Technology literacy – Acts INC http://actsinc.org/ Sun, 28 Nov 2021 19:06:57 +0000 en-US hourly 1 https://wordpress.org/?v=5.8 https://actsinc.org/wp-content/uploads/2021/10/cropped-icon-32x32.png Technology literacy – Acts INC http://actsinc.org/ 32 32 The 2021 World Science Literacy Conference is approaching https://actsinc.org/the-2021-world-science-literacy-conference-is-approaching/ Sun, 28 Nov 2021 12:14:00 +0000 https://actsinc.org/the-2021-world-science-literacy-conference-is-approaching/

Science Literacy for a Green Future – The 2021 Global Science Literacy Conference is approaching

BEIJING, CHINA, Nov 28, 2021 /EINPresswire.com/ – The 2021 World Science Literacy Conference (WCSL), an event initiated and sponsored by the China Science and Technology Association, will be held in Beijing on the 29th November 2021, to December 3, 2021. The event aims to promote scientific culture, foster the building of a community of destiny and achieve the United Nations Sustainable Development Goals for 2030.

At present, the global environmental challenges are becoming more and more important, and jointly building the foundations of ecological civilization and walking the path of green development have become a necessary choice for the sustainable development of mankind. Achieving green development cannot be without the support of science and technology, the awakening of the environmental awareness of the public and its increased capacities in environmental protection. Therefore, improving the scientific knowledge of the public is of paramount importance.

The theme of WCSL 2021 is “Scientific Literacy for a Green Future,” which is a manifestation of President Xi Jinping’s ideas on building an ecological civilization and China’s commitment to achieving its peak goals. carbon and carbon neutrality. The event would invite esteemed decision makers, top scientists, renowned academics, as well as leaders and representatives of key science and technology organizations.

They will discuss topics on improving public science culture, promoting low-carbon green transformation, sharing the fruits of green development, and building a green and beautiful house together. Their exchange of ideas, experiences and knowledge will form a holistic synergy in global environmental governance, thus leading to the joint pursuit of green development and encouraging mutual learning among civilizations.

The conference is supported by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the International Science Council (ISC), the World Federation of Engineering Organizations (WFEO) and the World Academy of Science (TWAS). The main leaders of these four international organizations will deliver virtual addresses during the opening ceremony.

The conference will also invite Patricia Espinosa, Executive Secretary of the Secretariat of the United Nations Framework Convention on Climate Change; Tu Ruihe, UNEP Representative for China, and Dr Gal Luft, Co-Director of the Institute for Global Security Analysis (IAGS) and Senior Advisor to the US Energy Security Council, to present keynote speeches.

Around 450 guests from all over the world are expected to attend the conference, including representatives of international organizations engaged in scientific culture, government institutions, science and technology NGOs, as well as experts, academics and prominent public figures from the technology, education and communications. Industries.

The conference includes the second meeting of the Preparatory Committee of the World Organization for Scientific Literacy, the General Assembly and six thematic forums as follows:

– Cultivation of young scientific talents
– A road to resilience and inclusive recovery: working together for a better future
– Improve public scientific literacy and green development
– Development of urban health and public scientific literacy
– Improving public scientific literacy and scientific and technological innovation
– Equality and inclusion in global public science literacy

This conference aims to be a platform for global, comprehensive and high-level exchange and cooperation to facilitate the enhancement of the scientific culture of the public to better address common global challenges related to science, technology and science. social development, as well as promoting the sustainable development of mankind.

Important achievements of the conference since 2018 include the “Beijing Declaration for the Promotion of Public Science Literacy Around the World”, the establishment of the “Beijing Roadmap for Action” and the inauguration of the Preparatory Committee. of the World Organization for Scientific Literacy.

Since its inception in 2020, the Preparatory Committee of the World Organization for Scientific Literacy has expanded to cover science and technology organizations from 23 countries and regions in Asia, Europe, Africa and Oceania. .

By engaging in various bilateral and multilateral initiatives, the organization has actively contributed to the promotion of international communication and cooperation around scientific culture. This included facilitating the sharing of quality popular science resources on pandemic control, researching fundamental theories and assessment studies on public science literacy, and implementing science outreach programs.

The Preparatory Committee of the World Organization for Science Literacy will continue to improve science literacy around the world through effective platforms such as the World Conference on Science Literacy. It will proactively support the formation of the World Organization for Science Literacy and further contribute to the creation of an effective clearinghouse to improve science literacy worldwide.

Jia shang
Chinese Research Institute for Popularization of Science
17611139205@163.com

The 2021 World Science Literacy Conference is approaching

https://www.youtube.com/watch?v=uNnzWGRobNA

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How Data Literacy Helped Boost Teacher Development (Sponsored) https://actsinc.org/how-data-literacy-helped-boost-teacher-development-sponsored/ Sat, 27 Nov 2021 09:58:22 +0000 https://actsinc.org/how-data-literacy-helped-boost-teacher-development-sponsored/

Data in schools is everywhere. Teachers have data on student characteristics, progress in individual subjects and attendance, to name just a few areas. With the increased use of technology, this wealth of statistical information will only grow richer.

But to what extent does the profession really use the mass of data at hand? Without proper analysis and action, are we missing an opportunity to advance lasting and impactful change in teaching, learning and leadership?

Three years ago, Joanna Moe and her team asked themselves the above question and concluded that there was a lot of room for improvement.

We saw this need in our organization to increase our data literacy, ”says Moe, who is Deputy Director of Professional Learning at the Institute for Educational Development (EDI) of the Qatar Foundation.

We wanted our educators to be able to understand how to support students by looking at data at the classroom level as well as at the leadership level. We wanted the data to drive decisions and engage people in the inquiry about it: if we make this decision, what is the impact and what do we need to change? “

To bring about a fundamental change in the way Qatar Foundation schools use data in the daily development of teaching and learning, EDI set out to design and implement a professional learning program. personalized for its educators, with data at the heart of it.

“We wanted to make sure there was really a change in teacher behavior – and we knew it had to come through professional learning. But so often professional learning is ad hoc. People get excited and then get into context, and that learning wears off over time, ”says Moe. “We wanted to make sure that this learning had a real and lasting impact. “

Data-driven teacher development

EDI looked at a range of professional development programs and ended up designing two: Petal (Program for Effective Teaching and Learning) and Palme (Program for Ambitious Leaders and Educational Management). As their names suggest, Petal is classroom-focused, using data to make educational changes for students, while Palme looks at the whole system, using data to make changes throughout the school. for teachers and students.

Both programs have key sessions throughout the school year, with personalized coaching in between to keep educators on track. Teachers choose an individual ‘practice problem’ – an area in which they would like to make a change – and undertake a research-type project to implement a new strategy to achieve it.

Throughout the program, they maintain a portfolio of their work and present their findings in a presentation to senior foundation leaders at the end of the year.

Fiza Abbas, speech therapist at Renad Academy, a school for children with autism, recently completed the Palme program. Keen to develop her leadership skills, while keeping the area of ​​exploration aligned with her professional interests, she explored how staff can improve the oral language of children with autism.

She implemented a specific initiative, Colorful Semantics, working – to begin with – with students herself, then teaching staff to deliver it in their own classes. Throughout, she conducted interviews with teachers to gauge how well they thought it was effective.

Most importantly, she looked at quantitative data on children’s improvement every day, as colorful semantics were used. The initiative has proven to be successful and, as a result, is now being implemented throughout the school.

Abbas admits it was difficult: She was finishing the program during the Covid-19 pandemic. But she is now not only more confident and resilient in her own abilities, but also in her use of data.

“As a practitioner, it became really obvious to me how important data is,” she says. “Sometimes when you practice, you may think you are doing the right thing without the data to back it up. Your data gives you information: if that sounds right to you, you go that way. Otherwise, you take another route.

His leadership skills have also developed: managing a team, collecting data, inspiring staff to see the big picture and encouraging them to move work forward are all new skills Abbas has mastered. Today, she is confident in her leadership abilities and uses these skills in her daily practice.

Clearly, the desire for this type of learning is there on the part of the foundation educators: by 2020, 123 educators had completed the program. Other examples of projects include a teacher who wanted to involve teenagers in music lessons, another who sought to introduce paperless math lessons, and another who was reviewing a new curriculum that had been introduced throughout the school and how it was sequenced between age groups. .

A change of culture

There has certainly been a change in the culture of the foundation as a result of the introduction of these programs, Moe says. More and more staff are showing up to present at conferences and engage in graduate and other research beyond their current responsibilities. Leaders, too, are more engaged in teaching and learning in general.

“Our leaders see, hear and recognize that this is a good job and then try to encourage other teachers to do it,” she says. “Shortly after the presentations, leaders tell me, ‘I had no idea teachers thought of it that way,’ and they start to think about how they can fit more educators into that way. think, which stimulates teaching and learning. through the foundation accordingly.

Vanessa Miller has coached dozens of practitioners like Abbas through the Petal and Palme programs. For her, it is the personalization of professional learning that makes the programs so successful and valuable.

“If we have a single model, then we certainly don’t take into account the difference between practitioners, teachers or the individual context in which they work,” she says.

“The context within individual schools can be vastly different, and if we don’t customize for this, we don’t consider the means of individual practitioners or the needs of individual learners. We must give teachers the power to act and the confidence in their ability to increase their own capacities. “

The impact of personalized learning programs on teachers and students of the Qatar Foundation is expected to be evaluated by the American Institute of Research this year.

While these results may not be released for some time, if they match the anecdotes of Moe, Abbas, and Miller, the programs will prove to have increased teachers’ confidence and leadership capacity, as well as better results for teachers. students – and, of course, how deeply ingrained data has become in the practice of this foundation.

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EdoBEST promotes digital literacy among schoolchildren, says Minister https://actsinc.org/edobest-promotes-digital-literacy-among-schoolchildren-says-minister/ Thu, 25 Nov 2021 23:17:37 +0000 https://actsinc.org/edobest-promotes-digital-literacy-among-schoolchildren-says-minister/

Education Minister Adamu Adamu said the EdoBEST program promotes digital literacy among primary school children.

Speaking at the meeting of the National Commission for Universal Basic Education in Benin City, Adamu, who was represented by Dr Folake Olatunji-David, said: “With the launch of the EdoBEST program, teaching and Elementary school learning has now been digitized, with remarkable improvements in curriculum design and implementation. This silent revolution has massively reduced digital poverty among elementary school children.

In addition, UBEC Executive Secretary Dr Hamid Bobboyi noted that the theme of the meeting titled “Improving Access, Equity and Standards through Technology-Driven Initiatives” was a tribute to EdoBEST.

“EdoBEST is recognized as the first basic education sector reform program in Nigeria. Already adopted by Lagos and Kwara State, it is a model of comprehensive reform of the basic education sector.

Edo SUBEB President Ms. Ozavize Salami explained that EdoBEST was inaugurated by Governor Godwin Obaseki in 2018, adding that EdoBEST was the only subnational initiative under the World Bank’s accelerator program.

She said: “For a society to be globally and resoundingly successful in providing access and improving standards of basic education, political will and support is the starting point. The resources for the usefulness of the technology are substantial and require immense sacrifices on the part of political leaders and I am proud to say that this is our testimony in Edo State. “

UBEC Board Chairman Prof. Adamu Usman encouraged participants to use EdoBEST techniques in their states.

During the four-day program, the President of the Lagos State Council for Universal Basic Education, Mr. Wahab Alawiye-King, was elected Dean (Chair) of the SUBEB Presidents’ Forum in Nigeria.

A statement from LASUBEB said his appointment was in recognition of his leaps and bounds and various revolutionary innovations in basic education in Lagos State.

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IBM partners with NYDA to improve digital literacy for South Africa’s youth https://actsinc.org/ibm-partners-with-nyda-to-improve-digital-literacy-for-south-africas-youth/ Wed, 24 Nov 2021 14:21:00 +0000 https://actsinc.org/ibm-partners-with-nyda-to-improve-digital-literacy-for-south-africas-youth/

Information technology multinational IBM has partnered with the National Youth Development Agency (NYDA) in South Africa to bridge the digital divide for young South Africans by improving digital literacy and preparing them to actively succeed in the 21st century workplace with essential skills for this disruptive era, IBM said on Nov. 24.

In the face of South Africa’s high youth unemployment rate and as technology transforms jobs, industries and entire economies, IBM and the NYDA will be hosting a series of educational ‘boot camps’ at regional offices. NYDA to digitally empower young people.

The NYDA currently has programs that it believes will be mutually beneficial for both parties.

“The country has made it its mission to take giant steps towards the advent of the digital economy. As digital skills are essential for future success, partnerships that will help young people take advantage of the opportunities presented are increasingly important.

“Thanks to our partnership with the [NYDA], IBM will help prepare our young people for the jobs of tomorrow and help build a workforce with a new generation of skills, ”said Interim Managing Director of IBM South Africa. Ria pinto.

More than three million young people between the ages of 18 and 24 are unemployed.

According to Statistics South Africa, young people aged 15 to 24 and 25 to 34 have the highest unemployment rates of all age groups, at 64.4% and 42.9%, respectively. This highlights the growing need for the public and private sectors to collaborate on education and training that keeps pace with market demands, demographic changes and technological advancements.

“Youth unemployment is a national crisis that demands urgent, innovative and coordinated solutions. Young people hold the key to transforming our economy, spurring growth and fostering creativity and innovation. They are essential for increasing productivity and improving the livelihoods of all South Africans, ”said the CEO of NYDA. Waseem Carrim.

“The youth unemployment rate is over 40% according to the most recent statistics. We welcome IBM’s initiative and are proud to be a partner in the program. Estimates indicate a shortage of 60,000 digitally skilled people in the South African economy and this program can be a catalyst for change.

“Effective solutions are being developed through this partnership through access to skills and therefore we need to support and showcase what works in the system, encourage innovation and catalyze changes in the system that will benefit people. tens of thousands of young people over the next decade, ”he adds.

The initiative is one of 170 new academic and industry partnerships in 30 countries that are part of a global plan that IBM unveiled on November 24 to provide 30 million people of all ages with the new skills needed for jobs in tomorrow by 2030. The initiative will leverage IBM’s existing programs and career development platforms to expand access to education and technical roles in demand.

“Talent is everywhere; training opportunities are not. That is why we must take important and bold steps to expand access to digital skills and employment opportunities so that more people, regardless of their background, can benefit from the digital economy ” , said the president and CEO of IBM. Arvind krishna.

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We must act now to improve digital literacy and close the digital divide – FE News https://actsinc.org/we-must-act-now-to-improve-digital-literacy-and-close-the-digital-divide-fe-news/ Tue, 23 Nov 2021 06:02:29 +0000 https://actsinc.org/we-must-act-now-to-improve-digital-literacy-and-close-the-digital-divide-fe-news/

Did you know that 17 million people nationwide – around half of the UK workforce – lack the essential digital skills they need to work and live? Many people lack the basic digital literacy they need to help them stay safe online, find jobs, or demonstrate many of the skills needed in the workplace.

As the Director of Learning for Work Operations at NCFE, I see with my own eyes how transformative it can be to empower people to learn digital skills. As such, I was pleased to be invited to speak at a panel discussion at this week’s EdTech Summit in Birmingham, on the topic of ‘Improving digital literacy to drive digital transformation “. I explained in detail how equipping people with these vital skills will drive digital and societal advancement.

The urgent need to improve essential digital skills

Having fundamental digital skills has never been more important for people. The impact of digital advancement on our lives continues to grow day by day, and important areas of our lives – from working remotely to making appointments with the general practitioner, to general addiction to technology and applications to keep in touch – it all depends on we have the digital knowledge to operate in society.

Having digital literacy skills allows individuals not only to access essential information, but also to apply for jobs and participate in additional training, such as retraining or upgrading opportunities.

But because of the speed at which technological advancements are being made, the World Economic Forum reports that 44% of the skills employees need to perform their roles will have changed by 2025. So how do you tackle this landscape challenge? rapidly evolving and lack of digital literacy skills, to ensure that millions of workers are not left behind?

Improve the skills of all educational staff

The Essential Digital Skills Qualifications (EDSQ) are a great place to start. Designed to fill digital knowledge gaps and provide life-saving skills, EDSQs can help individuals become confident in online communication and transactions, creating and editing, using devices, and managing business. information responsibly.

At NCFE, we champion the power of essential digital skills and are uniquely positioned to support those without the right digital skills. We offer Level 1 and Entry Level 3 certifications that are funded and mapped to National Standards for Basic Digital Literacy. Our upcoming webinar also focuses on this topic, detailing how essential digital skills can help learners at all stages of life advance in both learning and employment.

In the coming years, we will also seek to support the government’s plans to reform the current ICT qualifications from functional skills into a new digital functional skills qualification, which is scheduled to go live in 2023. As reported by the government, these qualifications will be imperative. to “build their recognition and credibility in the labor market” when it comes to the importance of accessing and possessing these skills.

Breaking down the digital divide

The deeper you delve into the digital divide, the more revealing the problem becomes; more than 4.3 million people have no basic digital skills, 28% of people aged 60 and over are offline, and registered people with disabilities are four times more likely to be offline. Digital training is a challenge spanning all ages and backgrounds, so solutions must be inclusive and accessible; keeping in mind that people need access to the internet and technology before we can start training them.

Additionally, we need to keep in mind that what works for one person may not work for another, so ensuring that digital training is suitable for a particular audience is essential. Take my own grandmother, for example: she decided to read a book on how to use the computer before even considering starting her computer!

Working together to provide solutions

There are many opportunities for collaborative work among stakeholders at all levels to strengthen digital literacy among all education staff and drive transformation. At NCFE, we’ve experienced the power of partnership in these areas, working with centers that use our skills assessment tools and solutions, and tailoring our products to ensure they meet the needs of our providers.

Thinking outside the box when it comes to providing training is also important, as there are so many wonderful and innovative ways to retrain and develop adults. Distance learning offers us a world of possibilities, helping us as educators to meet people wherever they are, in terms of both their geography and their current skills.

Discussions we had with our panel at the EdTech Summit focused on many of the above sentiments regarding training, opportunities and inclusiveness. I would like to thank Steven Hope, CEO of C-Learning and Chairman of the Governors of Elements Elementary School, for chairing yesterday’s roundtable, as well as the interesting and engaging contributions from my colleagues, Dr Ann Thanaraj ( Assistant to the Academic Registrar at Teesside University), Sarah Knight (Head of Teaching and Learning Transformation at Jisc) and Yusuf Ibrahim (Associate Dean of Teaching and Learning Excellence in Cardiff and Vale College).

This is a critical time to have conversations about digital literacy and how we can work together to improve and expand access to these skills. I echo the EdTech Summit’s call to bridge the gap between education and technology as a way to improve digital literacy, and look forward to continuing to see experts and organizations in the industry working together to seek innovative solutions.

By Dan Howard, Director of Work Learning Operations at NCFE

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3,000 women entrepreneurs will receive digital and financial literacy training https://actsinc.org/3000-women-entrepreneurs-will-receive-digital-and-financial-literacy-training/ Sun, 21 Nov 2021 18:00:00 +0000 https://actsinc.org/3000-women-entrepreneurs-will-receive-digital-and-financial-literacy-training/

A workshop on basic digital and financial literacy was launched yesterday to enable 3,000 women entrepreneurs from a UNDP market to effectively operate and grow their online businesses.

Anondomela, the United Nations Development Program (UNDP) online marketplace for entrepreneurs, kicked off the 40-day event bringing together participants from 40 districts.

For all the latest news, follow the Daily Star’s Google News channel.

Planning Minister MA Mannan inaugurated the associated project, implemented by the Bangladesh Women’s Chamber of Commerce and Industry (BWCCI) and funded by UNDP, at the Bangabandhu International Conference Center.

“Those who wear a different quality are entrepreneurs. And there is a kind of joy in being an entrepreneur. Especially in being able to make money and spend it on your own. And they are now involved in diversified businesses with many innovative ideas, ”Mannan says.

“We want to create an environment where women can work independently. Because if you do a job without women, that job will not be complete. The country will not move forward,” he said. declared.

“Now is the time for a change and now is the time for online business, together we can achieve a lot. Capacity building training can help develop the skills of women entrepreneurs,” he said. added.

Bangladesh has undergone many changes over the past 12 years and improvements in the digital economy and online businesses are one of the best examples, said Minister of State for Information Technology and Communication. communication (ICT) Zunaid Ahmed Palak.

Internet access has already been extended to remote areas of the country and there will hopefully be significant changes in the industry by January 2022, he said.

Women entrepreneurs will have a space in the high-tech parks to establish business incubation centers and those who are successful will also be able to benefit from a one-time grant of Tk 50,000, Palak added.

Anondomela was formed in the midst of the pandemic and the successful completion of the pilot phase will be a good start to cover more areas, said Sudipto Kumar Mukherjee, country representative for UNDP Bangladesh.

He said Bangladesh’s transition from least developed to developing country status as the United Nations was underway, so women’s empowerment has become essential.

He also placed importance on digital and economic equity.

UNDP wants to lead by example in supporting government initiatives and hopefully Anondomela will be like Joyeeta but online, said Nazneen Ahmed, UNDP country economist.

Joyeeta is a government enterprise where products made by creative women from all over the country are displayed and sold under the supervision of the Ministry of Women and Children.

“I have no idea how to sell products in the online market. How to deal with it,” said Cynthia Bhuiyan, an entrepreneur from Khilgaon in Dhaka.

“I hope that thanks to this training, I will be able to acquire this knowledge. It would add a new dimension to the sale of my company’s products, ”she said.

Shamima Sultana Shilu, another entrepreneur from Khulna, said: “I have been doing business for a long time. But I didn’t go online.

“Thanks to this initiative, all of Bangladesh is there. In addition, buyers from other countries will be able to know about my products. And they can also buy, ”he said.

Selima Ahmad, President of BWCCI, also spoke.

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Chambers County School District Receives $ 4,000 Literacy Grant – Valley Times-News https://actsinc.org/chambers-county-school-district-receives-4000-literacy-grant-valley-times-news/ Sat, 20 Nov 2021 18:06:00 +0000 https://actsinc.org/chambers-county-school-district-receives-4000-literacy-grant-valley-times-news/

Special at The Times

In a press release Friday, the Chambers County School District announced that it had received a grant from the Dollar General Literacy Foundation in partnership with Unite Incorporation. The Dollar General Literacy Foundation grant will provide $ 4,000 for the curriculum, training and reading intervention for students. In addition, Unite Incorporation has pledged $ 1,500 to fund supplies and equipment for the initiative.

“The most important step in every student’s educational journey is mastery of reading at the grade level,” Chambers County School District Superintendent Casey Chambley said in the statement.

The press release says the grant will help struggling students reach this milestone and grow as lifelong learners.

“He [Chambley] is more than happy to begin this work in the initiative as well as to be grateful for the partnership with Unite, Incorporation, ”the press release said.

The Unite Inc. and CCSD are among 30 Alabama recipients of the Dollar General Literacy Foundation Youth Literacy Grant. Unite Inc. has provided programs in Chambers and Lee County for the past eight years, focusing on college preparation and career exploration, community engagement, and an annual visit to HBCU colleges. .

The Youth Literacy grant will fund a new literacy program that provides intervention to students who read two or more levels below their grade level. Fellows can use the funds for technology or books, literacy materials and software. The Dollar General Literacy Foundation was founded 30 years ago with the goal of helping individuals of all ages pursue their educational goals and achieve their dreams by investing in literacy programs that help students learn to read. , prepare for high school equivalency or learn English.

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Sewing to promote literacy – Oakland News Now https://actsinc.org/sewing-to-promote-literacy-oakland-news-now/ Thu, 18 Nov 2021 22:39:51 +0000 https://actsinc.org/sewing-to-promote-literacy-oakland-news-now/

Oakland News Now –

Sewing to promote literacy

– video made by the YouTube channel with the logo in the upper left corner of the video. OaklandNewsNow.com is the original blog post for this type of video blog content.

How Kaitlin Johnstone and her husband started a clothing business where every item purchased puts a book in the hands of a child. SUBSCRIBE to the GMA3 …

via IFTTT

Note from Zennie62Media and OaklandNewsNow.com: This video blog post shows the full, live operation of the latest updated version of an experimental network of Zennie62Media, Inc. mobile multimedia video blogging system that was launched in June 2018 This is an important part of Zennie62Media, Inc.’s new and innovative approach to news media production. What we call “the third wave of media”. The uploaded video is from a YouTube channel. When ABC’s Good Morning America YouTube video channel uploads a video, it is automatically uploaded and automatically formatted on the Oakland News Now site and on social media pages created and owned by Zennie62. The overall objective here, in addition to our, is the on-scene reporting of news, interviews, observations and events on smartphones, in real time, anywhere in the world and in seconds and not within hours – is the use of the existing YouTube social network. graphic on any topic in the world. Now the news is reported with a smartphone and also by promoting the current content on YouTube: no heavy and expensive camera or even a laptop is needed, nor to have a camera crew to film what is already. on Youtube. The secondary objective is faster and very inexpensive production and distribution of media content information. We have found that there is a lag between the length of the post and the production time and revenue generated. With this the problem is much less, but by no means solved. Zennie62Media is constantly striving to improve the system’s network coding and is looking for interested multimedia content and technology partners.

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96 of the respondents considered that knowledge of the risks was essential for the success report, both organizational and individual https://actsinc.org/96-of-the-respondents-considered-that-knowledge-of-the-risks-was-essential-for-the-success-report-both-organizational-and-individual/ Thu, 18 Nov 2021 00:05:11 +0000 https://actsinc.org/96-of-the-respondents-considered-that-knowledge-of-the-risks-was-essential-for-the-success-report-both-organizational-and-individual/ Indian regional group of Institute of Risk Management (IRM) and All India Council for Technical Education (AICTE) reveal knowledge gaps in enterprise risk management (ERM) in higher education system Indian.

The intelligence of enterprise risk management is a critical requirement for organizational and individual success. A key finding of a survey conducted by the Indian regional group of MRI in collaboration with AICTE revealed that educational institutions in India still have a long way to go when it comes to providing training on Enterprise Risk Management (ERM).

The publication “Enterprise Risk Management and the Indian Higher Education System” drew responses from over a thousand Indian institutions. This initiative engages with higher education organizations to help them improve risk management education while focusing on integrating ERM education across the country.

The research was led by Dr Shashank Shah, SAI Fellow’17, Harvard University, Chairman of the Research Board, IRM India Affiliate; and Dr Sapna Malya, Associate Professor – Finance, SPJIMR, Project Co-Chair, IRM India Branch.

Almost 96 percent of responding institutions considered knowledge of risk essential to organizational and personal success. Yet only 27 percent of institutions believe that GRE courses should be offered at the undergraduate and postgraduate levels. Unsurprisingly, only 19 percent of these institutes believed their students had a high-risk literacy level.

Given that 60 percent of the institutions surveyed were affiliated with universities that exercised control over their course setting, there was a general consensus on the need for regulations that emphasize better risk education, to improve performance. knowledge of risks in students. This was evident, as 82 percent of study participants believed that university regulators imposing a formal ERM framework would help the teaching-learning process. The lack of risk preparedness extends to the institutional level, with just 37 percent employing a dedicated risk manager or faculty to advise the school’s management team on institutional risks.

Main conclusions:

45 percent of responding institutions do not have industry experts to teach risk management topics. Of institutions that offered courses in risk management, 72 percent said their full-time faculty was engaged in teaching these programs. Of these, 11 percent of respondents said their at-risk teaching faculty held MRI qualifications.

However, there is a serious shortage of university-industry collaborations, with only 12 percent of respondents being able to offer their students industry risk management internships. Unsurprisingly, nearly half of those surveyed believed that the current educational framework was insufficient to prepare their students to meet the emerging demand for risk-conscious professionals in different industries.

Given the importance of risk management, 88 percent of those surveyed expressed willingness to work with professional bodies such as IRM to incorporate ERM qualifications into the curriculum.

IRM qualifications can be essential for developing both organizational risk management and risk education in higher education institutions. At the organizational management level, professionals qualified in IRM have been appointed risk managers or risk directors in colleges and universities.

In terms of faculty training, IRM Certified Members and Certified Fellows are employed full-time or part-time in ERM teaching roles at academic institutions, ensuring academic rigor in the delivery of ERM education. In terms of program development, MRI can help develop a clear study path that combines both theory and practice of MRI. Institutional collaborations with IRM can open up career prospects thanks to the latter’s solid industrial network. IRM qualifications can be incorporated into ERM programs at higher education institutions to help undergraduate and postgraduate students develop risk awareness, and facilitate practical exposure and industry recognition.

The report can be downloaded here

Report contributors

Many industry and academic leaders shared their views on the current state of ERM education for the survey, including: Mr. Shailesh Haribhakti, Prof. Himanshu Rai, Director, IIM Indore; Mr. Santosh Kumar, Partner, Deloitte India; Dr. Pankaj Mittal, Secretary General, Association of Indian Universities; Mr. Nirav Doshi, Head of Enterprise Risk Management, National Payments Corporation of India (NPCI); Mr. Sivaram Subramoniam, Head of Internal Audit, Titan Company Limited; Mr. Vijay Chawla, Head of Risk Consulting, KPMG India; Mr. Mohan Tanskale, Former CMD, Central Bank of India and Former CEO, Association of Indian Banks, Mr. Nandan Pendsey, Partner, AZB & Partners, Dr Arnab Kumar Laha, Associate Professor, Indian Institute of Management, Ahmedabad; and Prof. Abhijit Chattoraj, Program Chair, PGDM (Insurance Business Management), Birla Institute of Management Technology (Greater Noida), among others.

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Google and PBS launch media literacy program to fight disinformation https://actsinc.org/google-and-pbs-launch-media-literacy-program-to-fight-disinformation/ Tue, 16 Nov 2021 16:00:24 +0000 https://actsinc.org/google-and-pbs-launch-media-literacy-program-to-fight-disinformation/

In recent years, Google has attempted to repair its reputation as a source of disinformation by launching multiple programs, including the Google News Initiative (GNI). Today, the company has partnered with PBS Student Report Labs (SRL) and other journalism organizations on programs designed to strengthen media literacy for students, educators, and the public.

Google News Initiative and Student Report Labs are creating educational resources to teach young people how to talk about disinformation with older family and friends. “Through storytelling and co-production with students, we will explore the media literacy needs of different communities and generations, and how they can connect with each other to find solutions,” said the founder. of SRL, Leah Clapman. As an example, GNI referred to an SRL YouTube Video titled “What Does a School Board Do?” ” (below).

Google has also partnered with the News Literacy Project (NLP), a non-partisan national education nonprofit, to once again provide media education to students, teachers and the public. Google aims to bring its “Newsroom to Classroom” initiative to more journalists and educators, helping NLP expand to parts of California, Colorado, Texas, Iowa and Nebraska, “places particularly affected by the decline in local news,” according to Google.

Finally, the Google News Initiative is expanding its reach in Spanish by partnering with Poynter’s MediaWise project focused on students and seniors. She is partnering with the team to translate her course “How to spot disinformation online” into Spanish and create a text version that will be delivered via SMS, “This is how many seniors find and share news,” a writes the company.

Google said these efforts would strengthen existing projects like Fact Check Explorer and Search’s “about this result”. However, the company has a long way to go in appeasing criticism from the public and governments around the world that it is beating the misinformation that still plagues its various platforms.

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