction. The current version of the LMS was indicated as "better than earlier versions" (P03, P06) and to contain features that might be helpful in course delivery (P04, P10).
CONCLUSIONS AND DISCUSSION
This study sought answers to questions related to the adoption and diffusion of a new LMS. The first question focused on LMS features that benefited online teaching and learning and those features that hindered online teaching and learning. The second question focused the impact of the LMS on the quality of teaching achieved through the LMS and the users' satisfaction with the LMS. The use of technology, in this case the use of an LMS, can add, distract, or be neutral in regard to impact on learning, teaching effectiveness, and student/ teacher satisfaction. There is no panacea to tools; rather, it is the way in which the tools are used that is critical. The goal is to maximize what technology adds while minimizing the aspects of technology that distracts.
Use of LMS Features that Benefit or Hinder Online Learning
Feature themes that emerged included both positive and negative attitudes related to gradebook, assessment tools, course materials, communication tools, interface, administration of classes, and student engagement. While positive attitudes to the new LMS features validated the selection of the LMS, the negative attitudes highlight challenges that should be addressed in the future to insure widespread diffusion and acceptance.
The gradebook was identified by respondents as enabling student management, which is different than instruction. Recording of grades, assignment submissions, and course reports were specifically mentioned as enabling student management; however, at the same time respondents indicated that difficulty with these items caused distraction from the teaching process. It was concluded that while the gradebook as a tool benefitted student management, it also hindered online learning when it did not function properly.
Assessment tools, course material tools, and communication tools were identified as beneficial tools to online learning. The ability to manipulate quiz type, structure, and delivery was specifically expressed as beneficial. The ability to share content with students in an organized manner was indicated as beneficial. And, the ability to use multiple means to communicate with students was indicated as a direct benefit to the teaching process. However, once again, respondents indicated that limitations of the tools detracted from the teaching process. It was concluded that when tools work properly and in the way expected by faculty, they added to the learning process; when the tools did not work properly, they detracted from the learning process. Each of the tools is housed within a specific interface. As indicated by respondents, understanding the interface and knowing how to operate within it is critical in order for the interface not to detract from the teaching/learning process. In fact, it was concluded that additional tools are needed to allow increased student engagement and improved class administration.
LMS Impact on Quality of Teaching and Satisfaction
Participants tended to be positive to neutral on the impact of the LMS on quality of instruction. The acceptance of online instruction as mainstream helped explain participants' attitude to the impact of the LMS on the quality of instruction. Participants who had more positive attitudes to online instruction also suggested that quality of instruction could be enhanced through the LMS. Participants who had more negative attitudes to online instruction also suggested that quality of instruction was not enhanced through the LMS. It was concluded that respondents believed that the LMS had a positive impact on teaching.
Regardless of attitudes related to impact on quality of instruction, participants were satisfied with the new LMS. This finding suggests that as distance education methods become ubiquitous, diffusion of new LMSs are readily accepted by educators as either an enhancement to instruction or as necessary for delivery of instruction at a distance. Regardless of the system, universities are adopting and diffusing LMSs to serve their students. Giving instructors voice in the opportunities and challenges associated with a particular LMS can help universities overcome barriers to adoption and speed acceptance of a new LMS.
IMPLICATIONS
This study sought to examine features and/or tools that could benefit or hinder teaching and learning when using an LMS. Also, the study would observe how the use of an LMS can impact the quality of teaching and overall satisfaction, specifically from the perspective of university instructors that use the LMS. Implications resulting from the research follow.
Implications for Training
The findings from the study indicate implications for training based on LMS features benefiting or hindering online teaching and learning as responses were both positive and negative in nature. Responses noted the LMS interface, mass number of features, course content storage, and student engagement as areas of concern in which training could be justified. The need for adequate training toward using a LMS and any features or tools within the LMS is apparent from the study. Instructors need training on feature and tool usage to support the online learning environment. Those instructors willing to devote time for training on such features or tools in the LMS can enhance the quality of teaching and satisfaction in a positive manner.
Implications for Faculty
Implications for faculty originate from two items: resistance to change and time constraints. As online learning grows in popularity at universities, LMS adoption will ultimately follow an authoritarian-driven decision process by university administration. However, this process does little in regards to LMS usability by faculty, mainly due to the resistance to change from traditional face-to-face teaching. Also, time constraints on the faculty can be a burden toward training. The LMS, as with any technology, requires change and time to learn and evolve with the technology.
Implications for LMS Content
The focus of LMS impact on quality teaching and satisfaction can hinge on the implications for content. The LMS must have the ability to sufficiently store course content for easy student access. To provide quality teaching, content must meet learning objectives, engage student participation, and meet accessibility standards for impaired students. As the use of the LMSs increase in the mainstream of online learning, the need for quality content will emerge as a concern for quality teaching toward meeting student expectations.
Implications for Entities Selecting a LMS
As the responses from the study indicate, there is no "one size fits all" LMS. The needs of LMS features and tools will differ from university to university. Implications for entities selecting a LMS on determining the features or tools needed in the LMS can become a barrier toward adoption and diffusion of the LMS. Understanding the features and tools mentioned in the study can provide a basis for a fundamental LMS and provide guidance for the selection process.
RECOMMENDATIONS
Recommendations for practice based on the study findings toward using an LMS for online teaching include overcoming the resistance to change [LMS adoption and diffusion], faculty training, time allotment for faculty to get the needed training, and programs to enhance the quality of content. All of these recommendations should be considered by any university that may be selecting an LMS for online learning.
As technology changes and new LMS features and tools evolve, additional studies are warranted in order to draw conclusions on the usability of the LMS by the faculty. Questions for future research could include: "Would a faculty training program related to feature and tool usage in the LMS lead to a more positive impact on the quality of teaching and overall LMS satisfaction?", "Would requiring a standardized rubrics for creating content improve online teaching and learning?", "Would quality content increase student engagement?", "Which feature or tools better fit particular circumstances or teaching styles?" Parting words for thought, the LMS is a tool, a tool that can benefit or hinder the quality of teaching depending on how it is perceived and used by faculty. This study presents a number of indicators on enhancing the usage of the LMS in hopes of improved learning.
Darrell S. Walker, James R. Lindner, Theresa Pesl Murphrey, and Kim Dooley
Texas A&M University
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Westera, W. (2015). Reframing the role of educational media technologies. Quarterly Review of Distance Education, 16(2), 19-32. | https://www.thefreelibrary.com/Learning+management+system+usage%3A+perspectives+from+university...-a0464353033 |
CSCS has developed since 1997 e-learning solutions for Italian and European customers, promoting a blended learning approach which combines and integrate face to face educational sessions with distance learning, managed online via Internet based applications.
CSCS develops custom solutions using Moodle, one of the world leading open source Learning Management Systems (LMS). CSCS staff customizes typical LMS features such as assignment submission, discussion forum, files download, grading, instant messages, online calendars, news and announcement, quiz, questions and wikis.
As a publishing company CSCS is actively involved in developing publications with educational purposes, focusing on research on labour market needs and on didactic tools to supplement and integrate vocational training.
CSCS has developed a number of both online, multimedia and printed publications. | https://cscs.it/e-learning-and-publishing/ |
In the face of strong predictions about what will happen, it makes sense to take a step back and consider the reality of what is happening on the Internet and education. As suggested at the beginning of this article, amid these allegations of great transformation and disruption, it is important to ask how the potential of Internet education can be realized in practice. There is no doubt that the Internet has been used for educational purposes for a long time. Several leading Internet-based education models have emerged over the two to three decades to improve the quality of education. Perhaps the most robust are the various forms known as e-learning – from online courses to virtual classrooms and even virtual schools. Many early forms of e-learning involve the one-way distribution of learning content and therefore copy appropriate forms of traditional distance education. These programs (which continue to this day) tend to be based on online content management systems, although supported by some form of interaction in the form of email, bulletin boards, and other communication systems. In addition to this form of content delivery, virtual classrooms also have an ongoing development – often representatives of classrooms or lecture theatres where students and teachers can stay.
Often this virtual space is designed to support the form of teaching and direct feedback simultaneously so that students can listen to talks and watch videos and visual presentations while interacting with other students through text and audio. Other asynchronous forms of the virtual classroom exist in the form of digital spaces where resources can be accessed and shared – such as audio recordings and lecture transcripts, additional reading, and discussion forums. These systems of e-learning have continued to be developed since the 1990s all over the world, with all cyber schools and universities online and now with the features of an in-depth education system from one place to another in the world. While these examples of e-learning tend to repeat the basic structures and procedures of brick schools and universities, various educational models supported by the Internet have emerged in the last 20 years.
One of the most common forms of Internet-based education is the collective creation of knowledge and knowledge, as exemplified in the online encyclopedia Wikipedia. While there is an ongoing debate about its accuracy and scope, Wikipedia education is of great importance. In addition to being a vast source of information, users’ ability to contribute and create excellent content appears to make wiki tools like Wikipedia an important educational tool. There is a prevalent belief among many educators today that large-scale user-oriented applications such as Wikipedia allow individuals to participate in more meaningful and important learning activities in general than ever before.
The student who made some corrections to Wikipedia articles today contributed more general knowledge in a matter of minutes than he did throughout his primary school education. 100% wiki tools fit the wider Open Source Educational movement, which is about making professionally developed educational materials available online for free. Thus, it is acknowledged that nearly 80 percent of course content at the Massachusetts Institute of Technology is available free of charge. Alike pledges can be created in such institutions ranging from leading universities such as Yale and Oxford to local community colleges.
https://jomapply.com/time/In all these cases, course materials such as seminar notes, podcasts, and speaking videos are shared online with a worldwide student population, many of whom are unable to attend. More importantly (as on Wikipedia), the emphasis on Open Source Education not only allows individuals to use the provided materials but also encourages modification and transformation of those resources as needed. For example, the extensive Open Learn project at the UK Open University provides free online access to all corporate curriculum materials and an invitation for each user to customize this resource as they wish.
If you want your children to cope with the latest knowledge then providing them with the facility of the internet is very important. The internet will not only allow them to learn about the latest knowledge but will also let them learn with fun and enjoyment as there are hundreds of fun-learning programs available on the internet. Therefore, apply Time fibre now in your houses and schools to get the maximum benefits from the fastest speed internet providers in Malaysia. Time fibre 100mbps home broadband Malaysia provides you with the most affordable internet packages, hence, apply “Time internet” now and let your child dive-in in the world of virtual knowledge and fun-loving programs so that he can cope up with his generation and be the best among the best.
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That quote comes from an article published by the Society for Human Resource Management earlier this month. We couldn’t agree more with the contention that “clunky” interfaces and administrative tedium dampen the learning experience.
However, we also found the author’s description of a learning management systems (LMSs) as “transactional, backend, compliance-driven platforms” that “throw cold water on workers’ natural curiosity” a bit troubling. The article goes on to suggest that typical learning management systems “don’t empower, they suffocate.” Yikes.
That language might accurately describe many professionals’ experience with an LMS. But it’s not how an effective LMS actually works, at least not in our view.
An LMS should enable new learning opportunities, not impede them.
Here are a few things the author of that article cites as capabilities lacking in many learning management systems:
- Delivery of video content
- Content targeted to needs and interests
- Content that promotes a “collaborative learning culture”
In the world of continuing education (CE) for professionals – the world we deal with every day, incidentally – learning software that doesn’t include those capabilities is bound to underperform. Not only do learners want to consume video content and take advantage of interactive learning opportunities, but they also need access to content that’s relevant to their area of practice.
As far as “collaborative learning” is concerned, evaluations and post-activity surveys enable learners to contribute to continuing education in a very direct way.
To be effective, an LMS must include…
Video content. Let’s start there. Apparently, a lot of learning management systems still don’t allow administrators to incorporate video into the learning experience. It’s an ongoing problem, and we actually wrote about it last year.
An LMS should function as a self-contained application that allows administrators to add content as they see fit. The Rievent Platform, for example, allows CE providers to add PDF, SCORM, and MP4 (that’s video!) content to any online activity. It’s a simple matter of enabling an administrator to upload or embed the content into the learner experience.
Since more learners are looking for newer, more exciting, more interactive ways to learn, support for video content is a must nowadays.
Then there’s the problem of targeted content – how can providers ensure that content meets learners’ needs and is relevant to their profession? In a CE context, that can be more difficult than you might think, especially if you cater to a wide array of specialties and practice areas.
But it’s not so hard if you use an activity catalog and events calendar that learners can browse to select the most appropriate activities. Ideally, these features will integrate with all other aspects of your LMS. For example, learners will be able to begin activities directly from the catalog or register for events straight from the calendar.
As for learner contributions to education, automated evaluations make it easy for learners to provide their input on the strengths and weaknesses of a particular activity. Your LMS should also automate post-activity evaluations or surveys, so learners can let you know whether activities have had an impact on their work in the weeks and months following participation.
And there you have it. The right LMS can effectively address the problem of “clunky” learning experiences and excessive administration.
If your experience with continuing education software is that it inhibits learning or leads to frustration among learners and administrators, be selective when searching for alternative platforms:
- Insist on a learner experience that makes it easier to earn credit will receiving a valuable education.
- Require support for online content in all common learning formats, including video.
- Look for platforms with tools that help learners identify content that is relevant to their work.
- Streamline the feedback loop and gain insights from learners via automated evaluations and surveys.
You’ll end up with an LMS that empowers learners, not one that hinders their progress. And you’ll eliminate a lot of administrative drudgery in the process. | https://rievent.com/insights/blog/this-is-what-an-effective-lms-actually-does |
2007-2011: The Content Experts
More than 46,000 successful deployments globally, renowned content management applications and solutions, and leaders in the evolution of Web 2.0 technologies...
2011
- Total revenue for fiscal 2011 was $1,033.3 million.
- Acquires Metastorm Inc., a leading provider of Business Process Management (BPM), Business Process Analysis (BPA), and Enterprise Architecture (EA) software, further expanding its ECM portfolio capabilities with process management functionality.
- Acquires London-based weComm, a mobile application pioneer that offers technology for deployment of high-quality, media rich apps across more than 900 mobile devices and platforms to further advance the company’s Mobile App Strategy.
- Acquires Global 360 Holding Corporation, a leading provider of process and case management solutions and document-centric BPM to enhance its ECM portfolio with robust BPM offerings.
- Acquires Operitel Corporation, a company specializing in Learning Management Systems (LMS) and Enterprise Learning Portals, adding powerful e-learning capabilities to OpenText solutions.
- Positioned as a Leader in "The Forrester WaveTM: Enterprise Content Management, Q4 2011 report.
2010
- Total revenue for fiscal 2010 is $912.0 million.
- Acquires Nstein Technologies, adding content analytics/ semantically-based search engine capabilities to its portfolio.
- Announces $225 million R&D investment over the next five years on product innovations and related job creation at its Waterloo, Richmond Hill and Ottawa locations.
- Releases OpenText Everywhere, inaugurating a new era of mobile content applications in which OpenText partners and customers can create, develop, and deliver mobiles applications with OpenText's Mobile Applications and Services.
- Delivers the confidential and highly secure social networking application for the G-8 and G-20 Summits, allowing leaders and global policy makers to collaborate over secure social networking software for the first time in the history of the Summit.
- Acquires StreamServe, Inc., a provider of business communications solutions, adding enhanced document output and customer communication management software to the product portfolio.
2009
- Total revenue for fiscal year 2009 reaches $785.7 million USD.
- Ranked the largest Canadian software company in the Branham300, the well-known annual ranking of top information and communication technology (ICT) companies operating in Canada.
- Acquires Vizible Corporation, the makers of a digital media interface solution, allowing for the 3-Dimensional navigation of digital media, paving the way for virtual interactive and collaborative immersive environments and next-generation ECM platforms.
- Analyst firm Forrester Research names Open Text a leader in The Forrester Wave: Records Management, Q2 2009.
- Acquires Vignette Corporation, another ECM software company, introducing secure social media into the ECM platform, along with consumer-based features into enterprise software.
- Fortune Magazine Ranks Open Text 15th among world's Fastest-Growing Companies—the company ranks 6th in the world among Tech Companies. | https://www.opentext.fr/a-propos/history/2007-2011-the-content-experts |
Registration fee is per player, see below. Register as a team, or if you cannot find a team you may register as individuals, or a group of players. Central League Administrator may randomly draw individual players to form a pool team if necessary.
Please use this form link for 4v4 Team registrations, or this form link for individual registrations. New players must include a digital picture for their player pass. Email completed forms to Sofia Hernandez at [email protected] to register, or contact her if you have questions.
- Preliminary team rosters/individual registration forms are due Thursday, 1/31/13.
- Registered teams/individuals will scrimmage on Monday, Feb. 4th, at Cross Roads Fields at 7:00pm. when fees will be collected and teams/players may be updated.
- All fees must be paid in full before the third regular game or the player may be suspended.
- Regular season games begin Monday, February 11th.
League Rules and Fees
- 35 year old division, 2 players per team can be 33 (age by Dec. 31, 2013).
- 45 year old division, 2 players per team can be 43 (age by Dec. 31, 2013).
- 6 teams per division.
- 8 player roster per team.
- 10 game season, no playoffs.
- Games will be played Monday nights 7, 8, & 9 pm.
- All games will be played at Cross Roads Middle School.
- 50 minutes game, 5 minutes half time break, one 5 minute golden goal OT tie breaker if needed.
- No 3-line rule, goals can be scored from anywhere on the field.
- Substitutions on any goal kick, possession throw-in, injury, and after a goal.
- Team players must wear numbered shirts of a similar color.
- Age-eligible players may register for only one team in each division.
- Registration Fee for players registering on only one team:
o $50 per player currently registered in Central League (Sept. 2012 – Aug. 2013)
o $75 per player NOT currently registered in Central League since Sept. 2012.
- Registration Fee for players registering on a team in both divisional age groups:
o $80 per currently registered player
o $105 per new player.
- Division champions receive a credit of $25 per RETURNED player for the subsequent season, or a total credit of $40 if they were champions in both divisions and return to both divisions.
- 4 points system will be used to determine standings: 4 points for a WIN; 3 points for an OVERTIME WIN; 2 points for a TIE; 1 point for an OVERTIME loss; 0 points for a regulation time loss. | http://www.columbiascsoccer.org/seasons/2013-winter-4v4-o-35-and-o-45/ |
Comparing Drafted Versus Undrafted Players in the NBA
The NBA draft lasts two rounds each year, and only 60 players are selected (and we say "only" because this draft is dwarfed by the NFL's seven rounds and 256 selections and the MLB's 40 rounds and 1,204 selections). With 30 NBA teams selecting two picks each year, this means there may be a lot of players who wind up on a roster without being drafted.
We decided to take a look to see how undrafted players fare in the league when compared to their drafted counterparts. How far off are they, statistically, from their drafted peers? Do undrafted players actually pan out, and if so, how often? Let's dive in to find out.
Drafted vs. Undrafted: Head to Head
First, we looked at drafted players and undrafted players and compared them head to head over the last five NBA seasons. Drafted players outplayed those who went undrafted by quite a bit, with an average of around 50 games played, compared to an average of 32 by those undrafted. There was an even bigger divide when looking at games started per season – an average of almost 26 for drafted players, but only around eight for those who didn't get a call on draft day.
There was a similar separation when we looked at minutes played per game. Drafted players were on the court for an average of 21 minutes, while their undrafted counterparts played for an average of 14 minutes per game.
Next, we looked at an even more specific breakdown of stats between the two types of players per 36 minutes of playing time. Drafted players had better games than those who went undrafted across all categories, from points and assists to three-point percentages, blocks, and free throw percentages. The only category where they were equal was steals, with both drafted players and undrafted players averaging 1.1 steals per 36 minutes.
Positional Breakdown
We took a look at both types of players on a position-by-position basis. As far as games played, the biggest disparity was the shooting guard, where drafted players participated in over 50 games, while undrafted guys played in an average of 31. The disparity was less severe, however, across the board, with drafted players slightly getting more playing time.
While in most categories, drafted players had better stats than undrafted players, there were a few areas where the opposite was true. For example, undrafted centers had slightly higher field goal and two-point field goal percentages. Undrafted power forwards outperformed their rafted counterparts when it came to total rebounds and were nearly as efficient at draining threes.
Undrafted? No Problem
Here, we looked at undrafted players over the last five seasons to see whose star was the brightest. As for centers, Timofey Mozgov, who currently suits up for the Magic, performed the best across the board, followed by former 76er Shawn Long, and the Nets' Alan Williams.
Johnathan Motley gets top billing for power forwards, while Mirza Teletović, who currently plays for the Bucks, came in second for this position. His rebounds, though, were a bit behind the third player in the power forward category – JaMychal Green, who has played for the Memphis Grizzlies for the last several seasons.
The best performing undrafted point guard was Jeremy Lin, who is currently on Atlanta's squad. While his total rebounds are fewer than the third player on this list (Miloš Teodosić), he scored four more points per game than Teodosić.
As far as small forwards go, Kent Bazemore from Atlanta had the best stats of undrafted players, followed by Wesley Matthews of the Mavericks and Robert Covington of the Timberwolves. And Andre Ingram, who played for the Lakers during the 2017-18 season, had the most success as an undrafted shooting guard over the last five seasons.
How the Wins Stack Up
Finally, we looked at how undrafted players stacked up against a team's win percentage. How did the number of undrafted players affect a team's overall success? Our scatter plot illustrates teams that had a high number of undrafted players, such as the 76ers, tended to have a lower overall win percentage, while teams that featured a lower number of undrafted players enjoyed more overall team success, such as the Golden State Warriors.
We also looked at the overall percentage of undrafted players per team over the last five seasons. Philadelphia had the most at 57%, which means that over half of its players over the last five years have been undrafted, while the Oklahoma City Thunder featured the lowest percentage over the last five seasons of undrafted players at under 10%. Incidentally, the most successful team during that period was the Golden State Warriors, who had rosters that consisted of around 15% of undrafted players.
Wrapping Up
While teams can certainly find success with undrafted players, it does seem that those who are selected every June during the NBA draft do produce better stats and do help carry their teams to better overall seasons. When we adjust the stats per minutes played, they are pretty similar, but when you look at overall success in the NBA, teams that carry more undrafted players tend to lose more games.
Methodology
We scraped basketball-reference.com for all NBA players of the past five seasons and collected stats, teams, and draft status. From there, the data were analyzed to compare drafted versus undrafted player contributions. We also gathered team records for the asset on win percentage versus the number of undrafted players. Stats were averaged to a per-minute basis to compare stats when both drafted and undrafted players were on the court. These stats were multiplied for the assets that include per 36 data. Players with multiple seasons during the last five years had their stats averaged. Advanced stats were collected but not included in the project. The player's team was calculated as the most recent team the player was a member of. The data included on basketball-reference.com may be incomplete or missing players and are not guaranteed to include every player. For the "Top Undrafted Players" asset, players with multiple positions over the last five seasons were included under the position they played most frequently.
Sources
- http://www.nba.com/draft/2018/board#/
- https://operations.nfl.com/the-players/the-nfl-draft/the-rules-of-the-draft/
- https://www.mlb.com/draft/tracker/round-40
- https://www.basketball-reference.com/players/w/willial03.html
- https://www.basketball-reference.com/players/m/mozgoti01.html
- https://www.basketball-reference.com/players/l/longsh01.html
- https://www.basketball-reference.com/players/m/motlejo01.html
- https://www.basketball-reference.com/players/t/teletmi01.html
- https://www.basketball-reference.com/players/g/greenja01.html
- https://www.basketball-reference.com/players/l/linje01.html
- https://www.basketball-reference.com/players/b/bazemke01.html
- https://www.basketball-reference.com/players/m/matthwe02.html
- https://www.basketball-reference.com/players/c/covinro01.html
- https://www.basketball-reference.com/players/i/ingraan01.html
- https://www.basketball-reference.com/teams/GSW/
Fair Use Statement
Are you ready to build your perfect NBA roster? Well, if you're an NBA scout, that's probably at the top of your to-do list, but for the rest of us, we just like to dream. If you're wanting to share our findings with your audience, you're completely free to do so for noncommercial purposes – just make sure you link back here so that our team gets the credit they deserve. | https://www.onlinegambling.ca/content-hub/drafted-vs-undrafted-nba-players.php |
Fall 8U Micro Soccer is a coed program for boys and girls ages eight and under, with smaller fields, shorter games, and only 10 players (4 field players and a goalie per side) on the field at a time. The program is strictly developmental, with an emphasis on learning and fun rather than on winning or scores. Smaller teams and fewer players on the field allow each player to be more engaged in the game and provides a better learning environment for all participants. Season will run from August 20th- October 5th, 2018 with 2 sessions per week (12 sessions total). There will be no sessions the first week of September (9/3-9/7).
During the season, teams meet twice a week for 1 hour and 15 mins. The first 20 minutes will be reserved for team practice, and then followed by a 40-minute game broken into four 10 minute quarters. All games will be controlled by one or two referees.** There is NO HEADING AT ALL. Any headed ball will be ruled a dead ball and possession will be given to the team who kicked the ball at the spot of the infringement. Heading will not be taught at this age.For more information please read about the U.S. Soccer's Recognize to Recover Player Safety CampaignRead Our Rules Section
SWSC 8U Micro Soccer teams are for boys and girls who were born in either 2010 or 2011.
Each team roster contains 10 players. A maximum number of players is set at 12. This ensures more playing time and further development for each participant.
. In order to keep teams fairly equal and limit "stacked" teams, no child older then 8 years old will be able to play in 8U Micro Soccer and all special team requests will only be discussed if the requesting parent is a volunteer within the club. | http://www.southwesternsoccer.com/Default.aspx?tabid=2088432 |
1.1 Portland City Squash League is an informal, volunteer supported organization of Squash Racquets enthusiasts. Participants are, for the most part, members of athletic clubs in Portland, OR, USA.
1.2 There are three League seasons per year: Winter, running from late January through early May, Summer, running from June through mid-August and Fall, running from late September through mid-December. League membership is seasonal. Before each season begins, participants pay a fee to the League for that season. Play takes place at several participating clubs in the Portland area which make their courts available free of charge at specific times on Wednesday evenings when a season is underway.
1.3 Players compete against one another in five person teams organized by rank within two Divisions: 1 and 2. Division 1 comprises higher ranked players, Division 2 lower ranked and beginning players. The first week of Fall and Winter league seasons is in 'round robin' format. Players in a team meet at the club posted in the season schedule to get to know one another, play and establish whether their position within the team is correct. Under the supervision of the team captain, players can agree to change places with other members of their team. If the change is not agreed by both parties and sanctioned by the team captain, the two team members arrange to play one another in a formal, best of 5, challenge match. A challenge match may take place at any time other than when League match play is scheduled and underway and as described below.
1.4 Players in each team will be ranked according to standard with the highest standard player playing in the number one position. Initial rankings are provided in the team rosters which are based on the draft. During the league, players may challenge the next higher ranked player on their team for their position. Any player so challenged must accept to play the challenge match in a reasonable period of time (typically within a two week period). No player shall play more than 1 challenge match per week. The players of challenge matches should respect club guest policies and pay any required guest fees.
1.5 Each team will play every other team during the league period. All matches will be played according to standard international rules. Team rosters and the schedule of their respective playing times and locations are posted to the League website at portlandsquash.org.
1.6 Whenever possible, there should be a referee/marker for matches. All league participants are expected to referee on a regular basis.
1.7 Summer League follows a recreational rather than competitive format. To allow for other commitments and activities that members may have scheduled for the summer months, players are grouped by skill level and play in 'round robin' format at a different participating club each week. Group rosters and the schedule of their respective playing times and locations are posted to the League website at portlandsquash.org.
1.8 PLAY: Players enter their names on a signup board or roster sheet while off court. When a court becomes available, two opponents play a single game to PAR 11. Winner stays on for a second game against the next opponent who replaces the losing player, NO EXCEPTIONS.
1.9 Eye protection is required. Any player refusing to wear eye protection will default the match.
1.10 All players must be in good standing with the League and affiliated clubs in order to participate in league activities.
2.1 In Fall and Winter leagues, teams earn points as follows:
1 point for each match won. All matches count for points.
1 bonus point for the team that wins the most matches. If the match scores are tied, the bonus goes to the team that has won the most games. If the game scores are tied, each team receives 1/2 bonus point.
1 bonus point for each team that has a full team turnout. Full team turnout means that all players are available to play at the scheduled time and place, or have rescheduled and played their match early.
Matches won by default (as in the case of a "No-Show" by one player) will be considered a 3-0 game win.
Examples of scoring (with both teams having full team turnout):
|Match Score||Points|
|Team 1||Team 2||Team 1||Team 2|
|5||0||7||1|
|4||1||6||2|
|3||2||5||3|
2.2 The team with the most points at the end of the season will win their division. If two teams have equal points, the result of the match played between the teams during the league season will determine the result. If the two teams tie their match or if more than two teams have equal points, the team with the most games won over the full season will win.
2.3 Match ties: Occasionally a match tie due to no shows on both teams can occur. See Para. 3.5.6 below. In the event of a tie between the number of matches won by the two opposing teams, the winning team point goes to the team with the higher game total. Example: Team A Position 1 does not show. Team B Position 1 does not show. In the remaining four positions, Teams A and B both win two matches each. Team A wins a total of 10 games, Team B wins a total of 8 games. Team A takes the overall match win point.
2.4 In response to the WSF vote during the World Squash Federation Annual General Meeting held in Manchester, England mid-October 2008, the official rules of squash were changed to make "point-a-rally" (or "PAR") scoring to 11 points the primary scoring system of the softball singles game. The "hand-in / hand-out" (or "international" scoring to 9 points will become a secondary scoring option for the sport.
2.5 All U.S. SQUASH sanctioned play is by default scored PAR 11, which requires a player to win 11 points, or if tied at 10-all, to win by two. All U.S. Championships, junior and adult, beginning with the U.S. Junior Open held December 20-23, 2008, will use PAR 11 scoring.
2.6 Portland City Squash League has adopted PAR 11 scoring as of the Winter 2009 League season. On mutual agreement between two competing players and provided that no waiting player objects*, opponents may opt to score per the traditional hand-in / hand-out method to 9 points OR, as of January 1, 2010, to PAR15. Scoring for PAR15 is as for PAR11 but up to 15 points instead of 11. Whichever method is used, the result will be recognized for League match tally purposes.
*Where a waiting player objects mid-game, match contestants shall complete the game using the scoring method in force at the start of the game. Remaining games for that match shall be played using PAR11.
2.7 Scoring for Summer league is PAR 11 (unless otherwise agreed, see Para. 2.5 above) between individual opponents within their assigned group. No scores are recorded and there is no competition between groups.
3.1 All participants in the league are expected to participate on a regular basis at the scheduled time and location. If exceptional circumstances create a scheduling or availability problem for a player, the following procedures may be followed:
3.2 Rescheduling of matches:
3.2.1 Specific matches may he played in advance of the scheduled match date by mutual agreement of the players involved. The results of such matches must be reported to the team captains prior to the scheduled time of play, and for scoring purposes will count towards the "full team turnout bonus". If an earlier match time cannot be agreed upon, then the match should be played at the scheduled time.
3.2.2 Players should pay all appropriate club guest fees for rescheduled matches. As a matter of courtesy, the player requesting that a match be rescheduled should pay the required guest fees. If possible, matches should be rescheduled at off peak times to minimize court pressure at the clubs.
3.2.3 Matches may not be played after the scheduled date of play. If such a match is played, then the match will not count for scoring purposes, and both teams will lose their "full team turnout bonus".
3.3 Substitutions:
3.3.1 If a player cannot arrange to play the match early, that player must find a substitute of similar standard, arrange for the substitute to play at the scheduled time and location, and inform the captain of the substitution. All substitutions arranged in this way will count towards the "full team turnout bonus".
3.3.2 A substitute must be of approximately the same or lower standard than the player to be replaced if the match is to count for scoring purposes. If the substitute is of a higher standard, then the match is a default and the match point will be awarded against the substitute. Whatever the relative standard of the substitute, the match will always count towards the "full team turnout bonus".
3.3.3 A list of reserves will be provided to all squash league participants and will include the standard of each player. Players in teams that have a bye are allowed to play as substitutes for other teams on the week of the bye. If a substitute is not listed on the reserve list or is not selected from a team with a bye, the committee must be contacted to determine whether the player is of a similar standard or not.
3.3.4 A player on a team may not play as a substitute except during a week that the player's team has a bye.
3.3.5 Substitutes may not play more than one match during any single week.
3.4 Players that do not play at the scheduled time, and do not play their matches in advance or arrange a substitute will be considered a "No-Show". The committee reserves the right to drop a player from the league, arrange for a replacement, or not allow participation in the next league if that player has more than one "No-Show" during the season.
3.5 15 Minute Default: Matches are to begin at the scheduled time or immediately after the preceding match. If a court is available to City League and there are no other matches and a match does not begin within 15 minutes of the scheduled time or within 15 minutes of the ending of the preceding match then a default occurs.
3.5.1 If a player from team A is dressed and ready to play and the player from team B is not on the court ready to play within 15 minutes of the scheduled time or within 15 minutes of the ending of the preceding match then the player from team B defaults the match, game score is recorded as 3-0 in favor of team A and team B loses the full team turnout point.
3.5.2 If there is not a player from both team A and team B dressed and ready to play within 15 minutes of the scheduled time or within 15 minutes of the ending of the preceding match then both players default, the score is recorded as 0-0, and both teams lose the full team turnout point.
3.5.3 The defaults can be simultaneous, i.e. if there is more than one match that can not begin.
Team A has level 6, 8, and 9 players present, Team B has level 6 and 9 players present at the scheduled time and there are three courts available for city league play. The level 6 match and level 9 matches begin, Team B's level 7 player comes to courts ready to play at the 10 minute point, Team A's level 7 player comes to court at the 20 minute point. At the 15 minute point Team A defaults its level 7 and level 10 match and loses full team turnout. Team B defaults it's level 8 and level 10 match and loses full team turnout.
3.5.4 A defaulted match may be played and the points recorded under the following conditions:
3.5.5 Any dispute in the 15 minute default shall be submitted to Rod or Ellen Zaharchuk prior to Friday at 5:00 PM of the week of the default. Their decision is final. In the event a dispute includes a team Rod or Ellen are on, then the committee chairman shall appoint an alternate committee person to act as arbitrator.
3.5.6 No shows resulting in tied scores: Both teams winning the same number of matches in a given week's play and both teams having a no show can result in a forfeit of the full team turnout point for both teams and a match tie. Scoring is recorded per Para. 2.3 above.
4.1 Within 24 hours of the completion of the match, the winning team captain must submit the match scores to Colin Freestone via the online form at the League's web site http://www.portlandsquash.org. The form can be accessed under the enter scores menu item. Routing of results submitted to the above contacts via the Web is automatic.
4.3 FAILURE TO MEET EITHER OF THESE DEADLINES WILL RESULT IN A 2 POINT PENALTY TO THE TEAM WITH RESPONSIBILITY FOR REPORTING THE SCORE.
5.1 City league participants are strongly encouraged to play with appropriate "Squash Etiquette". This includes sportsmanship on the court and an ongoing concern for your opponent's and your own safety throughout the game. Do not argue with the referee. Call your own doubtful shots down and respect club property. Play your best and win through the quality of your game.
6.1 Prizes of squash equipment will be awarded to the first and second place teams in each division.
If no interference has occurred, then the call is NO LET, otherwise move on to no. 2.
Remember though, that this is a simplification - read the rules thoroughly. The overriding principle of the rules is to ensure a fair result for both players.
7.1 In Fall and Winter leagues each team is managed by a captain. A captain's responsibilities include the following:
In Summer league each group is managed by a group leader. Responsibilities are essentially the same as a captain's, except that there are no teams to pick or scores to submit. | http://portlandsquash.org/rules.php |
Soccer is a team sport that is played by two teams, each consisting of 11 players, on a pitch. Each team competes against the other team. The squad is comprised of 11 players, including one goalie and ten field players. Outfield players typically specialize in either attacking, defending, or both aspects of the game.
How many players can a team have on the field at one time in soccer?
Two teams, each with a maximum of eleven players (one of whom must be the goalie), compete against one another in a match. If either side has less than seven players, the match cannot begin or continue. This applies to both teams.
What are the 11 players on a soccer team?
There are 11 players on each soccer squad, including 1 goalie and 10 field players. It is the responsibility of every player, regardless of whether they are playing an offensive or defensive position, to contribute to the team’s goal scoring and to prevent the other team from scoring.
How many players are on the field at once for one team?
Two teams, each with 11 players, compete against one another in a game of football. A penalty will be assessed for any additional player that is played with while on the pitch.
What sport has 8 players on a team?
The total number of participants in various sports and games
|1. Number of players in a Cricket team||11|
|20. Number of players in a Hockey (Indoor) team||6|
|21. Number of players in a Ice Hockey team||6|
|22. Number of players in a Net Ball team||7|
|23. Number of players in a Korfball team||8|
How many players can be on a pitch?
Pitch (card game)
|Type||Trick-taking|
|Players||2–9|
|Cards||54|
|Deck||French|
|Related games|
What is a false 9?
- A center forward who starts in a high position but frequently drops to receive the ball in the middle of the field is known as a false nine.
- This player constantly advances towards the ball from deeper positions.
- The primary objective is to get possession of the ball while moving it away from the center-backs of the opposing team; by doing so, players will be drawn out of position, which will disrupt the defensive formation.
What is number 9 in soccer?
Shirt with the number 9 The number nine jersey is traditionally worn by a football team’s primary striker or center forward. This player is expected to be a prolific goalscorer in any given system, particularly those who utilize a 4-3-3, 4-2-2, or 4-2-3-1 alignment.
How many players are there on a team?
What is the typical number of players in a football squad? Football games have a total of 22 players on the field at any given time, with 11 players on offense and 11 players on defense making up the total.
What sport has 3 players on a team?
Torball is played in Europe, whereas Goalball is played all over the globe, including world championships, and has been an event at the Paralympic Games ever since it was first presented in 1972. Both are played inside, with three players on a team at one end of a court, and with a ball that has a bell attached to it.
How many wide receivers are on the field at once?
- How many people that are qualified to receive your messages can you have?
- There is a limit of six qualified receivers that can be on the field at one time for NFL clubs.
- Having said that, given the structure of a normal offensive line and the requirement for a player to be able to throw the ball, NFL clubs will generally only deploy a maximum of five eligible receivers on the field at any given time.
How long is a soccer game?
In terms of game minutes, how long is a soccer match? The actual playing time of a men’s and women’s professional soccer match is 90 minutes, which is split into two halves of 45 minutes each. You will get a fifteen-minute break in between the first and second quarters for the halftime break.
Why is the number 69 not allowed in the NBA?
The number 69, which is considered to be implicitly outlawed owing to its sexual overtones but the NBA has never acknowledged this, has never been worn by a player in the National Basketball Association (NBA). It is said that when Rodman joined the Dallas Mavericks, he asked to wear the number 69, but he was denied and instead given the number 70 to wear.
What sport has 12 players on a team?
The authorized total number of members in a team.
|Sport||Number|
|Lacrosse (Women’s)||12|
|Polo||4|
|Rugby Union||15|
|Soccer||11|
What sport has 11 players on each team?
Soccer, a team sport that features 11 players on each side, is played all over the world. | https://macleayindoorsports.com.au/cricket/how-many-soccer-players-are-on-the-field-at-once.html |
Author’s note: this piece is on its way to becoming a fully interactive editorial on how the game of hockey has changed since 1918, as well as how that affects point totals. For now though, scroll on to read about the project as is.
One of the biggest challenges in comparing the best modern-day players to those of previous eras is the changes in the the way the game is played. Season length, roster size, and schedule strength have all changed considerably since 1917, and goalies have gotten significantly better – the stats show us that. The stats also show us, for instance, that the average number of goals in a game spiked in the 80s. This all has to be factored in to get an accurate comparison of players between the years. Read on to see the playing field levelled and how the modern era stacks up.
The game of hockey has changed a lot in the past 100 years. Rosters have gotten bigger, the league has gotten larger, goalies have gotten better, and the rules have changed a great deal. One thing, however, has stayed pretty much constant: the way we tally goals and assists. A goal in the game last night is worth the same at the end of the season as it was in a game forty-five years ago. So why has nobody been able to compete with Wayne Gretzky or Mario Lemieux’s incredible seasons of the expansion era? Well, it’s simple. The league has gotten larger, goalies have gotten better, and the rules have changed a great deal. It’s not exactly fair to compare players between eras.
To account for this, I’ve created a series of adjustments that we can apply to every player’s statistics to even the playing field. I want to see how every player would do if they all theoretically played for the same team (separately, of course) in the average post-lockout (2004-05) season – meaning 82 games on the schedule, 18 players on a roster, 5.659 goals per game, 1.719 assists per goal, and an average save percentage of .911.
My first adjustment accounts for the difference in season length. Back in 1919/20, there were only four NHL teams and they each played twenty-four games. Now, there are thirty teams, each playing a hefty 82 games. Obviously, a shorter season correlates to a smaller point total, even for Joe Malone, who scored 48 points for the Quebec Athletic Club in 1919/20. This equates to players with shorter seasons being given a handicap, increasing their potential point total.
To even everyone out, I’ve divided the average number of games played by each team, post-lockout (not including the shortened 2012/13 season), and divided it by the average number of games played in the stat year. For example, let’s look at the first season of the expansion era, which was led by Stan Mikita of the Chicago Blackhawks. The season length in 1967/68 was 74 games. Our current 82 games divided by that length gives us a factor of 1.108. As you’d expect, a higher number means a shorter season, giving the player the aforementioned handicap. This would effectively increase his point total from 87 to 93.
Of course, it’s not as simple as just multiplying someone’s point total in their respective season by a schedule factor to bring them up to an 82-game season, no sir, it is not. If that were the case, the boys from the early years would see a huge statistical improvement while guys who played in the nineties wouldn’t see any change at all. The playing field still isn’t equal, but we’re getting there.
We also have to account for the difference in roster sizes. In 1917, teams were allowed a maximum of twelve players. It wasn’t until 1982 that roster sizes were increased to the current size of eighteen skaters and two goalies. They went up and down a few times in between, but the point is, they’ve gotten bigger. Since game length has remained at roughly the same three twenty-minute periods, this means that back in the formative years of the league, when Joe Malone scored 44 goals in one season, he actually had more ice time every game than say, Sidney Crosby does in the era of eighteen man rosters. So the guys playing in pre-1982 seasons had a slight advantage in that they had more time to score.
To make up for this, let’s divide the roster size in the stat year and divide it by the current roster size of 18. Let’s look again at 1967/68. The Black Hawks had a 16-man team, which, when divided by 18, gives us a roster factor of .889. Opposite to the schedule changes, a lower number means a small roster, which means more playing time, so a decreased point total is in order. Multiplying Mikita’s new points total of 93 by .889 lowers his total to 83.
The next adjustment address the change in playing style and goalie skill over the four main eras of the league. The Wayne Gretzkys of the high-flying 80s, playing in an era of increased scoring, poor goaltending, and weak expansion teams to prey on, obviously had an easier time scoring than the Peter Forsbergs of the recent dead-puck era, who played in a time of butterfly goaltending and the Trap. Likewise, guys who played in the league’s early years played against statistically dominant defences, but played through the introduction of icing, offsides, and forward passing, which lead to a surge in scoring by the Original Six era. To truly even out the playing circumstances, we divide the average league-wide goals per game (LGPG) in the post-lockout years by the total goals scored throughout the league (not including the player in question’s), in turn divided by the total number of games played in the league in that particular year.
Seeing as the average number of assists per goal has risen dramatically since the 20s, we do the same with assists totals. We first multiple the average league-wide assists per goal, post-lockout (LAPGoal) by the post-lockout LGPG and divide that by the total league-wide assists in the stat year, minus the player’s, divided by the games played that season.
Back to our Stan Mikita example: the league combined for 2476 goals and 4014 assists in 444 games in 1967/68, while Mikita scored 40G and 47A. The post-lockout goals-per-game is 5.657 and assists-per-goal are up at 1.719. All of this, multiplied by Mikita’s previously-adjusted point totals, ups his numbers to 41G and 50A.
What this means is that the guys playing in seasons in which more goals were scored league-wide will have their numbers reduced to more closely coincide with the number of goals scored in the modern, post-2004-2005-lockout era.
Now I know what you’re thinking, “but Sam, didn’t teams like the 1970/71 Boston Bruins and the 1985/86 Edmonton Oilers have a much easier schedule than say, the 1967/68 Chicago Blackhawks and especially the 1919/20 Quebec Athletic Club?” Well to that, I say you’re absolutely right. Teams like the Bruins in the 70s and the Oilers in the 80s had statistically easier schedules than most. That’s because of expansion. You see, expansion teams, on average, weren’t very good. They were new to the league and less established than the Original Six, and teams that joined the NHL out of the WHA were much better than teams that were new to either league. This means that teams playing in the same division as a weaker expansion team had an easier schedule than teams playing in a division without weak expansion teams, or if you get down to it, the expansion teams themselves. We measure this with a stat called Strength of Schedule, or S.O.S.. The average S.O.S. is always 0, and the lower the number, the weaker, on average, the team’s opponents., while the higher the number, the stronger, on average, the team’s opponents.
To really even the playing field and compare players through the years, we have to account for how difficult the player’s respective team’s schedule was. Wayne Gretzky playing for an Oilers team in 1985 had a much easier season than even Jamie Benn playing for the Dallas Stars in 2014/15. So we’ll factor that in too, by converting the average S.O.S. to one and multiplying it by our player’s totals and all of our other adjustments.
The results for Art Ross Trophy winners are as follows. The first column is the actual top ten seasons in the league’s history. To the right is the top ten seasons using adjusted points, not accounting for schedule strength. The third column factors in schedule strength for post-1967 seasons. If we include early seasons, Joe Malone’s 49 points in 1920 jump to a monster 211, simply because his Quebec Athletic Club, a new team, had an unheard of S.O.S. number of .90 (it was a tough year for the Bulldogs). Still, there are no modern (post-2005-lockout) players in the top ten. Joe Thornton is closest, though, jumping from 27th to 12th, with 123 points.
Doing the same for Rocket Richard Trophy winners (as it’s been called since 1998) gives us these results. Ovechkin cracks in at fourth with 67 goals (close to his actual 65 goal total), but if we factor in the Washington Capitals’ relatively easy schedule in 07/08, his total is bumped down to just 54. Steven Stamkos, on the other hand, is sitting pretty with 62.
The full visualizations are included here:
Footnotes
Created with ♥ by Sam Vickars. © 2015. All rights reserved. All trademarks property of their respective owners. Some date used herein was obtained free of charge from and is copyrighted by The Hockey Summary Project. For more information about The Hockey Summary Project, please visit this link. Other information used was obtained free of charge from and is copyrighted by The Hockey Databank Project. For more information, please visit this link.
Other sources include: | https://samvickars.com/comparinggreats/ |
Players of NBA If you love basketball, you’ve probably wondered who the top 10 greatest players in NBA history are. Even if you have no interest in basketball, it’s still hard to avoid hearing about the great players of the past and present, which makes it even harder to know exactly who are the best NBA players ever? Since this debate is likely to rage on as long as there’s an NBA, we decided to take on the challenge of finding out who are the best NBA players ever.
1) Michael Jordan
Every kid growing up in America played basketball and wanted to be like Mike. He is not only one of, if not, THE greatest player ever but he also was one heck of a great entertainer. He won multiple Championships including six consecutive titles (1991-1993; 1996-1998) with three different teams: Chicago Bulls, Washington Wizards and a first retirement stint with the Bulls
2) Wilt Chamberlain
Wilt Chamberlain is often considered to be one of, if not, the greatest basketball player in history. The 7’1 center was a dominant force in every aspect of his game, especially defensively. In fact, he has often been credited with ushering in a new era in defense because so few players could challenge him.
3) Magic Johnson
He is a 13x NBA All-Star, 3x NBA Champion and 4x Finals MVP who led his team to an 80–10 record in a single season and was responsible for one of the most memorable moments in basketball history. Magic Johnson revolutionized basketball as we know it and is forever etched into our memories.
4) Larry Bird
The Boston Celtics great was an 11-time All-Star and three-time league MVP. His 84 Draft is considered one of best in history, with four players—Bird, Magic Johnson, Kevin McHale and Robert Parish—all making multiple All-Star games. Despite a career plagued by back injuries, Bird averaged 24.3 points, 10 rebounds and 6.3 assists per game over 13 seasons.
5) Bill Russell
With 11 championship rings, he’s clearly one of—if not the—best player in league history. In addition to his talents on offense and defense, he was also a rebounder and great leader. He was named Finals MVP a total of 12 times, which is more than any other player in NBA history.
6) Kareem Abdul-Jabbar
Abdul-Jabbar was named to 19 All-Star teams, an astounding number for a center, and won six MVP awards. He led his team to an incredible five championships in six years in a legendary series with Magic Johnson and co. during what’s come to be known as The Showtime Era of Lakers basketball. Abdul-Jabbar is also second all time in points scored, behind Karl Malone at 38,387 points.
7) Kobe Bryant
I’m a big fan, says Sports Illustrated writer Chris Ballard. The 6’6 guard has a number of accolades under his belt, including being named to The 50 Greatest Players in NBA History. As one of only three players to ever score more than 30,000 points (along with Kareem Abdul-Jabbar and Karl Malone), Bryant is clearly one of today’s greatest basketball players.
8) Shaquille O’Neal
With an intimidating, seven-foot frame and nearly 350 pounds of muscle, Shaquille O’Neal was an imposing force on a basketball court. Considered one of the most dominant centers to ever play in the NBA, O’Neal won four straight league championships with Miami Heat teams from 2000 to 2002. In fact, he led his team to win three consecutive finals MVP awards during that time period—the only player in history to accomplish such a feat.
9) Tim Duncan
Tim Duncan is a player who doesn’t get enough credit for his skills. While many people tend to lean towards Lebron James, Kobe Bryant and Shaquille O’Neal when asked who they think is one of, if not THE greatest players in history, Tim Duncan shouldn’t be overlooked. From leading his teams to multiple championships including five with San Antonio Spurs and a legendary college career at Wake Forest University, Tim Duncan leaves no stone unturned when it comes to teamwork.
10) LeBron James
LeBron James has won four MVP awards and two Olympic gold medals. He was born in Akron, Ohio and was a high school basketball star at St. Vincent-St. Mary High School in Akron before he joined the Cleveland Cavaliers for his first National Basketball Association (NBA) season in 2003–04. In his second season, James became one of only four players to average at least 20 points, 5 rebounds and 5 assists per game during a season since these averages were made official by starting with 1974–75 statistics.
Interested in Reading My Article On Top 10 NHL Players of All Time – Who’s Number One? | https://binarywrites.com/who-are-the-10-greatest-players-of-nba-history/ |
Spring / Summer Seasons are generally used to get new players exposed to High School Hockey and the level of competition. The season generally is comprised of 10 games and a couple of practices during the season which runs generally April to end of July.
How long are hockey games high school?
For most situations, a hockey game lasts two to two and a half hours long. This assumes that you are watching or playing in a standard game which includes three 20 minute periods along with an intermission break in between.
How many high school hockey teams are there in the US?
Number of participants in U.S. high school ice hockey from 2009/10 to 2018/19, by gender
|Characteristic||Boys||Girls|
|2018/19||35,283||9,650|
|2017/18||35,060||9,609|
|2016/17||35,210||9,599|
|2015/16||35,155||9,514|
How long does a period of hockey take?
The time allowed for a game shall be three (3) twenty-minute periods of actual play with a rest intermission between periods.
How many players are on a high school hockey?
High School Varsity Division teams may roster 30 players, but can only dress 20 players, including goaltenders for any game.
How long does an ECHL hockey game last?
How long is an NHL hockey game in real time? An NHL game – and this would apply to other professional leagues such as the AHL, ECHL, and European leagues – is 60 minutes of playing time in regulation.
How long does a Leafs game last?
About 2 1/2 hours.
What high school has the best hockey team?
2017-18 USA Independent Prep Rankings
|Rank▲||Team||Sched▲|
|1||Culver Academies Prep (IN)||96.61|
|2||Shattuck St Mary (#1) 18U Prep (MN)||97.74|
|3||Northwood School (#1) Junior (NY)||96.84|
|4||Seacoast College Prep (NH)||95.04|
How many AHL teams are there?
About Junior Hockey
Currently, USA Hockey oversees four junior leagues, including the United States Hockey League (USHL), North American Hockey League (NAHL), Eastern Hockey League (EHL) and North American 3 Hockey League (NA3HL).
What pads do hockey players wear?
Hockey players wear shoulder pads and a chest protector to reduce the risk of injury to their collarbone, shoulders and chest. The pads come in a variety of styles and sizes. Defensive players tend to prefer more padding to protect them from high sticks, pucks and excessive physical contact.
How many quarters does a hockey game have?
A regular game consists of three 20-minute periods, with a 15-minute intermission after the first and second periods. Teams change ends for each period. If a tie occurs in a medal-round game, a five-minute sudden-victory overtime period is played.
How many minutes does the average hockey player play in a game?
Usually, out of the 60 minutes, average players get around 22-24 minuets per game while the best usually go for 28-30 minutes. In fact, the minutes per ice per game leader of the 13/14 regular season, Ryan Suter, went for just under 30 minutes per game.
Can a team dress 4 goalkeepers and 15 skaters?
ANSWER: A team is allowed to dress up to 18 “skaters” and up to 20 total participants. Therefore, a team may dress more than two goalkeepers if there are less than 18 “skaters” on the roster (e.g. 4 Goalkeepers + 16 Skaters).
Can a hockey team play with 6 players and no goalie?
Play with 6 skaters
The team with no goalie can place an extra player on the ice in lieu of the goalie. However she will not have any goalie privileges, she will just be a 6th player on the ice.
How many hockey players are on the ice?
Six players from each team are on the ice at any one time. The line up being; netminder, two defencemen and three forwards. These players can be changed at any time as the game is played at such a speed. A team is usually made up of between 17 and 22 players. | https://hockey2k.com/hockey-clubs/how-many-high-school-hockey-games-are-there.html |
2023 NSG Softball Competition being held May 3-7, 2023 - Columbus, Ohio
NSGA and the Pittsburgh Local Organizing Committee will partner with the city of Columbus, Ohio, to host the 2023 National Senior Games’ Softball competition at Lou Berliner Sports Park.
May 3-7, 2023
Lou Berliner Sports Park
1300 Deckenbach Rd, Columbus, OH 43223
Team Softball
1. All first-, second-, and third-place winners at a NSGA state qualifying games will qualify for the 2023 National Senior Games.
2. States that divide men’s competition into three skill categories may qualify three men’s teams in each skill category. States that divide women’s competition into three skill categories may qualify three women’s teams in each skill category.
1. Teams must supply current team rating, tournament history and all other names used or played under during the period of one year. Failure to provide or falsification of information given to the NSGA will result in the team automatically be placed in the highest skill division (Division 1) in the tournament.
2. Teams must provide their own bats, gloves and practice balls.
3. Teams must be all one gender.
4. Team rosters shall be limited to 22 persons, including non-playing coaches, non-playing captains and non-playing bench personnel. No more than 20 of these persons may be players. No players will be added to the roster during the tournament. This includes non-players moving to player status due to an injured team member.
5. Teams are not limited to the number of out-of-state players on their rosters; however, roster changes shall be allowed only as permitted under Rule F. It is the captain’s responsibility to declare team residency subject to NSGA approval, at the time of registration. Team roster participants who are unable to compete may be replaced after the official registration deadline for valid medical reasons only. Determining valid change requests are at the discretion of the NSGA and may be made after the advertised registration deadline. The new team member or partner must have participated in the sport they wish to enter, at a qualifying state game.
6. Teams that add two or more players from a higher rated team may be subject to reclassification.
7. All registration and team rules apply to non-playing coaches, non-playing captains and non-playing bench personnel.
8. At the National Senior Games athletes may compete on up to two teams per sport providing that the teams are in different age divisions that are scheduled to play in completely separate sessions.
9. Age divisions for all team competition will be determined by the age of the youngest team player as of December 31, 2023.
- Tournament format will be pool play or round robin, with as many teams as possible advancing to a double elimination championship bracket. Every effort will be made to provide teams a minimum of 5 games.
- Awards will be presented for 1st through 4th place within each age/skill division.
- Men’s and women’s teams may be divided into a maximum of three skill divisions - Division I (highest level), Division II and Division III (Recreational) based on the number of teams in each division and pool play results. Skill divisions will be utilized as needed as determined by tournament officials. Current national senior softball ratings may be considered. Note: In an effort to standardize skill categories in all NSGA team sports, the softball skill divisions have been renamed. NSGA skill divisions may not reflect the actual team rating as determined by the National Senior Softball Summit Ratings Committee.
- Seeding for double elimination play will be determined based on pool play results in the following order:
- Won/loss Record (Strength of teams played may be considered)
- Head-to-Head results – only when all teams play each other
- Total runs allowed
- Run differential
- Total runs scored
- Coin Toss
- The NSGA and LOC reserve the right to change the tournament format for any age division based on entry numbers, space restrictions, skill levels or other circumstance. | https://nsga.com/softball/ |
All players should be familiar with the competition guidelines and rules. The full explanation of official rules is available in the competition rules document.
General guidelines
Players and teams
- All players must be registered online through the website.
- Forfeits will apply for using unregistered or suspended players.
- All players must sign the match card prior to the start of play.
- Minimum of 7 players, Maximum of 10 players registered per team.
- Minimum of 4 players per team must be present to start game.
- For Mixed Competitions:
- A minimum of 3 female players must be on the field of play at all times; or
- If there are only 2 female players then the team can only have 5 players on the field until the third female player enters the field of play.
Uniforms
- Teams must wear matching shirts with the number clearly shown on either back or front. We would also prefer matching shorts and socks as it adds to the professionalism that we look to maintain through all competitions, however we understand that this is not always possible.
- Away teams must wear bibs in the event of kit clash.
- Goalkeepers must wear a different jersey colour.
- All players must wear shin pads.
- Moulded studs can be worn on our synthetic turf, however they aren’t a necessity. Metal studs are not allowed.
- No jewellery.
- Change rooms will be available in the Margaret Whitlam Centre
Balls
- Teams will be given a ball at the start of the season which they are responsible for. If you lose it, you must replace it.
- Both Teams should provide their own match ball to the referee before kick-off.
- Substitutes need to take responsibility of retrieving balls which leave the field of play.
Substitutions
- All substitutes must be registered to your team.
- You can make as many subs as you want during the game.
- Players must enter and leave the pitch at halfway, and the player being replaced must have left the field before the new player enters.
- Ball must be out of play, unless changing places with the goalkeeper. Goalkeeper substitutions can be made at any time.
- Interchange applies. Maximum interchange – 4 players per team per game.
Match fixtures
- Match starting times: 6:30, 7:15, 8:00, 8:45.
- The Head Referee/Manager will be the sole timekeeper for all games.
- The Head Referee/Manager whistle will signal to the other referee to start/end play.
- Play will start and end on the referee whistle.
- Penalty kicks which have already been awarded will proceed to be taken.
- Extra time is NOT to be added on to any games for any reason.
- Fixtures will be published on the website and Facebook group.
- Teams allocated to the last time slot are asked to help the referee pack up the field:
- field cones
- bibs
- Goals taken to the back corner (just ask the referee)
- Corner Flags
- Playing time:
- 20 minutes per half; 1 minute half time break.
- There will be no added time for injury and other stoppages.
Referees
- We provide fully qualified referees for all games.
- The referee’s decision is final for decisions they make during the game. All players must respect the referees.
Points
- Competition points will be awarded as follows:
- Three (3) points for a win, including a win by a Forfeit (3 – nil),
- One (1) points for a score draw or scoreless draw; and
- Nil (0) points for a loss.
- Nil (0) points for a loss by a forfeit (3-0), with or without adequate notice.
Competition tables
- If teams are equal on competition points at the end of the competition, goal difference (total goals scored for minus the total goals conceded over the season) will decide the final placing.
- If teams have the same goal difference then the team with the most goals scored is the higher placed team.
- If the teams are still equal, the regular season win / loss record between the equal placed teams will decide the higher placed team, or goal difference between the teams in these matches if required.
- If the teams are still equal, a coin will be tossed to determine the higher placed team.
- All results will be maintained and updated as soon as practicable after matches and available at Waverley Old Boys FC website & Facebook Page.
Wet weather
- All matches go ahead rain, hail or shine. However, matches may be delayed/cancelled if a lightning storm passes over head.
- Updates will be posted on our Facebook group notifying of any ground issues should there be torrential rain.
Waverley synthetic fields
Waverley Park, Park Parade, Bondi Junction.
- The ground is governed by Waverley Council, please respect the field and its surroundings including Neighbours and local wildlife.
- Waverley Council doesn’t permit alcohol or smoking on its fields or parks. Please respect these rules. | http://www.waverleyoldboys.com/6-a-side/competition_rules |
Some NFL teams may opt for fewer players at training camps
Teams have had to take unprecedented action ahead of the 2020 NFL season due to the coronavirus (COVID-19) pandemic. This could very well be the case heading into training camps in late July.
According to Mike Florio of Pro Football Talk, teams may decide limit the number of players allowed at training camp:
“Per a league source, some teams are considering taking 80 or 75 players to camp in order to make it easier to comply with physical distancing guidelines and other requirements aimed at preventing the spread of the coronavirus.”
The restrictions placed in response to the ongoing pandemic have already offered its own set of challenges this offseason as teams have largely been limited to virtual meetings with their players. Although NFL commissioner Roger Goodell has been adamant about maintaining the timeline of the 2020 campaign, the league is still working on establishing a viable health protocol to ensure the safety of players and team personnel.
The roster limit for training camp is 90 players before teams are allowed to make cuts going into and throughout the preseason. They are hoping that by limiting the total number of players, it would reduce the health risks involved.
Of course, this now presents an added challenge for coaches, who will need to decide on which players to take into training camp and those that will be left at home. While the prospect of having to make such cuts before practice even officially starts is hardly ideal, it may be necessary if they hope to avoid any further setbacks ahead of the 2020 campaign. | https://clutchpoints.com/nfl-news-some-teams-may-opt-for-fewer-players-at-training-camps/ |
The aim of the present study was to examine the relationship between different kinds of intensity indicators in small-sided soccer games. This descriptive correlational study included 14 semi-professional male soccer players (21.3 ± 2.3 years, 174 ± 4.0 cm, 73.4 ± 5.1 kg) from the same team. The players were monitored by means of heart rate monitors and GPS devices during 27 small-sided games of nine different formats, yielding a total of 217 recordings. After each game the Borg scale was used to give a rate of perceived exertion (RPE). The internal load indicators were the mean heart rate relative to the individual maximum (%HRmean) and the RPE, while those for the external load were the player load, total distance covered, distance covered in two intensity ranges (>18 km·h-1 and >21 km·h-1), and frequency of effort (in the same two intensity ranges). There was a significant moderate correlation (r=0.506) between the two internal load measurements (%HRmean and RPE). Although there were significant correlations of different degrees between various external load measurements, only the player load was significantly correlated with the internal load indicators (r=0.331 with %HRmean and r=0.218 with RPE). During training programes of this kind, it is necessary to consider a range of intensity indicators so as to obtain complementary information. This will enable coaches to more accurately assess the load imposed on players and therefore optimize the training process.
The Use of Match Statistics that Discriminate Between Successful and Unsuccessful Soccer Teams
Three soccer World Cups were analysed with the aim of identifying the match statistics which best discriminated between winning, drawing and losing teams. The analysis was based on 177 matches played during the three most recent World Cup tournaments: Korea/Japan 2002 (59), Germany 2006 (59) and South Africa 2010 (59). Two categories of variables were studied: 1) those related to attacking play: goals scored, total shots, shots on target, shots off target, ball possession, number of off-sides committed, fouls received and corners; and 2) those related to defence: total shots received, shots on target received, shots off target received, off-sides received, fouls committed, corners against, yellow cards and red cards. Discriminant analysis of these matches revealed the following: (a) the variables related to attacking play that best differentiated between winning, drawing and losing teams were total shots, shots on target and ball possession; and (b) the most discriminating variables related to defence were total shots received and shots on target received. These results suggest that winning, drawing and losing national teams may be discriminated from one another on the basis of variables such as ball possession and the effectiveness of their attacking play. This information may be of benefit to both coaches and players, adding to their knowledge about soccer performance indicators and helping to guide the training process.
Abstract
The aim of this study was to investigate the effect of pitch shape modifications on heart rate responses and time-motion characteristics in soccer players during 5-a-side small-sided games (SSGs). Players completed four different SSG dimensions: (1) short narrow pitch (SN; 40 × 25 m), (2) short wide pitch (SW; 66 × 25 m), (3) long narrow pitch (LN; 40 × 50 m), and (4) long wide pitch (LW; 66 × 50 m). Twenty amateur soccer players (age: 21 ± 5 yr; stature: 176.8 ± 1.9 cm; body mass: 72.7 ± 3.7 kg) were monitored using a heart rate monitor and a 10 Hz GPS device. Mean maximum heart rate (%HRmax), rating of perceived exertion (RPE), peak running speed, total distance covered (TD), distance covered in four speed categories, number of moderate and high accelerations (Ac), decelerations (Dc), changes of direction (COD) and player load were recorded. Increasing the pitch length had a greater effect compared to increasing the pitch width especially on RPE (3.8, 6.3, 4.9 and 6.6 AU to SN, LN, SW and LW, respectively) and time-motion characteristics such as TD (101, 127, 108 and 131 m·min-1 to SN, LN, SW and LW, respectively), peak speed (4.8, 6.1, 5.2 and 6.2 m·s-1 to SN, LN, SW and LW, respectively), and the number of accelerations, decelerations, and changes of direction. The data demonstrates that increasing the length rather than the width of 5-a-side SSG has a greater impact on players’ responses in terms of increasing workloads.
Abstract
The aim of this research was to examine the influence of two variables, the type of marking (with or without man-marking) and the number of players per team (3, 6, or 9) on the physical and physiological demands of sided games in soccer. Eighteen amateur players were monitored with GPS and heart rate devices. The following variables were analyzed: a maximum heart rate, a mean heart rate, time spent in each intensity range, total distance covered and distance covered in different speed ranges, a player load, maximum speed reached, and a work:rest ratio. The results showed that the type of marking influenced the physical demands of players, with greater total distance, a player load and a work:rest ratio when man-marking was used in the 3 vs. 3 (737 m, 95 Arbitrary Units (AU) and 3.4 AU, respectively) and 6 vs. 6 (783 m, 95 AU and 5.3 AU, respectively) games (p<0.05). The number of players also had an effect on physiological intensity, with more time being spent at the <80%HRmax during the 9 vs. 9 and 6 vs. 6 games (more than 30%) compared with the 3 vs. 3 format (less than 15%) (p<0.05). These findings could help coaches to understand how the modification of different variables in sided games influences the physical and physiological demands of players.
Abstract
This study aimed to examine the effect of exercise duration and the number of touches allowed during possession on time-motion characteristics and the physiological responses of soccer players in 6 vs. 6 small-sided games (SSGs) lasting 12 minutes. The analysis divided each game into two 6-min periods and we compared two formats: free play (SSGfp) vs. a maximum of two touches per individual possession (SSG 2T). Participants were 12 semi-professional players (age: 22.7±4.3 years; body height: 177.5+4.9 cm; body mass: 74.9±6.3 kg) and the following variables were measured by means of heart rate monitors and GPS devices: mean heart rate (HRmean), time spent in each exercise intensity zone, total distance covered, total distance covered in different speed zones, number of accelerations at different intensities, maximum speed reached, player load, and the work-to-rest ratio. The results showed that in SSGFP there was a decrease in the intensity of physical parameters during the second 6-min period (6-12 min), whereas this decrease was not observed when a maximum of two touches per individual possession was allowed. During the second period (6-12 min) of SSG2T there was an increase in HRmean and in the time spent in high exercise intensity zones, but these differences were not observed in SSGFP. The value of these findings for soccer coaches is that they illustrate how different technical, tactical or conditioning objectives could be addressed by altering the length and format of the SSG used in training.
Abstract
The effect of altered game formats on team performances during soccer practice can be harnessed by coaches to stimulate specific tactical behaviours. The aim of the present study was to analyse the influence of using (i) small goals [SG], (ii) goalkeepers [7G] and (iii) floaters [7GF] on the dispersion, shape and available space of teams during small-sided games (SSGs). Twenty-four male soccer players were distributed into four teams composed of five players, two goalkeepers and two floaters that performed six SSG bouts of 6 min, interspersed with 6 min of passive recovery. Offensive and defensive phases were also analysed separately in order to verify the preservation of basic principles of attacking (teams more stretched to create free space) and defending (teams more compact to tie-up space) during SSGs. The variables used to characterize the collective behaviour were: length [L], width [W], team shape [Sh], and team separateness [TS]. Results revealed that the teams showed different collective behaviours depending on SSG format and a playing phase: a) L and W were higher in attack than in defence in all SSGs; b) team shapes were more elongated in defence in all SSGs except SG; c) the space separating players from their closest opponents (TS) was shorter in 7G; and d) SG and 7GF elicited greater defensive openness due to increased team width. The results suggest that manipulating task constraints, such as goal size, presence or absence of goalkeepers and floaters can be harnessed by coaches to shape distinct team tactical behaviours in SSGs while preserving the basic principles of attacking and defending.
Abstract
The purpose of this study was to describe the specific demands and structure of interrelationships of external load variables in order to generate a position-related time motion profile in elite basketball. Seventeen professional players from three different playing positions (6 guards, 4 forwards, and 7 centers) were analyzed in five friendly games. Player load per minute (PLmin) was used as an indicator of intensity to compare positions. Furthermore, high and total external variables of jumping (hJUMP and tJUMP), acceleration (hACC and tACC), deceleration (hDEC and tDEC) and change of direction (hCOD and tCOD), respectively, were used for the principal component analysis (PCA). The Kaiser criterion (eigenvalue > 1) was applied, and the Varimax rotation mode was used to extract multiple principal components. PCA showed that all positions had three or four principal components, but the configuration of each factor was different: tCOD, hCOD, hDEC and hJUMP for guards, hCOD, tCOD, tACC and hDEC for forwards, and tJUMP, hJUMP, hDEC and tACC for centers were specifically demanded in match-play. For guards and forwards, a significant correlation was found between COD variables, while for centers tCOD and PLmin had the strongest correlation. When monitoring the external load via tri-axial accelerometers in basketball match-play, each playing position showed specific physical demands. Therefore, these variables must be prioritized in load monitoring programs. | https://content.sciendo.com/search?f_0=author&q_0=Julen+Castellano |
Korfball drills for warming-up
- 2 baskets opposite each other at about 10 meters.
- Start with 3 against 3 or 4 against 4.
- Depending on the numbers.
- Task is for the defenders.
- Try to intercept the ball.
- No counter play is allowed.
- Swap when one of the teams has intercepted 5 times the ball.
- Play on time and which team has the most interceptions.
- Divide the team into equal groups of 3 at most
- As many poles as groups
- Everyone can defend everyone
- Can score on any pole
Ad
- Divide the team in groups of 2, max 3
- Each group starts on its own pole
- Per pole you score X number of goals
- Finished? Then move on to another pole (may be random, may be in order)
- Finally score X number of goals on your own pole.
- Who is the first to score on all the poles wins.
- Divide into groups of 2 or 3 players.
- Per group an X number of pawns in the middle. (for example 2)
- Players do an assignment.
- It doesn't matter what the task is, it can be a shot from 4 meters, it can be a penalty throw, etc.
- When there are X amount of goals, the group can take a pawn from the middle.
- No pawns left in the middle?
- Then you may take them to another group.
- The first group to get X number of pawns wins.
- This must be more than the number of pawns per group in the middle!
- (If each group has 2 pawns in the middle, the number of pawns to win must be 3 or more)
- Make groups of 2/3 players.
- 1 Jenga tower is placed in the middle of the poles.
- You are going to work through a list of exercises.
- For each exercise all groups get 1 minute to score as many goals as possible.
- The number of goals determines the order for pulling a stone from the Jenga tower.
- Most goals starts.
- In case of equal number of goals stone, paper, scissors.
- The team that knocks over the tower in any way is the loser.
- This also applies if a ball rolls against it!
- With 3 or 4 combine in a room.
- Everything with 1 hand.
- Try to throw and catch with both left and right.
- Keep moving in a steady pace.
- After 5 minutes, repeat the exercise with a passive opponent
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- Posts in a square
- One forward per pole
- Other players take through balls from the middle.
- Instead of completing the walkthrough, the player who came up to the post pulls away for a short distance.
- The player who came up to the goal runs through, takes off one more time, gets the ball and shoots.
- Change after every shot.
- Divide the group in two.
- Place the poles so that from the middle it is about 5 meters to each pole.
- One part of the group starts under a pole in the catch.
- The rest of the group starts in the middle, backs close to each other.
- Goal is to score on each pole.
- If you score on a pole you tap someone else and switch places.
- Until the player has scored on all posts.
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- All players are spread over the playing area.
- One player starts as the "hunter" and one player as the "prey".
- The "hunter" tries to catch the "prey".
- The "prey" can escape by running away or lying down next to another player.
- This player now becomes the "hunter" and the old "hunter" becomes the "prey". | https://www.yoursportplanner.com/en/drills/korfball/warming-up/36/ |
On Sunday afternoons from May to October, local families fill up Bossen Park to watch Liga Hispana de Beisbol (LHDB) players play the game they love.
Games start at 10 a.m. and at 2 p.m. each week. This year, there are eight teams in the league, which is also known as the Hispanic Baseball League. The number of teams varies each year, according to the number of players interested. Players ranging in age from 14 to 46 and their families come early to practice and ready the field. The chairs of fans are set up in the shade, near the food stand, and children join fathers on the field to practice their catching and throwing skills.
“The family gets to come out and watch the games together. It’s a nice activity for the family,” said Aaron Johnson. Over the years he’s been a player, coach, manager and scorekeeper for the Liga Hispana de Beisbol.
“I have more fun coming to the ballpark on a Sunday afternoon with my friend than staying home and watching TV,” Johnson added.
“Everyone is so friendly,” observed shortstop Jorge Alanis, 22. Alanis was recruited to play on the Piratas team by a co-worker. All of the members on his team come from the same town in central Mexico in the state of Michoacan, and some played together as children.
Alanis has been playing baseball since age 6. He pointed out that kids in Mexico don’t have the opportunities to play ball there on Little League teams like they do in America, but that doesn’t stop them from playing baseball.
What pulls him to the game? “I love everything about baseball,” Alanis said.
Jose Salazar has been playing for various teams since he was 14 years old, both in Mexico and in the U.S.
“I liked baseball since I was born,” he observed.
Salazar didn’t think he was very good, but someone suggested he try pitching. He found his niche, and has been pitching ever since. To him, the benefit of the league is that he gets to do something that he enjoys. Salazar played for the LHDB for three years, left to play elsewhere, and then returned. There are currently three Hispanic baseball leagues in the Twin Cities area, meeting in the cities of Minneapolis, Chaska and Brooklyn Park. All average 8 to 10 teams.
The Liga Hispana de Beisbol started with six teams, and it has grown from there, observed Salazar.
Like Salazar, other players have come and gone in the league over the years. Some who have left the LHDB have returned to Mexico to play professionally. The number of Hispanics playing Major League Baseball in the U.S. has also grown in recent years. Today, Latinos make up 27% of Major League Baseball players in the United States. Recruiters are increasingly eyeing countries in South America for talented players.
LEAGUE GROWN WITH HISPANIC POPULATION
The LHDB was begun informally in 1997, and grew along with the immigration of Hispanic workers and their families into Minnesota and particularly south Minneapolis. In 2000, Hispanics accounted for 7.6% of the total population in Minneapolis. That rose to 9.5% by 2010.
The Liga Hispana de Beisbol was incorporated as a Minnesota not-for-profit corporation in 2006. It has office space provided free of charge in the home of the board president Alfonso Cruz Mestizo and no paid staff.
The cost per team this year is $550, which team members divide up amongst themselves. Sponsors cover the cost of uniforms.
“The LHDB has become increasingly sizable and important, moving from small pick-up games and family picnics to a fairly large organization with many teams,” pointed out Pass, a Phillips resident who has helped raise money for the group.
Former Twins baseball player Tony Oliva and his brother Renaldo Oliva has been steadfast supporters and are often seen at games.
The season kicks off and ends with a BBQ that players, their families and supporters are invited to. Throwing out the first balls of the 2013 season on May 5 were former Twins player Tony Oliva and league supporter Carol Pass.
Ask Alfonzo Garcia why he shows up on Sundays and the answer is simple. “I like to play baseball,” Garcia responded. He appreciates how all of the players get along with each other.
“You have to do something on Sundays,” said Salazar. “We do it just for fun.”
“We have fun,” agreed LHDB Manager Arturo Cruz. | http://www.longfellownokomismessenger.com/baseball-draws-families-together/ |
The Ryder Cup is a golf competition between men’s teams from the United States and Europe. It is held every two years in alternating venues from the United States and Europe. The event is jointly organized by the PGA of America and Ryder Cup Europe, the latter being a joint venture of PGA European Tour, PGA of Great Britain and Ireland, and PGA of Europe. It is named after Samuel Ryder, an English businessman who donated the first winner’s trophy for the competition.
Ryder Cup History
The first-ever Ryder Cup was held in 1927 at the Worcester Country Club in Worcester, Massachusetts. It was originally competed by the United States and Great Britain. The Americans dominated the first Ryder Cup tournaments, causing a decision to expand the “Great Britain and Ireland” representation to include European players beginning 1979.
The Ryder Cup format involves several match play competitions golfers picked from two teams of 12. The competition begins on a Friday and culminates on a Sunday with the team having the most number of points declared the winner. Currently, a total of 28 points from 28 matches are being competed for.
Format Explained
On the Friday and Saturday, four fourball matches and four foursome matches are scheduled. Not all players per team are required to play on Saturday and Sunday with the team captain choosing any eight players for each of the matches played in the first two days of competition. On Sunday, there are 12 singles matches where all 12 team members play.
A foursome match is one between two teams of two golfers per team with the golfers from the same team taking alternate shots on the same ball. A fourball is a match between two teams of two golfers per team but in this competition, each player plays his own ball throughout the round. The better score between players from the same team becomes the team’s score in a particular round and the score of the other team member is not recorded. Each hole is won by the team whose individual golfer has the lowest score.
What Happened In 2018
Overall, The United States leads the Ryder Cup series at 26-14. England won just thrice against the United States from 1927 to 1978. But since 1979, Europe has won the Ryder Cup 12 times while the United States has only eight victories during that period. Europe has won seven out of the last nine Ryder Cup tournaments, including the most recent one in 2018.
The 2018 Ryder Cup was held at the Le Golf National, Albatros Course in France from September 28-30, 2018. The United States was the defending champions but entering the competition, they had lost five in a row in Europe. That proved to be prophetic again as Europe defeated the Americans with a score of 17 ½ to 10 ½.
The 2020 Ryder Cup
The next Ryder Cup will be in 2020 and it will be held from September 25-27, 2020 at the Straits Course in Whistling Straits, in Haven, Wisconsin in the United States. As early as now, the oddsmakers have already come up with the betting lines for the 2020 event. Here are the odds to win the 2020 Ryder Cup. Odds were taken from MyBookie.ag as of 7/2/19:
- USA -140
- Europe +140
- Tie +1100
Both teams have already made known their team captain for the February 20, 2019, the United States announced that Steve Stricker will be their captain for the 2020 Ryder Cup. A month earlier, on January 8, 2019, Europe picked Padraig Harrington as their captain.
The United States selection process will be the same procedure they used in 2018. The first 8 players are picked from the Top 8 American golfers based on prize money won in important events. The remaining four players will be personally chosen by the team captain.
As for team Europe, the first four players will be picked from the Race To Dubai points list while the next five members will come from the leading five players in the world points list ( if not included in the first four ). Lastly, the three remaining roster spots are the captain’s choice of players.
Who Wins?
The Americans were also the golf betting favorites in 2018 but they got handily beaten by a European team that had five Ryder Cup rookies but were playing with home advantage. When you take a look at the top golfers in the world, the majority of them come from the United States. In fact, when you take a look at the Top 10 golfers in the world, only Rory McIlroy, Justin Rose, Francesco Molinari, and John Rahm aren’t Americans. That means 6 out of the world’s top 10 golfers are Americans.
The problem with the Americans is which of their players do they include in their 12-man team. But really, that’s a good problem to have as compared to having only a few options to pick from. I’m not saying that Europe doesn’t have enough talent on their side. The European side is equally good. I’m just saying the U.S. is better. | https://www.gamblingsites.net/picks/2020-ryder-cup-betting-odds-predictions/ |
Long-term relationship-building is our paramount concern.
Phase I: Preliminary consultation
Right from the start, we discuss the organizational design with the client, and define the parameters of the position.
- In-Depth Interviews provide information on the company’s culture, management style, and personalities of the people involved with the potential position.
- Secondary Research profiles the industry, the company’s competitive position, and the demands of the marketplace.
With this base of information, we work with the client to refine the search objectives and develop the position requirements, clearly stating the qualifications and characteristics of the ideal candidate.
Throughout the search process, we are committed to meeting the client’s objectives by providing candidates who offer a complementary fit with the client’s organization.
Phase II: Thorough and confidential search
The search executive then develops a preliminary list of qualified candidates.
We use primary and secondary research, relying on our vast network of industry contacts, developed through the years. From a preliminary list, we screen the candidates for:
- Accomplishments
- Experience
- Cultural fit
- Skills
- Leadership strengths
The candidates who fit all aspects of the position profile are then interviewed personally to ensure that they are sincerely interested in the position. During that interview, we make sure that they meet the position specifications and have the necessary interpersonal compatibility which is so crucial for long-term contributions and success.
The final step in this phase is to provide the client with detailed biographies of those candidates who closely match all the qualifications and characteristics detailed in the position description.
Phase III: Candidate selection
We discuss the biographies with the client to help select the most qualified candidates for interviews.
Prior to the client interview, each candidate and each client are thoroughly briefed to ensure the interview produces maximum results.
Following the interviews, more discussions are held with the candidate and the client to evaluate reaction and gather more information about the potential fit.
After completion of the interview process, we work with the client to determine the best candidate for the position.
During the interview process, we focus on the candidate’s management style, technical competency, and character traits.
Phase IV: The offer package
We work with the client to develop the offer package.
We also act as an intermediary between the client and candidate in negotiations, striving for a win-win situation.
And finally, we follow up with both the client and the candidate after placement to ensure satisfaction on both sides. | https://srosenstein.com/process/ |
The course begins with descriptions of the various types of basic vanilla derivative products. Simple examples to illustrate each instrument, forward, futures and options, are presented. The similarities and differences between the instrument types are discussed.
Payoff profiles are reviewed next, beginning with a generic payoff profile first and then moving on to specific ones for forwards and call and put options. These three derivative products’ payoff profiles act as building blocks for synthetic configurations which are also presented.
The qualifications that accompany a typical derivatives term sheet are outlined. A standard template for evaluating derivatives products is presented. This is followed by a comparison of the various characteristics of derivative products.
The course then provides numerical examples of payoffs for vanilla products. It assesses which factors impact option prices and to what extent. Next, the value of European options are calculated using the Black Scholes formula. Definitions and formulas for Greeks, i.e. option price sensitivities are presented. American options values are calculated by constructing a traditional binomial tree.
The latter part of the course briefly overviews product variations of options, forwards, futures and swaps.
Learning Objectives
After taking this course you will be able to:
- List the various categories of derivative instruments
- Define each type of derivative instrument and their features
- Compare the characteristics of each product category
- Construct and interpret the payoff profiles for forwards and options
- Construct payoff profiles for synthetic structures
- State the general qualifications that are presented and shared with a typical derivative deal
- Recognize how various factors impact option price
- Calculate the value of an option using the Black Scholes formula
- Define and calculate option price sensitivities, i.e. Greeks
- Construct a traditional binomial tree and compute the values of American options
- List and describe the product variations to the basic derivative instruments
Prerequisites
The candidate should be comfortable with basic mathematics, statistics, probability and EXCEL.
Target Audience
This course is for beginners in the finance field and is also aimed at banking, corporate, treasury and sales teams. | https://financetrainingcourse.com/store/Derivative-Products-Package-p8474382 |
In the Executive Search area, we support our clients in their recruitment and selection processes, in the context of the development and execution of their respective business strategies.
Executive Search Process
Client Briefing
- Achieve a clear understanding of the context, position, responsibilities and objectives
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Main challenges of organization and position
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Relevant technical and personal competences
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Experience and critical knowledge for the successful performance of the role
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Determine the client's priorities in the context of the search process and their timings
Definition of the Search Strategy
- Selection of execution team
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Determine the target companies and sectors, where we will concentrate our search ( Hunting Turf)
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Contact relevant market "sources" to identify and prequalify additional candidates
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Develop and present the client a Long List of potential candidates to provide the client a broad vision of the market
Attraction and Evaluation of Candidates
- Attract potential candidates to explore their interest in the position, context and challenges of the role
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Conduct interviews based on the competency assessment model, rigorously identifying the proximity to the profile sought in the ideal candidate (experiences, knowledge and skills defined in the Client Briefing).
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Taking 360 ° references, identifying main competencies, strengths and weaknesses
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Preparation and presentation of the Short List with the candidates who are fully interested and fully aligned with the ideal profile
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Selection of the group of candidates to interview
Client Interview with Final Candidates
- Prepare and send the client the Candidate Reports; containing personal background, track record and achievements, plus an articulated and rigorous assessment of the main leadership competencies defined
-
Candidate - ClientInterviews
-
Selection of the finalist
Process Closure and Follow-up
- Preparation of Offer Letter
-
Support client and candidate in the closing negotiation
-
Closing
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Support and regular communication during the first year in position to facilitate the transition
Leadership Advisory
Management Assessment
The purpose of the Management Assessment exercises is to carry out an evaluation of the level of development of the leadership competencies of executives, which allows delivering recommendations to effectively manage their performance. This information will be a valuable help to actualize your full potential, both individually and as a team.
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In-depth interviews - conducted by two consultants simultaneously, based on a semi-structured guideline to ensure a reliable and consistent evaluation
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360 Feedback - Consultants interview two supervisors, two peers and two subordinates of each executive to obtain a comprehensive view of the effectiveness and impact of the leadership style.
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Hogan Assessment System - leadership potential assessment
Executive Coaching
Our process considers 5 iterative phases, which begin with the description of the Current Status of the development of the executive's leadership competencies and the definition of the Organization's Performance Expectations; and culminates in the Evaluation of the level of development of the defined competencies and the consolidation of the new behavioral repertoire. This process follows the best practices of Executive Coaching worldwide and has been extensively and successfully tested by our consultants.
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Support an executive who transitions to a new position (On-boarding)
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Development of skills to improve performance
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Prepare a "high potential" to occupy positions of greater responsibility.
Team Coaching
-
Support an executive who transitions to a new position (On-boarding)
-
Development of skills to improve performance
-
Prepare a "high potential" to occupy positions of greater responsibility.
Career Advisory / Transition
Board Services
A strong, independent and effective board is critical to the success of any organization. Given our new partnership with Better Boards, an innovative methodology for evaluating and developing directories, we can help improve the effectiveness and performance of your directory through the following services:
Board Assessment
Our director evaluation methodology allows us to address the specific management models of each board of directors and identify the critical success factors, eliminating obstacles and improving existing strengths.
Director Recruitment
The search for a Board Member is a process of vital importance for any company. For 10 years, we have worked with our clients to ensure that their boards have the talent and diversity necessary to ensure the development and sustainability of the company.
Board Audit
Dr. Sabine Dembkowski, Founding Partner of Better Boards ®, has developed an innovative research-based methodology to help directories with practical and effective solutions. Due to this "evidence-based approach", Sabine and her team can provide valuable information and insights to clients around the world.
Talent Mapping
Talent Mapping is a personalized service for clients who need to make decisions related to organizational structures, compensation and projection of their own talent pool for future projects. It is a process that consists of the collection of market information of different profiles within defined target organizations.
Mapping Process
Understanding
- Mapping context
-
Define target companies
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Define ideal profile: function, education, experience, compensation
Data Collection
Information Sources: | https://en.equationpartners.com/serv-eng |
In part 2 of this blog series, we outlined the overarching needs for applicants to consider in the application process. In the next step, we describe how to transfer these to an individual candidate journey – adapted to the specific target group of the company and to the company itself. A candidate journey describes the entire application process, from initial contact to hiring from the candidate’s perspective. By carefully adopting this perspective, companies can target and reach the right talent.
How to design an individual candidate journey in seven steps
In our experience, an approach based on design thinking is the best way to enable companies to take the candidates’ needs into account when designing the candidate journey. As Pierre-Henri Clouin, chief strategy officer of Idean, put it: “[Design thinking allows a company] (…) to uncover and pursue unexplored opportunities.” This human-centered approach directly involves the target group in the design process at an early stage and thus ensures that the candidate journey is designed from the perspective of the applicants.
Formulate the design challenge
The “design challenge” is the basic question that the specific design-thinking process intends to solve. It turns insights into questions that inspire teams to come up with creative solutions. A good design challenge is broad enough to leave space for new ideas but narrow enough to provide focus. A general design challenge for recruiting could be: “How might we attract the right talent through an attractive candidate journey, so they want to apply and work for us?” However, to increase focus, you have to define who exactly the “right talent” includes in terms of competencies and skills, as well as cultural fit.
Step 1: Identification of needed competency profile
In order to pursue a skill- and potential-focused recruiting approach, the required competency profile should be defined at the very beginning of the process – not only concerning the immediate requirements, but also future skill requirements. It is important to focus not only on hard skills, such as certain programming skills and associated formal qualifications, but also on essential soft skills, such as the ability to learn and adapt.
Step 2: Definition of relevant company values
The corporate values and company purpose need to be reflected in the candidate journey for two reasons: First, the creation of a corporate brand increases the attractiveness of the employer. In order to create a consistent and authentic image of the company, the brand should be reflected in the entire candidate journey. Purpose-driven organizations attract talent more successfully, so the purpose should be communicated as early as possible in the candidate journey. Secondly, it makes it more likely to attract the right candidates with a high cultural fit, who are more suited to the company, thus performing better and staying longer.
As a result, the overall design challenge could be: “How might we attract highly adaptable data experts through an attractive candidate journey that reflects trust and diversity, so they want to apply and work for us?”
Empathize
Step 3: Putting oneself in the applicant’s position
In order to put yourself in the applicant’s position, it must be clear who exactly the potential candidates are. After the required competency profiles have been defined, you have to identify where/within which groups of applicants these competences can be found. Especially in this phase it is important not to narrow the view or stick to prefabricated pictures of the “ideal candidate.” Rather, various diversity aspects of potential candidates should be deliberately considered, so that initial assumptions don’t restrict the following collection of insights and ideation.
While general applicant needs, as described in the second article of the blog series, are well known, you have to understand what they mean specifically for the targeted group of applicants. This involves, on the one hand, identifying which requirements are particularly important for the target group and, on the other hand, how exactly these requirements manifest themselves for potential candidates (e.g. What does “intuitive and efficient usability” mean for the target group?). Empathizing with the applicant groups can be achieved by conducting interviews or focus groups.
Structure insights
Step 4: Development of personas
The insights gained in the third step can be structured by summarizing it within different personas, so that it can be easily used in the further process for generating ideas and designing a candidate journey from the applicant’s perspective. For this, the research results are first clustered in candidate group-specific “empathy maps” (e.g. based on questions such as “What does the candidate think and feel?”).
Following this, personas – i.e. fictitious archetypal applicant profiles for the concrete illustration of applicant characteristics (behavior, needs, abilities, motivation) – can then be derived.
Ideating
Step 5: Idea collection and selection of idea categories
The next step is to develop ideas for the design of the candidate journey content, based on the company values and personas. Initially, creative ideas can be collected through free brainstorming, for example. The unstructured collection needs to be grouped and structured afterwards (e.g. using mind maps), to then select groups of ideas to be pursued and prioritized (e.g. based on a joint evaluation using defined criteria such as feasibility, profitability, or degree of innovation).
Prototyping
Step 6: Develop idea-prototypes along the candidate journey
For prototyping, the selected ideas are visualized along the candidate journey, e.g. in form of a sketch, in order to make them directly tangible for testing. This can also result in several potential candidate journeys, which address different groups of applicants or give the applicants different options within one candidate journey. You will find a concrete example of such a prototype in the next article of this blog series.
Testing
Step 7: Testing of the candidate journeys with representatives of the target groups
Finally, user groups and experts test the developed prototypes and the feedback is systematically documented (e.g. in a test grid). Additionally, general design principles can be considered in the decision, e.g. the possibility of a virtual implementation of the entire application process. Based on the feedback and principles, prototypes are selected for implementation and will be adapted over time, if necessary.
Flexibility as a success factor in the design of a candidate journey
The initial prototype is followed by the careful design of the complete candidate journey, as well as the practical implementation. The candidate journey should be designed in a flexible way, so that each persona can find itself in an individually adapted journey.
What could such a candidate journey look like? We will present a concrete example in our next blog article of this series. Stay tuned!
This article is co-authored by Johanna Braun.
Design thinking is a human-centered approach for creative problem resolution. It begins by precisely defining the problem before working on the solution. | https://www.capgemini.com/2020/10/the-ideal-candidate-experience-how-to-attract-the-right-talent-part-3/ |
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Hiring a good boss or manager can be much more time-consuming than hiring for non-supervisory positions. A successful candidate shouldn't just be able to do the necessary paperwork, negotiations or whatever the job entails. It is also important for them to be able to lead, coach and motivate their team to be successful. This article will help you to find and hire a good boss.
Steps
Part 1 of 2:
Identifying What Kind of Boss You Need to Hire
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1Define the job duties and qualifications. The first step to becoming a good boss in a particular role is having an excellent understanding of the job and what is needed to be successful.
- Without significant experience, obvious mistakes will be made and the boss's judgment will be questioned by subordinates. Therefore, it is important to define what qualifications your ideal candidate needs to have in order to understand and do the job successfully.
- For example, a sales manager should have several years of experience in sales and a strong understanding of the sales cycle and selling techniques. A sales team will not follow a sales manager if the sales manager has significantly less experience than other members.
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2Determine the type of manager the team needs. All teams run slightly different, even within the same company. In order to determine what type of manager the team needs, you should evaluate team's role, how long the team has been doing the same job, how members interact and how they are motivated.
- Understanding how the team operates and what works best for them will allow you to find a boss with a management style that suits the team. When a team and their boss work well together, the team will be more successful as a whole.
- For example, if the team has been working together for 3 years, maintains good communication and its members can make decisions independently, you will be best hiring a boss that can be more democratic and work with the team to devise the best course of action in a given situation. A strict micro-manager in this circumstance will demotivate the team and should not be hired.
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3Know your culture and who will fit in. It is important to understand your company culture so you can evaluate if a potential hire will fit in. Company culture includes, amongst other things, values, beliefs, norms and habits. It is the potential boss's personality and characteristics that will determine if they are a good fit for the company culture. For example, determine what type of personality will thrive in your company by asking the following questions:
- Is the company laid back or fast paced?
- Is the company fun or serious?
- Does the company encourage new ideas from all employees?
- Does your company encourage professional development?
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4Set specified qualifications in the job posting. Once you understand the type of boss you are looking for, place these qualifications and characteristics into the job posting. #*Be as specific as possible in the job posting writing, as this makes it more likely that the right candidates will apply for the job. Most importantly, you will have less of the wrong type of candidate apply for the job.
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- For example, a sample job posting could be "sales manager with over three years of sales management experience, with proven ability to motivate sales professionals in a very fast paced environment."
Part 2 of 2:
Interviewing and Hiring a Good Boss
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1Ask for examples of experience and track record of success. Asking for specific examples of the candidate's experience will probe deeper into a person's capabilities. It will also give you the opportunity to judge if this person is telling the truth about the extent of their experience.
- The best way to do this is to ask open ended questions such as, “Can you tell me about a time when you led your team to exceed sales goals?”
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2Evaluate leadership abilities. When speaking to a candidate, ask them questions to determine if they would be a strong leader such as:
- Can you provide examples of your leadership abilities and successes with your previous team?
- Explain your experience coaching and mentoring others?
- Have you conducted training in the past? If so, what kind and how?
- How do you motivate others to be successful?
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3Throughout the interview, evaluate the candidate's strengths. Throughout the interview, ask yourself a number of questions in order to evaluate whether this candidate is right for the position:
- Does this person have necessary skills to be a leader?
- Can they grab my attention?
- Are they confident?
- Can they communicate clearly?
- If the combined answers lead you to believe this person is a strong candidate, you may have found yourself a good boss.
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4Assess the candidate's communication skills. A good leader should have excellent communications skills. This means that person will be able to express themselves clearly and provide direction to others, with little room for interpretation.
- A great communicator must be able to communicate well across all mediums so it is important to assess their communication skills during every interaction - including over the phone, in person or by email.
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5Ask them to describe their management style. Try to determine if the candidate's management style will fit the team's needs. Management style can be difficult to assess in an interview scenario, so the best thing to do is just ask the candidate directly.
- For example, “How would you describe your management style?” and “Can you provide examples of how you utilized this management style to meet or exceed your team's goals?”
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6Gauge the candidate's personality. During all communications with the candidate, try to develop an understanding of their personality traits. Examples of positive personality traits include optimistic, trusting, humorous, understanding and encouraging. Then, ask yourself the following questions:
- Will this person fit in well with the team and the company?
- Does their personality match well with company culture?
- Can you see yourself working with this person?
- Do you feel team members will be able to take direction from someone with this personality?
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7Be patient - do not rush the decision. Hiring a boss can take some time, and the higher the level of employment, the longer it can take to find the right person. Good bosses or managers can be hard to find because you are looking for a unique set of skills and abilities to do the job and lead a team to success.
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- One person may be able to do the job successfully but cannot lead their team to be successful. Another person may be an exceptional leader but lack the subject knowledge necessary to do the job.
- Always take your time in finding the right candidate. Making the decision too quickly might result in hiring the wrong person, and this could have a negative effect on your team. The perfect boss for your team is worth waiting for. | https://www.wikihow.com/Hire-a-Good-Boss |
Intel’s Non-volatile memory Solutions Group (NSG) is seeking an experienced, organized, and focused individual to provide high quality administrative support to the memory component development organization. This is a contract position with an initial contract length of 6 months, with the opportunity to convert to regular full time employment.
The successful candidate requires a track record of exceptional performance, in-depth knowledge of company operations, policies, and procedures, and must be capable of handling details of a highly confidential nature. The individual must be proactive, with a high level of initiative, have the ability to anticipate next steps, and be a strong communicator both verbally and in writing. This individual will be a problem solver and solution seeker, bringing strong attention to detail with the ability to prioritize and multi-task. Experience in the hiring process is nice to have.
Typical duties may include, but are not limited to, the following: Setting up interviews for potential new hires, following up with candidates on information regarding their hiring, working closely with hiring managers, Human Resources, and organize and manage team members calendars related to hiring. Other duties include ordering PCs and accessories for new hires and assigning their office space in collaboration with the hiring manager.
Positive energy, enthusiasm and critical thinking are important for success in this role. The ideal candidate will have wide-ranging experience, use professional concepts and company objectives to resolve complex issues in creative and effective ways. The candidate will be expected to work closely with other Administrators at Intel, to help facilitate timely and accurate communications.
Qualifications
The ideal candidate should exhibit behavioral traits that indicate they:
Have the ability to build strong relationships within/outside the department to effectively support the organization, with strong verbal/written communication skills for all levels of employees and management.
Possess a strong customer service orientation, use judgment/discretion in handling confidential information and have an excellent understanding of Intel's policies.
Excel in a multi-tasking in a dynamic environment.
Comfortable working with rapidly changing priorities and deadlines, while handling multiple interruptions and maintaining a high attention to detail.
Self-motivated to meet deadlines independently with minimal supervision and direction.
Candidate should have at least 5+ years of experience in administrative positions and demonstrate these additional qualifications:
Expertise in online tools such as Word, PowerPoint, Excel, Outlook and MS Communicator.
Ability to manage calendars, meeting planning and coordination
Inside this Business Group
The Non-Volatile Memory Solutions Group is a worldwide organization that delivers NAND and 3DxP flash memory products for use in Solid State Drives (SSDs), portable memory storage devices, digital camera memory cards, and other devices. The group is responsible for NVM technology design and development, complete Solid State Drive (SSD) system hardware and firmware development, as well as wafer and SSD manufacturing.
Posting Statement
All qualified applicants will receive consideration for employment without regard to race, color, religion, religious creed, sex, national origin, ancestry, age, physical or mental disability, medical condition, genetic information, military and veteran status, marital status, pregnancy, gender, gender expression, gender identity, sexual orientation, or any other characteristic protected by local law, regulation, or ordinance.. | https://searchjobs.intel.com/folsom-ca/nsg-administrative-assistant/B082AC4FAE894BD38040778C00783EFB/job/?vs=28 |
As Product Manager at Eigen Innovations, you will play a significant role in helping Eigen accelerate the adoption of intelligent process control and scalable AI-enabled solutions within Industrial Manufacturing.
You will be our resident expert in understanding what's happening with emerging technologies in our target market and how it impacts Eigen's product strategy. You will also serve as the voice of the customer informing what features and products Eigen should develop and invest in.
The ideal candidate…
- Is passionate about building products that solve BIG problems for our target personas: Process engineers, Production Supervisors, Factory Operators and Quality Managers.
- Possesses a unique blend of business and technical savvy that includes a big-picture vision and the drive to make that vision a reality.
- Enjoys spending time with customers to understand market problems and, most importantly, finding innovative solutions that solve real problems.
- Is comfortable making recommendations and influencing others with imperfect information and a keen sense of urgency.
- Knows how to lead without authority and is comfortable managing chaos, ambiguity and complexity.
- Loves collaborating within a high performance team culture.
Responsibilities
- Specify market requirements for current and future products by validating target markets through customer interviews and market research.
- Be responsible for articulating product strategy, prioritizing features, building consensus, and coordinating product schedules with your design and engineering teammates. Work closely with software development and engineering to specify requirements and assist in product design guidance on interactive design, user experience, and feature functionality
- Execute within an iterative product development lifecycle and ensure product roadmap and requirements enable the product development team to execute on cadence and at velocity
- Manage the entire product line life cycle from sunsetting legacy products to prototyping and testing new features/products and ideas.
- Create user stories for current and future products based on the market's problems.
- Work closely with marketing communications to define the go-to-market strategy, helping them understand the product positioning, key benefits, and target customer.
- Conduct competitive analysis to determine product features and pricing. Keep a finger on the pulse of our competition and develop strategies and tactics to reduce the threat.
- Work with marketing to define initiatives to create demand within key market verticals and horizontal markets including print media, trade shows, direct marketing, web marketing, and product trainings.
- Provide input to marketing staff to ensure they are able to generate high quality sales aids such as product guides, press releases and web content.
- Drive buy-build-partner analysis, and where necessary, review potential partner relationships for the product.
- Know why we are winning and losing in the market, and drive changes to our product and processes to create improvement.
- Perform ongoing analysis and propose necessary actions to ensure continued marketability of the product line.
- Oversee user research sessions.
Qualifications
- 2-5 years of technology marketing, product management or experience in tech.
- Excellent people, management and communications skills.
- You must be curious and comfortable holding professional conversations with target buyers and users and be a strong writer/speaker. You will also be interacting with all areas of the company.
- Comfortable using collaboration and CRM tools such as Slack, JIRA, Aha and Salesforce.
- Strong analytical and synthesis skills are a must, including the ability to absorb and process large amounts of data into actionable information.
- Proven track record of using qualitative and quantitative data to prioritize and drive decision-making.
- This position requires domestic and international travel to customer and potential sites up to 25 percent.
- Not mandatory but definitely a plus:
- Experience with Pragmatic Institute's framework.
- Experience with best practice agile scrum development and lean start-up principles.
- Subject matter expert/industry experience.
- This is a full-time position in Eigen's Fredericton office
Work With Us
We empower Industrial Manufacturers to increase the profitability of their global enterprises by deploying scalable intelligent process control and AI-enabled solutions on their factory floors. We are a young company, operating at an aggressive and fast pace, with innovative self-starting individuals. If you meet the above qualifications and are looking to contribute within a high performance team you should contact us at [email protected]. | https://www.careerbeacon.com/en/job/1555048/eigen-innovations-inc/product-manager/fredericton |
Recruiter Insight: What makes a candidate qualified?
I get a daily email from RecruitingBlogs so I can keep up with what recruiters think/say/hear/talk about.
Today, tomorrow and Friday are links to three really relevant blog posts for you in your job search. Today’s topic is awesome. From Chris Brablc’s blog: What makes a Candidate Qualified?
Remember, he’s writing to other recruiters, not the job seeker (aka, the “candidate”). Chris says there are three major things to “filter on” when they interview you:
- Your competencies, defined as “the base-level knowledge needed for the position.”
- Your skills, interpreted as “transferable skills” that come from your background, and could apply in this job.
- Your cultural fit, “one of the most important but least filtered qualifications” (probably because it is so hard to identify a company culture, and recognize cultural characteristics in potential hires).
Read the entire post to learn more about Chris’s thoughts.
Have you thought about these three things?
How do you score, for the jobs you are applying to?
Here’s the interview tip/bonus: If you score high, how can you communicate this to the interviewer? In other words, if you are the right person for the job, and you hit all three points really well, you need to help them understand that. | https://careerresumes.com/recruiter-insight-what-makes-a-candidate-qualified/ |
According to our clients, we strike the right balance between a search experience that is customized while also following a process that ensures excellent, proactive communication, timeliness and the best possible outcome.
Establish a working timeline for the engagement: set deliverable dates and determine communication preferences.
Meet with the client and key stakeholders of the search: gain a thorough understanding of the organization, expectations of the position, and plans relevant to the conduct of the search.
Develop and refine the position description: develop the ideal candidate background and profile for the position.
Research, network and identify potential candidates and proactively approach them.
Conduct regular status calls with the client to review potential candidate profiles and provide market feedback.
Screen and evaluate candidate prospects.
Interview and assess the strengths and weaknesses of each potential candidate with respect to the position requiremets and ideal candidate profile.
Present the best qualified candidates for client consideration and interviews.
Provide a written overview of each candidate’s background, along with our own assessment of his/her fit with the position criteria and candidate profile.
Arrange meetings and prepare the candidates for client interviews: actively coordinate, schedule and manage the interview process, communicating with all parties frequently. Thoroughly brief each candidate on the client and organization.
Assist the client in comparing and contrasting candidates’ styles and skillsets.
Conduct comprehensive reference checks on the finalist candidate.
Coordinate background checks, if required.
Negotiate a compensation package and other terms that are mutually acceptable.
Stay in touch on a regular basis with the client and placement to ensure a smooth transition. | https://lochlinpartners.com/about-us/our-unique-process/ |
This job posting is no longer active.
Job ID: 1924810
Location: FAIRMONT, WV, United States
Date Posted: Nov 13, 2019
Category: Cyber
Subcategory: Cyber Intel Analyst
Schedule: Full-time
Shift: Day Job
Travel: Yes, 25 % of the Time
Minimum Clearance Required: Top Secret
Clearance Level Must Be Able to Obtain: TS/SCI
Potential for Teleworking: No
Description
SAIC is the sole provider of Systems and Software Assurance Services to the NASA IV&V Program located in Fairmont, West Virginia. At the NASA IV&V Facility, we support NASA's IV&V Program, delivering analysis and verification & validation of safety-critical and mission-critical software for a number of important NASA programs, including both human and robotic exploration as well as earth and space science collection platforms.
The successful candidate will use his or her simulation and modeling software background, software and system engineering expertise, and NASA domain experience to evaluate target programs to ensure safety and mission success.
Roles and Responsibilities:
The successful candidate will learn to work independently as a member of a team in one or more of the NASA Mission projects or other Cybersecurity Program functional areas.
This position requires the security analyst to utilize their cybersecurity foundational framework (RMF, NIST, FISMA, FIPS, other related security related policies, procedures and practice, etc.), to conduct in-depth security analyses on NASA missions/projects. The ideal candidate will have the ability to think outside of the box of securing a typical network system and think about potential End-to End (E2E) systems that span from ground systems to spacecraft (and everything in-between). The position affords an awesome opportunity for a team player to enhance a world-class team and learn new skills and explore the world of space through a cyber lens.
This position will utilize a combination of both Cybersecurity and Intel expertise to assist in securing NASA missions and Information networks.
The ideal candidate will be able to conduct research and evaluates technical and all-source intelligence with specific emphasis on network operations and cyber warfare tactics, techniques, and procedures focused on the threat to networked weapons platforms and US and Mission information networks. The candidate should have the ability to independently analyze network events to determine the impact on current operations and conduct all-source research to determine advisory capability and intent.
Qualifications
- 9 years’ or more experience in Information Technology / Cybersecurity / Cyber Intel
- Bachelor’s degree in Computer Science, Engineering, Cybersecurity, or similar discipline OR an 4 years of directly related technology/cyber experience (no degree and 13 years of experience)
- Minimum of 9 years utilizing and practical experience of Security controls, RMF Frameworks, NIST 800 (foundation)
- 4 years’ or more total experience of Cyber Intelligence gathering, analysis and understanding, and reporting threats to missions including both commercial and classified INTEL
Desired Qualifications
- Ability to develop network architecture models and cyber architecture models from project documentation, identify potential areas of cyber threats, vulnerabilities or concerns
- Ability to simulate real-life cyber attacks with the goal of helping an organization improve its security posture.
- Vast knowledge of Cybersecurity discipline to include understanding and experience in performing tasks associated with the knowledge from the Cybersecurity Risk Management Framework (RMF), FISMA, NIST SP's such as 800-53, 800-37, 800-47, FIPS and other security related policy, procedures and practices
- Ability to lead/train young interns on cybersecurity and cybersecurity intelligence gathering, understanding, and analyzing
- Excellent verbal and written communication skills
Overview
SAIC is a premier technology integrator, solving our nation's most complex modernization and systems engineering challenges across the defense, space, federal civilian, and intelligence markets. Our robust portfolio of offerings includes high-end solutions in systems engineering and integration; enterprise IT, including cloud services; cyber; software; advanced analytics and simulation; and training. We are a team of 23,000 strong driven by mission, united purpose, and inspired by opportunity. Headquartered in Reston, Virginia, SAIC has annual revenues of approximately $6.5 billion. For more information, visit saic.com. For information on the benefits SAIC offers, see Working at SAIC. EOE AA M/F/Vet/Disability
Provide your information to receive jobs that fit you by keywords, location, and more,
and then receive great opportunities based on your skills and experience. | https://jobs.saic.com/jobs/4668144-cyber-intelligence-principal |
Our mission is to create the best solution in enterprise loan software. Nortridge Software powers organizations that are redefining the lending industry. It’s not just software – it’s the engine that drives the lenders of the future.
This position combines the best features of both a start-up and an established corporation. You’ll be working with a small team comprised of core developers, QA, technical writers, and product managers. You will coordinate the team to ultimately deliver product enhancements and new features – on time.
The ideal candidate has a passion for leadership, as well as a strong track record for building SaaS/Licensed products and iterating to improve the software associated with them.
Responsibilities
- Provide people, project and technical leadership to a geographically distributed development team.
- Manage the complete product development cycles from initiation and planning through implementation and delivery.
- Ensure on time and high quality product delivery.
- Lead, mentor and motivate team members (onsite and offsite) to maximize their potential and foster innovation.
- Collaborate with architecture, product management, QA and UX, and marketing teams to plan release vehicles.
- Research and stay current with advancement of software technology and methodically introduce them to improve our product.
Job Qualifications
Minimum Qualifications
- BS degree in Computer Science or equivalent experience.
- Minimum of 5 years' experience leading software engineering teams to deliver successful technology products.
- Experience with Microsoft application development C++/C#, Microsoft SQL, ASP.NET.
Preferred Qualifications
- Expert understanding of enterprise application development design patterns, live cycle, algorithms and data structures.
- Strong organizational planning and development, business judgment, influential skills and technical leadership.
- Has a track record of successfully participating in roadmap prioritization with product management.
- Strong technical leadership abilities with good interpersonal and communication skills.
- Ability to dive deep on both technical and business issues.
- Demonstrated serial success in team building, agile processes, and remote development.
- Hires great people. Develops great people.
- Thinks strategically, but stays on top of tactical execution.
- A successful candidate must have experience dealing with ambiguity.
- Strong analytical and critical-thinking skills.
- Comfortable holding both internal and external stakeholders accountable at multiple grade levels.
- Highly organized with meticulous attention to detail. | https://www.nortridge.com/careers/software-development-manager/ |
How do you determine alignment of a candidate’s skill and personality with the requirements of your position and the culture of your organization?
There are many different interview techniques and styles of questioning. No one technique is better than the other, but choosing a technique, training your hiring/interviewing staff, and consistently executing on this technique is what is critical in competing for the best online marketing and creative talent.
Mandatory Preparation
Regardless of the technique your organization uses, the following should be mandatory for every person that participates in interviewing potential hires:
1. Develop and use effective interviewing questions (see below for some samples)
2. Be prepared– Have each interviewer review:
- The candidates resume in advance, with related questions
- The LinkedIn profile
- The set of effective / standard interview questions
3. Make it a priority – Be on time (on the phone or in person) and set the tone of the interview with your focus and engagement
Interview Techniques
Behavioral Questions – Use these questions to seek demonstrated examples of behavior from the candidates’ past experience, while concentrating on job-related functions.
Theoretical Questions – Put the candidate in a hypothetical situation. These questions test the skill of answering questions, rather than proving performance.
Leading Questions – Hint at the answer that you are seeking. For example: Working on your own doesn’t bother you, does it?
Standard Interview Question List
Many of the questions below will not only help you determine the skill set and culture fit of your prospective hire, but will also give you insights into the interest level of the candidate.
1. What four critical things do you want in your next job?
2. In your present position, what are your three major responsibilities, and on a percentage basis how do you break these down?
3. What would be the best thing your superior would say about you?
- How about your peers?
- How about your subordinates?
4. Would you consider making a lateral move – compensation wise – if the opportunity could bring you closer to your long term objectives than your present position?
5. What do you need to hear/see/feel that would tell you this is the right position and the right career move?
6. What would you say was your greatest accomplishment in each of your jobs (get specifics on how these impacted the bottom line of the company)?
7. Are there any other factors that would influence your decision?
8. If you were to create the ideal position, what would it look like?
9. What would you say are the most enjoyable aspects of your present position?
10. What have you enjoyed least in each of your jobs?
11. Are there any other skills in your background that we haven’t covered that could bring value?
About Profiles
Profiles is a unique staffing firm specializing in Marketing employment, Creative, and Web & IT jobs. Since 1998, we have served the needs of our Clients and Talent by matching the best candidates with the best companies in the Mid-Atlantic region.
Author Name – Stephanie Ranno
Title – Branch Manager
Location – Baltimore, MD
Twitter – @stephranno
Byline – Stephanie has spent the last 7 years in the creative recruiting and staffing industry, building relationships with amazing talent and innovative corporations. At the core she is a renaissance gal, who thrives with too many things on her plate. Hence: student of emerging media trends, manager of an outstanding recruitment team, local actress on the stages of Baltimore, certified group fitness instructor, and wife and mother (though last, certainly not least in importance). | https://www.careerprofiles.com/hiring-advice/blog-interviewing-tips-for-hiring-managers-in-the-online-marketing-and-creative-space/ |
The role of the chief financial officer (CFO) has evolved a lot over the years. In addition to the financial responsibilities of a company, many CFOs are now handling technology transformation, outsourcing personnel, and talent management, among other business needs. Given the diverse role a CFO can play within a company, it can be difficult to put together your ideal CFO’s profile.
Naturally, the CFO role varies by company, but it can be helpful to have a general profile pinpointing the top characteristics of the CFO you need.
Below are four types of CFO profiles, each with different competencies and areas of expertise. Understanding how each of these roles works within a company can help you determine which CFO profile is best for your business.
The financial guru CFO has years of experience with different roles related to financial functions within a company. This typically includes duties such as financial planning and analysis, auditing and compliance, treasury, financial reporting, and controlling. The financial guru is often an internal hire, frequently a Controller or Chief Accounting Officer prior, and comes with a comprehensive understanding of the company as a whole. You can expect the financial guru to have an advanced accounting degree, CPA, and to excel at standardizing procedures.
This particular profile is generally suited for businesses with inefficient financial departments or early-stage businesses that are scaling up and need to strengthen their financial functions.
The jack-of-all-trades CFO typically has a broad range of experience and has often worked outside the company with exposure to multiple businesses. Other areas where these CFOs have worked include marketing, general management, and operations. Management and communication skills are often prioritized in this profile over more technical skills. The jack-of-all-trades CFO can be found both internally and externally and is hired at a company where personal influence is highly valued and required for results.
Achievement leader CFOs are known for transforming businesses to create results. They modify financial functions and other processes within an organization to promote cost management and the use of metrics. Achievement leaders also focus on standardizing data and systems to enhance efficiency and performance within an organization.
The CFO with this profile is generally an outside hire with previous CFO or accounting experience. This type of CFO is beneficial for companies looking for exacting analytics and striving for aggressive growth.
The change agent CFO is best suited for industries that experience a lot of disruptions. This type of CFO is an outside hire and has a background working in mergers and acquisitions (M&A) and has an extensive external network of resources as well as exceptional strategic insight. Businesses undergoing mergers and acquisitions as well as PE companies looking to revamp portfolio businesses are a good fit for this CFO profile. In many of these cases, the companies experience a considerable reshaping of the business as well as adjustments in resource allocation so a CFO who has experience with this type of disturbance can make the transition run more smoothly.
These profiles are not perfect. One may not cover exactly what you need in a CFO, but it is a place to start when shaping the role for your company. Use these profiles to determine the characteristics and general skill set of a CFO that will help your company grow the most. When searching for a new CFO, it is also a good idea to evaluate your current corporate strategy.
Below are a few questions you should ask yourself as you start looking for your next CFO.
Your CFO profile should reflect the structure and performance of your company. Knowledge of the industry is highly valuable when selecting your CFO, as is choosing someone whose characteristics fit the company’s strategic plan. CFO candidates will have financial expertise and management skills, but you need to determine where else your company’s CFO can be useful. For instance, if your company is pursuing an M&A strategy, then a CFO candidate experienced with mergers and acquisitions as well as proven strategic insight would be the best fit.
Hiring a new CFO is an opportunity to fill some of the skill gaps on your management team. Assess the strengths and weaknesses of the CEO and other leading board members to determine what expertise would benefit the team. A leadership team with a diverse skillset allows team members to lean on each other and build on one another’s strengths. Select a CFO who will shore up any weaknesses in your team.
It is important to determine how capable your financial functions currently are. If your company is currently struggling to efficiently manage basic financial functions such as accurate data and systems compliance, then you need to focus on a CFO with a financial guru-type profile. If your basic financial processes are not going well, then your first order of business needs to be strengthening this area above all else.
It is a good idea to look at potential internal candidates to promote to CFO who have significant financial experience as well as a proven record of results. Of course, if your financial functions are running smoothly, then you can consider candidates with other qualifications such as more management experience and strategic insight.
Finding the right CFO for your company requires a lot of consideration concerning the right characteristics as well as the needs of the business. As you determine the right CFO profile for your company, remember how the CFO position has evolved over the years and adapt your profile to best fit your needs.
Cowen Partners is a national CFO search firm, driven to create value for our clients, and we have a long-standing record of placing exceptionally qualified Chief Financial Officers across all industries. In this post we highlight the average cfo salary for both public and private companies based on revenue size. Other variables apply, such as location and industry.
Cowen Partners is the nation’s executive search company, enabling businesses to harness the power of human capital to fuel their success. Cowen Partners gives our clients access to the top 1% of human capital to create opportunities that accelerate their growth and market share. With Cowen Partners, clients can grow at scale, create value, and drive results with world-class talent.
Our clients are both small and large, publicly traded, pre-IPO, private, and non-profit organizations. Clients are typically $50 million to multi-billion dollar revenue Fortune 1000 companies or have assets between $500 million to $15 billion. Successful placements span the entire C-Suite and include VP and Director level leadership roles.
With our proven processes and guaranteed results, we have successfully placed hundreds of candidates in industries including technology, healthcare, manufacturing, retail, financial services, and r.
Read more of our industry-leading resources to see why Cowen Partners is a leading retained executive search firm in New York City, Chicago, Seattle, Atlanta, San Francisco, Dallas, Los Angeles, and beyond: | https://cowenpartners.com/which-cfo-profile-does-your-business-need/ |
Following candidate sourcing, the applicant screening process of analyzing job applications entails scanning through resumes and cover letters. Finding the ideal candidate for an available position is a multi-step process. An employer decides whether or not to have a formal interview to learn more about a possible applicant during this phase of the recruiting process.
For a successful candidate screening, we follow steps added here.
Examine resumes for minimal requirements:
Look to determine whether a candidate meets fundamental standards, such as being legally authorized to work in your nation of employment, when initially evaluating them. Consider adopting applicant tracking software that searches applications for keywords and qualities to save time throughout the resume screening process.
Consult your sources:
To inquire about a candidate, send an email or phone the references listed on the application. This might include things like how they fared at their prior work and how they dealt with criticism. It is crucial to gain personal insight into the candidate in order to understand their work ethic and skills.
Investigate on the internet:
To discover more about a possible applicant, hunt them up online. You may locate a candidate’s professional profile and social media profiles by conducting online research.
Look for qualifications that are desirable:
Next, go over resumes to determine if any of your non-mandatory but desired credentials are there. Skills like outstanding communication or someone with a specific degree of expertise in the sector are examples of these. Make a list of your “nice-to-have” elements ahead of time so you can recognize them on an applicant’s CV while scanning
Schedule an appointment for a pre-screening interview:
Make an appointment with people who satisfy both your minimal and desired criteria for a pre-screening interview. If you’re doing a high-volume hiring procedure, you might want to interview people who just have the bare minimum of requirements.
Ask the candidate questions based on their qualifications during the informal pre-screening interview to evaluate if they have the skills and experience needed to succeed. Pre-screening will provide you with more information about the prospect, allowing you to determine whether or not to continue the recruiting process with them. Be alert if they provide you contradictory information or if items on their résumé don’t match their responses.
Consider administering a skill assessment:
Assign a skills test for candidates to evaluate if they can handle the job’s essential tasks. This helps to determine if they possess the necessary talents to thrive in your organization and can achieve a deadline. If a quality prospect is someone you are really considering, you might want to explore offering them a paid trial assignment to evaluate how they might perform as an employee. Sending the individual a personality test to determine their behavioral tendencies is another approach.
Conduct a background investigation:
You may wish to do a background check on the applicant depending on the role. This might involve acquiring their driving record for a role that requires them to drive a business car or checking their criminal history for a position that requires them to engage with youngsters. Other things to think about are taking a drug test or checking their credit score.
Document verification process:
Finally, but certainly not least, this is one of the most crucial measures to do. You must review the applicant’s NID, educational background records, and any record of past job experience to ensure that he is qualified to serve the business, and you should also respond to him without reluctance. | https://labor-force.org/bangladeshi-worker-screening-process/ |
Our client is a leading fintech company based in Limassol and they are looking for a Recruiter/ HR Officer to join their growing team.
Responsibilities:
- Identify and source potential candidates through innovative sourcing strategies and latest trends
- Search for candidates in all relevant sources (internal candidate database, LinkedIn, etc.) and approach passive candidates when necessary
- Meet candidates in person, telephone, or video conference to assess their qualifications, skills and experience
- Stay informed of trends and innovative recruiting techniques to be competitive and creative with sourcing initiatives
- Network through industry contacts, association memberships, universities, employees and social media
- Manage the full cycle recruitment process, ensuring a positive candidate experience throughout recruitment and interview process
- Build talent pipeline using different techniques and platforms.
- Work with the team to effectively build profile specific criteria and skill sets for each role, generate ideas around sourcing strategies, leverage resources and share information that creates an effective search process.
- Generate high quality pipelines of candidates for multiple requisitions under very tight timelines.
- Responsible for meeting recruitment project deadline and objectives
- Once recruitments position are filled, responsible for HR duties
- Ensure that new hires are trained correctly via relevant training courses
- Ensure that quarterly evaluations are conducted by each department.
- Keep track of employee performances
The ideal candidate will have/be:
- Previous recruitment experience is a must
- Demonstrated achievement in sourcing and recruiting for hard-to-find resources
- Excellent research/sourcing skills
- Sharp interview skills with ability to screen for both technical and cultural qualities.
- Detail oriented and outstanding interpersonal skills.
- Fluent English and Greek (preferable)
- Ability to work independently and within a team
- Enthusiastic and very eager to succeed
- Ability and experience in providing excellent customer service
Are you interested in this position?
Apply by clicking on the “Apply Now” button below. | https://www.fxcareer.eu/jobs/recruiter-hr-officer-vac-b635/ |
Our client is a large-format printing organization based in Lagos with equipment and facilities that cannot be rivaled in sub-Saharan Africa. They seek the services of an Inventory Officer for immediate employment.
Inventory Officer
- Job TypeFull Time
- QualificationBA/BSc/HND
- Experience
4 years
- LocationLagos
- Job Field
Procurement / Store-keeping / Supply Chain
(Job Ref: INV-DRP)
Job Summary:
The job holder will be responsible for overseeing the company’s inventory control, manage delivery reception & inspect items, develop inventory tracking systems, reviewing levels of supplies, ordering new materials, and performing analysis of inventory records. The ideal candidate must have good understanding of Inventory Management System.
Essential Job Functions:
- Maintain inventory by identifying, labeling, and placing materials and supplies in stock; recording location of inventory.
- Documents materials and supplies disposition by recording units delivered and items given to production units
- Inspect the levels of material supplies to identify shortages
- Design and implement inventory tracking system (as required) to optimize inventory control procedures
- Examine the levels of supplies and material to determine shortage level and order new supplies to avoid inefficiencies or excessive surplus.
- Document daily deliveries and shipments to update inventory
- Prepare detailed reports on inventory operations, stock levels, and adjustments
- Evaluate new inventory to ensure its conform to company’s request
- Perform daily analysis to predict potential inventory problems
- Analyze different suppliers to obtain the best cost-effective deals
- Use software to monitor demand and document characteristics of inventory
- Analyze data to anticipate future needs
- Collaborate with other staff to ensure business goals are met
- Report to production manager on stock levels, or any issues regarding procurement and process guiding material request.
- Any other duty of related responsibility assigned by line manager.
Qualifications & other requirements:
- HND/BSc in Accounting/Finance /Business Administration or related courses
- Ideal candidate must have a minimum of four (4) years’ experience in a similar role in a fast paced environment
- Must be computer-literate; able to use Microsoft Excel, Word and PowerPoint. Ability to use of relevant
- Working knowledge of inventory management software (e.g. ERP) will be a great advantage
- Ability to accurately track inventory and create reports
- Excellent organizational and planning skills
- An analytical mind with sharp eyes for details is KEY for this role
Proposed salary & how to apply:
Salary ranges between N80, 000 – N100, 000/m (based on experience)
Suitable applications should be sent to ‘[email protected]’ before 5th March, 2020 using “INV-DRP” as the subject of application. SUITABLE APPLICANTS WILL BE CONTACTED FOR INTERVIEWS. | https://therelationshiptips.com/job-alert-inventory-officer-at-stresert-services-limited/ |
Introduction: Who is the A-List Candidate?
Sometimes the questions are complicated and the answers are simple. When you’re in a job interview, your interviewer will have many questions to ask, but they’ll rely heavily on one question most of the time: who is your A-list candidate? Your A-list candidate is an employee that is currently employed by your company and also hires for this position. They’re exemplary at their job, and also a great team player – someone who can work with anyone. In order to give a fantastic answer to your interviewer, you have to have a list of candidates and the qualifications they posses. If you don’t, it’ll be pretty hard to convince your interviewer that you’re the right fit for this position.
Creating a list of candidates will enable you to strategize which one to choose, and provide a better answer in your job interview. To learn more about creating your A-list candidate list, keep reading this article.
STEP ONE: Find the Right Candidate for the Job
If you’re applying for a job that has been filled by someone in the past, it’s unlikely that you’ll find out who has filled it before. Instead, you’ll have to be more creative. You can find out which candidates have been an integral part of the company by asking your interviewer specific questions. Here are a few examples of the types of questions that you should ask your interviewer:
What are Some Helpful Interview Tips for an A-List Candidate?
To have a strong A-list candidate list, you must check out the qualifications of every candidate. Some companies choose to use specific requirements for their candidates, but most do not. You can easily find this information online or through the recruiting agency that’s working with your company. Ask yourself who would be a good candidate if I was looking for an A-list candidate? What qualities would they need to posses? Write these down and pair it with their name. This should help you with your A-list candidate list.
Next, you should try to see if any of your current staff members are not meeting these qualifications. In terms of checking their past experience, what are the most important skills that they are lacking? A good candidate may be a great candidate if he has already worked with you before and can still fulfill these requirements. Identifying this person will also help you make your A-list candidate list.
You need to think realistically too. If you make your qualifications unbelievably high, then it will be hard for anyone to achieve them. Only a handful of people will be able to actually make it to the interview table. A good way to do this is to look at a three year plan and assess what you think your needs will be then. This way, your requirements are based in reality and not just an out of touch request.
Interview Preparation Resources and Advice
Resume: Your resume is one of the greatest tools you have in an interview to help you get the job. Each job will have different Resume requirements, but a good rule is to keep it concise and clear. If you’re looking for more information on writing a resume, check out this article that was posted previously: http://resumepitstop.wordpress.com/2007/12/19/resume-writing-101/
[[increase your chances of getting the job]] by: [tell the reader what you’re good at? write a paragraph describing a few things you did well and how it will help them?]
(1) Be honest: If you want to get hired, be honest about your skills and accomplishments. Don’t make yourself sound like someone who can do anything, but show the employer that you have what they need to succeed.
(2) Be Specific: Make sure you do a good job of describing what you did and how it helped them.
* State the specific skills that you have that are relevant to the job [include examples].
* Describe contributions to the work environment and tasks within your skill set [what they did] in a way that shows what an asset you were.
* Don’t make it sound like you’re bragging, just state the facts with a positive spin on your contribution.
(3) Relevant Skills: List only the skills that are relevant to the job. Skills that are irrelevant should not be included. [If they don’t ask you to do something in your job, then its not really relevant is it?]
[[for more information read this article]]
Interview Questions That Will Help You Get Hired
Other than the A-list candidate criteria, interview questions will help you to determine if you are a good fit. Many employers are hiring candidates who have great communication skills and strong work ethic. If your interviewer asks you these questions during an interview, it might be a sign that they want this in the new hire. Here are more questions to ask yourself to help you get hired: How would I influence other team members?
What questions would I ask my boss if a problem arose?
What is my idea of the perfect team?
What do I think about “green” issues? [The following is a list of interview questions for use in helping you determine if you are a good fit for the job. The answers that you give to each question should help you determine if you are qualified and have the skills, experience, and education that the job entails.]
What kind of person would be your ideal employee?
Conclusion: Best Ways to Prepare For Your Next Interview by Using These Helpful Tips & Resources
Here are some helpful tips and resources to prep for your next interview. These are very important to becoming the best candidate. Find the best way to organize your A-list candidate list. Create a brief description of why we would consider them A-list candidates. Many employers look for candidates that are willing and able to learn new skills and stay current with training. Ask questions about the company, department and opportunities available. The ideal candidate should know what the company’s policy is on workplace discrimination and harassment. The ideal candidate should be well documented and have current documentation such as certifications, degrees, skills, etc.
Tracking your job leads helps you learn about new companies and positions that are not listed. Keep track of companies you’re interested in for future leads/opportunities by creating a spreadsheet or using a specialized software to track your job leads. Refer back to this list regularly for networking contacts and for future opportunities. | https://reddwarfserver.org/tips-and-tricks-for-interview-preparation-to-help-an-a-list-candidate-land-a-job/ |
- Location:
- Redmond, WA
- Job Terms:
- Temporary
- Start date:
- 07/18/2022
- Posted By:
- Lucas Manzaneres
- Date:
- 06/16/2022
Job Description:
We have a AAA gaming client looking for a Concept Artist with a sharp eye and a deft hand to help breathe a fresh vision into a new FPS experience. Teamwork, innovation, attention-to-detail and unbridled passion are characteristics we look for in all of our artists. If you are a top talent looking for an exciting, high profile project to challenge you, this is where you need to be.
The Concept Art Generalist is central in establishing the overall vision of the universe, working with the Lead Concept Artist to create imagery that will communicate the visual experience, excite the team, and help blueprint all the aspects of the game for content authoring. We are looking for someone to bring a world class understanding of composition and color, a strong ability to render exciting character, industrial, and architectural design, and a firm grasp of the practical aspects of content creation.
Responsibilities
Work closely with the Art Director, Lead Concept Artist and other Artists to define the look of the project, from global 'broad stroke vision' and mood to its specific, individual pieces.
Develop and maintain a strong understanding of the game universe and the constraints of the technology.
Be proactive about seeking feedback and communication with the Art Director and other relevant departments.
Create exploratory sketches and visual target illustrations of environments, props, characters, vehicles, and weapons.
Create orthographic projections or construction guides for environments, props, characters, vehicles, and weapons, with an emphasis on contextually-appropriate form and function as well as material and texture.
Assist the Art Director, Lead Concept Artist and other Senior Concept Artists in providing studio feedback during the course of production.
Participate in regular team meetings.
Minimum Qualifications and Skills
Bachelor's degree or diploma with an emphasis on Art.
Shipped at least one AAA game title.
Outstanding grasp of human and animal anatomy as well as industrial, architectural, and graphic design, coupled with strong traditional art fundamentals.
Exceptional mastery of Photoshop, Painter, or other equivalent software.
Ability to work collaboratively – The ideal candidate must be open to direction and able to embrace change. | https://aquent.com/find-work/181293 |
Thank you very much it was helpful for me. Be blessed.
A significant shift has taken place in psychotherapy over recent years.
Based on continuing research, it has become clear that the client and therapist are equal partners, and there must be a move toward a greater degree of mutuality (DeAngelis, 2019).
Crucially, it is about the therapist committing to be a partner rather than a director in the relationship (DeAngelis, 2019).
As a great deal of therapy continues to move online, the therapeutic relationship remains essential to the outcome of the process, perhaps even more so (Kamphorst, 2017).
This article looks at the critical elements of that relationship and how it can be improved using digital techniques and communication methods.
Before you continue, we thought you might like to download our three Positive Psychology Exercises for free. These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.
This Article Contains:
What Is the Therapeutic Relationship? 4 Examples
The connection between patient and therapist is crucial. Indeed, the “therapeutic relationship is as powerful, if not more powerful, than the particular treatment method a therapist is using,” says professor John Norcross, part of a task force set up by the American Psychological Association (APA; DeAngelis, 2019).
The task force found that even if the therapy is correct for the problem a client presents with, the client will not get the most out of the treatment if the connection is not a good one.
After all, “different types of psychotherapy often reveal similar results,” suggesting that there are common, non-therapy-specific variables coming into play, such as the therapeutic relationship (Ardito & Rabellino, 2011, p. 2).
As far back as 1990, studies have confirmed the association between good therapeutic relationships and positive therapeutic outcomes (Horvath & Marx, 1990).
In the early phases of the therapeutic relationship, the client must see the therapist as supportive. In later sessions, the relationship with the therapist must be viewed as a collaborative approach to overcome the patient’s problems. Shared responsibility and communion are essential in achieving the goals of therapy (Ardito & Rabellino, 2011).
But why is the therapeutic relationship so meaningful?
Research and anecdotal evidence confirm that the therapeutic relationship is a defining factor in treatment success.
- A 2018 meta-analysis of 21 studies found that when therapists share their feelings about the client or the therapeutic relationship, the client’s degree of self-insight and mental health functioning improves (Hill, Knox, & Pinto-Coelho, 2018).
- Another review of 107 studies identified that improved collaboration when setting patients’ goals led to enhanced therapy outcomes (Tryon, Birch, & Verkuilen, 2018).
- Clinical researcher Orya Tishby provides the example of a patient treated for a social phobia who repeatedly failed to follow through with exposure protocol, such as initiating a conversation with a stranger.
Tishby began an open dialogue with the client to discuss how they felt about being rejected by a stranger and not complying with the treatment. The solid therapeutic relationship they shared led to better outcomes through a more nuanced approach that slowed the pace of the treatment and increased the number of check-ins (DeAngelis, 2019).
- Author and university professor Marvin Goldfried warns that clients also pick up on cues from the therapist. If the therapist is bored or frustrated, it will show in nonverbal signals (tone of voice, lack of eye contact, posture, etc.). Unless the therapist can move from a sense of blame to realizing that the client is “stuck in some uncomfortable way of living,” it could impact the therapy outcome (DeAngelis, 2019).
6 Components of a Positive Therapeutic Alliance
Relationships with patients are a crucial factor in the therapeutic outcome.
Therefore, therapists need to foster the development of the therapeutic alliance early in the process (DeAngelis, 2019).
The APA suggests an emphasis on six valuable components to build a beneficial therapeutic relationship (DeAngelis, 2019; Hill et al., 2018; Tryon et al., 2018).
While many of these points have been written with face-to-face coaching in mind, there is no reason to consider them any less relevant to online or blended care. As long as regular contact is maintained, perception regarding the therapeutic alliance can be highly positive with little difference in outcomes compared to face-to-face therapy (Tremain, McEnery, Fletcher, & Murray, 2020).
1. Fostering mutuality and collaboration
Psychotherapy is a two-way relationship. The therapist and client are equal partners in the process and benefit from shared commitment and openness. If the therapist remains open regarding their feelings concerning both their relationship and the client, it leads to greater mutuality.
Along with perceiving the alliance as collaborative, mutuality improves the direction the therapy and therapeutic relationship take and the chance of actualizing therapy goals.
2. Remaining flexible and responsive
The therapist must remain cognizant of the client’s individual characteristics (gender identity, spiritual beliefs, cultural background, etc.) while tuning into their specific motivations and personality traits to tailor treatment and build an appropriate relationship.
If successful, the therapist will be better able to identify what works well and what is being resisted during therapy.
3. Incorporating feedback
Gathering and including feedback in the therapeutic process can be valuable for identifying red flags that require immediate action, including substance abuse, the potential for violence, and the risk of suicide.
Questionnaires completed before each session have proven successful at identifying patients at risk of dropping out of therapy or of harmful behavior. Once analyzed, the answers can also form part of a practical feedback loop that can help the therapist avoid blind spots and learn from their mistakes.
4. Repairing breakdowns in therapy
Like any other relationship, the therapeutic relationship can break down. Yet, repairing disagreements or ruptures (regarding therapy goals, mistrust of the treatment, misunderstandings, etc.) can lead to a stronger alliance and ultimately better outcomes.
The therapist can recognize confrontation ruptures from the client’s anger and repeated challenges, and withdrawal ruptures from the client pulling away from what they perceive as the therapist’s criticisms or a painful discussion.
While facing up to and working through conflict can be difficult, it can, in time, aid the patient’s growth and strengthen the therapeutic relationship.
5. Handling negative emotions
Unsurprisingly, clients often have painful, upsetting, and negative feelings to work through. Managing such negative states throughout multiple sessions can be frustrating for the therapist. However, if the client picks up on nonverbal or verbal indications of the therapist’s feelings – possibly brought on by their own background – it could harm the relationship.
It is crucial for therapists to remain self-aware and continue to examine their feelings and how they may impact discussions.
6. Promoting a positive end to therapy
Termination can be helped through open and regular mutual discussion.
Conversations about how the therapy went, the gains the client has made, and how they will cope with future challenges can promote better outcomes. Talking about what ending the treatment means and expressing pride in the progress and the relationship formed can be affirming and offer a sense of closure.
Improving the Therapeutic Relationship Digitally
Ribbers and Waringa (2015, p. 4) describe digital therapy (also known as e-therapy) as offering “therapy that is potentially time and location independent.”
Counselors and clients may interact through both asynchronous and synchronous channels, including any of the following (Ribbers & Waringa, 2015):
- Video
- Phone call
- Online chat
Digital or blended therapy is so successful that initial indications suggest that it is as effective or more than regular, face-to-face therapy (Ribbers & Waringa, 2015).
Inevitably, therapists and clients may have some concerns over whether it is possible to grow and maintain a therapeutic relationship digitally (Kanatouri, 2020).
Organizations such as the Samaritans, which offers a crisis hotline in the United Kingdom, have provided psychological support by phone (and more recently email and instant messaging) for over 65 years (Kanatouri, 2020).
In recent years, digital coaching has become an increasingly common and effective mode of coaching. The use of digital methods has many of the same benefits for both coaching and therapy in terms of building effective relationships between professionals and clients (Ribbers & Waringa, 2015; Kanatouri, 2020).
Here are some examples:
- Therapists and clients can communicate more frequently from the convenience of the office, home, or elsewhere.
- Direct communication (phone, video, online chat) can be scheduled for short catch-ups, performed in close proximity (time or location) to the troubling or upsetting situation.
- Indirect communication (email or dedicated digital therapy tools such as Quenza) enables messages, support, and homework to be sent and received at a time that suits both client and therapist. Quenza allows for automated, scheduled sending of psychoeducation and homework at predefined intervals.
- With the potential of digital technology to help scale services, therapy support can be provided more regularly to more clients, maximizing the time and resources of the therapist.
- Quenza, a professionally designed and implemented therapy platform, provides structure and increased access to knowledge sharing while supporting learning between sessions.
Individually and combined, the advantages offered by digital media, communication, and online platforms can support the components of a positive therapeutic alliance discussed above. And crucially, digital mental health interventions appear highly effective for a range of mental health outcomes (Tremain et al., 2020).
10+ Virtual Techniques for Building a Positive Relationship
The value of digitally delivered homework in developing the therapeutic alliance was recognized as far back as 2000.
Murdoch and Connor-Greene (2000) identified the potential of email as a virtual therapy to enhance the involvement and engagement of patients in treatment and the power of computer application to strengthen adherence.
Twenty years on and the potential for digital mental health interventions to revolutionize mental health is becoming self-evident. A review of the literature performed in 2020 found that an improved therapeutic alliance is associated with “increased engagement and adherence to digital interventions, through which it appears to influence outcomes” (Tremain et al., 2020, p. 1).
There are several digital attributes at play (Kanatouri, 2020):
- Asynchronous communication
Email, sending and receiving messages, and homework within an online therapy tool can enhance the client’s reflection, but requires appropriate well-thought-out interventions.
- Improved auditory-verbal communication
Can increase focus on the subject matter.
- Increased visual communication
Encourages building trust and rapport.
- Texting tools
Such as online chat and SMS to guide clients through problem solving.
- Visual aids
Infographics, slides, and diagrams to aid the client’s understanding and ability to see things from other points of view.
Factors that may affect the therapeutic alliance in digital environments include (Tremain et al., 2020):
- Digital availability
How freely available and convenient is the digital intervention?
- Digital interactivity
What degree of personalized feedback is provided? To what degree does the user feel in control?
- Degree of human support
What degree (and type) of support is available in the digital environment?
Well-thought-out digital therapy platforms, such as Quenza, have implemented such factors to provide therapists and clients with an interactive experience where timely feedback can be given.
To extend the degree of virtual immersion further, virtual reality offers varying degrees of mirroring reality and simulating the real world, and it is increasingly being used in therapy. Placing clients in controlled, modifiable environments has become part of exposure therapy to treat patients with phobias (Maples-Keller, Bunnell, Kim, & Rothbaum, 2017).
Immersive virtual reality has also proven successful in coaching, providing clients with the opportunity to learn new skills and interact with others (including groups) receiving treatment or the professional coach or therapist (Kanatouri, 2020). It is easy to imagine the therapist’s avatar accompanying the client to situations that typically cause distress and providing in situ support and interventions.
Avatars and coaching chatbots offer the perception of human presence, helping to strengthen (human or AI) therapeutic relationships, which shapes the experience of the therapy and potentially its outcome (Kanatouri, 2020).
In summary, whatever form the digital tools and techniques take, it is essential that the therapist consider the following medium-specific guidance (Kanatouri, 2020):
- Adapt to the relevant sensory cues.
- Make good use of listening skills (phone or video).
- Increase the use of powerful questions to guide client’s cognitive processes.
- Use vivid, descriptive language, potentially using analogies and metaphors (primarily when text based).
- Adopt visual aids such as emoji, pictures, and avatars.
When used in combination, to the right degree, and with appropriate feedback, it is possible to tailor techniques to build and maintain positive therapeutic relationships.
Using Questionnaires & Scales to Measure Your Relationship
There is a range of measures and instruments available for scoring the therapeutic alliance between client and therapist; they include (Simpson & Reid, 2014):
- Working Alliance Inventory: This is a 36-item measure of a client’s psychotherapy experience, including trust and empathy with the therapist.
- Penn Helping Alliance Scale: This 10-item instrument includes scoring of the helpful attitude of the therapist and the sense of forming a team together.
- Agnew Relationship Measure: This tool has a straightforward format and easily understood language and is therefore practical with all forms of therapy.
- Session Evaluation Questionnaire: Psychotherapy sessions are scored on multiple dimensions, including whether they were powerful and valuable versus weak and worthless, and relaxed and comfortable versus tense and distressing.
Each scale varies in the number of questions and the information it provides. Find one appropriate to your needs without being so lengthy that it leads to clients’ failure to complete.
A Take-Home Message
In psychotherapy, the therapeutic alliance between client and therapist greatly influences treatment outcome. According to the APA, it is as influential as choosing the correct treatment method (DeAngelis, 2019).
The wealth of research that confirms the link between the quality of that alliance and positive outcomes in both youth and adult psychotherapy warrants therapists’ extra focus on building and maintaining that relationship throughout treatment (Ardito & Rabellino, 2011).
To build such a successful relationship, you might consider Quenza as your digital platform of choice. Quenza was created by the founders of PositivePsychology.com with the help of the wider positive psychology community. It was designed from the ground up to assist therapists and improve the client–therapist relationship.
We recommend Quenza as the best tool to build digital therapeutic relationships because it offers therapists a powerful and flexible online platform to focus on the needs of their clients. The wealth of digital tools provided by Quenza enable the therapeutic alliance to be developed and remain central to therapeutic success.
Digital interventions typically have a greater degree of adherence and engagement and are particularly helpful for managing procrastination and motivational issues (Tremain et al., 2020).
Quenza fosters essential client trust and confidence via immediate one-to-one conversations through chat functionality and asynchronous communication, including email, automated homework, and psychoeducation.
As more and more therapists turn to digital technology to communicate, assess, and share psychoeducation and homework, it remains crucial to consider its potential for strengthening the therapeutic alliance and improving the likelihood of positive outcomes.
Why not try out Quenza’s tools to promote regular knowledge sharing and support learning between sessions to build new and strengthen existing therapeutic relationships? A 30-day trial is offered for $1, allowing you to see the value of this powerful application.
We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free.
- DeAngelis, T. (2019, November 1). Better relationships with patients lead to better outcomes. Monitor on Psychology, 50(10). Retrieved May 11, 2021, from https://www.apa.org/monitor/2019/11/ce-corner-relationships
- Ardito, R. B., & Rabellino, D. (2011). Therapeutic alliance and outcome of psychotherapy: Historical excursus, measurements, and prospects for research. Frontiers in Psychology, 2.
- Hill, C. E., Knox, S., & Pinto-Coelho, K. G. (2018). Therapist self-disclosure and immediacy: A qualitative meta-analysis. Psychotherapy, 55(4), 445–460.
- Horvath, A. O., and Marx, R. W. (1990). The development and decay of the working alliance during time-limited counseling. Canadian Journal of Counselling and Psychotherapy, 24(4), 240–259.
- Kamphorst, B. (2017). E-coaching systems. Personal and Ubiquitous Computing, 21, 625–632.
- Kanatouri, S. (2020). The digital coach. Routledge.
- Maples-Keller, J. L., Bunnell, B. E., Kim, S. J., & Rothbaum, B. O. (2017). The use of virtual reality technology in the treatment of anxiety and other psychiatric disorders. Harvard Review of Psychiatry, 25(3), 103–113.
- Murdoch, J. W., & Connor-Greene, P. A. (2000). Enhancing therapeutic impact and therapeutic alliance through electronic mail homework assignments. The Journal of Psychotherapy Practice and Research, 9(4), 232–237.
- Ribbers, A., & Waringa, A. (2015). E-coaching: Theory and practice for a new online approach to coaching. Routledge.
- Simpson, S. G., & Reid, C. L. (2014). Therapeutic alliance in videoconferencing psychotherapy: A review. Australian Journal of Rural Health, 22(6), 280–299.
- Tremain, H., McEnery, C., Fletcher, K., & Murray, G. (2020). The therapeutic alliance in digital mental health interventions for serious mental illnesses: Narrative review. JMIR Mental Health, 7(8).
- Tryon, G. S., Birch, S. E., & Verkuilen, J. (2018). Meta-analyses of the relation of goal consensus and collaboration to psychotherapy outcome. Psychotherapy, 55(4), 372–383.
What our readers think
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Teresa on October 15, 2021 at 14:00
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Maxim Pereira on July 14, 2021 at 06:19
This article was very helpful to me. It remided me some of the things I already new and taught me some things afresh. Thank you.
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ناهد on July 14, 2021 at 03:07
هذا مقال جيد لكن أعتقد أن العلاج الالكتروني جيد مع الاضطرابات النفسية البسيطة والعصاب…لكن سيكون ضعيفا مع الذهاني
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Lorna Fraser on July 13, 2021 at 20:54
I am a newbie in this field, trying to combine coaching with teaching and tutoring. This article was very helpful , as I continue working to upgrade my skills.
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Delzora M. Clark on July 13, 2021 at 18:21
Great information. Thanks for taking the time to share. | https://positivepsychology.com/digital-therapeutic-relationship/ |
What are the components of the therapeutic nurse-client relationship CNO?
What are the components of the therapeutic nurse-client relationship CNO?
There are five components to the nurse-client relationship: trust, respect, professional intimacy, empathy and power. Regardless of the context, length of interaction and whether a nurse is the primary or secondary care provider, these components are always present. Professional intimacy.
What is a therapeutic nurse-client relationship?
A therapeutic nurse-patient relationship is defined as a helping relationship that’s based on mutual trust and respect, the nurturing of faith and hope, being sensitive to self and others, and assisting with the gratification of your patient’s physical, emotional, and spiritual needs through your knowledge and skill.
What are the 4 phases of nurse-client relationship?
Hildegarde Peplau describes four sequential phases of a nurse-client relationship, each characterized by specific tasks and interpersonal skills: preinteraction; orientation; working; and termination.
What are the goals of a therapeutic nurse-patient relationship?
The underlying principles of the therapeutic relationship are the same regardless of the length of the contact: respect, genuineness, empathy, active listening, trust, and confidentiality. The purpose of the therapeutic relation- ship is to support the patient, to promote healing, and to support or enhance functioning.
What is an example of a therapeutic relationship in nursing?
Professional Intimacy: When nurses provide intimate care activities to their patients, such as bathing, it creates professional closeness. Professional intimacy can also involve being privy to psychological, spiritual and social elements that are identified in patients’ plans of care.
What are the three phases to the nurse-patient relationship?
Peplau theorized that nurse-patient relationships must pass through three phases in order to be successful: (a) orientation, (b) working, and (c) termination. During the brief orientation phase, hospitalized patients realize they need help and attempt to adjust to their current (and often new) experiences.
How does a nurse build a therapeutic relationship?
Establishing a healthy nurse-patient relationship is vital. Nurses should greet the patient by name, make eye contact, and display confidence and professionalism. They should explain everything they will be doing and review the plan of care, making sure to involve them in decision making.
How do you develop a therapeutic relationship with a client?
Some strategies that may help include:
- Help the client feel more welcome.
- Know that relationships take time.
- Never judge the client.
- Manage your own emotions.
- Talk about what the client wants from therapy.
- Ask more or different questions.
- Don’t make the client feel rejected.
- Refer to another therapist.
What is the importance of nurse patient therapeutic relationship?
Nurse patient relationships have proven to affect the health-related outcome of the patient. These positive therapeutic relationships encompass showing empathy, building trust, advocating for the patient, providing knowledgeable feedback, and responding to the patient’s unmet needs.
How can a nurse build a therapeutic relationship?
Developing a therapeutic nurse-patient relationship
- Trust – developing trust with the patient.
- Focus – being able to focus on the patient and give them your undivided attention.
- Anticipate – working to anticipate the patient’s needs and concerns.
- Know – getting to know the patient.
What is a therapeutic relationship and why is it important?
The purpose of a therapeutic relationship is to assist the individual in therapy to change his or her life for the better. Such a relationship is essential, as it is oftentimes the first setting in which the person receiving treatment shares intimate thoughts, beliefs, and emotions regarding the issue(s) in question.
What is a therapeutic nurse client relationship?
Therapeutic Nurse-Client Relationship At the core of nursing is the therapeutic nurse-client relationship. The College’s Therapeutic Nurse-Client Relationship, Revised 2006, practice standard describes the expectations for all nurses in establishing, maintaining and terminating a therapeutic relationship.
What are the components of the nurse-client relationship?
The nurse demonstrates an understanding of the need to establish, maintain, re-establish and terminate therapeutic, caring, relationships with clients based on appropriate relational boundaries and respect. 5.01 Identifies the components of the nurse-client relationship.
What is page 11 of the therapeutic nurse-client relationship practice standard?
Page 11 of the Therapeutic Nurse-Client Relationship practice standard has a decision tree which helps to determine whether an activity or behaviour is appropriate within the context of the nurse-patient relationship and meets a therapeutic purpose. For more information about nurses’ accountabilities to their patients, read the Code of Conduct.
What is the role of the nurse in establishing and maintaining boundaries?
Nurses’ responsibility to establish and maintain the therapeutic nurse-patient relationship also includes maintaining proper boundaries. This means that nurses must not engage in any behaviour or activity that could be perceived as violating a boundary. | https://www.wren-clothing.com/what-are-the-components-of-the-therapeutic-nurse-client-relationship-cno/ |
How Reliable is the Association Between Therapeutic Alliance and Patient Outcomes?
The therapeutic alliance is one of the most researched concepts in psychotherapy. The alliance, also called the working alliance or therapeutic alliance, consists of the collaborative agreement between patient and therapist on the tasks (what to do) and goals (what to achieve) of their therapeutic work together. Alliance also includes the relational or emotional bond between therapist and patient. It is different from therapist empathy, transference, countertransference, the real relationship and other concepts related to the therapeutic relationship. Researchers and clinicians have known for years about the importance of developing and maintaining an alliance to achieving patient outcomes. The growing research in this area now allows one to see how stable this finding is. Fluckiger and colleagues conducted a meta analysis of 306 studies with over 30,000 patients that assessed the alliance-outcome relationship. The research occurred in naturalistic settings (during regular clinical practice) and in randomized controlled trials. The overall effect size based on 295 independent comparisons was r = .278 (95% CI: .256, .299), indicating a statistically significant medium-sized association accounting for about 8% of treatment outcomes. To put this in perspective, this effect is as large as or larger than the effects of many common medical interventions. The type of therapy made no difference to this finding - the alliance was just as important to CBT as it was to psychodynamic, interpersonal, and emotionally focused therapies. The alliance-outcome correlation was somewhat smaller, though still significant among those with substance-use disorders, but otherwise was consistent for all other disorders tested (depression, anxiety, PTSD, borderline personality disorder). The alliance measure used, who rated the alliance, when it was assessed, and the outcome that was measured tended to have a small or no impact on the results. The alliance-outcome relationship was just as important to everyday clinical practice as it was in randomized controlled trials.
The alliance-outcome association is highly reliable or stable across a number of therapies, diagnoses, measurements, and study designs. This very large body of research suggests that therapists should: (1) build and maintain an emotional bond, and agreement on tasks and goals with patients throughout therapy; (2) develop the alliance early by focusing on agreement on treatment and goals; (3) address ruptures in the alliance early and immediately; and (4) assess the strength and quality of the alliance regularly throughout treatment from the patient’s perspective using a well-known brief alliance measure.
Duncan, B. L., & Reese, R. J. (2015). The Partners for Change Outcome Management System (PCOMS): Revisiting the client’s frame of reference. Psychotherapy, 52(4), 391-401.
Generally, psychotherapy is effective for a wide variety of disorders, but regardless, many clients do not benefit. Further, the research shows that some therapists are more effective than others, but therapists tend to grossly over-estimate their effectiveness. In one large survey, therapists reported that their outcomes were better than 75% of their peers, no therapist rated themselves as below average, and therapists tended to over-estimate their effectiveness and under-estimate client deterioration. One way to evaluate patient outcomes and processes is to engage in progress monitoring and feedback. This involves repeated brief assessments of client outcomes followed by real-time feedback to therapists to gauge client progress and signal potential problems. Several such systems exist including the Outcome Questionnaire-45.2 and the Partners for Change Outcome Management System (PCOMS). The PCOMS is made up of the Outcome Rating Scale (ORS) and the Session Rating Scale (SRS). The ORS measures distress in 3 atheoretical domains (personal, family, social) not based on diagnosis. The SRS is a measure of therapeutic alliance. Both the ORS and SRS are very short 4-item scales that can be administered before (ORS) and after (SRS) each session of therapy. In this paper, Duncan and Reese review the research supporting the use of the PCOMS. A meta analysis found that clients whose therapists received feedback with the PCOMS were 3.5 times more likely to experience reliable change and had less than half the chance of experiencing deterioration. Five randomized controlled trials demonstrated the advantage of the PCOMS over treatment as usual, including by reducing drop outs and achieving reliable change in fewer sessions.
A lot of research has demonstrated that most therapists over-estimate their effectiveness and that many are not able to identify clients who are getting worse. It is time for therapists to acknowledge this positive bias of their effectiveness and their need for quality information in order to make good clinical decisions. Progress monitoring and feedback systems are one means by which therapists can receive quality information. The repeated use of the PCOMS for example, can help to identify when clients begin to deteriorate and/or when problems emerge with the therapeutic alliance. Being able to identify these issues early may allow therapists to act quickly to avert client deterioration or drop out.
Miller, S. D., Hubble, M. A., Chow, D., & Seidel, J. (2015). Beyond measures and monitoring: Realizing the potential of feedback-informed treatment. Psychotherapy, 52(4), 449-457.
Progress monitoring is the process of repeatedly assessing client functioning with validated measures and providing feedback to therapists. The feedback is designed to identify problems with the therapeutic relationship or with client deterioration by comparing client progress to similar clients. This allows therapists to change what they are doing, renegotiate aspects of therapy, or directly address the issues. Research is clear that progress monitoring significantly increases the proportion of clients who improve, reduces drop outs by a third, shortens the length of therapy, and reduces costs. Yet the research also indicates that only 12% of psychologists are using progress monitoring in their practice. If progress monitoring is so useful, then why aren`t more therapists using it? In this review, Miller and colleagues discuss some of the barriers and problems with using or adopting progress monitoring in clinical practice. They describe that even in the most favorable circumstances, it takes about two decades for new treatments to be integrated into routine care. Another issue is that recent surveys indicate that only about 33% of psychologists and 66% of training directors are aware of progress monitoring. Even for those who are aware, a common barrier might be cost and time to implement the procedures. Despite the brevity and low cost of the tools, like the PCOMS, they all place an additional burden on clinicians’ busy schedule. There is also the issue of staff turnover. As staff come and go, organizations may lose those who lead, train, and support the use of progress monitoring. Probably the biggest barrier is skepticism on the part of clinicians who might see the tools as too superficial, or who might be concerned that repeated measurement may somehow negatively affect the therapeutic relationship. However, research indicates that clients generally report positive experiences – they like being a more integral part of the assessment process, and they appreciate the ability to track their own progress. Finally, whereas clinicians may use progress monitoring to improve clinical decision-making, administrators may see it as a means of conducting performance reviews.
In most health care fields, it can take 20 years for an innovation to make it into routine practice. That might be the case for progress monitoring. More clinicians need to know about it, be trained in its use, and see for themselves that the information is valid, of high quality, and that it can supplement their work in identifying clients who are not doing well. In particular, progress monitoring may be a means of enhancing the therapeutic alliance as it provides therapists and clients a vehicle to discuss how the therapy is going, what needs focus, and what to do if things go awry. Organizations need to treat progress monitoring as a means of helping therapists to improve their skills, and not as a means of auditing performance. Therapists need quality information upon which to make sound clinical decisions, and progress monitoring is one way of receiving this information.
Do Common Factors Matter in Psychotherapy?
The research evidence indicates that there is very little difference between different types of psychotherapy (CBT, IPT, PDT, EFT, and others) in patient outcomes, especially for depression. Nondirective supportive treatment (NDST) also shows positive outcomes for various disorders. NDST is often used as a “placebo” condition in psychotherapy trials to control for common or non-specific factors. Common factors refer to those aspects that are common to all therapies, but that are not specific to any one therapy (e.g., therapist interpersonal skills, therapeutic alliance, client expectations). NDST does not involve specific therapeutic interventions like cognitive restructuring, transference interpretations, two-chair techniques, etc. In this meta analysis, Cuijpers and colleagues assessed those randomized controlled trials for depression in which specific treatments (e.g., CBT, PDT, IPT, EFT) or no treatment control conditions were directly compared to NDST. By doing so, the authors were able to estimate how much of patient outcomes were attributable to: specific effects of treatments (the difference between a specific intervention and NDST), common effects of treatment (the difference between NDST and no treatment), and extra-therapeutic factors (the effects of no treatment). The meta analysis included 31 studies with over 2500 patients with depression. Twenty-one comparisons included CBT, and the rest included IPT, PDT, or EFT. NDST was significantly less effective than other specific therapies (e.g., CBT, IPT, PDT, or EFT) at post-treatments g = −0.20 (95% CI: −0.32 to −0.08), but the effect was quite small. The difference between NDST and CBT alone (the most researched treatment type) was not statistically significant. Interestingly, when the authors controlled for researcher allegiance (an indication of which treatment was preferred by the researcher), the superior effects of specific treatments over NDST disappeared. NDST was significantly more effective than no-treatment, and the effect was moderate, g=0.58 (95% CI: 0.45–0.72). Pre- to post-treatment change in symptoms in the control condition was statistically significant, g = 0.39 (95% CI: 0.03–0.74), indicating the positive effects of extra-therapeutic factors on depressive symptoms (e.g., events in the patient’s life not related to therapy). Overall, the authors were able to estimate that almost 50% of patient outcomes could be attributed to common factors (therapist interpersonal skills, therapeutic alliance, client expectations, etc.), about 17% was due to specific therapy techniques (cognitive restructuring, two chair techniques, IPT interventions), and about 33% was due to extra-therapeutic factors (e.g., the natural course of depressive symptoms or other events in the patient’s life).
Factors like therapist interpersonal skills and managing the therapeutic relationship appear to account for most (50%) of why patients with depression get better. The specific interventions based on therapy models like CBT account for relatively less of patient outcomes (17%). The natural course of the disorder and other events in patients’ lives account for about a third of patient improvement. Therapists can learn how to maximize the effects of common factor skills through deliberate practice and training to identify and repair alliance ruptures to help their patients get better.
Razza, L. B., Moffa, A. H., Moreno, M. L., Carvalho, A. F., Padberg, F., Fregni, F., & Brunoni, A. R. (2018). A systematic review and meta-analysis on placebo response to repetitive transcranial magnetic stimulation for depression trials. Progress in Neuro-Psychopharmacology & Biological Psychiatry, 81, 105-113.
Transcranial magnetic stimulation (TMS) is a new treatment for depression thought to modulate brain activity through electromagnetic pulses delivered by a coil placed over the patient’s scalp. A meta analysis shows that TMS may be effective in treating depressive disorders when compared to a placebo control, although only 18.6% of those receiving TMS were no longer depressed at the end of treatment. The placebo control condition usually involves a sham version of TMS in which the coil is placed over the scalp but no magnetic stimulation is applied. In antidepressant trials, the placebo response is quite high such that approximately 40% of patients respond to the placebo condition (in antidepressant trials, the placebo condition includes an identical pill that is inert). In this meta analysis, Razza and colleagues assess the placebo response in TMS. They included only double blind randomized controlled trials (i.e., trials in which both the patient and physician were not aware if the treatment was real or a sham). The authors estimated the placebo response based on pre- to post-sham TMS scores of common measures of depression. The meta analysis included 61 studies of over 1300 patients. The main result showed that sham response was large (g = 0.80; 95%CI = 0.65–0.95). Trials including patients with only one episode of depression or who were not treatment resistant (g =0.67, 95%CI = 0.06–1.28, p= 0.03) had higher placebo responses than those trials in which patients previously had two or more failed antidepressant treatments (g = 0.5, 95%CI = 0.03–0.99, p = 0.048).
The results of this meta analysis demonstrates a high placebo response in trials testing TMS. This is similar to the high level of placebo response commonly seen in patients in antidepressant medication trials. It appears that psychological factors like attention, instillation of hope, patient expectations of receiving benefit, and perhaps working alliance may account for an important portion of why pharmacological and other medical interventions appear to work for those with depressive disorders. This is particularly true for patients who are receiving treatment for the first time or for whom previous medical treatment was successful.
Are E-Health Interventions Useful for Weight Loss?
Over 35% of Americans are overweight or obese, and this poses significant health-related challenges. Obesity likely contributes to heart disease, Type II diabetes, and some forms of cancer. Also, obesity is often co-morbid with mental health conditions including depression and binge-eating disorder. Practice guidelines list multicomponent behavioural interventions as state of the art treatment for weight loss. These include dietary counselling, increased physical activity, and behavioural methods to support behaviour change. However, such interventions often require direct in-person contact with a health or mental health professional, which can be expensive and create a barrier to accessing treatment for some. An option to increase access is to deliver the multicomponent behavioural intervention by internet or by another electronic format such as DVD. In this meta analysis, Podina and Fodor reviewed 47 randomized controlled studies representing over 1500 participants in which e-health interventions for weight loss in overweight or obese individuals were tested against in-person treatment or a control condition (no treatment or treatment as usual). E-health interventions were more effective than control conditions for weight loss outcomes at post-treatment, g = 0.34 (95% CI [0.24 to 0.44]). Similar results were found at follow-up. However, e-health interventions were significantly less effective than active in-person treatments, g = -0.31 (95% CI [-0.43 to -0.20]) for weight loss in overweight or obese individuals.
E-health interventions (mostly internet delivered treatment) of multicomponent behavioral treatment for weight loss was more effective than no treatment or treatment as usual. However, e-health was significantly less effective than traditional face to face behavioral interventions to help people reduce their body weight. The authors raised concerns about the use of e-health interventions for weight loss as the first line treatment as the effects were small and the approach was less effective than in-person interventions. | https://socialsciences.uottawa.ca/pprnet/blog?p=5 |
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