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The BHRV Nighthawk Cheerleaders

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CHEERLEADERS
Madi Rozeboom, Stephanie Rameriez, Ada Palafox,
Sam Greene, Kendra Stark, Ashley Wartnjes, Toni
Schwebach, Brigit Greiner

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Präsentation von Manuela Bosch (Vanilla Way), Ilona Koglin (Whoopee Connections) @ World Usability Day 2014 The Co-Creative Business Evolution Eine Learning Journey für die kollektive Kreativität von Designern, Entwicklern, Kunden und Usern „Echtes Engagement setzt Motivation voraus – und die entsteht nur, wenn ich mich mit meinen Ideen, Vorstellungen, Träumen und Ansichten einbringen kann. Doch wie lassen sich in einem so komplexen Projekt wie der Entwicklung einer Anwendung, Website oder App die unterschiedlichen Sicht- und Denkweisen aller Beteiligten so zusammenbringen, dass nicht nur die Motivation und das Engagement steigen, sondern auch der kreative Output? Wie stellt man bei dieser Meinungsvielfalt sicher, dass alle effektiv zusammenarbeiten?“

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Das 40 Grad Surveylab ist eine webbasierte Plattform für Umfragen aller Art. Optimiert wurde es insbesondere für Delphi Studien – eine Prognosemethode, die sich auf die Einschätzungen von Experten stützt. Wir setzen Studien projektbegleitend - intern wie extern - ein und erreichen so die Einbindung von Mitarbeitern, Experten oder wichtigen Kunden und Stakeholdern in den Innovationsprozess. Das 40 Grad Surveylab leistet somit einen wichtigen Beitrag für den aktiven Wissenstransfer in Projekten. Zudem dient die Plattform als Dialogforum und Instrument zur Evaluation von Ergebnissen. Damit steigern wir nicht nur die Akzeptanz von Innovationsvorhaben in Unternehmen sondern schaffen eine objektive Verbesserung der Ergebnisqualität.

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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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1. BHRV CHEERLEADERS Madi Rozeboom, Stephanie Rameriez, Ada Palafox, Sam Greene, Kendra Stark, Ashley Wartnjes, Toni Schwebach, Brigit Greiner

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