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juliusbeezer : coaching   31

(44) Mark Allen v Kyren Wilson Final Masters 2018 - YouTube
Concrete evidence of how losing weight would help Mark Allen's game (John Parrot kindly blames his "cueing across himself" on Allen being "left-handed", but the embonpoint definitely not helping...
obesity  sport  coaching 
june 2018 by juliusbeezer
Let’s stop calling them ‘soft skills’ – It’s Your Turn
Yes, they’re interpersonal skills. Leadership skills. The skills of charisma and diligence and contribution. But these modifiers, while accurate, somehow edge them away from the vocational skills, the skills that we actually hire for, the skills we measure a graduate degree on.

So let’s uncomfortably call them real skills instead.

Real because they work, because they’re at the heart of what we need to today.

Real because even if you’ve got the vocational skills, you’re no help to us without these human skills, the things that we can’t write down, or program a computer to do.
work  psychology  coaching  skilz 
november 2017 by juliusbeezer
Ten simple rules for short and swift presentations
Effective oral prose is not dissimilar from effective writing. Depending on the literary theory and school of criticism that one subscribes, concepts such as “lightness, quickness, exactitude, visibility, multiplicity,” and also consistency in writing [13] similarly apply to rapid presentations. The simple rules for making good presentations also apply [14], but short, swift presentations provide both novel challenges and unique communication opportunities. The pace is rapid, providing very limited time for the audience to read or process an individual slide. Thus, Rule 8 from a previous ten simple rules for oral presentations, “use visuals sparingly but effectively” [14],
teaching  communication  coaching 
april 2017 by juliusbeezer
Academics can change the world – if they stop talking only to their peers
Learning to write

There is a third factor holding academics back from writing for broader lay audiences: even if they’d like to, they may not know where to start and how to do it.

Writing an article for an academic journal is a very different process to penning one for those outside the academy. Naomi Wolf and Sacha Kopp, in an article examining the issue, wrote:

Academic writing has the benefit of scholarly rigour, full documentation and original thinking. But the transmission of our ideas is routinely hampered … by a great deal of peer-oriented jargon.

Universities have a role to play here by offering workshops and courses to their academics and students. This can help develop creative non-fiction writing skills.
writing  scholarly  education  coaching 
march 2016 by juliusbeezer
What does a researcher do all day? | Unlocking Research
the team shadowed 10 academics over a 48-hour period. They followed them through their day, literally sitting next to them. They watched lectures, sat in supervisions and took notes. As researchers did tasks the team asked questions about how they felt about the task – whether it was worth their time for example. The number was small because of the time intensity of this approach, however the process revealed good insights. Paul mentioned that they looked at the workarounds academics have for tasks and were able to determine how academics know what is succeeding and what ought they be doing.

The information gathering phase also included 12 co-design sessions looking at research and publishing tools, where they invited a group of participants to act as a designer. These were one on one co-design sessions. The academics were asked to design the journal they would like to publish in. As part of the process they took notes about how the participants talked about the publishing process...

Paul noted that being an academic is really three or four jobs – each person needs to decide what they will be very good at. He observed that academics have to discover things that are new to the world as well as all of their other administration and work.

Many of the academics observed had between six and eight, sometimes 10 different roles. Some of these come with a job title, and others are unofficial because the academic wants to be a good supervisor, tutor, or a good colleague. The longer someone is around, the more roles they collect. The team started trying to graph people’s job titles as part of the project but this proved challenging because academia is not like a company where people have a fixed job title...
What causes one of the greatest emotional lows for a researcher is being rejected for a paper. They have often put all of their effort and knowledge into a journal paper. If it is rejected after peer review they are being told they have wasted two years of their life. Paul noted that some reviewing boards are brutal and the feedback given is, frankly, rude.
scholarly  openaccess  sciencepublishing  academic  universityeducation  teaching  research  psychology  coaching  repositories 
february 2016 by juliusbeezer
To Anyone Who Thinks They're Falling Behind In Life
You don't need more motivation or inspiration to create the life you want. You need less shame around the idea that you're not doing your best. You need to stop listening to people who are in vastly different life circumstances and life stages than you tell you that you're just not doing or being enough. You need to let timing do what it needs to do. You need to see lessons where you see barriers. You need to understand that what's right now becomes inspiration later. You need to see that wherever you are now is what becomes your identity later.
coaching  art  psychology 
february 2016 by juliusbeezer
Emploi : les étudiants préfèrent une bonne ambiance à une bonne rémunération - Le Figaro Étudiant
Une étude Ipsos menée auprès de 134 grandes écoles françaises dévoilent que les étudiants privilégient le contenu et l’ambiance de leur futur emploi aux conditions matérielles.

Dans leur travail, les jeunes veulent s’engager socialement et ne considèrent pas que la rémunération est une priorité dans leur choix de carrière. C’est le constat d’une étude de l’institut Ipsos et du cabinet de conseil Boston Consulting Group (BCG) publiée ce lundi 25 janvier 2016, en partenariat avec la Conférence des grandes écoles (CGE) auprès de 134 écoles, soit 2 111 étudiants et 1 193 alumni (anciens élèves).

Près de 80% des étudiants des grandes écoles ont une idée du métier qu’il veulent exercer une fois diplômés. Mais ils privilégient le contenu de leur futur job et l’ambiance sur leur lieu de travail aux conditions matérielles qui leur seront proposées. Près de 9 étudiants sur 10 pensent qu’avoir un poste «stimulant» est primordial ou très important dans le choix de leur futur métier, quand 84% d’entre eux mettent en avant l’ambiance et le bien-être au travail.
work  france  education  coaching 
february 2016 by juliusbeezer
What Abraham Lincoln Can Teach Us About Translation |
Everybody knows Lincoln the president, but few people know Lincoln the lawyer. It is said that his greatest skill as a lawyer was that he could simplify even the most complicated cases to a few key points. He handled over 5000 cases in his lifetime and made only one appearance before the United States Supreme Court in a case he lost, but in which Justice John McLean wrote a very long opinion where he held in accordance with Lincoln’s contentions.

At some point in 1850, Lincoln wrote “Notes for a Law Lecture”. Nobody’s really sure where or even if he ever gave that lecture, but I find it inspiring and wanted to share a few bits and pieces along with things I think we can learn from it. Of course, he’s talking to lawyers, but it all easily applies to translators as well.
translation  business  coaching 
december 2015 by juliusbeezer
7 mistakes you are making with your cycling and how you can correct them
The vast majority of cyclists are frequently making these errors on the roads. Anyone who recognises and corrects their errors can cycle more safely, confidently and efficiently. Up until last week I was regularly making these mistakes too. However, a 2 hour course I completed last Thursday, by the highly recommended Cycle Training UK, completely changed my cycling technique. Here are the mistakes commonly made and how they can be corrected.
cycling  road_safety  coaching  teaching  learning 
september 2015 by juliusbeezer
Evidence-based practices for teaching writing
scientific studies of writing interventions provide a more trustworthy approach for identifying effective methods for teaching writing; they supply evidence of the magnitude of the effect of a writing intervention, how confident one can be in the study’s results, and how replicable the writing strategy is in new settings with new populations of students.
The list of recommendations presented below is based on scientific studies of students in grades 4–12. The strategies for teaching writing are listed according to the magnitude of their effects. Writing strategies: Explicitly teach students strategies for planning, revising, and editing their written products. This may involve teaching general processes (e.g., brainstorming or editing) or more speci?c elements, such as steps for writing a persuasive essay. In either case, we recommend that teachers model the strategy, provide assistance as students practice using the strategy on their own, and allow for independent practice with the strategy once they have learned it.
Summarizing text: Explicitly teach students procedures for summarizing what they read. Summarization allows students to practice concise, clear writing to convey an accurate message of the main ideas in a text.
writing  editing  coaching  learning 
september 2015 by juliusbeezer
Grammar in EAP pre-sessional courses: What to teach? » ESP&EdTech
1. The grammatical items which are typical of, and identify, written academic can be considered as follows:

Articles: In particular the zero article for generalizations, uncountable nouns and plural countable nouns.
Verb tenses: Although there is no clear conclusion about which particular verb tenses are the most important, research suggests that clear use of past and present simple, together with the present perfect are the most useful
Passive voice: While still not as prevalent as the active voice in academic writing, its use is significantly greater than in other genres. Being a competent user of the passive voice will enable students greater flexibility and thus precision in their writing.
scholarly  writing  grammar  english  coaching 
june 2015 by juliusbeezer
Shadow-reading experiment
I've recently done some research into shadow-reading and at some point I promised myself that I'd soon experiment with it a bit in the classroom. I was curious to see what this technique, which I had never heard before, looked like in practice, and I wondered what benefits there were related to this method.

Let me briefly describe what we did in class earlier today:

1) Ss listened to a short recording, following the transcript silently. This helped them understand the gist of the text as well as see how the text was chunked.
2) I played the recording again and asked Ss to read along with the speaker. However, they could only mouth the words silently.
3) I played the recording for the third time; this time Ss were asked to read along with the speaker, quietly.
4) Finally, Ss read the text along with the speaker at a normal volume, trying as much as possible to mimic their intonation, stress and pronunciation. I turned the volume of the recording up and down at this stage, and at some point I even switched the sound off completely.
teaching  coaching  reading  english  enfr_beginner 
march 2015 by juliusbeezer
Inklings: Why Your Professors Suck
faculty try to instill in their students the same attitudes that enabled them to succeed. Unfortunately, those qualities are often counterproductive for any life outside of academia. But in order to fully grasp why this fact is so important, you have to understand a little bit about how careers are made and lost in academia.
education  universityeducation  funny  teaching  coaching 
march 2015 by juliusbeezer
The return of big history: the long past is the antidote to short-termism
Their main injunction derives from Avram Goldberg, the chief executive of a New England grocery chain. Whenever a manager came to him in a flap, he wouldn’t ask, “What’s the problem?” but say, “Tell me the story.” That way, Goldberg said, “I find out what the problem really is.” His maxim became the premise of the book by Neustadt and May. Rather than focus on the crisis at hand (while already straining for a quick-fix solution), one should stand back and ask, “How did we get into this mess?” That is the first step to seeing a way out.

Telling the story requires identifying critical events and turning points, asking what happened when. This basic chronology then has to be fleshed out by addressing “who” and “why” questions about personalities and motivations: what Neustadt and May call “journalists’ questions”. Digging out this kind of human detail is as much a historical activity as constructing a chronology.
history  business  coaching 
february 2015 by juliusbeezer
Spotlight on CPD: Investigating the gap between translator training and the real business of translation
starting out freelance translators are generally underconfident or terrified about "business." Various courses are proposed, as though there was any other way to learn something!
translation  business  education  coaching 
january 2015 by juliusbeezer
Why not leave it up to them | The Other Things Matter
There’s this term, ‘classroom management.’ Whenever I hear it, I kind of get itchy all over. Why would I want to manage my classroom? I think I’d rather spend my time creating an environment where students can, as much as possible, manage their own learning. Luckily, as a teacher, how I spend my time during a lesson is mostly up to me.
education  teaching  coaching  time  attention 
january 2015 by juliusbeezer
Writing Clinic - Writing Clinic
Because everyone has different needs I offer a completely flexible service that you can use as often or as little as you like. You can call on me when you need me and not when you don't. I can mentor you throughout your project, or just read a finished manuscript. We can meet regularly or occasionally, or if you have a completed novel I can help you to see where the plot or pace need adjusting, or characters need developing.
With most manuscript appraisal services you pay a one-off fee and get one-off feedback. With me, you can send rewrites, have further discussions, and essentially get ongoing mentoring without committing to a fixed period or number of sessions, though we can do that too if it would support you to have a commitment and deadlines.
editing  coaching  writing  business 
december 2014 by juliusbeezer
Learning to speak English? Making yourself understood isn't all about the accent
our study showed that the language-related factors that underlie what makes someone sound accented were very similar regardless of a person’s mother tongue. For example, vowel and consonant errors universally make people sound accented.

Yet it’s not always these factors that affect how easy or difficult to understand a person is. Whereas producing inaccurate vowels and consonants impeded how easy Chinese learners were for English listeners to understand, for Hindi or Urdu learners, it was appropriate use of vocabulary and grammar that helped their ability to be understood.
english  language  teaching  education  coaching 
december 2014 by juliusbeezer
How Scientists Are Learning to Write - The Atlantic
The NYU workshops may sound unappealing; they're not for credit and each session lasts three hours per week (not counting homework) for four weeks. But the numbers say otherwise; for the fall 2014 semester over 160 scientists applied for 40 spots, likely because of how useful it is.

The NYU course is one of several of its kind offered across the country for undergraduates and doctorate students in formats ranging from massive open online courses (like one that Sainani teaches) to small workshops and everything in between.
science  writing  education  coaching  learning 
december 2014 by juliusbeezer
Blog shoutouts | EFL Notes
A place for me to give a shoutout to blog posts I have been using in my classes. I only wish I had been keeping a record of all the times I have used the great ELT blogworld resources before now!
english  teaching  education  coaching 
december 2014 by juliusbeezer
The Biggest Blown Opportunity in Higher Ed History
Six critical elements during college jumped off the pages of our research as being strongly linked to long-term success in work and life after graduation. Three of these elements relate to experiential and deep learning: having an internship or job where students were able to apply what they were learning in the classroom, being actively involved in extracurricular activities and organizations, and working on projects that took a semester or more to complete.

But the three most potent elements linked to long-term success for college grads relate to emotional support: feeling that they had a professor who made them excited about learning, that the professors at their alma mater cared about them as a person, and that they had a mentor who encouraged them to pursue their goals and dreams. If graduates strongly agree with these three things, it doubles the odds that they are engaged in their work and thriving in their overall well-being.
education  universityeducation  coaching  emotion 
october 2014 by juliusbeezer
Getting excited helps with performance anxiety more than trying to calm down, study finds
simple statements about excitement could improve performance during activities that triggered anxiety. The study was published online in APA's Journal of Experimental Psychology: General.

In one experiment, 140 participants (63 men and 77 women) were told to prepare a persuasive public speech on why they would be good work partners. To increase anxiety, a researcher videotaped the speeches and said they would be judged by a committee. Before delivering the speech, participants were instructed to say "I am excited" or "I am calm." The subjects who said they were excited gave longer speeches and were more persuasive, competent and relaxed than those who said they were calm
psychology  coaching  presentation 
january 2014 by juliusbeezer
9 Rules for a Simpler Day : zenhabits
9 Rules for a Simpler Day


1. Know What’s Important...
coaching  education 
june 2013 by juliusbeezer
Good Coach, Bad Coach: Motivation, Hormones, and Performance | Sweat Science
positive feedback enhances testosterone, subsequent performance; critical feedback the reverse.
psychology  coaching 
november 2012 by juliusbeezer
How to Get Out Alive - TIME
psychologist Daniel Johnson was working on safety research for McDonnell Douglas. The more disasters he studied, the more he realized that the classic fight-or-flight behavior paradigm was incomplete. Again and again, in shipwrecks as well as plane accidents, he saw examples of people doing nothing at all. He was even able to re-create the effect in his lab. He found that about 45% of people in his experiment shut down (that is, stopped moving or speaking for 30 sec. or often longer) when asked under pressure to perform unfamiliar but basic tasks.
psychology  coaching 
september 2012 by juliusbeezer
Communiquer avec ses clients dans sa langue source...pas toujours évident ! | Les recettes du traducteur, tous les ingrédients pour faire bouillir la marmite
je préconise de travailler avec un coach pour cela. Votre coach peut être un prof de langues, un conseiller en image, un formateur en prise de parole en public, etc.
français  translation  business  coaching 
april 2012 by juliusbeezer

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