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Template for Research Presentation

Transcript: What recent event is having a similar effect in America? Include details about events that have happened recently that are effected by your event. You may use these resources: http://topics.nytimes.com/top/reference/timestopics/subjects/r/race/index.html http://abcnews.go.com/topics/news/issues/racism.htm http://www.huffingtonpost.com/2015/04/27/freddie-gray-funeral_n_7150750.html?ref=topbar Income inequality - http://www.motherjones.com/politics/2011/02/income-inequality-in-america-chart-graph Research Project How can a novel like To Kill A Mockingbird lead to positive change? How was your event changed by protests and laws after 1960? 2. What were the effects of your event? details Insert a graphic or video to support More information about effects How is the event related to the novel To Kill A Mockingbird? Be specific about events in the novel that are influenced by the real-life event you are researching. You may include a you tube video from the movie of the novel Insert a video from the research Time Place What led to it? Your research presentation must answer five questions: 1. What is your historical event? 2. What were the effects of your event? 3. How is the event related to the novel To Kill A Mockingbird? 4. What recent event is having a similar effect in America? 5. How can a novel like To Kill A Mockingbird lead to positive change? 1. What is your historical event? Information from research about how the event impacted people To Kill A Mockingbird

Presentation for interview

Transcript: HEALTH Interview Pediatric nurse assistant Health Care Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO, 1948). Children Nurses provide expert care to the child while working with the family to address their concerns, fears, problems, and options. The job role of a pediatric nurse depends on the work setting, which might be a hospital, surgical center, doctor’s office, clinic, or other health care setting (GraduateNursingEDU.org). Multi-agency working is about providing a seamless response to individuals with multiple and complex needs. This could be as part of a multidisciplinary team or on an ad hoc basis. (SCIE.org.uk, 2010) Examples of this would be behaviour and education support teams (BESTs) and Youth Offending Teams (YOTs) (Gov.uk,2005). Multi-agency Working Multi-agency Working (community care, 2018) Multi-agency Working Benefits The benefits of working in a multi-agency way that was identified for children and their families. These centred on three main areas: improved services direct outcomes prevention. Improved access to services was commonly highlighted, as well as an improvement in children’s educational attainment and their access to education (Atkinson et al, 2002). The agencies that are involved, have advantages of multi-agency work which centres on offering them a broader perspective, a better understanding of the issues, and increased understanding, and improved interactions with, other agencies. For the individual professionals that are involved, on the one hand, working with professionals from other backgrounds was rewarding and stimulating. They commonly reported that their work alongside other professionals gave them a broad perspective and raised their awareness of the operation of other agencies (Atkinson et al, 2002). Challenges Challenges to Multi-agency Working There are eight key areas challenging to Multi agency working, these include fiscal resources which is low funding for services, roles and responsibilities which was adopted by thoses individuals working within multi-agency initiatives. competing individuals and agency priorities frequently cited as a challenge- this is a conflict between the aims of their agencies. non-fiscal resources - the impliaction of sustaining as well as developing multi-agency initiatives. Porr communication was recorded as a problem when working in a Multi- agency team as the communication between agencies was poor. professional and agency cultures- Another challenge to Multi-agency working with it being reported as having the potential to affect practice was the ‘agency culture’ within which practice took place. Management- The seventh challenge raised was how any single initiative is managed at strategic level. The last challenge of Multi- agency working is the training opportunities- This is missed opportunities for professional single-agency development delivered at ‘base’. (Atkinson et al 2005) Atkinson, M., Doherty, P., & Kinder, K. (2005). Multi-agency working. Journal of Early Childhood Research, 3(1), 7–17. doi:10.1177/1476718x05051344 Atkinson, M., Wilkon, A., Stott, A., Doherty, P., and Kinder, K. (2002) Multi-agency working: a detailed study. Community Care, (2018) Multi-agency workings failings hamper progress at "inadeqite" childrens services. Available at:https://www.communitycare.co.uk/2018/02/07/multi-agency-working-failings-hamper-progress-inadequate-childrens-services/ (Accessed:05.03.19) Challenging behaviour foundation, (2019) Behaviour support teams. Available at:https://www.challengingbehaviour.org.uk/understanding-behaviour/behaviour-support-teams.html (Accessed:05.03.19) Gov.uk (2005) Every child matters: Multi-agency working. Available at: https://www.gov.uk/government/publications/every-child-matters (Accessed: 03.03.19) Gov.uk, (2019) Yputh Offending Teams, Available at:https://www.gov.uk/youth-offending-team (Accessed:05.03.19) GratuateNursingEdu.org (2019) What does a peadiatic nurse do? Available at:https://www.graduatenursingedu.org/pediatric-nurse-practitioner/what-does-a-pediatric-nurse-do/ (Accessed: 03.03.19) World Health Organisation (1948) What is the WHO definition of health. Available at: https://www.who.int/suggestions/faq/en/ (Accessed: 01.03.19) Social Care Institute for Excellent (2010), Outcome statement 10: Multi-agency working, Available at:https://www.scie.org.uk/publications/nqswtool/multiagencyworking/ (Accessed:04.03.19) References References

Presentation for interview

Transcript: Streamlining faith into NUS In 2013-14 we want to build on the success we’ve had over the past three years by continuing to support unions to implement the Hate Speech Guidance and develop the work that supports this including working to reduce discrimination and harassment; hate crime; sharing best practice; and increasing knowledge and understanding of the needs of students of faith, as well as increasing inter faith engagement. This will be done by: - Ensuring SUs are equipped to manage their responsibilities under charity legislation and able to implement the guidance on external speakers - Tackling student-targeted hate crime on campus and (far right) extremism in local communities - Improving the experiences of students’ of faith in further and higher education - Two research projects - Equality Act 2010 - Increased Islamophobia and Anti-Semitism - Increase in hate crime - Rise of the Far Right - Northern Ireland conflict escalating - International conflicts ongoing e.g. Israel/Palestine - PREVENT agenda has broadened but perceptions of it have not, though homegrown Islamic extremism is still defined as the biggest threat to the UK - an end to being funded from BIS and the Home Office's Preventing Violent Extremism budget - Students' Unions being awarded for their efforts to establish and maintain good campus relations - NUS/self funded project - a more inclusive and representative NUS - One Campus, Many Communities - creating a positive message on campus about pro-multiculturalism and diversity, not just faith - Challenge the rhetoric around International Students - Reconciling LGBT equalities and R&B equalities - Gender equality and Women's Rights - Increase representation in SUs and wider society - Hate crime, discrimination and harassment reporting - Hate Speech an implemented procedure not a political policy - Conflict resolution programme in partnership with external organisations Faith and Good Campus Relations Leadership through enthusiasm Action Orientated Innovator Internal NUS Group - Student involvement in the development of the project: Greater consultation on what their needs are and what wider outcomes they wish to see. - Knowledge of the volume of work currently happening in both the further and higher education sectors: There are institutions doing this work, often with the help of external organisations, who are not in contact with NUS about their work or being recognised for it. - Identify further best practice: Catalogue resources and search for examples of best practice through surveying Unions and their current practice. The NUS project was developed in response to a variety of concerns significant at the time it was framed, such as concerns about possible ‘radicalisation’ of students at further and higher education institutions. In addition, there was a need to respond to issues and challenges students’ unions and students of faith were experiencing including how to increase engagement with faith groups and respond to issues of discrimination, and sporadic tensions between different groups on campus, as well as nationally for example tensions between UJS and FOSIS Community Cohesion Management Style 2014 onwards - Understanding the complexity of faith and interfaith relations on campus. - Dealing with the political sensitivity around certain issues the project is concerned with. - Maintaining relationships with student faith groups and developing these with those less engaged with us. - Keeping up to date with the work currently happening with regards to interfaith relations in other sectors. Students' Union Quality Mark Liberation - London is the most religiously diverse region of the UK with the highest proportion of Muslims, Buddhists, Hindus and Jews (ONS - 2011 Census) - 38% staff identify as having a religion but only 3% are non- Christian (NUS Staff Survey 2012) - Less than 10% staff are 'Black' (NUS Staff Survey 2012) - NUS seeks Investors in Diversity Award (NUS People Strategy 2011-2014) - Religious Diversity and Anti-Discrimination Training for staff in all offices - Visits to places of worship - Informal learning through 'Shared experience' sessions looking at rites of passage staff undergo - Quiet space (which can also be used as prayer space) in the new NUS HQ building Current Climate 2009-2012 Project manager role 2013-2014 Since 2009, with funding from the Department for Business, Innovation and Skills (DBIS), NUS has taken a clear leadership role in delivering its responsibilities of supporting students’ unions to: - Understand the risks posed by some external speakers and how to mitigate against these risks - Understand their responsibilities in relation to the Prevent agenda - Respond to tensions between different student faith groups - Support student faith groups negotiate for improved services and gain acknowledgement from their institutions of their specific needs (particularly in relation to changing equality legislation), and - Increase interaction,

Presentation for Interview

Transcript: Ana Carlos Teixeira Ref. 09.17.154 - Quality Systems Officer EDUCATION AND TRAINING EDUCATION AND TRAINING Law Degree 2008 2012 Law Degree Regular Law Degree Programme: Civil Law, Criminal Law, Administrative Law, Corporate Law, EU Law, International Law, Procedural Law, Labour Law, Tax Law, Economy, Political Science, etc. Final Grade: 14 University of Porto School of Law Postgraduate Degree 2012 2013 Postgraduate Degree in Private Law University of Porto School of Law Corporate Law, Civil Law, Contract Law, Labour Law, Economics. Praticum in Corporate Law. Final grade: 16 Master Degree 2015 present Master Degree in Tax Law University of Minho School of Law Main Subjects: Corporate Taxation, Income Taxation, Value Added Tax and other consumption taxes,Property Taxation, Tax Evasion and Avoidance, Criminal Tax Issues, Corporate Law.. Currently writing my thesis on Value Added Tax (VAT) and the treatment of subventions. Coursework completed with an average of 16. Others - Certified courses on Labour Law (FDUP, 2015), Administrative Law (UCP, 2015), Tax Law (OTOC, 2012; FDUP, 2012), Legal Medicine (FDUP, 2009). - Microsoft Office certification (2016). Training on Project Management (2016). - Frequency of training courses in legal drafting (2009, 2017). - Attending several conferences and seminars on several matters such as Labour Law, Tax Law, International Law, International Taxation Law, Economics and Finance, Legal Medicine, Constitutional Law, Human Rights, Bioethics, etc. Currently Pursuing a Specialisation in ICT Law (University of Minho), with main focus on: - Cybersecurity, Data Privacy, Telecommunication Regulation, Cryptography, Digital Certification, Intellectual Property, etc. MAIN WORK EXPERIENCE MAIN WORK EXPERIENCE 2013 2016 Intern / Legal Advisor Role and main responsibilites: - Writing a wide variety of legal documents, such as contracts and applications. - Providing professional legal advice to clients, both individuals and companies, with main focus on tax law and corporate law; - Supporting senior legal advisors and lawyers, and replacing them in meetings and official appointments, with clients and both private and public institutions whenever necessary; - Managing general office work. 2013 2016 R&P Law Firm Porto 2016 2017 Legal Intern Role and main responsibilites: - Working on a trial court office and supporting the development of proceedings; - Supporting the organisation’s top management. Writing and processing legal documents; - Managing general office functions; - Processing data using specific computer programs; - Managing the archive and documents unit, leading a team of four people; - Internship completed with a final grade of 20 (out of 20). 2016 2017 Portuguese Ministry of Justice Directorate-General of Justice Administration Guimarães (District of Braga) 2017 present Policy and Procedure Writer Role and main responsibilites: Supporting the Quality Systems Manager on: - the implementation and maintenance of INL Quality Management System; - the implementation and management of an Internal Audit Programme; - the management of non-conformities, ensuring that evidence of corrective and preventive actions taken are recorded and reviewed; - the implementation and management of the INL Continuous Improvement Programme; Working directly with process units to develop procedures with an emphasis on accuracy and compliance with business needs, internal regulations and quality standards; Participating actively in the implementation of new policies and internal improvement projects; Writing detailed policy and procedure documents based on discussions with process owners and identification / creation of process flows with an emphasis on accuracy and compliance. 2017 to the present Adecco Outsourcing for the International Iberian Nanotechnology Laboratory WHY ME? Apart from knowledge and experience... why hiring me? During the past 6 months supporting the Quality Systems Management Unit, I have acquired solid experience in quality management, implementation of regulatory standards and document management; I am a very positive person, and a dedicated and hardworking professional; I can work in a team, helping and collaborating with others; I am self-motivated, can manage time/work and plan ahead; I easily adapt to new contexts and situations; I am capable of both speaking and writing with accuracy and with full respect for the English grammar, thus effectively translating procedures and ideas. Why me? THE ROLE The opportunity to align the skills I have acquired, my passion for writing and my personal and professional committment with continuous improvement; Although the role may not seem immediately related to my former experience, regulation and compliance activities are naturally connected to my academic education. THE PEOPLE The opportunity to collaborate with top professionals; The capability to foster teamwork and solidarity at work. THE ORGANISATION The unique opportunity to work in this

Template for MFM presentation

Transcript: Weekly MFM Didactic conference Quarterly MFM/Neonatolotgy joint conference Quarterly fellow-led U/S conference Quarterly Research meetings Quarterly M&M, Journal Club MFM/Mayo joint journal club twice yearly Monthly Fetal Echo conference Shelly Tien, MD, MPH 2015 Northshore Medical Group Evanston, IL Marijo Aguilera, MD Yasuko Yamamura, MD 2008 University of Minnesota Program Basics West Bank Community Involvement Committee Other Great Things About Our Program Moonlighting allowed Opportunities for international work Cultural and socioeconomic diversity of patient population and community Affordable cost of living Year 3 Laura Coultrip, MD Estimated Salary U of MN Medical Center 3-year fellowship 1 fellow per year 3 hospitals Current Fellows Year 2 PGY5: $59,081 PGY6: $61,155 PGY7: $63,111 Conferences Questions? 20 PTO days/year for years 1 & 2 25 PTO days for year 3 Can take in 1/2 day increments up to 1 week per block Conferences do not count against PTO Jessica Nyholm, MD 2010 University of Minnesota $1200 yearly administrative stipend $7500 research fund Department laptop Abbott Northwestern HCMC Welcome to the University of Minnesota Division of Maternal-Fetal Medicine! Free parking at all sites Meal cards Medical and dental Life insurance Liability and disability insurance Paid maternity/paternity leave Other Resources Training Sites Previous Fellows Minnesota! Primary research year 3 months clinical Other Program Benefits Vacation Policy Year 1 Minneapolis Twin Cities Teaching Bethany Hart, DO Year 3 Lisa Gill, MD Year 1 Gauri Luthra, MD Year 2 9 residents per year (36 total) MFM rotation coverage: 3rd-year resident on MFM days 2nd-year resident on MFM days 3rd-year resident on MFM night float 2nd-year resident on Ultrasound 12 med students on OBGYN Clerkship rotations Breakdown of Rotations by Year St. Paul Monisha Gidvani, MD 2011 Obstetrix Medical Group Dallas, TX Lauren Giacobbe, MD 2013 Center for Maternal-Fetal Medicine/High Risk Pregnancy Ctr Las Vegas, NV Clinical Experience Faculty Jessica Swartout, MD 2009 CentraCare Clinic St. Cloud, MN Wide variety of pathology Major referral center for northern Midwest region Diverse patient population Clinical year 8 months at the U (2 months ultrasound, 2 months L&D, 2 months genetics, 2 months of MFM) 1 month at HCMC, 2 months ANW (MFM, ICU) 1 month Research 6 months research 6 months elective Katherine Jacobs, DO 2014 Obstetrix Medical Group Fort Worth, TX - University of Minnesota Starting summer 2015 Marijo Aguilera, MD 2012 MN Perinatal Physicians/ Abbott Northwestern Hospital

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