Archivo de la categoría: Recomendación

Mendeley Certification Program

Mendeley es un gestor bibliográfico y una red social académica que le provee al investigador organizar sus investigaciones de una manera eficaz, compartirlos y descubrir nuevas investigaciones. ¡Certifícate en Mendeley!

De la página oficial de Mendeley:

IN A NUTSHELL, the certification program is:

  • An opportunity to deep-dive into Mendeley while following a structured, self-paced, self-study program that will take you approximately 10-15 hours to complete over a 3-month period*;
  • Divided into three levels, each level offers a valuable benefit for your library and user community (see chart below)
Level Topic Reward** Approx. Time Requirement
1 Learn Mendeley Join “Certified Librarians” Mendeley group with premium-access upgrade 2-6 hours
2 Apply Mendeley Box of Mendeley materials to help spice up your training sessions*** 4-8 hours
3 Promote Mendeley 1 year Mendeley upgrade for up to 500 users****

Eligible for significant discount on Mendeley Institutional Edition (MIE)

2-6 hours

*Librarians may enrol in the winter/spring, summer or fall program; further details provided at registration.

Para más información acerca de este certificado vaya a: Mendeley Certification Program

Cómo hacer una gran presentación en 15 minutos

Screenshot 2014-10-29 12.07.49

Hablar, comunicarse y proyectarse bien puede parecer cosa sencilla, pero frente a un grupo  de personas tal vez pienses diferente. Por esto te compartimos estos 7 consejos que pensamos útiles tanto para sobrevivir a tus exámenes y presentaciones finales, como para utilizarlos en tu vida diaria. Sabemos que puedes lograrlo, ¡éxito!

Dan Martell is an award-winning Canadian entrepreneur and founder of Clarity, a venture backed startup that makes it easy to connect with top business minds over the phone which was recently acquired. He previously co-founded Flowtown, a San Francisco based social marketing product which raised funding, grew to over 50,000 small business customers and was eventually acquired by Demandforce (NASDAQ: INTU) in 2011. In 2012 he was named Canada’s top angel investor having completed over 33 investments with companies like Udemy, Intercom and Unbounce.

Did you know that the highest paid profession in America is professional speaking? Speakers can earn between $5,000 and $10,000 for a 20 minute keynote presentation.

It’s the reason why great entrepreneurs know how to get up and share their message.  They indirectly get “paid” by moving employees, partners and communities to engage with their business in a way that goes far beyond the financial upside.

Some of the best, like Mark Zuckerberg (Founder/CEO of Facebook), go even further and learn other languages, so they can share in a more authentic way.

If you can master – or at least be mediocre – at speaking, it will open up the world to you. I’ve been paid to fly around the world sharing stories of lessons learned with amazing entrepreneurial communities.

What I’ve covered below is my approach to creating a great presentation in 15 minutes. Yes, that sounds ridiculous – but it’s true. I can sit down with a piece of paper, write out the structure outlined below and insert the missing elements to be able to get up and speak for 20-60 minutes without skipping a beat.

It’s taken me years of practice and training to get mediocre at best, but I felt my approach was something worth sharing as I often get asked to help others with their presentations. I would love nothing more than to see more entrepreneurs share their story and lessons learned with a global audience.

Overview of sections below:

Highlevel Outline: How I create my presentations following a system I’ve created and adapted over the years. It’s a simple way to ensure you don’t forget anything major and provides a framework to quickly create your next presentation.

Slide Creation: My approach to creating slides. I borrow a lot of the design sensibility from an old friend, Daniel Burka. 5 years ago, I watched him give a talk and I was so impressed with how visually stunning his slides were, but also in their simplicity.

Highlevel Outline

Here’s a quick overview of the framework I use, inspired by T. Harv Eker, to give a talk:

  1. Title of Talk
  2. Opener
  3. Edify
  4. WIIFM
  5. ETR
  6. Teaching(s)
  7. Closing

1. Title of Talk

Creating a catchy title can feel overwhelming, but there’s a simple trick based on decades of research and it’s super scientific. Just use magazine covers. Search online for a magazine in your industry and put the words, “Magazine Cover” after it. (ex: Forbes Magazine Cover). You’ll see 100’s of examples of article headlines designed to capture someones attention. Use them for inspiration and tweak for your own needs.

2. Opener

The best way to open is to state your name and the title of the talk. It’s simple and gets things rolling. If you want to be fancy, you can do a bunch of other things here, it’s your call.

Tell a Story: This is one of my favourite ways to open. If you have a funny story about the city, venue or organizers, tell it. Keep it short – but funny – and if possible, relevant to the topic.

Ask a Question: You’ve probably seen people do this. They ask, “How are you doing?” or “How many of you …?” – either approach is fine and it gets the audience interacting early in your talk to set the mood and to gain audience participation.

3. Edify

One of the best ways to engage the audience is to thank them. Doing this will leave them feeling a sense of respect for you because you appreciated them. There are 2 groups you’ll want to thank, and in this order:

Attendees: Thank them for coming, for their time and participation over the allotted time.

Organizers: Get the name of the organizers and a few major sponsors. Thank them and then ask everyone to give em’ a big round of applause.

4. What’s In It For Me? (WIIFM)

No one goes to an event for the speaker, they go for themselves. Tell them what they’ll get out of your talk. This is referred to as “WIIFM,” or “What’s In It For Me?”, asked from the attendees point of view. If you don’t tell them, you may lose them.

5. Earn The Right (ETR)

Why are you on stage? Why should anyone listen to you? Be sure to share those reasons at the beginning of your talk or the audience will be sitting there wondering what makes you qualified to even be there. I NEVER assume anyone knows who I am, what I’ve accomplished or the reason I was asked to speak. Tell them.

Tell Your Own Bio: It’s the reason I don’t like having someone else read my bio before I get up.

Share Your Accomplishments: Inline with the topic of your talk, what have you accomplished? Brag a bit. Tell them.

Share Your “Why”: Why are you on stage? What’s your purpose in life? How is that coming along?

6. Teaching(s)

This is the meat of your talk. It can be as simple as a story, or a series of lessons learned. Regardless of how long you have to talk, each learning is a story and usually lasts about 10 minutes.

The best way to fill an hour talk is to break things up into 10 minute stories or 10 minute teachings. It makes approaching a big presentation so much more doable. If you follow the structure below with the opening, story and ending – then you can just toss out all the topic teachings (ie. topics) you want to cover up front.

For each teaching: decide on the best way to frame it, the story you feel demonstrates the lesson the best and how you want to end.

Here’s the format I use to accomplish this:

Opening

This is usually the point you want to talk about – the  lesson learned, trend or belief that you would like to teach. If you have any powerful statistics or examples to reinforce this, then lead with that. One of my favorite openings I’ve heard recently came from an HR startup at a pitch competition:

“People don’t quit their companies. They quit their boss.”

Story

The best way to teach something is by telling a story. I personally like to share stories about my experiences that help reinforce the topic.

There’s been a lot written on the format of stories, but the key in my mind is this: The more vulnerable the story, the more universal the appeal.

Regardless of the topic, everyone likes a good story, so don’t bore your audience with facts & figures, instead, weave that information into a relevant story. Remember, “Facts tell… Stories sell.”

Ending

This is where many speakers mess up a great story. They don’t bring the story to a resolution, or explain how the lesson they learned helped them achieve or avoid a similar fate in the future.

I used to be horrible at this. I would always forget to “end” my story. You quickly learn this by the types of questions you’re asked after your talk. If you get the “What happened with the company afterwards?”, or “Did you ever figure out a way to avoid that…”, etc.. Then you’ll know you didn’t end or resolve the story properly. It only takes a few seconds, but it will help the audience stay engaged.

7. Closing

At the end of my talks, I always like to quickly go over the topics I covered, then end with either a “Call to Action” or a “Call to Purpose.”

Call To Action: This is some type of action I would like the audience to take. Most of the time I give them a URL to download links so I can collect their email and build a relationship. It’s also a great way to judge how well you did based on the % of the audience that were motivated to do so. The better your talk, the higher the conversion to email.

Call to Purpose: If the purpose of my talk was more inspirational than teaching, I’ll end with a call to purpose. This is more of an “ask” to the audience to live their life with purpose. I’ve sometimes asked, “Will you make me a commitment to have no small plans?”, or borrowed from my friend Clay, “I have no doubt you’ll all be successful, but will you matter?”

Seguir leyendo Cómo hacer una gran presentación en 15 minutos

Libro de la Semana

Impuestos en Puerto Rico: treinta años de experiencias  y estudios

By: Ramón J. Cao

Para el ciudadano tipico, el tema de los impuestos es uno confuso. La confusión ocurre porque el sistema tributario es complejo, además de estar en continuo cambio por las frecuentes modificaciones que se legislan. Con cada cambio se asegura que se habra de resolver una crisis, promover una oleada de progreso 0 hacer justicia a la ciudadanía. El problema, claro está, es que las crisis fiscales continúan con regularidad, el desempleo sigue siendo de dos dígitos y nadie esta seguro para quien es que los impuestos son justos. La confusión aumenta con las declaraciones oficiales usuales, que parecen seguir un patrón cíclico de optimismos y crisis fiscales. De declaraciones eufóricas acerca del estado de las finanzas públicas, se pasa, sin transición, a la declaración de crisis. Contrapunteo este de optimismos y crisis que persiste desde hace décadas.

Este libro trata de aclarar esa confusión y aportar alternativas.  Se basa en la experiencia y estudios del autor, quien lleva más de 30 años íntimamente ligado al análisis del tema de las finanzas públicas en Puerto Rico. En el libro se analizan los objetivos, la trayectoria y los problemas del sistema impositivo puertorriqueño desde mediados del siglo XX.   Se examinan las razones por las cuales las Reformas Contributivas de 1975, 1987 Y 1994 no lograron alcanzar metas deseadas.  Asimismo, se identifican y analizan restricciones que enfrenta el sistema tributario. Todo ello con el propósito de aclarar confusiones existentes e identificar alternativas. (Reseña del libro en contraportada)

Disponible en la BAE: HJ 2481 .C36 2004

Libro de la Semana

La enseñanza de los derechos humanos

by: Fernando Gil

El artículo 26 de la Declaración Universal de Derechos Humanos afirma que la educación es uno de esos derechos. Pero, además, establece que la educación es el derecho a través del cual se propone extender el conocimiento, promoción y defensa del resto de derechos. La responsabilidad moral de los educadores ante la tarea que se les encomienda no es poca. En realidad, hay una sintonía conceptual y práctica extraordinaria entre ser educador y el derecho a ser hombre que proclama la Declaración de 1948. Los educadores tienen la importante labor de desarrollar la humanización de las nuevas generaciones. Su tarea consiste en favorecer las condiciones de posibilidad del crecimiento humanizador, condiciones que tienen su refrendo legal y moral en todos y cada uno de los derechos humanos. Hay a diario, desgraciadamente, violaciones constantes de estos derechos, violaciones que turban las conciencias de las personas sensibles. Sin embargo, pocas veces se afirma –y no suele escandalizar a casi nadie– la grave violación de la dignidad humana que supone sustraer a los alumnos su derecho a alcanzar con plenitud humanizadora la condición de agentes, de personas libres y responsables.
Los educadores comprometidos tienen que luchar a diario por justificarse a sí mismos el sentido y la utilidad de su tarea. Cada educador tiene que resolver este dilema a su modo en la actividad de cada día. Hay muchas y variadas formas de mantener vivo y de renovar permanentemente el entusiasmo por trasmitir a nuestros alumnos un sentido profundo de la formación. Los autores de este libro pensamos que una manera adecuada de que los educadores alcancen esa perspectiva y se mantengan en ella radica en ver, en todos y cada uno de sus alumnos, unos sujetos de derechos. De este modo, la enseñanza de derechos humanos adquiere un sentido singular: no es sólo, para los educadores, una parte más del currículum, sino el reflejo del futuro desarrollo humanizador de sus alumnos. (http://www.agapea.com/libros/)

Disponible en la BAE: JC 571 .G55 2001