Transcript: -Remarkable leaders believe in everyone's creative potential: We try to support, draw it out, and help people find IT! (Elkenberry, 160) -Allows for highest possible function of any organization -Maximizes following -Allows for the addition of creative, and great new ideas! - Foster It Properly! Without Innovation.. Innovative Leadership -Open ended Questions, no "coldwater" comments! -Ethical leadership positively related to employee creativity, through knowledge & self-efficacy. (Weibo,41 ) -Lack of proper tools creates dependency of followers on the leader in turn leading to lack of personal creative growth. (Eisenbeiß & Boerner, p.24) - No personal growth -Detachment from your followers -Attenuates the positive influence of transformational leadership on followers' creativity. (Brookhart, p.28) -Eisenbeiß, S., & Boerner, S. (2013). A Double-edged Sword: Transformational Leadership and Individual Creativity. British Journal Of Management, 24(1), 54-68. doi:10.1111/j.1467-8551.2011.00786.x -YUERU, M., WEIBO, C., RIBBENS, B. A., & JUANMEI, Z. (2013). LINKING ETHICAL LEADERSHIP TO EMPLOYEE CREATIVITY: KNOWLEDGE SHARING AND SELF-EFFICACY AS MEDIATORS. Social Behavior & Personality: An International Journal, 41(9), 1409-1420. doi:10.2224/sbp.2013.41.9.1409 -Brookhart, S. M. (2013). Assessing Creativity. Educational Leadership, 70(5), 28-34. -Verhaeghen, P., Joormann, J., & Aikman, S. N. (2014). Creativity, Mood, and the Examined Life: Self-Reflective Rumination Boosts Creativity, Brooding Breeds Dysphoria. Psychology Of Aesthetics, Creativity, And The Arts, doi:10.1037/a0035594 -Wai, Jonathon. "9 Ways To Be More Creative." The Creativity Post. N.p., 1 Dec. 2013. Web. 16 Apr. 2014. -William W. Maddux, PhD, INSEAD; Adam D. Galinsky, PhD, "Cultural Borders and Mental Barriers: The Relationship Between Living Abroad and Creativity,” Kellogg School of Management at Northwestern University; Journal of Personality and Social Psychology, Vol. 96, No. 5. -Elkenberry, Kevin (2007). Remarkable Leadership: Unleashing Your Leadership Potential One Skill At A Time, p160-178 Unlock Your Inner Creativity! Personal Creativity Supporting Creativity In A Group Context "My goal is to help you become a Remarkable Leader by unleashing the leadership potential that is already in you." We Can Improve! -Create ULTIMATE Brainstorming Space -Reevaluate goals/expectations of the group -Communication: Allow followers clear understanding of purpose or focus -Encourage risks and mistakes -Adapt, modify, steal! Develop Your Creativity -Spend significant time offline -Do something different mentally (cognitive diversity) -Know when (and when not) to rely on outside intellegence -Use technology to amplify! (Wai, p.2) -Go Abroad! (Maddux, p. 97) -Kevin Elkenberry Sources -You are the leaders responsible for both group creativity and your own creative growth. -Self-Reflection leads to creativity. (Verhaeghen, Joormann, & Aikman) -Remote Associates Test
Transcript: The End. THANK YOU :) South Face Arcade, San Isidro-Rabaya, Talisay City Business start-up cost location of the business Market Segmentation Company Logo FEASIBILITY UNLOCKED
Transcript: Subject athlete performance Anxiety and stress Lazarus 2000 " the situation of facing an uncertain existential thread is anxitety The tools to understand and handle the situations The anxiety is an emotion that has isssue and relationship mood The psychological change, example: anxiety is related to an arousal in arousal levels The subjective experiences, example: a basket ball player experiences anger when he fails to cover a teammate concepts The tendency to action, example: joy can give a player the energy needed to face a situation and be encouraged to try The cognitive anxiety is an anxiety trait using the context of a situation, if being interpreted dangerous, the response to this situation increase the state anxiety The somatic anxiety is the state resulting on immediate emotion, if facing issue it increases physiology activity The trait anxiety is different from state anxiety If subject high level of competitive trait of anxiety facing real competition situation the response is high state anxiety level The self confidence is the degree of security that subject believes its abilities and achieve success The inverted U theory: Yerkes and Dodson 1908 The relationship between arousal, task difficulties, and athletic performance to reach the optimum, below or above are not positively related to performance If increasing the complexity of a task, arousal levels decrease for a successful athletic performance theories Beuter and Duda 1985: high arousal levels has a negative relationship with the performance of motor task's children The precompetitive anxiety Jones 2003 The directional of anxiety model Endler 1983 The factors anticipatory anxiety: fear of failure during the task, fear of negative social prejudice, fear of physical injury, decision ambiguity, interruption of the practice once it has begun The perfectionisme Normal Neurotic The stress Selye 1983 The stress is the physiological response generated if body triggered The coping strategies for stress and anxiety The interactions and the stress progress Situational assesment and personal ressources techniques The interactions and the stress progress The emotional responses
Transcript: 1. REMOVE THE SPOOL PIN COVER AND PLACE THE SPOOL OF THREAD ON THE SPOOL PIN 2. PUT THE BOBBIN IN THE BOBBIN CASE 3. LOOK UP MUSIC ON YOUR CHROMEBOOK. WHAT DO YOU DO FIRST? LOOK AT THE VIDEO CLIP AND TELL ME THE NAME OF THE PART SHE IS WORKING WITH When putting your bobbin into the case, you put it in as a letter If your machine is not working you can check: 1. A SILVER WHATCHA MA CALL IT 2. A HAND WHEEL 3. THREAD TAKE UP 1. If the machine is turned on 2. If the machine is plugged in. 3. If the high low button is in the middle of the two. 1. Q 2. T 3. P Thank you! UNLOCK THREADING A SEWING MACHINE
Transcript: CAMP UNLOCK! RG Yth & YA Camp 2022 Aug. 25-28 "The need is the call." We have a foundation of Jesus Christ. We have been serving in the ministry. But is there more ? What now? Camp UNLOCK! Mission Statement Purpose: To level up in our pursuit of Christ and others. To unlock new and different ways in service , worship and lifestyle in God's freedom. Main Passage Ephesians 4:13-16 NLT " 13 This will continue until we all come to such unity in our faith and knowledge of God’s Son that we will be mature in the Lord, measuring up to the full and complete standard of Christ. 14 Then we will no longer be immature like children. We won’t be tossed and blown about by every wind of new teaching. We will not be influenced when people try to trick us with lies so clever they sound like the truth. 15 Instead, we will speak the truth in love, growing in every way more and more like Christ, who is the head of his body, the church. 16 He makes the whole body fit together perfectly. As each part does its own special work, it helps the other parts grow, so that the whole body is healthy and growing and full of love. Themes: - Unity - Daily Sanctification - Sharpening Skills - Maturity Level up! further passages .... Ephesians 4 & 5 John 15:1-4 2 Peter 1:2-4 1 Corinthians 10:31 Colossians 3:17 Activities Escape rooms Amazing race Workshop hours (media, worship, art, sports, cook) Goal To leave camp with a renewed sense of purpose and new applicable skills to live like Christ.
Transcript: Be active- play, bike, walk together Shop at farmers markets for fruits & vegetables Educate yourself & your child Participate in community health and fitness programs High sugar, fat, & calorie foods in moderation Request healthier items when eating out Encourage your child's school to offer healthier snack & lunch items Parental Influence (Mossler, 2013). Obesity also affects your social interaction with peers, self-esteem, mood, mental health, cognitive development and school performance Physical, Cognitive and Psychosocial Affects You are the model for your child. make poor food choices, so will they Eat fruits and vegetables, so will they. Eat only when you are hungry and stop when you are full, so will they Set a good example and so will they. (Mossler, 2012). Healthy Habits = Happy & Healthy Children Healthy Habits Happy & Healthy Children Societal Influence Children are easily influenced by advertising throughout the community, on media and radio. Fast food restaurants crowd the streets. Healthy food is expensive for the low-income and/or fixed income families (CDC, 2011) (Mossler, 2013). Health & Well-Being Being over weight limits your mobility, energy level and desire to get out and participate in physical activity Positive peer interaction, appropriately expresses emotions, increased self-confidence & energy level, alert, active and better school performance Thank you! (Crawford et al, 2013).
Transcript: CRITICAL THINKING WHILE READING WATCH & LISTEN * White boards * Wireless keyboards * PROBLEMS WRITING TASK * A Discovery Education video * The most interesting part of the book for our students * What problems did we have last year? * Alternative ways to use video part? * Blank page terror * Always bored students * How can we help them write? INTENSIVE or EXTENSIVE READING? * Lead-in/Warm up/Ice-breaker activity * Using visuals, title, subheadings * Alternately? Make a summary of the text Write a response to author Add missing last paragraph Make notes under the following headlines Give a headline to each paragraph in the text Find appropriate places in the text to reinsert some sentences which are excluded before GROUP WORK * Writing skills * Genres * Common errors * Paragraph/Essay Organization * Brainstorming * Introduce the topic * Get students interested * Introduce and summarize the main writing task * Generally academic texts, magazine articles and essays. * Reading 1 & Reading 2 Main problems when trying to read a text LANGUAGE DEVELOPMENT The rules are that when you say ‘start’, they should: • start writing about the topic • not stop writing • not put their pen down at all • not worry about spelling, grammar, etc. • write ‘um, um, um’ or ‘rubbish’ or something else if they can’t think of what to write • not stop to go back and read what they have written • keep writing till you say ‘stop’ (which will be after five/eight/ten minutes or however long you think is appropriate for your group). ACADEMIC WRITING SKILLS ORGANIZING STRUCTURING GIVING SAMPLE TEXTS GIVING IMMEDIATE FEEDBACK * WHEN? * HOW? POST-TEXT READING * Reading methods * Texts are magazine articles, webpages or authentic materials * Shorter and more entertaining texts * A follow on task * Tie up loose ends * Closing READING 1 * Skimming * Scanning * Making inferences * Reading for main ideas * Reading for details * Reading between the lines * Production part * Use brainstorming/critical thinking and learnt grammar, vocabulary, type during the unit * In class writing / Guided writing * Feedback PRE-TEXT READING UNLOCK YOUR KNOWLEDGE READING STAGES GRAMMAR FOR WRITING READING 2 * Vocabulary * Grammar * How much time? WRITING * An essay or an academic article * Designed as a model for following writing task * Opportunity to work on grammar of the unit Fast Writing * Warm Up to Unit * Where content is given * What can we do alternately? * I don't know enough vocabulary * I need the dictionary all the time * It's very slow, it takes ages just to get through a few sentences * I often get to the stage where I understand all the individual words, but the whole thing eludes me completely, * Because it is slow, the pleasure or interest in the subject matter is soon lost. UNLOCK READING & WRITING * Unlock your knowledge * Watch&Listen * Reading 1 * Reading 2 * Language Development * Critical Thinking * Grammar for Writing * Academic Writing Skills * Writing Task * Objectives Review & Wordlist WHAT'S IN THE BOOK READING TEXTS * Present and practise grammatical structures which will be used in writing task
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