#PiDP-8

[williampidp]

PIDP Week 8

As I approach the end of my PIDP, I look forward to the next steps in my education. I have been in school in one form or another for most of my life and would find it strange not to be taking a course in something. This is okay with me because the PIDP is only one of the qualifications that I am required to get in order to be a full-sheet metal instructor. After the completion of my PIDP, I will need to complete four levels of training over the next four years with the ITI, which is the international training wing of our union. This will expand my instructor skills in a trade-specific format. Apart from that training, I am always on the lookout for new books and videos that will help me learn how to be an as better instructor. Two books on leadership that is on the top of my reading list right now are Extreme Ownership and the Dichotomy of Leadership.

[exploringautocollision]

3260 Week 8 Where I'm heading

Week 8 Blog

Where I’m heading in my education journey beyond the PIDP is to reach platinum status with ICAR which is technical training in the Collision industry. This additional training will ensure that I am staying with current trends in the industry. The upgrading will ensure I am teaching to the newest repair strategies maintaining validity in our program.

I also plan to complete the Teaching Online certificate. I am currently enrolled in Facilitating Online Learning Fundamentals as one of my electives as we teach online from time to time and I’m always looking for the best ways to facilitate learning in my classes.

I have also teamed up with one of my fellow instructors as the Provincial Tech chairs for skills Canada. In this position I’ll have the opportunity to mentor and tutor our students as they prepare to compete in the collision trade. We will also facilitate the collision competition that will take place at Tradex in Abbotsford in April. The top students will have the opportunity to complete in the national competition and if they are successful there, they will go on to complete with contestants from around the world. This is a very exciting experience that I’m looking forward to.

[thestylistapproach]

PIDP 3250 Classroom Management Case Study

Assignment 3

      As educators and leaders of our classrooms, it is important for us to understand what microaggression is and what its driving factors are. Microaggression is defined as “brief and commonplace daily verbal, behavioral and environmental indignities, weather intentional or unintentional, that communicate hostile, derogatory or negative racial slights and insults that potentially have harmful or unpleasant psychological impact on the target person or group.” (Portman, Bui, Ogaz & Trevino, 2013) The driving factors and behaviors associated with microaggression include but are not limited to, racism, diversity, ethnic differences, individual prejudice, ignorance, mental health, and religious beliefs. It is also important to note that “microaggressions are often committed by well-intentioned, good people not meaning to hurt anyone”, but “nevertheless, the outcome of microaggressions is anger, frustration, and withdrawal by those who are the recipients of intensive comments and actions”. (Portman, Bui, Ogaz & Trevino, 2013)       As inclusion in the classroom is a widely examined topic and directly linked to preventing microaggression, many theorists, professionals and practitioners present their views and concepts on the topic. There are numerous methods and strategies for educators to contest the effects of microaggression in the classroom. One article titled Microaggression in the Classroom by Portman, Bui, Ogaz and Trevino from the Center for Multicultural Excellence and the University of Denver, suggests that addressing and preventing microaggression can be done in the following ways: 1. Do not expect students to be experts on any experiences beyond their own and do not make them speak for their entire group (or others) 2. Do not assume that the groups that you are talking about are not represented in the classroom. 3. Set high expectations for all students (believe in all students’ ability to learn). 4. Do not assume that all students in your class have good command of the English language or have intimate knowledge of western culture. 5. Be aware of your body language when studying and discussing different group identities, culture, and issues as to not single out individual learners. 6. Work to create a safe environment for all identities in the classroom. 7. Distinguish between debates and dialogues (establish rules and set context for activities) 8. Understand that expression of political opinion creates risk of silencing students who do not agree with the same views. 9. Balance perspectives. (Example: multiple guest speakers rather than just one) 10. Use appropriate humor that does not target or degrade anyone or a group. 11. Be aware that microaggression can come from the educator and the learners. 12. Be approachable and available for students to express concerns.

      In examining Wlodkowski’s integrated levels of adult motivation, Merriam and Bierema note that “establishing inclusion involves creating an atmosphere that promotes a learning community so that everyone feels respected and connected”(2014, P.156) Further the framework for growing an inclusive classroom includes: introduction activities that build “opportunities for multidimensional sharing”, teacher availability that takes “ the fear out of learning”, sharing something of value, “collaborative and cooperative learning: clearly communicating learning goals and objectives, and connecting what’s being learned to learners’ personal lives and experience”, promoting positive attitudes by “providing physically and psychologically positive conditions”, and creating meaning “through challenging and engaging experiences that value the learners viewpoints and values”. (2014, P. 156-157)       In the case study Micro – aggressive Mania, we see that the teacher is becoming concerned with the rise of microaggression and its effects on the students and their learning if it continues in his/her classroom. We can see that the teacher began the class by conducting a ‘getting to know you’ icebreaker that revealed the ethnic diversity in the classroom which I think is a great way to create awareness and inclusion. However, it may have been helpful to follow that activity with clear expectations of conduct, respect, and objectives for the duration of the course as proposed by the levels of adult motivation.   I would suggest that the first step for this teacher to take is to analyze and critically reflect on the behaviors and actions being displayed in the classroom and understand the driving factors for this specific situation. Further, consulting with a colleague or another professional in education can aid in a mindful approach to thinking. In this case the microaggression is driven by diversity, ethnic differences, and prejudice. Based on that the second step I would recommend would be to address expectations with the class, and to focus on inclusivity by utilizing appropriate strategies mentioned like working to create a safe learning environment and being available for the learners to address issues privately to eliminate fear. I think that the educator must be prepared and focused on correcting undesirable behavior, specifically in this case, interruptions while others are speaking. Casey Brown in her article 8 Ways to use PBIS Strategies in the Classroom, outlines that “teachers need to intervene with brief and specific corrections” and that they “should state the observed behavior and then tell what the student should do in the future” (2019). This should be done respectfully, as to not single out the student.       Once those methods have been exercised, I would recommend employing activities in conjunction with learning that further promote inclusion. For example, in Singhal and Gulati’s framework on strategies, its suggested that activities should “respect and reinforce student culture” (2020), and can include sharing and listening, integrating guest speakers, videos, and other materials that reflect the diversity of the classroom, and opportunities for learners to share feelings, beliefs, values and perspectives.       Due to the nature of microaggression and how it emotionally effects learners, teachers must be careful that in their efforts to counteract this issue in the classroom not to make the specific instances greater than what they are. In this case study, it does not seem like the students are aware of their actions and are ill-intentioned. Therefore, the teacher most likely does not want to single out students but rather direct his/her lessons and classroom atmosphere into a more inclusive and safe territory for learners.       In reviewing this case study on microaggression and the recourses, the strategies I found most interesting were the Five Essential Strategies to Embrace Culturally Responsive Teaching as they align very closely with Merriam and Bierema’s take on the levels of adult motivation. In detail, the tips on knowing your students, transforming curriculum, and reinforcing student culture helped me approach this case study critically.       I think that microaggressions’ presence in the classroom is inevitable no matter what the subject may be. In terms of proactive and reactive strategies, after analyzing this case study it is apparent that educators must be prepared to face these issues and utilize proactive strategies to create a positive, empowering, and safe atmosphere in their classrooms. As negative emotions in learners are a direct result of microaggression relying only on reactive strategies, although necessary in the moment, does not set a classroom up for success.  

References

Brown, C., (2019). 8 Ways to use PBIS Strategies in the Classroom. Classcraft Blog: Recourse Hub for Schools and Districts. Retrieved from: https://www.classcraft.com/blog/pbis-strategies/

Merriam, S.B., Bierema, L.L. (2014). Adult learning, Linking Theory and Practice. John Wiley & Sons, Inc. San Francisco, CA. USA.

Portman. J., Bui.T.T., Ogaz. J., Trevino. J. (2013). Microaggressions in the Classroom. Center for Multicultural Excellence. University of Denver, USA. Retrieved From: https://otl.du.edu/wp-content/uploads/2013/03/MicroAggressionsInClassroom- DUCME.pdf

Singhal, M., Gulati, S. (2020). Five Essential Strategies to Enhance Culturally Responsive Teaching. Faculty Focus. Retrieved from: https://www.facultyfocus.com/articles/equality-inclusion-and-diversity/five-essential- strategies-to-embrace-culturally-responsive-teaching/

[wasznu]

PiDP-8 and Laptop Sticker from DecalGirl

#retrocomputing #PiDP-8 #PDP-8 #hardware #laptopdecal #DEC

[unixmaster]

PiDP/8 and Scale VT100.

#computer #terminal #emulation #vintage #dec #digital equipment corporation #vt100 #hack #hackaday

[gheorghevcc]

PIDP 3260 - Week 8 Post

After completing the PIDP mandatory courses, with this being my second last one, I have decided to explore more the field of online teaching.

I started by taking the first of three courses leading to an online teaching certificate with VCC, the EDUC4250 - Foundations of Online Teaching and Learning. The course is very interesting and it explores the theory an practice behind both synchronous and asynchronous models.

The main reason I decided to pursue formal training in the field of online learning is my curiosity related to the giant leap taken by the model during the last year and a half. Since the onset of the pandemic, a teaching and learning model generally bearing the stigma of being substandard had to become the norm. With very little guidance, many instructors delivered their own version of online teaching and learners had to adapt to it.

Now that the dust is slowly starting to settle and advances in science have provided us with vaccines, teaching and learning is shifting back to a face-to-face model. However, restrictions on class sizes, higher costs associated with enhanced cleaning and a fourth wave of infections are prompting the education institutions to consider integrating the online teaching into the post-pandemic delivery model.

Under these circumstances, it is very interesting to learn about existing learning theories and their application to the online model, as well as about the emerging concepts and theories related to the subject. Combining the theory with previous experience both as online learner and as online instructor, will help, in my opinion, develop a better understanding of what works and what doesn’t in this field.

[ilebraa]

En clase de psicología me enseñaron que cuando te violan o abusan de chica a veces a los años vienen los recuerdos si no se trata... Despues de 8 años; sueño que me tocan, sueño con hombres, sueño que mato a esos que abusan de mi, lloro, y cuando pidp auxilio nada esta. La peor parte viene cuando despierto asustada, agitada y nerviosa, por esa simple razon no duermo.

#nopuedodormir #mecuestaseguir #necesitoayuda #estoysola #angustia #depresion #trastorno

[daveshevett]

PDP-11/70 Retrocomputing Build

New Post has been published on https://planet-geek.com/2020/01/03/geekitude/pdp-11-70-front-panel-recreation-using-a-raspberry-pi/

PDP-11/70 Retrocomputing Build

Back when dinosaurs roamed the earth, I attended a very technical college to start getting my degree in Computer Science. Note, this wasn’t ‘programming’ ‘systems design’ ‘databases’ ‘AI’ or any of that, no, the industry was young enough that just HAVING a computer science degree was notable.

While the college experience didn’t work out well for me, I have a very strong memory of my first semester (back then the college called them trimesters I believe) walking into the computer science building and seeing a glassed in room with a bunch of racked equipment in it. On the front of one of the racks was a brightly colored panel, with a lot of purple and red switches, and many blinking lights. In the corner, it said PDP-11/70, and I thought it was the coolest thing I had ever seen.

Turns out this machine was used in the undergraduate program to teach students Unix. We had a classroom full of DEC GiGI terminals and students would plunk away at shell scripts, learning ‘vi’ and generally making a lot of beeping noises. There were about 16 terminals, which meant that machine, which was approximately 1/5000’th the speed of a modern Core i7 process (MWIPS 0.535 for the 11/70 vs 3124 for the i7) was supporting 16 concurrent users programming away on remote terminals.

Well, life moved on, and while I did build my own DEC minicomputers, I never actually owned an 11/70. They were temperamental, that were designed to be powered up and left running for years. Not exactly a hobbyist machine.

In the last year or two, some folks have been taking advantage of the SIMH project (a hardware simulation environment) to emulate these old machines, and run the original operating systems on them. When I saw that Oscar had put out a kit for the PiDP-11/70, a fully functional PDP-11/70 front panel that mirrors precisely the original machine, I had to have one.

The kit is powered by a Raspberry Pi-4 loaded with the SIMH package anda . bunch of disk images. The system happily runs any number of old DEC operating systems, as well as Unix 2.11BSD, and various other Unix versions. On bootup, you simply select which disk image you want to run, and after a few moments, you’re looking at an operational console happily booting RSX-11MPlus, RSTS, RT-11, BSD Unix, whatever you’d like.

Total build time was somewhere around 7-8 hours. Imaging and setting up the Pi took about 2 hours (mostly downloading packages), and the actual physical build of the front panel took another 6+ hours.

The experience of using the machine is somewhat surreal. In the past, I spent a lot of time learning Unix and then VMS. I also worked on DEC Pro/350’s for a while, which run a modified RSX-11MPlus, so it feel great to be back in that environment again, but I have so much to re-learn.

Having the delightful blinking lights nearby showing activities in realtime is a delightful way to have a visual representation of the inner workings of computers, something we don’t see a lot of in modern systems.

Here’s some pics of the build in progress. It’s a great addition to the home office collection!

#dec #digital #digital equipment corporation #pdp11 #retrocomputer #retrocomputing #rsts #rsx11m #rsx11mplus #rt11 #unix #Geekitude #Hacks #Reviews

[pf-lifelonglearner]

Autobiography Blog

Hi Everyone, 

     I love serene and tranquil outdoor photos and thought you would too, I discovered this one, this was taken off the Sea to Sky Highway as your heading up to Squamish, B.C. you may recognize this area.

      I am a Certified Dental Assistant and have been in this field over 20 years.  I currently work for a Dentist in a nearby town 25 minutes from where I live.  I work five days a week and I enjoy many aspects of this profession such as working with people and educating them on how to take better care of their teeth.  I work with children and adults alike taking diagnostic x-rays, polishing teeth, administering topical fluoride, and sterilizating instruments as well as a number of other job responsibilities.  I have taken 6 of the 8 PIDP courses and I’m looking forward to completing them all and becoming an instructor and to one day be able to help others’ achieve their goal in the Dental Assisting field. I had some great teachers that helped me in my classroom, and with my knowledge and experience I would like to help others learn and make their lives better.  I’m married, my husband and I both work, I have 3 grown children and two amazing grandchildren.  We have a curious orange tabby cat named Fred.  I am the youngest of 5 in my family, my family live a great deal away in distance but we do keep in touch often via phone, text, fb, skype, ect....

Thank you for reading my blog,   Priscilla

 cc pf-lifelonglearner

[williampidp]

PIDP WEEK 7

I was reading chapter 8 of Stephen Brookfield's The Skillful Teacher, and I found some ideas that were interesting. The chapter focused on various types of diversity in the classroom, which has become an unintentional theme for me during this course. As stated in the chapter, diversity takes many forms, which all play a role in how students learn. As instructors, we need to recognize this idea and adjust our teaching to best reach all of our students. One thing that I found particularly interesting about this chapter was the section focusing on the diversity of teaching teams. It mentioned how we need to lean on other members of our diverse teaching teams to better reach the diverse members of our classes. This is an idea that I have played with in some of my reflective writings, but it was nice to read this chapter and explore these ideas a little further.

[thestylistapproach]

PIDP 3250 Active Learning

Assignment 1 Reflective Writing 

Objective Active learning methods and techniques have been directly linked to promoting student engagement in the classroom. Elizabeth Barkley and Claire Major in their book Student Engagement Techniques, state that “students take information or a concept and make it their own by connecting it to their existing knowledge and experience that is critical to student engagement”. Further that “an engaged student actively examines, questions, and relates new ideas to old, thereby achieving the kind of deep learning that lasts” (P.9, 2020). In my research of this concept, I find myself questioning how I can utilize active learning strategies to enhance active learning and to fuel engagement in my classroom.

Reflective “Active learning suggests that the mind is actively engaged” (Barkley & Major. P.8, 2020). In reflecting on this, I think of my classroom and realize that due to the nature of learning hairstyling, that active learning is a major part of how my students learn. Hair school students actively practice their skills on mannequins and models, critiquing their own work and analyzing how they can improve their technique with the aid of feedback from the instructor and their peers. On the flip side, there are theory topics that must be covered in the hairstyling program for learners to satisfy industry standards as hairstylists and they tend to be a little less stimulating for my learners. These topics include disinfection and sanitization, anatomy, salon business, and diseases of the hair and scalp. As an instructor, I have struggled with invoking engagement in my learners with this content and continuously seek ways to improve my teaching of these topics.  

Interpretive Barley and Major suggest that “active learning techniques are the particular tasks teachers use to promote active learning among students” (P.15, 2020). In an article titled Opportunities to create Active Learning in the Classroom by Danielle Camacho and Jill Legare, it is noted that “incorporating active learning strategies into the classroom produces a more effective learning environment and increased student participation and engagement”. Further stating that “by incorporating active learning methods into the classroom, instructors can create opportunities for learning instead of allowing students to sit passively and learn by absorbing information passed on by the instructor” (2015). Some of the key active learning strategies and techniques that this article suggests are:

  • Asking students thought-provoking questions that require students to reflect and analyze. • Writing assignments and group work which allows students to process and synthesize information. • Presentations that require students to research and teach their peers on a particular topic. • Class discussions to reinforce learning and comprehension. • Allowing students to be creative in problem solving and assignments to produce diverse approaches to learning.

Charles Bonwell and James Eison from the George Washington University in Washington D.C note that “while many faculty agree that true learning requires active participation” they also “describe why they do not make greater use of strategies promoting active learning in their classrooms” (1991). This education report goes on to outline that these obstacles include that, instructors cannot cover as much content in the time available, devising active learning strategies takes too much preparation, large class sizes prevent implementation of such strategies, and materials or equipment may not be available to support the activities. Although these obstacles present challenges for educators, the value of active learning in the classroom far outweighs its difficulties for both the instructor and students. “Active learning is fundamental to and underlies all aspects of student engagement.” (Barkley & Major. P.9, 2020)

  Decisional

As instructors, it is our main goal to have our learners understand and meet the expectations of the course’s outcomes and goals. To achieve this goal, our lessons must be well thought out, planned, and showcase steps we will take to aid in our student’s success. It is evident that challenges exist in employing active learning strategies however, with strong planning, time management, and choice of activities in relation to the content, the obstacles can be overcome to benefit the classroom. I think that Camacho and Legare’s article provides some excellent suggestions and methods for active learning in the classroom that I will use with my learners. More specifically in the previous mentioned topics I struggle with as an instructor, I will employ these methods by dynamically working them into my lesson plans for student success. For example, with the topic of anatomy I could ask students to create flash cards of definitions to then utilize in studying on their own or with their peers. The act of writing this information down and quizzing each other will actively help learners with their cognitive understanding, recall and relationships with other peers. “Students who become comfortable learning from other classmates may be more likely to look to those peers for future guidance” (Camacho & Legare, 2015). Thus, not only promoting active learning but a learning environment where my students are engaged in learning together. I think that in teaching we need to overcome challenges and strive for this type of engagement of learning for our students to be successful on their path. It is evident that “to learn well and deeply, students need to be active participants in that process” (Barkley & Major. P.86, 2020). Active learning methods in the classroom hold the key in providing our learners with higher quality education.

References

Barkley, E.F., Major, C.H. (2020). Student Engagement Techniques, A Handbook for College Faculty: Second Edition. John Wiley & Sons, Inc. Hoboken NJ, USA.

Bonwell, C., Eison, J. (1991) Active Learning, Creating Excitement in the Classroom. School Of Education and Human Development, George Washington University, Washington D.C. Retrieved from: https://files.eric.ed.gov/fulltext/ED336049.pdf

Camacho, D.J., Legare, J.M. (2015). Opportunities to Create Active Learning Techniques in the Classroom: Journal of Instructional Research, Volume 4. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1127696.pdf

[twkstuff]

Week 8 post

After i Finish the PIDP program i will be fully concentrating on becoming tenured ant my teaching institution.

I would also like to explore the possibility of getting a bachelor degree in Technology Leadership. This will prove challenging as it is 100% on-line and that is something that I do not enjoy. Maybe I just need to suck it up and stop being a baby.

  There are also a few specialized areas of my trade that I have no practical experience with, so I would like to look for a way to make that happen.

TWK

[newseveryhourly]

Vintage computers collection and homebrew computers. N8VEM, CP/M, 8-bit microprocessors like Z80 or 6809. https://ift.tt/2y7KMjB

#ifttt

[gheorghevcc]

PIDP 3260 - Week 4 post - Comment on Brookfield Chapter 8 - Teaching in diverse classrooms

This chapter analyzes diversity in its largest sense as referring to differences of all kinds between students.

With Vancouver being the melting pot it is, the racial and cultural diversity in the classroom is a given.  However, even if the classroom would be racially and culturally homogenous, diversity would still exist amongst the students. An interesting concept explored in the chapter is Sarasin’s (2006) classification of college students, where diversity comes in the form of auditory, visual, and tactile learners. In my experience, this is the one aspect of classroom diversity that is the hardest to address, especially if I am the only instructor teaching the class.

Fortunately, in some of the classes I am teaching, I share the work load with another instructor, hence benefit from the benefits of team teaching as illustrated in the chapter. I agree with the author that “True team teaching takes more time and energy than solo teaching because now all decisions have to be talked through with colleagues rather than remaining one’s own judgment call”(Brookfield, 2015).

Other courses I deliver only budget for one instructor, hence I must adapt to the group’s diversity and try to make the most out of my time in the classroom and deliver the best value to my learners. Students grouping for classroom work, suggested in the chapter, is a technique I use very often when I am teaching solo. Out of the two way described in the chapter: grouping together similar students or grouping diverse learners, I tend to use the later most often. While the first grouping method clearly has its advantages as it tends to rate the top choice with the students, I believe I can achieve more by embracing the diversity in my classroom. 

As for delivering to the whole class, I tend to rely heavy on my oral style, with storytelling as the main delivery method. I try to integrate visual learning as much as I can, especially when I feel I am losing my audience.

Mixing the quiet classroom with the speech filled one is still an area to develop, as I do tend to encourage conversations and I am yet to incorporate a silent reflection exercise. Although due to the nature of the subjects I am teaching silent reflection is not something I was exposed to, i will try to experiment with it in the future.

[markresearch-blog]

Primary Immune Deficiency (PIDP) - Pipeline Insight and Therapeutic Assessment Reviewed in 2017

Albany, New York, August 10, 2017: Market Research Hub (MRH) has recently announced the addition of a fresh report, titled “Primary Immune Deficiency (PID)-Pipeline Insight, 2017” to its report offerings. The report provides comprehensive insights of the ongoing therapeutic research and development across Primary Immune Deficiency (PID).

Request Free Sample Report: http://www.marketresearchhub.com/enquiry.php?type=S&repid=1265526

The report provides comprehensive insights of the ongoing therapeutic research and development across Primary Immune Deficiency (PID). The report provides a complete understanding of the pipeline activities covering all clinical, pre-clinical and discovery stage products. A comparative pipeline therapeutics assessment of Primary Immune Deficiency (PID) by development stage, therapy type, route of administration and molecule type is also covered in the report. It also has a special feature on the inactive pipeline products in this area. Secondary sources information and data has been collected from various printable and non-printable sources like search engines, News websites, Government Websites, Trade Journals, White papers, Magazines, Trade associations, Books, Industry Portals, Industry Associations and access to available databases. Scope of the report The report provides a snapshot of the pipeline development for the Primary Immune Deficiency (PID) The report covers pipeline activity across the complete product development cycle i.e. clinical, pre-clinical and discovery stages for the Primary Immune Deficiency (PID) The report provides pipeline product profiles which includes product description, developmental activities, licensors & collaborators and chemical information Provides pipeline assessment by monotherapy and combination therapy products, stage of development, route of administration, and molecule type for Primary Immune Deficiency (PID) The report also covers the dormant and discontinued pipeline projects related to the Primary Immune Deficiency (PID) Reasons to Buy Establish comprehensive understanding of the pipeline activity across this Primary Immune Deficiency (PID) to formulate effective R&D strategies Gather information of the emerging competitors having potentially lucrative portfolio in this space and create effective counter strategies to gain competitive advantage Identify the relationship between the drugs and use it for target finding, drug repurposing, and precision medicine Plot corrective measures for pipeline projects by understanding the pipeline depth and focus of Primary Immune Deficiency (PID) therapeutics Devise in licensing and out licensing strategies by identifying prospective partners with the most attractive projects to enhance and expand business potential and scope Modify the therapeutic portfolio by identifying inactive projects and understanding the factors that might have halted their progress

Read Full Report with TOC: http://www.marketresearchhub.com/report/primary-immune-deficiency-pid-pipeline-insight-2017-report.html

Table of Contents:

Report Introduction 2. Primary Immune Deficiency (PID) Overview 3. Pipeline Therapeutics An Overview of Pipeline Products for Primary Immune Deficiency (PID) 4. Comparative Analysis 5. Products in Clinical Stage 5.1 Drug Name : Company Name Product Description Research and Development Product Development Activities 6. Products in Pre-Clinical and Discovery Stage 6.1 Drug Name : Company Name Product Description Research and Development Product Development Activities 7. Therapeutic Assessment Assessment by Route of Administration Assessment by Stage and Route of Administration Assessment by Molecule Type Assessment by Stage and Molecule Type 8. Inactive Products 8.1 Drug Name : Company Name

Make an Enquiry: http://www.marketresearchhub.com/enquiry.php?type=enquiry&repid=1265526

About Market Research Hub:        

Market Research Hub (MRH) is a next-generation reseller of research reports and analysis. MRH’s expansive collection of market research reports has been carefully curated to help key personnel and decision makers across industry verticals to clearly visualize their operating environment and take strategic steps.

MRH functions as an integrated platform for the following products and services: Objective and sound market forecasts, qualitative and quantitative analysis, incisive insight into defining industry trends, and market share estimates. Our reputation lies in delivering value and world-class capabilities to our clients.

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Read Industry News: https://www.industrynewsanalysis.com/

#MedicalIndustry #Healthcare #Pharmaceutical

[cmorptec]

3260 Week 8

I think the most important thing that I have learned in my PIDP courses is to trust my instincts for a situation and use these feelings to find new ideas or concepts to see a situation in a new way. Instruction is not new to me, I have been teaching for 11 years so a lot of the content of the courses in the PIDP program had some basis in something I had already been doing. But it is very important that I be open to consider whatever topic we were looking at in a new way. This PIDP learning experience adds another layer to concepts that I may have already been exploring or had some experience with. The interaction with other students, the course materials and the course instructors has given me this opportunity to grow in my teaching style. I suppose that this is true no matter how long you are teaching, there will always be something new to consider, new technology or a new strategy to reach students that I had not previously considered. This openness and growth will be very important to giving my students the best experience I can. The experiences that I have had in my PIDP courses have given me new ways to look at my practice as well as great new resources to improve my teaching. I hope I can continue with this growth mind set in the years to come by seeking out new information and further education for myself. The teachers in the video below have some really good advice about continued growth as a teacher. I think what they say here is important for all teachers to understand. 

https://www.teachingchannel.org/videos/teacher-practice-growth-reflection