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A good practice guide to Action Learning in Higher Education
Welcome to Action A good practice guide for Action Learning in Higher Education
This guide is aimed at Organisational and Staff Developers in Higher Education who would like to set up an institutional or cross-institutional action learning programme.
Editor: Tracy Ellis firstname.lastname@example.com
It was developed as a result of the success of a collaborative action learning programme designed and delivered by a group of universities in the North West of England.
Editorial Adviser: Julie Mulliner julie@guidingperformance success.co.uk
We would like to thank the Leadership Foundation for supporting the development of this guide. Our intention was to develop a guide that is accessible, interactive and provides you with the methodology, templates and resources to run your own Action Learning project. The members of the project team (pictured below) contributed to this guide and would be more than happy to answer any queries related to it.
Design: Josh Hodge Aaliyah Rugg Images: Ethan Woodroofe Jack Ward
Where you see this symbol click for further information
Tracy Ellis
Meriel Box
Karen Chubb
Gemma Coombes
University of Liverpool firstname.lastname@example.com
Liverpool John Moores University firstname.lastname@example.com
University of Cumbria email@example.com
University of Cumbria firstname.lastname@example.com
Denise Fieldhouse Manchester University Denise.C.Fieldhouse@manchester. ac.uk
Gemma Edwards
Nikki Lambourne
Annette Robinson
Beverley Agard-Owen
Sophie Stansfield
University of Chester firstname.lastname@example.com
UCLAN email@example.com
Lancaster University email@example.com
Swansea University firstname.lastname@example.com
University of Liverpool email@example.com
ACTION: A good practice guide to Action Learning in Higher Education
Contents 4
5Ws of Action Learning
7 6 What is
9 8 Project
11 The
Action Learning?
Post-it method
15 Presenting the problem
Benefits of Action Learning
10 5
14 Set
Ground rules
Role of the facilitator
17 18
Downloads and Links
Evaluation approach/ findings
Introducing NWCIAL
Action Learning WHY?
Staff from member institutions of the North West Staff Developers Network have participated in various leadership programmes and a common theme has been the building of supportive relationships with peers to assist problem-solving. The North West Network decided they would like to continue this type of support to underpin continuous professional development via Action Learning. One programme that inspired us was the Aurora Programme delivered by the Leadership Foundation, which participants had found invaluable in developing relationships, building leadership capability and changing practice through exploring differing perspectives. They also welcomed having the opportunity to engage in nonjudgemental, confidential conversations with peers across the sector. We agreed that a cross-institutional opportunity would allow continuation of the benefits for Aurora alumni and open up the opportunity to others while the collaborative nature of the initiative would serve to strengthen the relationship of the North West Regional Network and to support Athena Swan Agenda.
We wanted to enable a group of universities to deliver crossinstitutional Action Learning to enhance our networks and communities of practice. Agreed objectives were to set up an initiative supporting women in the first instance; adopt a project management approach to maximise sustainability and evaluate the project to be able to demonstrate impact. At each session set members were able to raise and discuss challenges, problems and opportunities they were currently facing and the sets worked together to question and coach their colleagues to determine their own options for resolving the challenge, problem or opportunity.
The Action Learning Sets were aimed at female staff. The cohort initially comprised of 42 particpants from academic and professional services, who registered to join the programme from seven universities in the North West: Chester, Cumbria, Huddersfield, Liverpool, Liverpool John Moores, Manchester and University of Central Lancashire. Participating institutions set their own criteria but on the whole the offer was promoted to those holding management, senior administrative, lecturer and senior lecturer positions. A target group of participants already existed in some universities (via Aurora alumni). Facilitators were all Organisational Development/Staff Development Professionals from participating universities and it was agreed that facilitators would rotate between sets. PROJECT TEAM: Meriel Box, Karen Chubb, Gemma Coombes, Gemma Edwards, Tracy Ellis, Denise Fieldhouse, Nikki Lambourne, Annette Robinson and Martin Plant
ACTION: A good practice guide to Action Learning in Higher Education
Discussions commenced early in 2015 and we worked to establish a consistent approach to the initiative, with a website and communications, marketing, recruitment and delivery strategies to support the programme which was officially launched in October 2015. The Action Learning sets met four times between October and June 2016 with a second cohort beginning in October 2016.
Action Learning Set meetings were held at all the participating HEIs to encourage staff to broaden their knowledge and understanding of other universities in the region, as well as creating The opportunity to visit other institutions. Meeting rooms where Action Learning sets could be held were arranged at University of Liverpool, University of Chester, University of Central Lancashire and Liverpool John Moores University.
Athena Swan
Leadership Foundation
ne of the key advantages of running a programme with colleagues from other Higher Education Institutions include the participants being exposed to a variety of differing perspectives and the chance to gain insight into practice at a range of organisations. Members of the Action Learning Sets said they felt less constrained if they were with people who they didn't know as they were able to express themselves more openly about work-related issues.
Learning benefits
Other benefits they discovered included: • • • • • • • •
Setting realistic goals How to approach issues from different perspectives Issues can be shared to be solved Improved questioning skills Resisting the urge to suggest a solution Increased confidence Learning to listen and reflect Finding a flexible approach to solve problems
F luation the eva ants During ip e, partic ase is rc xe e ed: "Ple were ask ways in ny detail a programme e which th d you to ble has ena r develop?" o improve s can be se n Respo :// at: http viewed tiDO jz /2 ly bit.
In a word...
Faciltators' one word feedback
acilitators also reported personal and professional benefits from involvement with the programme. The most obvious was the chance to practice Action Learning facilitation skills. In addition, as the facilitator role rotates, there was also the advantage of hearing multiple issues, intended actions and resolutions, broadening the facilitators' understanding of the breadth of challenges that exist within institutions. Download a PDF of the benefits of Action Learning at www.highereducationactionlearning.co.uk
Participants' one word feedback www.highereducationactionlearning.co.uk
There is no learning without action, and no (sober and deliberate) action without learning
Reg Revans, left, pioneer of Action Learning
What is Action Learning?
The action learning process includes:
Action Learning is an approach to solving real problems that involves taking action and reflecting upon the results, so helping to improve the problem-solving process. It requires a group of people (a set) who are supportive of one another to meet over a period of time to listen to, ask questions, take action and provide feedback with the objective of individual and shared personal and professional growth. Professor Reg Revans (pictured above, 1907 – 2003) pioneered Action Learning, widely considered to be one of the most important ideas in the field of organisational development. His influences included his experience training as a physicist at the University of Cambridge. In his encounters with talented scientists he realised the importance of each one describing their own ignorance, sharing experiences and communally reflecting to learn. He then developed the method in the 1940s while working for the National Coal Board. He encouraged managers to meet in small groups, share their experiences and ask each other questions about what they saw and heard. The approach increased productivity by over 30% and the theory of Action Learning was born.
• a real problem that is important, critical, and usually complex, • a diverse problem-solving team or "set", • a process that promotes curiosity, inquiry, and reflection, • a requirement that talk be converted into action and, ultimately, a solution, and a commitment to learning.
From idea Action Reflection Learning (ARL) as a learning methodology that can contribute to and enrich Action Learning programmes. The research outlined16 elements of ARL and ten underlying principles. Download a PDF of the ten learning principles from our website www.highereducationactionlearning.co.uk
What mindset is required for Action Learning?
People have to be aware of their lack of relevant knowledge and be prepared to explore the area of their 'ignorance' with suitable questions What are the features of and help from other people in similar positions. Action Learning? Questioning is the cornerstone of the Action Learning method and Research carried out by Isabel Rimanoczy in 2004 and published in Revans had a strong desire to help 2008 with Carole Brown introduced people understand the importance
ACTION: A good practice guide to Action Learning in Higher Education
of asking questions for the purpose of learning from our reality so that reality could be improved His work cites examples from countries across the world where Action Learning has now become widely accepted. http://www.revanscenter.com/ files/Download/reg-revans-manuscripts.pdf
Why Action Learning Sets Work Action Learning is different to usual interactions between colleagues in several ways. Firstly, the presenter, or problem holder, is given the time and attention of their peers, which is different to the usual approach of problem solving in a busy workplace. Secondly, the presenter is empowered by taking responsibility for action. The set members are not considering what they would do if in
The Action Learning process
to reality the same situation, they are asking questions to elicit what the presenter is prepared to do. It is useful to hear ideas and visualise how set members view their challenge but the purpose is to help the presenter to re-frame or re-conceptualise the situation. The presenter takes the responsibility to ask for what they need from the set, they listen and reflect on the questions asked by peers and then conclude with actions and the important next steps. Finally, Action Learning offers reflection time. The Action Learning meeting provides time out of our busy schedules to consider a challenge from multiple perspectives and then provides time for us to reflect on the actions taken and report back on what has been learned. Questioning following the reporting back supports the re-framing of the challenge and offers new insight on the situation.
Action Learning encourages reflection
What learning comes from Action Learning? The process allows set members to practise their own listening and questioning skills and to learn from their peers through observation. There is also time to reflect on the acquisition of new skills such as questioning, listening and feedback. The evaluation exercise we carried out reported learning that included logical problem-
solving, an improved approaches to planning change, improved confidence, increased awareness of Higher Education, listening and questioning skills, reflection skills and enhanced management style. REFERENCES Rimanoczy, I. and Brown, C., 2008. Bringing action reflection learning into action learning. Action Learning: Research and Practice, 5(2), pp.185-192. Revans, R.W., 1980. Action learning: New techniques for management. Blond and Briggs Ltd..
Taking it
efore you embark on your project think about what you hope to achieve and what you would hope to be a successful outcome. Set out your aims and objectives, identify your stakeholders and use this simple 15-step plan to help your project run smoothly. Managing an Action Learning project checklist www.highereducationactionlearning. co.uk
Set up a communications portal
Provide facilitator training
Formulate a project team
Prepare a Gannt chart
Organise set meetings in advance
Read more about managing your Action Learning project
ACTION: A good practice guide to Action Learning in Higher Education
2 3
Appoint a project Lead
Develop a project plan
Promote the programme
step by step 15 14
Share the results of the evaluation
12 9
Hold a programme review meeting
Evaluate the programme
Launch the programme
Select the set members
11 10
Remind set members of forthcoming set meeting
Send out joining instructions
Rising to the challenge 1
Establishing trust and confidentiality
Attendance and commitment
Expectations of facilitators
Expectations of participants
Click on the hand by each challenge to hear more from the facilitators.
Click here to download transcripts for each of the videos
ACTION: A good practice guide for Action Learning in Higher Education
Post-it power POST-IT METHOD
he Post-it™ Method was introduced to us by one of the project team members. Using Postit™ notes helps set members to prepare questions as the presenter tells their story and then allows the presenter to organise the questions as appropriate to help them prioritise and prepare their responses. It's simple but highly effective and enables the presenter to continue to review and reflect on the questions posed after the set meeting. To ensure consistency in our approach all the facilitators were trained on the use of this method How does it work? Set members bid for time - they indicate they have an issue to present. The facilitator schedules time slots according to the time available and number of presenters. The presenter tells their story while set members listen and form questions relating to the issue one per Post-it™. After the presenter finishes the facilitator invites set members to offer their question. Each member responds by writing one question on a Post-it™ note and then hands the question to the presenter. The presenter may choose to answer any questions that set members wish to ask for clarification purposes immediately, as appropriate. This could include factual details that will help set members formulate useful questions. The presenter may group, categorise or discard questions as they see fit and when ready will address the questions that they wish to answer in the order they wish to respond. Set members may probe and follow up on responses.
Who does what? The Presenter presents their issue, responds to questions and seeks to commit to an action or actions back to their workplace. The Facilitator allocates and manages time, helps the questioning process run smoothly and intervenes if presenters are being bombarded, interrogated or if any behaviour is displayed which might be unhelpful in supporting the presenter to find their own way. The Set Members are there to support and challenge presenters appropriately, helping them to explore their issue. They ask helpful questions with a focus on trying to provoke insight for the presenter rather than solely seek clarification. The set member and avoids "telling" and "advising". It doesn't end there… Mutual learning will take place during the set as questions are posed and answered then following the meeting members can reflect, revisit their experience and explore it in greater depth in a process of continuous learning. You can watch a video of the Postit™ method You can download a PDF of by clicking the Post-it™ method at www. here highereducationactionlearning. co.uk www.highereducationactionlearning.co.uk
Ground rules
t is critical that set members collectively develop a set of Action Learning ground rules which specify the way they will work together. Establishing these at the outset gives the set clear and agreed guidelines to work to. It is important that there is ownership of the ground rules, and therefore involvement in creation rather than imposing a set of ground rules is highly advised. However, it can be helpful to give examples of typical ground rules to help start the thought process. At the beginning of each set, it is recommend to recap on the ground rules to give set members the opportunity to modify them, if required, and reaffirm the parameters they have previously agreed.
Here are some standard ground rules that a set might wish to consider
Set members' wishes are strictly adhered to if they request an issue to remain within the set.
Attention Set members should state their commitment to aim to give
priority to this activity and attend all meetings. They should also be committed to giving their full attention to support peers to solve their problems.
Shared learning
Set members need to agree how they will share the learning that takes place with a view to some of that learning becoming a learning experience for the group. Set members can allow the facilitator to support this process during and following the set meeting through questioning and feedback.
Set members agree to treat each other with respect by listening to each other without interrupting. Presenters will not be pushed into discussing something which makes them feel uncomfortable. The facilitator can support this by monitoring and calling any behaviours that are against this.
Equality All set members are given equal opportunity and the facilitator
can support this by ensuring that nobody dominates the discussion or exhibits behaviour that does not support equality.
Set members commit to arriving on time to ensure that the set is not interrupted and to create a relaxed atmosphere that is conducive to thinking and learning.
The set meetings will follow the Action Learning methodology agreed by the set. Although some flexibility will be necessary to allow agreed adaptations, having a set methodology such as the Post-it™ method, allows a structure to support the management of set meetings and the learning process. There can, however, by agreement of the set, be some room for flexibility in the format of each meeting.
ACTION: A good practice guide to Action Learning in Higher Education
What does a set facilitator do? THE FACILITATOR
he role of the Action Learning Set facilitator is a varied one, with the main aim of managing the process of Action Learning. A skilled facilitator is an invaluable asset to the learning experience and outcome gained by Action Learning. The facilitator supports the set in maintaining a non–directive approach to problem solving and the role permits feedback to set members on behaviour that supports or detracts from the process. The facilitator also helps maintain the ground rules which are agreed by the set.
Facilitators will • Help Action Learning Sets to establish a set of ground rules • Role-model the skills needed relating to effective listening, questioning and feedback. • Manage the process including timing, bidding topresent challenges, summarising and managing behaviour. • Report back and communicate with the programme lead.
You can download a PDF of the role of a facilitator at www.highereducationactionlearning.co.uk Facilitator checklist
Key Skills
Active and empathetic listening Interpersonal skills Effective questioning Building trust and rapport Being assertive to manage unhelpful behaviour in the set Emotional intelligence Knowing when to intervene
Responsibilities • Setting and agreeing ground rules and confidentiality with the set • Managing the behaviour of the set to ensure that members stick to asking questions rather than giving advice • Allocating and managing the time within the group to ensure that all set members get an opportunity to contribute • Supporting the set members and championing the member whose issue is being discussed. • Facilitating the questioning process • Intervening if the presenter is being bombarded, interrogated or if any other behaviour is displayed which they consider unhelpful in supporting the presenter to address their issue • Attending to the administrative details of setting up and organising space for the set meetings and facilitating contacts between the group. • Ensuring the focus is on reflection and action planning.
Listen and learn Asking useful questions A set member should be prepared to ask questions that help clarify and deepen the overall understanding of the problem for all set members. Questions which challenge the presenter can also be helpful at the exploratory stage of the process. Set members must restrain themselves from giving advice as the presenter must come up with their own solution.
Clarifying Understanding Ask useful questions to clarify understanding, for example: • What exactly happened? • How do you see the situation? • Why do you say that? • How do you feel about the situation?
Following the agreed approach A set member should be willing to adopt the agreed approach to the action learning process, such as The Post-it™ Method
Commitment Action Learning works well when set members commit their time to meet regularly for the duration of the process. The set member's role is to maintain equal focus on actions whilst remaining open to experiencing learning from the presenter's reflections; learning from their own reflective processes.
Being a set member Set members have a crucial
role in the Action Learning set meeting - listening carefully to the presenter's issue, clarifying their understanding, asking open and helpful questions to help the presenter identify and be clear about the crux of the matter and helping the presenter to identify possible actions which may address the issue being explored.
ACTION: A good practice guide for Action Learning in Higher Education
You can download a PDF of the role of a set member at www.highereducationactionlearning.co.uk Useful questions
Skills Set members can develop a valuable skillset: • Active and empathetic listening • Effective questioning • Developing trust and rapport within the set • Effective communication • Time management and prioritisation to ensure that set meetings are a priority.
Listening actively An effective set member has a genuine interest in supporting the Action Learning set, especially when listening to the presenter's issue. They are also attentive to the feelings and words used by the presenter, do not intervene when the presenter is telling their story.
Presenting the challenge
You can download a PDF of the role of a presenter at www. highereducationactionlearning. co.uk
resenters present their issue, opportunity, challenge or project, together with the success criteria, to the set members. The issue being presented to set members should be open-ended, in other words, it should be something that can be openly explored to identify the crux of the problem.
as this will stimulate eeting urgent and important al, re is t Preparing for the m tha who is able ng thi me onsor or champion, ted must be so sp en a es fy pr nti be ide to to ue aim iss or The ters should r member of the team tory thinking. Presen e who is a more senio , on ing me en creative and explora so pp y all ha is ide , at ge uence chan ns including wh infl tio or es s qu er rri ing ba er ve sw mo an to re epare by happening? enter may want to pr y of what should be wa the department. The pres in g ttin ge is ening and what what should be happ te information to place enly as you can oviding the appropria pr y, t stl Tell your story as op ne ho d an ly ration through the se presented open ented to allow explo es pr be The issue should be ld ou sh n tio Focused informa the issue in context. g. members' questionin be oblem identified may tions asked g. The crux of the pr nin tio es Be open to the ques qu e ar s er when set memb Remain open minded l issue presented. tia different from the ini the issue discussions around the m n fro tio ted ac ra to ne it m ge m Co mber of ely to be action or try out a nu es and actions are lik an ch e oa tic pr ac ap pr o of int er g mb ttin A nu try out is it to pu selecting an action to presenter must comm t e no Th for . le ted na en tio es ra pr the being sure that are effective. Make actions to see if they the group. also made explicit to ction arning process. Refle d from the Action Le ine ga during Remember to reflect e ce nc pla rie pe es ex tak g th. Learnin rtant part of the ow po gr l im na an rso is pe on d cti an fle Re the set, nt in role takes place following n facilitate developme ing rn ca lea ing rn on lea on cti on d fle re an in ered and d explore it in greater are posed and answ their assumptions an ge en the set as questions all ch e, nc rie pe revisit their ex allowing members to sed following the set view the questions po re to s depth. er mb me t se thod enables Using the Post-it™ me them further. on up meeting and reflect r xt meeting for furthe tion ought back to the ne br be Be ready to take ac actions. ll w wi ne to t d ou itte ing lpful when try presenter comm he the is on on cti ss re fle re og d pr e an Th learning meetings. sis. A log of events, mbers at subsequent me the discussion and analy to ck ba g din process of fee This will help with the to actions and not just back nce of trying out new rie pe ence. Be prepared to feed ex fer re the e m ur fut fro for ing re the learn set members ptu er ca oth to th nt wi rta ed po ar im sh is It can be at they could have failures. This learning own reflections on wh ir the share successes or e ar sh to ed ar also be prep The presenter should tly. en er refined or done diff www.highereducationactionlearning.co.uk
On the agenda S
tart your meeting with an agenda to keep you on track and keep your discussions focussed. The agendas for the initial and final meetings will be different from those meetings that take place during the process. Here are our suggestions for three agendas, one at the start, one for midway and one at the end.
Initial Action Learning Set meeting agenda • Welcome and Introductions • Purpose of Action Learning Set • Setting of Ground Rules • Explanation of the Action Learning process • A brief practice session on the questioning skills as even the most senior people can find this daunting especially if the organisational culture is directive. • Invite members to present their problem or challenge • Facilitate set member questioning • Ask the presenter if they have a new understanding/insight to the problem and their ideas on taking action • Summarise the meeting and confirm arrangements for the next Action Learning Set.
Mid Action Learning Set meeting agenda • • • • • • • •
Welcome Review of Ground Rules Invite members who have previously presented to share their experiences of taking actions What did they learn from the experience and how are they going to integrate that learning into their daily practices? Invite members to present their problem or challenge Facilitate set member questioning Ask the presenter if they have a new understanding/ insight to the problem and their ideas on taking action Summarise the meeting and confirm arrangements for the next Action Learning Set.
Final Action Learning Set meeting agenda The final meeting is when all members have had the opportunity to present a problem/ challenge, try out a new idea, had the chance to reflect upon their experiences and embed changes to future daily practices. • • • •
ACTION: A good practice guide for Action Learning in Higher Education
Welcome Review of Ground Rules Invite members who have previously presented to share their experiences of taking actions. What did they learn from the experience and how are they going to integrate that learning into their daily practices?
s the North West Cross Institutional Action Learning (NWCIAL) Programme was a pilot it was important to measure its effectiveness. Kirkpatrick's Four-Level Training Evaluation Model helped us to prepare an evaluation strategy that objectively analysed the effectiveness and impact of the programme, to prepare for improvements for the future and for sharing our findings in this Good Practice Guide.
Our approach
At this level we aimed to measure how the set members reacted. Did they believe that the action learning programme was a valuable experience? How did they feel about the location venues, facilitation, topics covered, format, communication and the overall presentation? It was important for us to measure reaction, because this would assist us in understanding how well the programme was received by the set members. It also helped us determine where to improve the programme and identify any factors that might be missing from the programme. Examples of the questions used were: "Were your expectations met?" and "Was there anything that exceeded your expectations?"
At level 2, we wanted to measure what the set members had learned. How much had their knowledge increased as a result of the programme? When planning the action learning session, we started with a list of specific learning objectives: these were the starting point for our measurement. Of particular interest was the measurement of learning in changes to knowledge, skills, and attitude. Examples of the questions asked were "Please detail ways that the programme has enabled you to improve or develop" and "In the context of work, how confident were you after participating?"
3|Behaviour 4|Results At this level, we wanted to evaluate how far the set members had changed their behaviour, based on the experience and information gained from their set members. Specifically, how was the learning applied back in the workplace? It's important to note here that behaviour can only change if conditions are favourable. For example, perhaps their line manager/ supervisor would not allow them to apply new knowledge in their role. Examples of the questions asked were "To what extent do you agree that this change is a result of taking part in the action learning?" and "Please describe how the programme has influenced the way you act and/or your behaviour" and "Please provide an example of how you have, or will in the future, apply some of the learning in practice, back in your workplace."
At this level, we analysed the final results of the programme. This included outcomes the set members determined to be good for their institutions and good for their institution employees and colleagues with whom they worked. Examples of a question asked was "In your work context, please rate how strongly you agree or disagree that participation in this programme has enabled you to effect positive change." Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, which was updated in 1975 and again in 1994 and more recently (Kirkpatrick & Kirkpatrick, 2009).
Evaluation: Our methods EVALUATION - METHODS AND FINDINGS
Verbal feedback after each set meeting. An online survey questionnaire was conducted in November 2015 following the first action learning set in October 2015 (20 respondents) An in-depth online survey was conducted with members of the facilitation team (7 respondents) A detailed online survey was conducted with the participants once the programme was completed (17 respondents)
Click here for participants' questions
Click here for facilitators' questions
A series of telephone interviews were conducted with participants some of whom had withdrawn from the programme and others who subsequently provided case studies. A 4-hour feedback session was facilitated following the final action learning set sessions with 24 members of the cohort. This involved participants providing comments on Post-its™ attached to a "smiley" flip chart. Three case studies emerged from dialogue with participants.
Click here for case study 1
Click here for case study 2
Click here for case study 3
Some of the common themes that emerged from our evaluation:
References Revans, R. (1998). ABC of Action Learning - 3rd Edition. London: Lemos & Crane © 2009 Kirkpatrick Partners, LLC. Acknowledgements Bev Agard Owen, Action Learning Academy Bea Carson, President, Carson Consultants Mandy Hetherton, Action Learning Associates
ACTION: A good practice guide for Action Learning in Higher Education
The full evaluation report can be seen here.
Click here for the summary of evaluation (slides)
Participant journeys JOURNEYS
As part of the evaluation process we asked Participants to share their experiences by charting their Action Learning 'journey'. Here are some of their responses. Click each box to view the individual experience.
Downloads and links RESOURCES
Here is a selection of online resources to help you plan, manage and evaluate your Action Learning project succesfully Click each box to download the selected information
ACTION: A good practice guide for Action Learning in Higher Education
Published on Feb 9, 2017
A good practice guide to Action Learning in Higher Education. This guide is designed to be viewed online. For a pdf version email tellis@l...


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Three more bodies have been found in southwest Japan, potentially raising the death toll from last week's heavy rains to 28, as Prime Minister Shinzo Abe visited the hardest-hit areas.
Two deaths have been confirmed, and a third body is still under investigation, Fukuoka prefecture's Department of Disaster Management said on Wednesday.
Abe, who cut short a trip in Europe, inspected a collapsed railway bridge in Hita city in Oita prefecture and was also going to neighboring Fukuoka, where the latest deaths were confirmed.
"I was able to talk with people in evacuation centers and hear their worries and troubles," said Abe. "The government will make every effort to rebuild so that people can resume their former lives without worries."
The disaster agency says about 13,000 people, mostly in Fukuoka, are still staying in shelters.
Abe had been visiting European leaders after attending the G20 summit in Germany. He canceled a visit to Estonia, the last leg of his European trip, and returned to Japan one day earlier than planned.
He returned Tuesday and held a meeting with relevant government ministers to discuss the destruction.
During his visit, Abe met with victims at evacuation sites and talked with officials working in the disaster-hit areas.
Torrential rain that began a week ago set off landslides and sent rivers surging over their banks on the southwestern island of Kyushu, at one point forcing more than 400,000 people from their homes.
About 11,000 soldiers, police and firefighters are combing through mud and piles of logs in the largely rural area, searching for the missing.

subset: commoncrawl


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In the mid-1980s a young student caught the attention of Yousef Ahmed, a professor at Qatar University.As Ahmed taught his class the appreciation of art, history and basic drawing skills, he sensed this one student\'s innate desire to study and practise more.The relationship would expand and turn to collecting when the student, a member of Qatar\'s royal family, called on his mentor to help him amass works for what would become the regional hub that is Mathaf: Arab Museum of Modern Art. In addition, Sheikh Hassan bin Mohamed bin Ali Al Thani, the vice-chairperson of Qatar Museums Authority and Mathaf\'s patron, asked Ahmed to \"go digging\" to find local artists. \"When I found [the artists], I told them all: \'One day, these pieces will be in a museum\',\" said Ahmed. \"Some didn\'t believe me. They were at the beginning of their lives and art was a hobby for them. They didn\'t expect their pieces to be on a wall in a museum.\" It has taken more than 20 years for Ahmed\'s insight to be realised.On Sunday, Mathaf opened Swalif, the third exhibition since its December launch. For the next 11 weeks, 78 artworks by 23 native Qatari artists will hang on the white walls of a former school, which is the museum\'s temporary home. Displayed across three galleries, Swalif (which means stories, in the Qatari dialect) is expected to catalyse local interest in art where previous exhibitions have not.The exhibition covers the period from 1965 to 2006, with the works appearing in chronological order. Many paintings are a simple reflection of what artists have personally witnessed, from fishing to falconry, burqa-clad women to men making the traditional bisht (cloak). Ahmed, who is also the show\'s curator, has six of his own pieces on display.\"It\'s very important for our knowledge,\" he said. \"If you want to read about the history of a country, first of all, you look at its art. Art captures the history.\"The museum\'s director, Wassan Al Khudairi, said the show was an opportunity to highlight the importance of local artists. Since the opening last year, despite good attendance figures, Al Khudairi conceded that \"there are pockets of our community that we may not be reaching\". The museum is in Doha\'s Education City, where most of Sheikha Mozah bint Nasser\'s project, Qatar Foundation (QF), is based. American universities, a science and technology park and a television station have been built on the QF desert, a location some have yet to visit. \"We\'re hoping through this exhibition that we can capture the attention of people who may not be interested in art but are interested in their culture and their heritage. Hopefully, this can be the beginning of a relationship with these communities,\" Al Khudairi said. About 500 people attended Sunday\'s opening - at least half of them Qatari. Just two of the exhibiting artists are women - Wafika Sultan Saif Al-Essa and Wafa Al-Hamad. \"There are a lot more women but we were limited by the collection,\" explained Mariam Helmy, the assistant curator. \"We\'re not calling it a representation, we\'re showing a glimpse of our collection.\"The team, which spent four months pulling Swalif together, was advised to use artwork from Sheikh Hassan\'s personal inventory of 6,000 pieces. Loaning art or purchasing more was forbidden.One of the younger artists, 40-year-old Abdul Rahman Mohamd Almutawah, said he is honoured that two of his pieces are included. One depicts a serene, simple scene; blue skies and water form the backdrop to a dhow perched on shore in Al-Wakrah, a quiet city by the sea.\"The happiness of creating a piece of art is when you see a positive reaction from the people,\" he said. \"The painting\'s about the past. Since we are living in a modern world, it\'s an honour for me to bring a piece of the past to the present.\" From / The National
GMT 19:34 2017 Wednesday ,20 SeptemberMuseum of Islamic Art receives pieces seized at Cairo airport
GMT 20:18 2017 Friday ,15 September"Manama, Capital Governorate" launched
GMT 17:37 2017 Wednesday ,13 SeptemberMohammed bin Rashid and Mohamed bin Zayed visit Louvre Abu Dhabi
GMT 17:01 2017 Wednesday ,13 SeptemberSharjah Narrative Forum joins Luxor in celebrating "Capital of Arab Culture" title
GMT 14:41 2017 Wednesday ,13 September'My Vision' and 'Flashes of Thought' by Sheikh Mohammed bin Rashid
GMT 11:54 2017 Wednesday ,13 SeptemberDubai Culture grows team of experts, strengthening Dubai's cultural
GMT 06:24 2017 Tuesday ,12 SeptemberBIPA, UNDP sign agreement
GMT 13:03 2017 Sunday ,10 SeptemberMushahidullah to attend conference on desertification


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Phase Alternation Line PAL video Julianne J. on 19.12.2016
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By Michael Alison Chandler
Washington Post Staff Writer
Saturday, January 24, 2009
Sydney Sampson, 16, was getting ready for school at 5:30 a.m. yesterday when her father told her that the Fairfax County School Board had voted to abandon the tough grading policy that thousands of parents and students had rallied against.
"I started doing a little happy dance around my room," the Madison High School sophomore said.
Sydney, who gets mostly A's and takes two Advanced Placement courses, said the school system's current grading scale does not show what Fairfax students "are capable of." She hopes the new policy will better showcase her academic achievements when she applies for college. Her dream since age 4 has been to go to the University of Virginia, she said.
Her enthusiasm for the change in policy was shared around the county. Students and parents have been lobbying for years for the change, citing intense competition for spots at select colleges. On Thursday night, the board relented.
The decades-old policy set the bar for earning an A at 94 and the bar for passing at 64. Most school systems use what is called a 10-point scale, under which scores between 90 and 100 earn an A. At those schools, 60 often is a passing score.
Many districts also add points to grade-point averages for students who take college-level or honors courses. Thousands of Fairfax parents and students have maintained that a more commonly used, and more generous, grading policy would help seniors who are vying for college admissions and scholarships.
"The depth of the concern was tremendous," said School Board member Jane K. Strauss (Dranesville).
The board's unanimous vote in favor of the more common system acknowledged the anxiety, as well as the fact that today's students are taking tougher classes and attending college in greater numbers, Strauss said. But she cautioned parents about being overly optimistic about what the change will bring.
"This is not a magic bullet. The stress on kids to get into college, the stress of paying for college is not going away," she said.
A school system report showed that the average student's GPA would rise by about a quarter-point with the new policy.
Megan McLaughlin, co-founder of Fairgrade, a parent group formed last winter to lobby for the change, said that although most parents have a realistic view, the increase could still help.
A day after their decision, School Board members were considering how to implement the policy while maintaining the district's high academic standards.
Thursday's vote did make some things clear: There will be a new grading system in place by September, and it will be based on a 10-point scale, which means that 90 to 100 percent will result in an A. The scale also will include pluses and minuses.
What remains undecided is whether A-minus would start at 92 or 93, for example, and whether the score required to pass a class will change. This question is likely to inspire more debate. Many board members are uncomfortable with lowering the bar for a passing score.
The School Board asked Superintendent Jack D. Dale to study variations on a 10-point scale and report back by the end of March.
Many students will see an immediate change: an extra GPA point for Advanced Placement or International Baccalaureate classes. Currently, the increase is a half-point. Their recalculated GPAs will be included in transcripts that schools send to colleges every February.
The board also approved a half-point boost for honors classes, but that change will not take effect immediately. School officials plan to review courses offered throughout the county to uniformly define honors classes.
Fairgrade is pressing the School Board to make the extra credit for honors classes retroactive so that students working hard in tougher classes now can see some payoff in their GPAs when they are applying for college. The new policy affects only current Fairfax students, so those now in college and applying to graduate school are not affected.
Many students would like the changes to be made as soon as possible. Throughout the day at Madison High, the grading scale was the "number one" topic of conversation, Sydney said.
"Kids were very excited," she said, and some were hoping the new scale would be in place before the next round of midterm exams. "We can dream," she said.
View all comments that have been posted about this article.


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Marty Ellenberger
Lives in Ames, IA, United States
Works as a Video
Joined on Mar 12, 2009
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On article Just updated: For Sale and Wanted forum features improved (29 comments in total)
In reply to:
Ag_Paladin: Still missing something... the thread is one big forum.. better to have subforums dedicated to sales of a particular brand or format..
Unnecessary if the search function is adequate. See FM for a practical example.
Link | Posted on Aug 12, 2011 at 15:25 UTC
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Products & ServicesSee also: Categories | More Information
Color Meters and Appearance Instruments - Conoscope Lens for Viewing Angle Performance Measurement -- Conoscope
Description: degrees per CCD pixel. Paired with the ProMetric® I16 Colorimeter or Y16 Photometer featuring a 16 megapixel CCD sensor, the conoscope lens has the capability to measure luminance, radiance, angular contrast, CIE chromaticity coordinates, and correlated color temperature (CCT)
Show More
- Property Measured: Color
Quality Assurance and Compliance Software - ProMetric® Measurement Control and Image Analysis Software -- ProMetric®
Description: Radiant Flux CIE Chromaticity Coordinates (x, y and u', v') Correlated Color Temperature (CCT) ProMetric software provides an extensive set of measurement control and administrative functions: Setting parameters for camera operation, including exposure, binning, and temperatureShow More
Standards and Technical Documents - Standard Practice for Specifying Color by the Natural Colour System (NCS) -- ASTM E2970Supplier: ASTM International
Description: of the NCS notation of a color sample, defines the relationships between psychometrically determined NCS notations and the corresponding CIE color coordinates which are to be used in this context. 1.5 For the accuracy requirements associated with NCS standards and NCS colorShow More
Description: degrees per CCD pixel. Paired with the ProMetric® I16 Colorimeter or Y16 Photometer featuring a 16 megapixel CCD sensor, the conoscope lens has the capability to measure luminance, radiance, angular contrast, CIE chromaticity coordinates, and correlated color temperature (CCT)
Show More
- Type / Form Factor: Test Platform / System
- Options / Module Types: Measure Unit / Monitor
- Components / Products Tested: Displays / Video Equipment
Supplier: ASTM International
Description: . The trichromatic coordinates of nickel sulfate and chromium sulfate solutions have been calculated both according to Commission Intérnationale d' Eclairage (CIE) 1931 recommendations, namely, x,y coordinates and also according to a perceptually more uniform chromatic systemShow More
Standards and Technical Documents - Paints and varnishes -- Colorimetry -- Part 1: Principles -- ISO 7724-1:1984
Description: Describes the colorimetric terms and fundamental requirements necessary for determining the colour co-ordinates of paint films. From among the various colour co-ordinates recommended by the CIE, the colour co-ordinates in the CIE 1964 supplementary standardShow More
Supplier: Tradeport Electronics Group
Description: Easy-to-use WindowsTM GUI, giving you four options for displaying your measured data; a CIE Chromaticity Diagram, large CIE coordinates, RGB Levels, and the Auto "ColorPro II" control window. Industry standard measurement units and display modes - readings are displayed in Yxy,Show More
Standards and Technical Documents - CIE Colorimetry - Part 4: 1976 L*a*b* Colour Space -- ISO 11664-4:2008(F)/CIE S 014-4/F:2007
Description: Joint ISO/CIE Standard ISO 11664-4:2008(E)/CIE S 014-4/E:2007 The three-dimensional colour space produced by plotting CIE tristimulus values (X,Y,Z) in rectangular coordinates is not visually uniform, nor is the (x,y,Y) space nor the two-dimensional CIE (x,y)Show More
Supplier: OSRAM Opto Semiconductors
Description: MULTILED, white (0.31, 0.31), well defined white color groups with RGB-LED Product Features Package: white PLCC-6 package diffused silicone resin Feature of the device: well defined white color groups with RGB-LED Color: , Cx = 0.31, Cy = 0.31 acc. to CIE 1931 Technology: InGaAlP
Show More
- Color: White
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WOLEDs and Organic Photovoltaics
For high-quality white light illumination, sources with CIE coordinates similar to that of a blackbody radiator with a CCT between 2,500 and 6,500 K, and a CRI above 80 are required.
Handbook of Visual Display Technology
However, the peak wavelength has little significance for practical purposes since two LEDs may well have the same peak wavelength but different chromaticities – i.e., the CIE coordinates are different, and hence the color perceived by an observer also differs.
Organic Optoelectronic Materials
The maximum emission peak is at a wavelength of 616 nm with additional intensity peaks at 670 and 745 nm with CIE coordinates of (0.68, 0.32), which are close to the video display standards.
Organometallics and Related Molecules for Energy Conversion
This device reached a maximum luminous efficacy of 9.0 lm/W with CIE coordinates of (0.31, 0.36).
White organic light-emitting diodes: Status and perspective
Red stars indicate the im- portant standard illuminants E and A. CIE coordinates are plotted for commonly used phosphorescent emitters together with the color space they make possible with three-color mix- ing.
Point E slightly below the Planckian locus is also referred to as a point of equal energy, corresponding to CIE coordinates of (0.33, 0.33).
White Polymer Light‐Emitting Devices for Solid‐State Lighting: Materials, Devices, and Recent Progress
… orimetric system set up by Commission Internationale de L'Eclairage (CIE) in 1931, all colors are correlated to two coordinates in the system, and ideal white light emis- sion is situated at the equal energy point with CIE coordinates of (0.333, 0 …
Recent Progress in Polymer White Light‐Emitting Materials and Devices
The dual-color all-phosphor WPLED possessed a maximum power efficiency of 19.7 lm W−1 and a max- imum external quantum efficiency of 18.5% with CIE coordinates of (0.359, 0.452).[35] .
Progress in small-molecule luminescent materials for organic light-emitting diodes
… luminous materials are high pho- toluminescence quantum yields (PLQYs) in the solid state, high carrier mobility (both n and p type), excellent film-forming property (pinhole-free), good thermal and ox- idative stability, and good color purity (adequate CIE coor- dinates ) [5].
Recent Advances in Solution‐Processed White Organic Light‐Emitting Materials and Devices
For the color quality issue, three key parameters are in- cluded, that is, the Commission Internationale d Eclairage ( CIE ) coordinate , color rendering index (CRI), and cor- related color temperature (CCT).


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There's no doubt that he seems to be an up and coming star on the political scene. Of course, just how brightly Ted Cruz will shine remains to be seen, but I've certainly been standing back and watching both him and his team and trying to figure out just who Ted Cruz really is.
Harvard Law School's Professor Alan Dershowitz recently told the Daily Caller that Ted Cruz is one of the smartest students to ever come through the school.
"Cruz was an outstanding student in my class," Dershowitz said. "Without a doubt he is among the smartest students I've ever had… I've had great students but he has to be at the top of anyone's short list, in terms of raw brain power."
Dershowitz, a liberal, went on to say that Cruz and he often debated issues in his class with Cruz presenting well thought out ideas on each issue. However, the prof doesn't think that Ted Cruz will be on the next ticket but will establish himself more before that happens. Of course, everyone believes that the citizenship issue will come front and center should Cruz decide to run for the highest office in the land.
Of course, we've been down that road already, haven't we?
For now, we'll just be glad that we are the ones who have him!


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Load capacity - 1-2 Kayaks
For transport of all types of kayak
The Kayak Stackers can be folded flat when not in use.
Two strong fastening straps are included with wear guard under the metal buckle.
Fasten long loads with additional straps to the front and rear of the car
Thule products undergo rigorous testing and evaluation procedure and meet the highest international approvals.


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The Kéo Blade 2 is the result of a long process undertaken by Look engineers to optimise all the innovative concepts which were developed for the Keo Blade Carbon. The Kéo Blade 2 is a more reassuring, more stable, lighter and more powerful pedal. Its design completely integrates the blade for better aerodynamics. The Kéo Blade 2 concept, based on a carbon blade, allows for a more rigid cleat release, which ejects the foot much faster at the end of the release process than a traditional sping.
This makes the pedal very safe and allowed us to remove the resistance setting. However, to satisfy all cyclists, the Kéo Blade 2 is available in 3 different hardnesses: version 12 that will be ideal for most users, version 16 for riders seeking more support and version 20 for those looking for maximum support. It is possible to switch from one version to another by changing the blade with a special tool.
With the full integration of the carbon spring blade into the body of the pedal, the Kéo Blade 2 is the pedal with the best aerodynamic profile ever created. In addition, the two channels on either side of the body allow for optimal air flow. The Kéo Blade 2 features a 68 mm wide stainless steel plate moulded into the body, which allows the cleat maximum contact with the pedal at all time, whatever the pedalling angle adapted.
To improve the stability and the foot support, the new design ensures that the shape of the cleat fits perfectly that of the stop and is always in contact with it, whatever the pedaling angle. The weight of the pedal has been reduced compared to the previous version. This is possible thanks to a new and thinner spindle which is lighter, and also to a weight gain on the material of the pedal body.
Particular attention has been paid to reliability: high resistance body, stainless steel bearing surface, oversized spindle shaft with dual seals, making this pedal a very safe and durable product. Spindle Profile: To achieve greater efficiency, the new Keo Blade 2 spindle has reduced the stack height by using an oversized Chromoly spindle. It is composed of two miniature ball bearings: one 12mm inner x 18mm outer diameters, one 6mm inner x 12mm outer diameters and a needle roller bearing.
Look spindles are only approved after a rotational test of 2 million cycles at 100 rpm with a load of 90kg on the centre of the pedal and an eccentric rotation (replicating a bump each revolution). This test is much higher than the current standard: the EN14781. A double seal ensures the bearings have a very long service life.
Key Features:
Technical Specifications:
Please remember to add postal time (2-3 working days) to obtain a complete estimate of delivery to your door.
You will receive an email to confirm when your item has been sent.
You can also check the status of your order and individual items by accessing My Account details and following the prompts.
Please allow 10 working days from dispatch of your order before notifying us of any late deliveries.
It may be advisable to check with your neighbours to see if a parcel has been left with them, check any outhouses you might have where it may be left if it cannot fit through your letterbox and contact your local sorting office to see if the item has been returned to the depot as undelivered and awaiting collection.
Please see our returns policy.
Mio Link Heart Rate Monitor - Slate - Short Strap
Campagnolo Chorus EPS 11 Speed Braze-On Front Derailleur
Sportful Women's Hot Pack NoRain Jacket - Black
Campagnolo Chorus EPS V2 Power Unit
Where reviews refer to foods or cosmetic products, results may vary from person to person. Customer reviews are independent and do not represent the views of The Hut Group.
(3 Reviews)
Write a review to be in with a chance of winning a £100 voucher to spend on ProBikeKit.
Had these pedals nearly 3 months and the left one has had a slight squeak /creak since the first ride. Now it's ridiculously loud Sent an email to Probikekit letting them know People turn round cos they hear the pedal coming. Apart from that and the early clipping in problems these are great pedals
Love the look of these pedals Changed from Dura-ace to these Might be changing back because getting into theses pedals whilst out on the road is awkward. The Dura -Ace are 10 times easier to clip in whilst riding Will continue to use these for a bit longer and see how I go on
Great product. From having 4 different versions of Look pedals, from their Keo Classics to their top end carbon jobs, these pedals are great. Really locks you in and you feel really connected with no loss of power. I would say that they take a bit of an kick of the ankle to unclip so not a commuting pedal in traffic (16nm with grey clips). I have yet to rack up any decent miles on them so they may loosen up over time.


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It's A Hill Get Over It Slogan Tee
Make a statement without saying a word with our new slogan tees. A slogan tee from women's running wear brand Thoosa is a fun way to tell the world that you love running. They will also make a perfect gift for your running-mad friends and family. They are a regular fit and are made with super-soft 100% cotton. Available in small, medium and large and in three colours: bright blue, navy and raspberry. Available in three colours - bright blue, navy and raspberry made from: Certified 100% organic cotton dimensions: 0 product code: 237830


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Bangalore to Panaji Cheap Bus Fare
The First bus from Bangalore (Karnataka) to Panaji (Goa) is Non A/C Seater/Sleeper (2+1) by VRL Travels departing at 16:30.
Trip duration for Bangalore to Panaji is between 7h-35m to 15h-45m depending on the bus type and operator. Goibibo provides you the largest fleet of bus services to select from Mercedes, AC, Volvo buses.
Bangalore Panaji Bus Schedule
Popular Buses from Bangalore to Panaji
- DepartDuration
- arriveoperator
- 22:00
- 09:30
PanajiCanara Pinto Travels A/C Sleeper (2+1)
- 17:30
- 06:25
PanajiSeabird Tourists Non A/C Seater (2+2)
- 20:30
- 07:30
PanajiSugama Tourist Volvo A/C Multi Axle (2+2)
- 21:30
- 08:00
PanajiShri Ranga Travels A/C Seater (2+2)
- 21:15
- 07:30
PanajiSugama Tourist Volvo A/C Multi Axle (2+2)
- 21:30
- 09:20
PanajiSea Bird Tourist Volvo A/C Multi Axle Sleeper(2+1)
- 23:15
- 09:25
PanajiSeabird Tourists Center Volvo A/C Multi Axle SemiSleeper (2+2)
- 20:30
- 08:00
PanajiSugama Tourist Non A/C Seater/Sleeper (2+1)
- 19:30
- 08:00
PanajiSugama Tourist Non A/C Seater/Sleeper (2+1)
- 21:00
- 08:30
PanajiCanara Pinto Travels A/C Sleeper (2+1)
Bangalore Panaji Bus Reviews (33)
- NNagarjuna VaddiJul 06, 2016 at 10:31 amSeabird TouristsVolvo A/C Multi Axle Sleeper(2+1)1/5
- On Time Arrival/Departure1
- On Board Experience2
- Seats2
- Stop-over Experience4
Ideally zero rating. Scheduled arrival at 10 AM. Actual arrival at 1:30 PM. What else could we say? Yeah... No working charge points for mobile, no water bottle, terrible travel experience. They say pickup point can't be changed and they're not responsible if we couldn't take the pickup van/bus, but actually no one bothers about who is coming and who is not..LOL...Better make sure to be at point on time and follow up yourself. Journey seems like you are travelling forever. Its a shame among limited options we have such a stupid service.
- NNeelam SoniJul 16, 2016 at 2:33 pmSeabird TouristsNon A/C Sleeper (2+1)1/5
- On Time Arrival/Departure1
- On Board Experience1
- Seats2
- Stop-over Experience1
The bus reached four hours late. Quality is not good. Bus quality is bad.
- SShamsundar KothawaleJul 28, 2016 at 11:16 amSeabird TouristsA/C Sleeper (2+1)5/5
- On Time Arrival/Departure5
- On Board Experience5
- Seats5
- Stop-over Experience5
nice bus i was enjoyed the ride very much . Need to improve the ac
- AAmandeep ChabraAug 04, 2016 at 12:01 pmSeabird TouristsVolvo A/C Multi Axle SemiSleeper (2+2)2/5
- On Time Arrival/Departure3
- On Board Experience2
- Seats1
- Stop-over Experience2
Filthy and smelly! The blankets and curtains had not been washed for ages!
- KKn MathewAug 10, 2016 at 10:45 amSRS TravelsVolvo A/C Multi Axle Sleeper(2+1)1/5
- On Time Arrival/Departure1
- On Board Experience1
- Seats1
- Stop-over Experience1
Very bad experience, bed and curtains with full of cockroaches, blankets with chewing gum pasted.
- AAbhinav GAug 15, 2016 at 9:22 amSeabird TouristsNon A/C Seater/Sleeper (2+1)1/5
- On Time Arrival/Departure1
- On Board Experience1
- Seats1
- Stop-over Experience1
Bus was stinking, took 16 hours to reach goa...no charging point
- JJahnobi ChangmaiAug 30, 2016 at 10:17 amSeabird TouristsVolvo A/C Multi Axle SemiSleeper (2+2)2/5
- On Time Arrival/Departure2
- On Board Experience1
- Seats3
- Stop-over Experience1
The pick up time was 9.45pm. They called at 8.15pm and informed us that the bus was early by an hour and the pick up would now be at 8.45pm! We rushed to the pick up location and somehow got there by 9pm. The pickup bus left only at 9.30pm (guess the other passengers were not able to make it as early). Reached the congregation point (Yeshwantpur) at around 10.30pm to transfer to the Volvo bus which wasn't there! It hadn't arrived from Mysore yet. Eventually, we left BLR at 12.30pm. The staff were extremely rude. There was a fight between a few ladies and the driver/assistant around 2pm. Both parties were screaming at each other. The stop-over point was not good. Filthy restrooms and bad food. Quality of the bus and A/C were fine. Semi-sleeper seats reclined a bit too much constricting leg room (bad if you are 6 feet tall).
- SSiddharth AgarwalOct 02, 2016 at 10:54 amSea Bird TouristA/C Sleeper (2+1)2/5
- On Time Arrival/Departure2
- On Board Experience2
- Seats1
- Stop-over Experience2
had a horrible bus experience with seabird travelers. the curtains, bed were all smelling . could not sleep due to bed bugs .. all from.the beginning of starting late from source to smelling bed , ineffective a/c and bed bugs , have decided not to go via seabird anymore
- SSamyak NandaOct 12, 2016 at 8:31 pmSea Bird TouristVolvo A/C Multi Axle SemiSleeper (2+2)3/5
- On Time Arrival/Departure2
- On Board Experience3
- Seats4
- Stop-over Experience2
It was a lot delay when the bus arrived. Also they took too much time to reach the destination. Too many stops.
- PPraveen SOct 12, 2016 at 3:56 pmSea Bird TouristVolvo A/C Multi Axle SemiSleeper (2+2)3/5
- On Time Arrival/Departure1
- On Board Experience2
- Seats2
- Stop-over Experience2
Bus came after 1.5 hrs of actual time... Bus seats were dirty...
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Bangalore Panaji Bus Schedule & Info
Bangalore Panaji Popular Bus Operators
Top Bus routes from Bangalore
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Top Trains from Bangalore
Goa Hotels Near to Panaji
Popular attractions in Panaji
- Dudhsagar Waterfalls
Dudhsagar Waterfalls are another attraction in the city which is located in the Sanguem district of Goa near Panaji. These beautiful waterfalls are located just .........
- Basilica of Bom Jesus
One of the most famous churches of Goa, the Basilica of Bom Jesus is a finest example of Baroque architecture. Though partially in ruins, it is highly revered by Christians from all over the country and world. Dedicated to Jesus, it is aptly named as Bom Jesus which means 'good Jesus' or 'infant Jesus'.
- Dona Paula
Previously a village, Dona Paula Beachis now one of the most popular areas of Goa. It is home to three important institutions viz. National Institute of Oceanography, International Centre Goa and Goa University.


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Our staff are what make Helm special. We award jobs to the best, the brightest, and those with winning personalities.
We look for people who share our passion, are dynamic and ambitious, but also enjoy an informal, team working environment and can tell a decent joke.
If you'd like to join the Helm crew, send your CV along with a covering email to firstname.lastname@example.com
We are looking for General Site Labourers to work on a number of our sites throughout Bristol and the South West. Working as part of a wider team, you will be reporting into the Site Manager, helping to ensure the site runs efficiently and safely at all time. Duties will vary depending on experience but generally include lifting and shifting materials, cleaning and tidying, assisting other on-site tradesmen, general groundworks and operation of the machines such as the Telehandler, Digger or Cherry Picker. It would be advantageous but not essential for the successful candidate to have in-date machine ticket. There may be opportunities to develop your current skills and attributes such as studying for NVQ's or training to operate the machinery on-site. Salaries will be dependent on experience and based on working a 39 hour week. You must have your own vehicle and a valid driving licence as travelling between sites on a daily basis is sometimes required.
Apply by emailing your CV to firstname.lastname@example.com or call us on 01454 634 020 for an informal chat.
Working within the commercial team you will be responsible for project financial management, negotiating orders with sub-contractors, project valuations and client interaction. Typically working on projects with a value between £200k and £2million (dependant on experience), you should be able to demonstrate excellent financial project management skills, a strong commercial acumen, great customer service and communication skills and above all that you are a team player. Familiarity with Microsoft, project management and financial management software is a given.
This is a great opportunity to join a dynamic growing construction company whose focus is customer service and delivering quality projects on time and on budget. Salary will be commensurate with experience.
Apply by emailing your CV to email@example.com or call us on 01454 634 020 for an informal chat.
Due to significant growth and increased demands within the business, we are looking to recruit an experienced Site Manager in the Bristol area to join our rapidly growing team. Capable of running projects between £1m-£5m, the ideal applicant will specialise in either the residential new build (2-40 units) or commercial areas (typically care homes, doctor's surgeries, nurseries or offices).
Working within a 30 mile radius of Bristol and reporting into the Contracts Manager, you will be working as part of a wider team including close liaison with the project Quantity Surveyor, Buyer and our list of approved subcontractors.
The ultimate purpose of the Site Manager is to deliver the project to the satisfaction of the Client team, maintaining Helm's good reputation and long term relationships, and endeavouring to make a profit.
The overall duties and expectations are as follows:
· To ensure the project is delivered to the Client in a safe and expedient manner, in compliance with the reasonable instructions received from the client team whilst fully protecting the interest of Helm.
· Ensure that all orders are placed and arranged for delivery in good time, chasing and reminding as necessary and checking the works are being constructed to meet the instructed requirements.
· Liaise with the Helm team to identify the support required for buying labour, plant and materials as necessary.
· Prepare written progress reports for weekly internal progress meetings plus external client/design meetings to suit the agreed site specific arrangements. Support in producing some of the reports will be provided by Helm office staff by arrangement.
· Maintain a detailed and accurate daily diary of events using the Helm form, including listing all additional works, delays, late information and issues affecting the works, and accurately recording the nature, extent and location of works undertaken every day.
· The Site Manager is SOLEY responsible for the safety of ALL personnel on site; ensuring all RAMS are agreed and signed with a paper copy on site before those works commence. Updates are provided as necessary to suit any changes in circumstances. BSG and Helm are always available to provide support and guidance whenever the Site Manager requests it.
· Manage the site personnel and those involved in the project to maintain good moral, team spirit and cooperation.
· Complete the works in the most economic manner possible, minimising waste and abortive costs, standing time etc whilst completing the works safely and in accordance with the project requirements.
Apply by emailing your CV to firstname.lastname@example.com or call us on 01454 634 020 for an informal chat.
We are looking to recruit a fully qualified Carpenter to join our growing team based in Bristol. The ideal candidate will be experienced in all aspects of carpentry including first fix, second fix and snagging and will also have experience working on a variety of different construction sites including commercial, residential and refurbishment projects. It is essential to have your own tools and transport as travelling between sites throughout the day is sometimes required.
Apply by emailing your CV to firstname.lastname@example.com or call us on 01454 634 020 for an informal chat.
Helm are looking for skilled Groundworker's to work on a number of our sites throughout the Bristol and surrounding areas. Typical groundwork duties on site include laying kerbs and slabs, drainage, concreting and foundations. You will be working across a range of sites throughout Bristol which can vary from day to day or week to week, and so being prepared and able to travel is a must.
Apply by emailing your CV to firstname.lastname@example.com or call us on 01454 634 020 for an informal chat.
Helm are recruiting for a Contracts Manager with excellent people skills and extensive experience of managing projects within a commercial and residential environment. Reporting into the Construction Director, the successful candidate will also be responsible for overseeing and building relationships with the Site Managers and wider site team, including subcontractors, Clients and stakeholders.
Responsibilities of the Contracts manager include the financial monitoring and control of the
Contracts; ensuring Health, Safety, Environmental and Quality compliance is maintained and
Helm's procedures and objectives are achieved.
Key responsibilities include:
Programme planning
· Plan projects and ensure they are programmed to a level of detail necessary for the site team to deliver the scheme without delays
· Ensure procurement and reconciliation of materials is carried out in accordance with company procedures to best value and to prevent delays
· Ensure site team compliance with Company commercial policies and procedures
· Attend tender handover meetings and deliver pre-start meetings to the site team
· Produce and analyse progress reports, updated costs in conjunction with Quantity Surveyors and forecasts
· Ensure correct commercial engagement of subcontractors
· Implement the risk management process, review risk register and check risk controls
· Review the CVRs monthly with the project teams, implementing necessary actions
· Complete and distribute the Contract Initiation/Completion form for each project
· Ensure weekly review of progress, budget resources and forward planning are carried out, and look ahead programmes are in place
· Chair and attend internal and external meetings and ensure the production of accuraterecords of any discussions and actions
· Ensure timely management of both temporary and permanent design to meet the requirements of each project
Health, safety and environmental
· By example, set the highest possible standards of leadership in promotion of HS&E procedures and best practice, ensuring compliance with company procedures
· Allocate HS&E responsibilities and duties for site personnel, check understanding and provide training as necessary
· Maintain and manage construction sites and subcontractors, ensuring all subcontractors
· Follow Helm's procedures and processes
· Oversee and ensure that HSE-related documents are kept up to date and undertake senior manager site inspections, ensuring that audits and reports are produced, liaising with the necessary parties
· Liaise with third parties to ensure compliance with Planning Conditions, Building Regulations NRSWA and other required regulatory standards.
· Ensure that Inspection and Test Plans (ITPs0 are produced
· Ensure that the QA / H&S File is produced and maintained
· Establish and promote best practice
Customer relations
· Build and maintain relationships with both the client and external customers
· Chair and lead meetings with the customer and report on progress to date
· Ensure that works are carried out in a manner which minimises community impact
Key measures & targets:
· Adherence to all deadlines set and Business objectives
· Ensure final accounts are completed with the QS within three months of construction completion
· Monthly and weekly reporting timescales are met
· Deliver projects without safety incidents, within time and to budget
Person Specification:
The successful candidate is likely to meet all of the following criteria:
· Extensive experience of managing projects within a Residential and commercial environment
· Good working knowledge of contract conditions, CDM regulations, design management, programme and risk management and cost control including forecasting, actual cost and value reporting
· Experience of Project management / Planning software MS Project / Project Commander / Crest
· Knowledge of all JCT contract's
· Educated as a minimum to HNC/HND/Degree level (or equivalent)
· CSCS card
· Experience of Pre-Qualification and Tendering process for a number of multi-discipline projects
· Excellent people management skills with the ability to influence and mentor
· Excellent verbal and written communication skills, with both customers and all levels of staff
· Problem solving skills and analytical thinking
Apply by emailing your CV to email@example.com or call us on 01454 634 020 for an informal chat.
Helm have an exciting new opportunity for a Commercial Assistant/ Graduate Surveyor to join the commercial team based in Pilning, Bristol.
Person Specification:
Here at Helm, customer service is at the heart of what we do. We employ only the best and believe our staff are what make us special.
We are looking to employ a passionate, motivated self-starter looking to develop their experience within the commercial sector of the construction industry. The ideal candidate will have the ability to build fantastic, sustainable relationships with staff, Clients and subcontractors, while maintaining a keen eye for detail, identifying areas for improvement and opportunities for business development.
The Commercial Assistant/ Graduate Surveyor will have either a Construction (or similar) related degree or previous experience working in the construction industry with a genuine interest in the subject. Transport is necessary as travelling to our Construction sites throughout the day will sometimes be required.
Duties and responsibilities:
· Raising orders for materials, orders and subcontractors
· Sending order/ price enquiries
· Monitoring plant on-site
· Interrogating costs and suggesting areas for improvement
· Providing holiday cover for the procurement manager
· Resolving purchase invoice queries and liaising with the finance department
· Build relationships with our office and site based staff as well as our Clients and subcontractors
· Produce business cases for purchasing of hire equipment
· Assist the Pre-Construction Manager and Senior Estimator with tender enquiries
· Ensure tender deadlines are reviewed and sent on time, with accurate information
· Collate data and assist with final tender submission
· Produce handover packs for the project teams
· Build relationships with supply chain and potential Clients
· Produce take offs from construction drawings
· Monitor spend against budget
· Identify business risks and opportunities
· Send tender price enquiries
· Attend pre let meetings
· Involvement in monthly applications for payment both incoming and outgoing
· Monitoring procurement schedule
This is a fantastic opportunity for the right person to join a dynamic, growing business whilst learning and developing their skills within the procurement, estimating and surveying divisions.
A competitive salary is on offer for the successful applicant as well as career progression and further studying opportunities.
Apply by emailing your CV to firstname.lastname@example.com or call us on 01454 634 020 for an informal chat.
We like to think of ourselves as people-centred. We recognise every member of our team for their individual contributions and we form relationships with clients based on mutual respect and courtesy. The solutions we deliver are the sum of our collective talents. Together we'll always find a way.
As a great place to work and company to work with, we are motivated to be the best we can be. We inspire the next generation of building professionals with a programme of apprenticeships and we encourage the construction industry to reach higher standards of quality and innovation. We make things happen.
One of our priorities is keeping you, the client, in touch with everything we're doing. From the initial brief, through all stages of construction, we operate transparently and like to make the most of technology that helps us do this.
Each of our sites has Wi-Fi and coupled with cameras, video conferencing and photo logging means you'll always be in the picture. We use smartphones for digital clocking in, which includes a geolocation option. You, the client, can see who has been on site and what they've done that day. A regular report brings all this information together for you within the context of weather information and a progress dashboard. It also helps us keep work on schedule and acts as a roll call to ensure staff safety.
A quality product is a given, so we're not going to talk endlessly about the quality of our building work. However, our service brings quality to every part of our journey with us in important, simple and rewarding ways. What we do, we do well.
We don't just pay lip service to integrity. We celebrate colleagues who have moral courage and reward hard decisions. We value honest, open relationships with each other and our clients. We do the right thing.
We're fiercely proud of our brand because we're proud of each other. The positive, energising and optimistic environment we work in delights staff and clients alike. We harness vision and energy.
Everyone in our team takes responsibility for upholding our values and for keeping each other, clients and communities safe. We prioritise the right training, knowledge and tools and take ownership of our work as a team. We step up and take the wheel.
We all have the support and opportunity to drive the future of our organisation. Together we demonstrate to others excellence in the construction industry. We have the courage to shape a better future.


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Give us a call to get our secret deals 1-800-468-3578
Property Location
With a stay at Golden Butterfly Hotel in Yangon, you'll be in the historical district and minutes from Kandawgyi Nature Park and Shwedagon Pagoda. This spa hotel is within close proximity of Kandawgyi Lake and Yangon Zoological Gardens.
Make yourself at home in one of the 83 air-conditioned rooms featuring refrigerators and minibars. Rooms have private balconies. Complimentary wireless Internet access keeps you connected, and satellite programming is available for your entertainment. Private bathrooms with bathtubs or showers feature complimentary toiletries and hair dryers.
Pamper yourself with a visit to the spa, which offers massages and facials. This hotel also features complimentary wireless Internet access, concierge services, and babysitting/childcare (surcharge).
Enjoy a meal at one of the hotel's dining establishments, which include 2 restaurants and a coffee shop/café. From your room, you can also access 24-hour room service. Quench your thirst with your favorite drink at a bar/lounge. Buffet breakfasts are available daily for a fee.
Business, Other Amenities
Featured amenities include a 24-hour business center, limo/town car service, and complimentary newspapers in the lobby. Free valet parking is available onsite.


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{ Cominelli Wedding }
You know a wedding is going to be next level when the bride gets ready to some Eminem, and both the bride and groom have custom Snapbacks. The Cominelli Wedding was a huge Italian party from start to finish. Family style pasta dishes were for mains (yummmm), and spirits were on the house after speeches were done. Paula and Marco are a completely unconventional couple, and made sure that they had the most fun on their wedding day.
The weather was perfect, the food was crazy, and the party was on top form (even great gran got down). This has got to be one of our favorite weddings to date, and we are so excited to share it with you!
{ Van Rensburg Wedding }
It is definitely an emotional process capturing and editing wedding photos. Perhaps it is because it is such a special day, or perhaps it is because we, as photographers, are there during some of the most emotional parts of the day. Ryan and Jaydee's wedding definitely ranks up near the top of our list of emotional experiences.
From the moment we met with these two beautiful people to discuss the prospect of capturing their wedding day, we knew this was going to be a special one. By looking at the pics you may think you know what we mean by "beautiful" (this is a seriously good looking family), but it was their inner beauty that impacted us most. Kind, humble and fiercely in love with each other, as well as their daughter Leah, it was impossible not to get excited about this wedding.
We travelled down to the gorgeous Collisheen Estate on the Dolphin Coast, and were treated to an absolutely stunning afternoon to capture their photos. We then all got a lesson in partying from the oldies in the group, who danced like they were fueled by tequila (which they may or may not have been).
We honestly loved being a part of this day, and part of this gorgeous family's story. Thank you Ryan and Jaydee for the honor of capturing your wedding!
{ Olds Wedding }
Kim & Duncan's wedding was a very personal event for us. Kim has been a very close friend of ours for years, and she loves Layla so much! We were so honored and moved when she and Duncan asked us to capture their wedding day.
After meeting Duncan for a nice early morning shoot on the golf course, it was evident that this was going to be a special day. The liquid gold (AKA Castle Light) was flowing already, and the boys were in the mood for a celebration!
Every element of this day went perfectly. As this was out first time shooting at Sweet Home we were blown away by the beauty of the setting! Surrounded by cane fields, cabbage patches and a flowering orchid house, we were spoilt for choice on our creative shoot.
As the ever-spectacular African sun set and the dance floor opened, this celebration went crazy. Kids, grey-hairs and everyone in-between made sure that the dance floor did not go to waste.
Kim and Duncs, we wish you guys the most amazing marriage and all God's blessings as you guys do this life together! Thanks for trusting us with your memories!
{ Carr Wedding }
Kelvin and Amy's wedding, set deep in the Drakensberg in the spectacular Cathkin Valley, was nothing short of epic. Tarryn and I had been on a scouting mission to their family home some months before and had been drooling over the thought of shooting this wedding ever since. We knew this was going to be a special one!
The garden ceremony, set in the garden of Kelvin's home, had a backdrop like no other (check the pics). Monk's Cowl and Cathkin Peak presided over the formalities as if they were close relatives!
The creative shoot was an incredible whirlwind where we could barely take in how much beauty this valley was offering us, moving from scene to scene as God painted the most unbelievable sunset, just for Amy and Kelv.
Kelv and Amy had "warned" us that the wedding guests were party animals, but we had no idea. This was a wild one, and we did what we NEVER do: after finishing our pics, we partied (on Kelvin's strict orders). All we can say is that we were glad this was the end of our summer wedding season, because we needed some decent recovery time after that party and the proper "tekkie squeaking" that took place.
Kelv and Ams, we cannot wait to join you in Cathkin again soon!
{ Clarke Wedding }
The Clarke wedding will always rank as one of the most classically gorgeous weddings we have ever shot. Everything, from Catherine's hand-stitched dress to the vintage Jag, just oozed class and perfection. Even the petals with which they were covered came from flowers collected from around the globe!
The pictures from this wedding speak largely for themselves, so enjoy!
A massive thanks to James and Cath for including us in your dream day! You guys were amazing, gorgeous and, in James's words, "people we could really see ourselves hanging out with".


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Crash Bang Wallop
Executive Creative Directors: Brian Fraser, Simon Learman
Creative Directors: Brian Cooper, Jason Stewart
Art Director: Ben Brazier
Copywriter: Johnny Skinner
Director: Vince Squibb @ Gorgeous
ya i love little touches like that, and i think it truely captures how much it means to a little child to finally be a hero nomatter how fleeting that momment may be, and parents treasure those moments when they see a singular momment that means the world to a kid, especially when it isn't ruened by an angry parent worrying about how much it's going to cost. great spot, cute kid.
The priceless work is turning into the Absolut campaign of the new millunium. I wish it would just be swept under a rug.
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Western wear Party Dresses on Sale at Majorbrands
Category : Clothing Posted : 22/04/2016 Price : 1000.00 INR Location : Mumbai(Maharashtra)
Welcome to ArtWedding's lovely online shopping site! We've been committed to becoming world's leading online wedding shop since being founded. Our goal is to make your wedding experience the best possible one it can be. It is our great honor to provide you with dreamy dresses at incredible prices. www.artweddings.com is a wedding shop which has the professional team and the biggest wedding industry.


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High street fashion
Tutustu aiheeseen liittyviin aiheisiin
Street trendy style. Find more at MihaBalan.com
we love fashion
Women's fashion - Girl's got style. Fall style. Love this warm autumn look. Shade of brown and sneakers. Perfection.
75 Fall Outfits to Try Right Now - Page 2 of 3 - Wachabuy
loose black sweater, bun, loafers & cuffed black jeans for work
Hot Product: High Street Boho Jacket More
Nada Adellè: Shearling Jacket - Glamorous | High Waist Jeans - Topshop http://FashionCognoscente.blogspot.com
// pintrest: laurenbouvier19 //
Leather skinnies are a wardrobe staple we always go back to for easy, everyday dressing and with everyone from Saint Laurent to Givenchy putting a biker twist on their leather trousers, we're turning to the high street for a tough take on the winter must-have.


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EIZO Graphics Board - Graphics card - Quadro K1200 - 4 GB - PCIe 2.0 x16 low profile - 4 x Mini DisplayPortItem#: 40112955 | Model#: QUADRO K1200
- Price:
- $600.00
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- Shipping:
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Additional Resources
EIZO Graphics Board graphics card - Quadro K1200 Product Details
Device Type: Graphics card - low profile
Bus Type: PCI Express 2.0 x16
Graphics Engine: NVIDIA Quadro K1200
Interfaces: 4 x Mini DisplayPort
Size: 4 GB
Additional Resources: Product Manuals
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Manufactured by: EIZO NANAO TECHNOLOGIES
Warranty provided by: EIZO NANAO TECHNOLOGIES
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Mfg Part No: QUADRO K1200
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Shipping Weight: 1.0000 pound(s)
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My name is Mehdi and I am a professional mobile app developer with over 10 years of programming experience, and I believe with me you can have an exciting journey learning hands-on programming skills!
I have an academic degree in software engineering. Although I was not a very top-scoring student in college, it never meant you could not find me often reading a computer science book in the college library. I love learning and teaching about programming languages, computer concepts, hardware, and hacking (not the bad kind!).
I am accurate and careful as much as possible when teaching topics, to make it possible for students to learn the most complex concepts in the easiest way!
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