There is garbage in our code - Talks by SoftbinatorAdrian Oprea
A presentation packed with useful information about garbage collection algorithms, JavaScript memory allocation as well as V8's approach to garbage collection.
Agile Trends 2016 - Equipe de metodologia: agilidade na práticaCarla Micheli Ávila
Mostrar como a aplicação da filosofia ágil na equipe de metodologia do Departamento de Tecnologia da Informação do Banco Central mudou sua forma de atuação e gerou impactos positivos nas equipes de desenvolvimento.
There is garbage in our code - Talks by SoftbinatorAdrian Oprea
A presentation packed with useful information about garbage collection algorithms, JavaScript memory allocation as well as V8's approach to garbage collection.
Agile Trends 2016 - Equipe de metodologia: agilidade na práticaCarla Micheli Ávila
Mostrar como a aplicação da filosofia ágil na equipe de metodologia do Departamento de Tecnologia da Informação do Banco Central mudou sua forma de atuação e gerou impactos positivos nas equipes de desenvolvimento.
Responsabilidade é o pilar de um time ágil e neste talk vou mostrar como a minha foi moldada. Vindo de um desenvolvimento de software cascata, a responsabilidade sempre foi algo presente mas não intenso, já que sempre havia um responsável que encarava todas as encrencas e problemas. Com essa “barreira” falhar era muito fácil, já que a pressão nunca chegava até mim. Vou relatar como foi lidar com isso ao entrar em um time ágil e que lições eu tirei dessa experiência, onde eu tinha ciência dos riscos e problemas para o cliente e tive que enfrentar a primeira falha e frustração de frente.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Part of the Addiction counselor training curriculum
PRACTICE #1 Practice Awareness SkillsInstructions for Practici.docxarleanemlerpj
PRACTICE #1: Practice Awareness Skills
Instructions for Practicing Awareness
Part of preventing and managing conflict and improving our interpersonal relationships involves being more aware — of our own behaviors and the impact that they have on others, of other people’s emotions and reactions and situations, of circumstances that might contribute to conflict, of how even subtle changes can influence situations, etc. There aren’t really any specific rules for practicing awareness, so you can design your own challenge for this one! Think of ways that you can practice awareness in your own life, and try doing some of those things.
That might involve being more “mindful” of your own feelings and behaviors, paying more attention to others, taking the time to notice things that maybe you didn’t really pay much attention to before. As we go through some of the materials, you may get ideas on things to pay attention to. Experiment with some different approaches to being more aware. Describe what you did, what the experience was like, and how it impacted your interactions with others. Did it help you to prevent or manage conflict more effectively? (You may find that these also help you with your listening skills practice.)
Some examples of things you might do:
For a week, pay attention to the conflict styles that you use, and the styles that other people use. Describe in detail the situations. (Remember, you
’re writing for someone who wasn’t there, so you need to explain what happened.)
If looking at your own styles, what influenced your choice of style, or did you find yourself automatically using that style without really thinking about it? How did the other person react, and how did it impact the dynamics of the situation? Did you find yourself changing styles at any point
—
if so, why, and how did that work? If you
’
re observing others or reacting to another person
’
s style, do a similar analysis.
What did you learn from the experience?
Or, for a week, pay attention to the times when you’re tempted to use “roadblocks” when you’re communicating, or how often others use roadblocks. In what situations do these cause problems, and when do they seem to be okay? How do you react when others use them, and how do they react when you use them. You might also practice trying NOT to use roadblocks. How much of a challenge is this? What techniques did you use that were helpful or not helpful?
What did you learn from the experience?
Or, for a week, try turning off your cell phone for at least part of the day and focus on listening and observing what’s going on around you! What might you see or hear that you aren
’
t normally aware of? How does this impact how you feel and how you interact with others? Is this difficult for you to do?
What did you learn from the experience?
Or, take some time to notice and acknowlege people that you don
’
t usualy pay much attention to, and observe their reactions. Maybe it
’
s .
This powerpoint is for a post-convention institute at TESOL 2010, Boston. The four-hour session was very interactive, so the ppt will give only a limited sense of what was included.
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Overview: This is based on a class that Scott Sherman is currently piloting at Claremont McKenna College. This is just a sample of classes that could be offered. Each professor can adapt this to his/her own needs.
An Introduction to the role Practicality, Relevance, and Active Learning play in the PRIME Approach to Facilitating the Acquisition of a Foreign Language.
This month our students from Pre A1 Starters to C1 Advanced will talk about the importance that relationships have for people’s happiness and wellbeing while they continue improving their English.
Happy teaching!
Responsabilidade é o pilar de um time ágil e neste talk vou mostrar como a minha foi moldada. Vindo de um desenvolvimento de software cascata, a responsabilidade sempre foi algo presente mas não intenso, já que sempre havia um responsável que encarava todas as encrencas e problemas. Com essa “barreira” falhar era muito fácil, já que a pressão nunca chegava até mim. Vou relatar como foi lidar com isso ao entrar em um time ágil e que lições eu tirei dessa experiência, onde eu tinha ciência dos riscos e problemas para o cliente e tive que enfrentar a primeira falha e frustração de frente.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Part of the Addiction counselor training curriculum
PRACTICE #1 Practice Awareness SkillsInstructions for Practici.docxarleanemlerpj
PRACTICE #1: Practice Awareness Skills
Instructions for Practicing Awareness
Part of preventing and managing conflict and improving our interpersonal relationships involves being more aware — of our own behaviors and the impact that they have on others, of other people’s emotions and reactions and situations, of circumstances that might contribute to conflict, of how even subtle changes can influence situations, etc. There aren’t really any specific rules for practicing awareness, so you can design your own challenge for this one! Think of ways that you can practice awareness in your own life, and try doing some of those things.
That might involve being more “mindful” of your own feelings and behaviors, paying more attention to others, taking the time to notice things that maybe you didn’t really pay much attention to before. As we go through some of the materials, you may get ideas on things to pay attention to. Experiment with some different approaches to being more aware. Describe what you did, what the experience was like, and how it impacted your interactions with others. Did it help you to prevent or manage conflict more effectively? (You may find that these also help you with your listening skills practice.)
Some examples of things you might do:
For a week, pay attention to the conflict styles that you use, and the styles that other people use. Describe in detail the situations. (Remember, you
’re writing for someone who wasn’t there, so you need to explain what happened.)
If looking at your own styles, what influenced your choice of style, or did you find yourself automatically using that style without really thinking about it? How did the other person react, and how did it impact the dynamics of the situation? Did you find yourself changing styles at any point
—
if so, why, and how did that work? If you
’
re observing others or reacting to another person
’
s style, do a similar analysis.
What did you learn from the experience?
Or, for a week, pay attention to the times when you’re tempted to use “roadblocks” when you’re communicating, or how often others use roadblocks. In what situations do these cause problems, and when do they seem to be okay? How do you react when others use them, and how do they react when you use them. You might also practice trying NOT to use roadblocks. How much of a challenge is this? What techniques did you use that were helpful or not helpful?
What did you learn from the experience?
Or, for a week, try turning off your cell phone for at least part of the day and focus on listening and observing what’s going on around you! What might you see or hear that you aren
’
t normally aware of? How does this impact how you feel and how you interact with others? Is this difficult for you to do?
What did you learn from the experience?
Or, take some time to notice and acknowlege people that you don
’
t usualy pay much attention to, and observe their reactions. Maybe it
’
s .
This powerpoint is for a post-convention institute at TESOL 2010, Boston. The four-hour session was very interactive, so the ppt will give only a limited sense of what was included.
This is the powerpoint for a post-convention institute at TESOL 2010 in Boston. It was a very experiential four-hour session, so the ppt conveys a limited portion of the content.
TEACH Teamwork provides school-based professionals with an evidence-based, self-guided program on how to work effectively on teams.
Module 2 provides strategies on how team members can communicate effectively.
The TEACH Teamwork Modules are brought to you by the American Psychological Association's Center for Psychology in Schools and Education. For more information please visit www.apa.org
Overview: This is based on a class that Scott Sherman is currently piloting at Claremont McKenna College. This is just a sample of classes that could be offered. Each professor can adapt this to his/her own needs.
An Introduction to the role Practicality, Relevance, and Active Learning play in the PRIME Approach to Facilitating the Acquisition of a Foreign Language.
This month our students from Pre A1 Starters to C1 Advanced will talk about the importance that relationships have for people’s happiness and wellbeing while they continue improving their English.
Happy teaching!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. HEADING :
Name: Lizza Bermudez
Email (your email address): lizzabermudez@yahoo.com
Site: IE Alberto Lleras Camargo
Date: d/m/a
Activities: Digital Game, Storyboarding
Language: English, more English than Spanish
OtherCollaborators: Andrés Gomez, 11, 6-2 Arley
Morales (coordinator), Fernanda Linares(English Class)
3. SOCIAL SCENE
(Wide Angle View)
1. Describe the broad social scene for those who will read your notes.
2. Illustrate the initial social dynamics you notice when you first arrive at site.
3. Detail the general atmosphere and feelings expressed by others.
4. Describe the people and the relevant physical spaces you encounter. Note any
changes across the session to be addressed at length in the next section. one
or two paragraphs long.
DESCRIPTION OF THE ACTIVITY:
(Zoom Lens View)
Zoom in on your interactions with children and/or adults at site.
Describe your specific interactions as accurately as you can, in a clinical manner.
Be careful to report behaviors rather than imputing motive. For example, “Carlos ran
in, smiling, jumping and waving a paper.” vs. “Carlos was happy.” “Happy” is a
personal judgment with no evidence to support it. REMEMBER TO SHOW NOT
TELL.
4. DESCRIPTION OF THE ACTIVITY
Language: Spanish? English? Both? Kumeyaay? Other languages?
Dialogue: Sometimes, special things that really strike you will be
said. Try to remember and record the child’s own words, if possible.
Roles: What roles did you assume? The children? The adults
present?
Strategies: What kind of strategies were used to choose a game? To problem
solve? Was there turn-taking, collaboration & play?
Goal Formation: Were goals formed? How? Were they accomplished?
Problem Solving: What were the particular problems to be solved in the
game/activity? How did you and your partner(s) handle them?
Evidence of social and cognitive change: What salient learning behaviors were
exhibited by the child/ adult? In early stages of the activity to the end? Was there
any change? What was the evidence of change?
Use of the program structure: Did you and your site partner(s) use the task cards,
site folder, write to …? Was there resistance?
5. REFLECTION.
(Lens on Self)
Thoughts and opinions
What happened at site.
What have you learned about yourself and others?
Reflections on how readings from the class are useful in
explaining the phenomena at site
Questions for further exploration in subsequent sessions.
Describe issues you and the child experienced and how or why
you think your learning experience was improved or stifled.
6. FORMAT
BASED ON LA CLASE MÁGICA. VÁSQUEZ, 1995
OBSERVAROR NAME:_______________________________________________
SOCIAL SCENE CAPTURE:
DESCRIPTION OF THE ACTIVITY
THOUGHTS & OPINION.
Date
Day Month year Beginning
at
Ending
hour
Activity
Students
Collaborators