19 Matching Annotations
  1. Mar 2020
    1. Comment mon enfant va-t-il être accompagné dans ses choix d’orientation?Afin d’accompagner votre enfant dans ses choix d’orientation, des contacts réguliers, par téléphone ou messagerie, seront organisés avec le professeur principal de la classe.
    2. Le calendrier d’orientation est-il modifié?La priorité est donnée aux conseils de classe qui ont une incidence sur la suite du parcours des élèves: en classe de 3è, avis sur les choix initiaux de la famille en termes de poursuite d’études (voie d’orientation, éventuellement spécialité envisagée en voie professionnelle).A ce jour, le calendrier d’orientationest maintenu.
    3. Que se passe-t-il pour l’orientation de mon enfant après la classe de troisième?La continuité du suivi du parcours de l’élève et de la vie scolaire est assurée. Si besoin, vous pouvez contacter le professeur principal ou le chef d’établissement.
    4. Je suis professeur principal, comment faire pour suivre l’orientation de mes élèves ?Afin de permettre la continuité du suivi du parcours de l’élève, différentes ressources relatives à l’orientation sont disponibles sur les sites académiques, nationaux et régionaux.L’’échange demeure souhaitable avec l’élève et sa famille, notamment par téléphone.

      Page 11 anticiper le problème de l'accompagnement des jeunes dans leur projet d'orientation, notamment parcoursup d'ici le 2 avril

  2. Nov 2019
    1. This article studies the impact of external differentiation and vocational orientation of lower and upper in secondary education. Hard Read for sure. The age range for participants is 30-44 year old's in 18 countries. The results are what you would expect..

  3. Jul 2019
    1. Orientation Handbook

      Dear all, Please provide us with some feedback on the Orientation Session and this resource by leaving a few annotations for:

      • 1-2 things that you found interesting
      • 1-2 general remarks on any items discussed today
      • 1 question that you still need answered
      • any suggestions relating to the workshop and/ or the Handbook resource

      Thank you very much for your time! We look forward to working with you in the future! Joerdis (and the TC team)

  4. Mar 2019
  5. Aug 2018
    1. However, Boyd and Zimbardo’s interest was not in comparing short-, mid-, and long-term temporal depths; rather, it was in examining the degree to which people were oriented to a transcendental future, and in exam­ining the extent to which this variation covaried with other factors such as age, gender, and ethnicity. This is a natural extension of the questions involved in research on general past, present, and future temporal orientations (e.g., Kluck- hohn and Strodtbeck 1961, pp. 13-15), orientations that at first glance appear similar to issues of temporal depth. However, as I have argued elsewhere in opposing the use of the temporal orientation label, these general orientations are more an issue of the general temporal direction or domain that an individ­ual or group may emphasize (Bluedorn 2000e) than the distance into each that the individual or group typically uses. The latter is the issue of temporal depth; the former, what I have called temporal focus (Bluedorn 2000e)

      Comparison of Bluedorn's thinking about temporal depth vs temporal focus instead of framing it as a temporal orientation (the direction/domain that an individual or group emphasizes in sensemaking).

      ZImbardo and Boyd use the phrase "time perspective" rather than temporal orientation

  6. Jul 2018
  7. May 2018
  8. Mar 2018
    1. The other important change people typically undergo at MIT is the broad realization that they “can’t do it alone.” Note that these are people who generally did a lot of that before they arrived in Kendall Square. Now, however, they are among others who get what they want to do and have the skills to help. MIT reinforces that basis for connection by immediately making it impossible for students to succeed solo. Study groups form immediately and spontaneously in the face of its infamous “p-sets” (or problem sets). By putting students through an extraordinarily hard process when they’re freshman and sophomores it forces humility and compels them to rely on the strengths of other people. Think of it as the intellectual equivalent of Marine boot camp—the individual finds his or her limits, and viscerally discovers the value of the team.
  9. Feb 2017
  10. Feb 2014
    1. In the final analysis, intellectual property shares much of the origins and orientation of all forms of property. At the same time, however, it is a more neutral institution than other forms of property: its limited scope and duration tend to prevent the very accumulation of wealth that Burke championed.