A collection of items for strategists and problems-solvers who aim to be well-informed about global affairs and perspectives; capable of developing and evaluating new knowledge; generating and analyzing courses of action; and who are interested in expressing clearly reasoned opinions and communicating effectively in writing, oral presentation, and visual display.
The great unveil—particularly when unaccompanied by careful pre-discussions with the members of the client team—would also lead us to make interpersonal and organizational mistakes. When we created a perfect solution in isolation and made it “ours” to present, we ignored the fact that each individual needed to arrive at the conclusions independently to really understand it, to believe in it, and to be willing to work hard to execute it. And frankly, relying entirely on the presentation made for boring meetings. No one wants to sit and listen to another person present for hours on end. People want to ask questions and to provide their own insights. They want to problem-solve and debate. We’re all familiar with these issues, and yet the tendency toward “the great unveil” presentation style persists. If we want to foster conversations rather than presentations, what are some effective ways to do so?
Several coincident, significant transformations are causing a revolution in the way electricity — the vital fuel of global commerce and human comfort — is produced, distributed, stored, and marketed. A top-down, centralized system is devolving into one that is much more distributed and interactive. The mix of generation is shifting from high carbon to lower carbon, and, often, to no carbon. In many regions, the electricity business is transforming from a monopoly to a highly competitive arena.
This week’s Ted Ed list of talks we curated for you revolves around the theme: writer’s workshop. This is basically a playlist prepared by Ted Ed Channel on YouTube featuring 16 Ted Ed video lessons from which we selected the ones below. The talks are particularly ideal for classroom inclusion. You can use them with your students to teach them about some of the mechanics of writing and raise their consciousness to the important elements that make a good piece of writing.
On the Chartered Institute of Library and Information Professionals (CILIP) website, Professor Helen Kennedy, the leader of our Seeing Data research project, has posted an article about ‘how people engage with data visualisations and why it matters’, Helen offers some insights for creators and consumers about the identified range of factors which affect people’s engagements with data visualisations, as well as profiling the skills of visualisation literacy and resources for improving understanding of data visualisations.
Teaching Information Fluency describes the skills and dispositions of information fluency adept searchers. Readers will receive in-depth information on what it takes to locate, evaluate, and ethically use digital information. The book realistically examines the abilities of Internet searchers today in terms of their efficiency and effectiveness in finding online information, evaluating it and using it ethically. Since the majority of people develop these skills on their own, rather than being taught, the strategies they invent may suffice for simple searches, but for more complex tasks, such as those required by academic and professional work, the average person’s performance is adequate only about 50% of the time. The book is laid out in five parts: an introduction to the problem and how search engine improvements are not sufficient to be of real help, speculative searching, investigative searching, ethical use and applications of information fluency. The intent of the book is to provide readers ways to improve their performance as consumers of digital information and to help teachers devise useful ways to integrate information fluency instruction into their teaching, since deliberate instruction is needed to develop fluency. Since it is unlikely that dedicated class time will be available for such instruction, the approach taken embeds information fluency activities into classroom instruction in language arts, history and science. Numerous model lessons and resources are woven into the fabric of the text, including think-alouds, individual and group search challenges, discussions, assessments and curation, all targeted to Common Core State Standards as well as information fluency competencies.
Automated learning pathways are currently a hot topic in discussions on education because those pathways have the potential to personalize learning and provide timely intervention for students. With automated pathways, also known as adaptive learning, the instruction changes based on the students’ current levels of understanding. In some cases, adaptive learning is teacher-directed. In this case, teachers push new content to their students based on the learners’ previous performances. In other cases, the pathways are “system-generated” so the technology “automatically” adapts to meet the needs of individual students. The latter option is far more controversial because it elicits this question: Are algorithms replacing teachers? What if the system “misunderstands” and doesn’t provide students with the proper support and intervention?1
Here’s a law-of-physics rule: there is only, always, exactly 100% market share in any market. That’s why, despite the vigorous price-warring, tournament strategists gained little or no share. (No one gets ahead when everyone moves in the same direction.) What they got, 90% of the time, was mutually assured destruction. The only way to win a price war is to be the only one fighting, and that’s not much of a war. Here’s another rule: we must keep our strategy secret from competitors.
We live in an age of change and uncertainty. For businesses, this means that only the most versatile survive —innovate or die. Simply adapting to the digital age is not enough: company survival requires explorative business strategies, to find new opportunities to improve and renew products and services. To attain explorative success you need a combination of both deliberate thinking and intuitive thinking. This article explores how you can balance the two.
That is how most winning strategies happen: first comes the big idea; then a strategy to bring that idea to market; finally, a big, hairy, audacious goal to crystalize an ambition, motivate the troops, and excite investors. Unfortunately, strategic planning in most companies gets this sequence exactly reversed — and when that happens, bad strategies result.
Competitive intelligence (CI) analysis can help your business identify industry patterns and trends that allow you to formulate strategic and tactical plans to deliver optimal customer value. To be successful in today’s information age, business leaders must be able to make sense rapidly of their business environment, competition, and organizations. Winning business strategies are based on being different from competitors in ways that add customer value. Properly implementing the process and toolkits of competitive intelligence (CI) analysis can provide business leaders with the foundation they need to formulate winning business strategies. Deliverables can only be actionable with transparent analytical techniques. The examination and evaluation of CI information through analysis is the key to defining appropriate strategies and decisions. The process requires skill, time, and effort. While most organizations gather CI, surprisingly few analyze it using a consistent process.This course will cover the steps of the CI analysis process and how to maintain objectivity while conducting CI analysis. It will also introduce basic CI analysis techniques, including Porter’s five forces analysis, four corners analysis, and marketing mix analysis.
Do you want to learn how to harvest health science data from the Internet? Or learn to understand the world through data analysis? Start by learning R Statistics!
Skilled professionals who can process and analyze data are in great demand today. In this course you will explore concepts in statistics to make sense out of data. You will learn the practical skills necessary to find, import, analyze and visualize data. We will take a look under the hood of statistics and equip you with broad tools for understanding statistical inference and statistical methods. You will also perform some really complicated calculations and visualizations, following in the footsteps of Karolinska Institute’s researchers.
Statistical programming is an essential skill in our golden age of data abundance. Health science has become a field of big data, just like so many other fields of study. New techniques make it possible and affordable to generate massive data sets in biology. Researchers and clinicians can measure the activity for each of 30000 genes of a patient. They can read the complete genome sequence of a patient. Thanks to another trend of the decade, open access publishing, the results of such large scale health science are very often published for you to read free of charge. You can even access the raw data from open databases such as the gene expression database of the NCBI, National Center for Biotechnology Information.
We will dive into this data together. Learn how to use R, a powerful open source statistical programming language, and see why it has become the tool of choice in many industries in this introductory R statistics course.
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