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Christophe Meudec
I like to stay enthusiastic about everything that I do.
I like to stay enthusiastic about everything that I do.

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Great Connemarathon report en Francais!

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"Padraig Kirwan, head of computing and maths at Waterford Institute of Technology, said he does not think 2018 is a realistic start date.

While the curriculum could be drawn up relatively quickly, he said, teachers in the new subject “would need to do a one-year full-time course or a two-year part-time course to be sufficiently skilled in computer science.”

WIT is already involved in delivery of upskilling courses for second-level maths teachers, which run for one to two years either full-time or part-time.

The college plans to devise a teacher-training course in computer science, and started offering coding lessons to local second-level students last year."


and in conjunction with NCCA report (which failed to look at non-english speaking education once again, a familiar pattern in Irish 'research', despite the fact that French Informatics Baccalaureate was created in 1969...)

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Excellent set of slides and blog on the Lean Startup

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A good summary of Google's current cloud platform offering. The pace of change in cloud technologies make trying to keep up to date a full time job; needless to say it is near impossible.

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Ever wanted to write back in a public way to an author and start a debate? Here is an experience using Google Docs.

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My running history and personal best document.

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I really agree with the post below. The notion that we have to teach children/students for jobs that do not exist yet is a total myth.

It is a spectacular claim.

I cannot think of a single job today that did not exist 10 or 20 years ago.

Cloud developer? That's programming.
Web designer? That's design.
Treating people for twitter addiction? That's addiction therapy.
Social media strategist? That's marketing.

So unless you mean a job where the technology does not evolve then no these 'new jobs' did exist in the past. Only technical revolutions create totally new jobs with new skills (electrification, information technology, globalisation of trade, commodification of food etc.) but all of these where started more than 50 years ago.

Of course the technology changes, the global mix of job changes.

It is obvious that we can't focus solely on teaching this technical skills or training in using that machine: but who does?

To say that tomorrow's jobs don't exist yet is a myth, is a spectacular claim, used to make a fairly obvious point...

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Funny the way 'International Day' (there was a good one at my institution the other day) appears to be about nationalism and reinforcing national stereotypes rather than truly celebrating internationalism.

The same could be said of sport competitions (world cups, world championships, European championships etc.) who instead of using sport to truly bring people together, put people against each other.

Why does people nationality count for so much? The need to belong?

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This is a short review of "Out of Women's Experience - Creating Relational Leadership" by H.B. Regan and G.H. Brooks, 1995, Corwin Press.

As this book is not widely known, nor easily available, this short review might be of use to prospective readers.

The authors describe their journey as part of US group of women school leaders towards discovering their own strength and voice in US school leadership. Their feminist voice is strong throughout. Their conclusions revolves on using traditional women attributes to develop a 'Relational' style of leadership.

They theorise on the need for 'hard' leadership (masculine) and 'soft' leadership (feminine) and suggest, but do not expand much, on on a Double Helix metaphor for leadership.

They report on women's stories from their meeting group, and how these group meetings help shape, as a community of practice building process, their beliefs.

A criticism of the book is indeed this over focus on their own personal process which in many parts feel self-indulging especially since it is over peppered by feminist statements such as '...which even the most feminist of men do not fully understand' p. 70, '...Helen was folding clothes...Dick was outside raking the ward...' p. 71, '... men seem to have at least two, possibly three or four' different rulebooks...' p. 73.

Overall the book, by overly focusing on the journey of the authors, only offers a glimpse of what it could have been, with not enough development of the theory of what relational leadership should be and the fundamental contributions that women ought to make in its characterisation. For example the book offers some premises (p. 80) into what is now named emotional intelligence but does not unfortunately elaborate further.

This book has merits as an important historical document but for readers interested in relational leadership it only offers a partial, perhaps even biased by feminism, introduction.

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