bavaria 32 sailboat for sale

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Bavaria 32 | 2012

Bavaria 32 - Ref 34079 has been saved to your account.

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• Make Bavaria
• LOA 32ft/10m
• Class Sailing Cruiser
• Hull Glass Reinforced Plastic
• Keel Fin Keel
• Engine Single Diesel
• Drive Sail Drive
• Layout Aft Cockpit
• Ancasta Ref 34079
• Name Merlot

Accommodation

Finance calculator, purchase information.

Ancasta are acting as brokers for the vendor who is not selling in the course of business unless otherwise stated. These details are prepared from information provided by the vendor and are intended only as a guide to give a fair description of the vessel but their accuracy cannot be guaranteed and they do not constitute part of any contract.

A prospective buyer is strongly advised to check the particulars and to have the vessel fully surveyed by a qualified marine surveyor. Details are supplied on the understanding that all negotiations shall be through Ancasta brokerages. This vessel is offered subject to prior sale, price change or withdrawal without notice. Please Note: where the vessel’s status shows as “Preliminary”, details of the vessel have not yet been confirmed by the Vendor.

For further information or to arrange a viewing appointment please don't hesitate to contact our Ancasta Chichester Office

• Call: +44 (0)1243 885 380
• Location: Chichester Marina
• Listing Office: Chichester

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Used Bavaria 32 Cruiser for sale

Bavaria 46 cruiser, bavaria 56 cruiser, bavaria 32 cruiser, the review of our community on the bavaria 32 cruiser, why trust us , already 25 boats sold through us, bavaria 32 cruiser: plan the purchase of your boat, our advice for buying your future boat.

Becoming a boat owner is a wonderful dream come true. To achieve this, be patient and do your research on a daily basis because new announcements are posted every day and the hull of your future boat may be there! Band of Boats shows you the location of the boat and its key characteristics: the necessary information is visible at a glance. You can also see similar models to broaden your search scope. Once you've found the boat model that meets all of your criteria, all you need to do is message the seller directly from the listing.

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Remember to organize the transport of your boat to its new home. If it is a small boat, you can manage the transport yourself by purchasing a suitable trailer. But if the boat is already a certain size, it is better to use the services of a company specializing in exceptional transport. The seller of the boat can help you with the transport arrangements for the boat.

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There are many boat buying options that give you control over your budget. Multiply the purchase simulations with several banking establishments and find the best financing solution to buy your boat.

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The models of the BAVARIA range

guppy 13 sailboat for sale

F U N & V E R Y S I M P L E C O N T R O L

S U P E R S A I L I N G E X P E R I E N C E

F L E X I B L E & E A S Y T O T R A N S P O R T

P O R T A B L E & F A S T T O A S S E M B L E

THE WORLD'S FAVORITE PORTABLE SAILBOAT

Searching for a light portable sailboat that is no hassle to transport, fast to assemble, easy to handle, looks great and you can afford it? A boat that doesn’t need a trailer, takes minimum storage and is perfect for apartment living, campers & lovers of the outdoors, travelling sailors and as yacht toy?

Search no more – you found it! It’s called GUPPY and it’s just few clicks away.

GUPPY is an inflatable catamaran you can take on the plane with you when going on a sailing holidays, is easy to fit in any campervan, motorhome or RV, even a family car and is a great addition to your super-yacht or live-aboard without the usual storage and assembly problems.

• 3-piece flexible composite mast
• No anchoring lines
• Main Sail 4.5 m2 / no Jib
• Aluminium Rudder
• Grey Floats pre-fixed to the main frame
• Super easy and fast assembly – 10 mins only – no tools required
• Fits in a single bag 165x30x30cm and only 27 kg
• Colourful and trendy design
• 24-month full product warrant
• Accessories available
• Produced by long-established portable sailboat brand ‘MiniCat’

Based on our 17 years of experience in designing and producing MiniCat – the world’s favorite portable sailboat, we set out to create an all-new ‘entry model’. We took over a year of design, development, testing, changing and testing again but we are now proud to introduce you the all-new addition to MiniCat family - ‘GUPPY’.

With an assembly time of just 10 mins this sailboat is a fantastic addition to the current MiniCat range especially for those who are looking for a fun, easy and affordable first sailboat.

Based on our 14 years of experience in designing and producing MiniCat – the world’s favorite portable sailboat, we set out to create an all-new ‘entry model’. We took over a year of design, development, testing, changing and testing again but we are now proud to introduce you the all-new addition to MiniCat family - ‘GUPPY’.

Because it is so simple! From being stored in your cupboard or garage just load it in the car and go. One bag weighing just 27kg, assembled in 10 mins – that’s GUPPY, the unique portable sailboat.

Want to take your own small sailing catamaran on holidays? Want to have some fun sailing at the weekend, but don’t have space for your own boat?

The solution is GUPPY!

Because it is so simple! From being stored in your cupboard or garage just load it in the car and go. One bag weighing just 26kg, assembled in 15 mins – that’s GUPPY, the unique portable sailboat.

  BUY YOUR GUPPY NOW FOR JUST €3,450 (excl. VAT)  

Buy your guppy now for just €3,450 (excl. vat).

• Technical data
• Assembly video
• Assembly manual
• Accessories
• Storage solution
• Transport solution
• Guppy for campers
• Guppy for yachts
• Laura Dekker
• Testimonials

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• Sailboat Guide

Guppy 13 is a 12 ′ 6 ″ / 3.8 m monohull sailboat designed by Herb Stewart and built by Melen Marine Ltd.(USA) between 1974 and 1975.

Rig and Sails

Auxilary power, accomodations, calculations.

The theoretical maximum speed that a displacement hull can move efficiently through the water is determined by it's waterline length and displacement. It may be unable to reach this speed if the boat is underpowered or heavily loaded, though it may exceed this speed given enough power. Read more.

Classic hull speed formula:

Hull Speed = 1.34 x √LWL

Max Speed/Length ratio = 8.26 ÷ Displacement/Length ratio .311 Hull Speed = Max Speed/Length ratio x √LWL

Sail Area / Displacement Ratio

A measure of the power of the sails relative to the weight of the boat. The higher the number, the higher the performance, but the harder the boat will be to handle. This ratio is a "non-dimensional" value that facilitates comparisons between boats of different types and sizes. Read more.

SA/D = SA ÷ (D ÷ 64) 2/3

• SA : Sail area in square feet, derived by adding the mainsail area to 100% of the foretriangle area (the lateral area above the deck between the mast and the forestay).
• D : Displacement in pounds.

Ballast / Displacement Ratio

A measure of the stability of a boat's hull that suggests how well a monohull will stand up to its sails. The ballast displacement ratio indicates how much of the weight of a boat is placed for maximum stability against capsizing and is an indicator of stiffness and resistance to capsize.

Ballast / Displacement * 100

Displacement / Length Ratio

A measure of the weight of the boat relative to it's length at the waterline. The higher a boat’s D/L ratio, the more easily it will carry a load and the more comfortable its motion will be. The lower a boat's ratio is, the less power it takes to drive the boat to its nominal hull speed or beyond. Read more.

D/L = (D ÷ 2240) ÷ (0.01 x LWL)³

• D: Displacement of the boat in pounds.
• LWL: Waterline length in feet

Comfort Ratio

This ratio assess how quickly and abruptly a boat’s hull reacts to waves in a significant seaway, these being the elements of a boat’s motion most likely to cause seasickness. Read more.

Comfort ratio = D ÷ (.65 x (.7 LWL + .3 LOA) x Beam 1.33 )

• D: Displacement of the boat in pounds
• LOA: Length overall in feet
• Beam: Width of boat at the widest point in feet

Capsize Screening Formula

This formula attempts to indicate whether a given boat might be too wide and light to readily right itself after being overturned in extreme conditions. Read more.

CSV = Beam ÷ ³√(D / 64)

Said to be a ‘splashed’ copy of the earlier SPARROW 12 built by HMS Marine Inc.(USA) with some modifications. A daysailer version (without the cabin trunk) was known as the GUPPY 130.

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NEW LAKE SIDE LOCATION!

MINICAT GUPPY Dinghy Inflatable Sailboat

$ 4,500.00

The new MiniCat Guppy is based on our hugely popular MiniCat 310. MiniCat Guppy is engineered for the simplest and speediest assembly possible. With floats pre-fixed to the frame, the set-up takes just 10 minutes from start to finish. The Guppy is also exceptionally light and with grab-handles on the trampoline, it’s simple to move!

Scroll down for detailed specifications or contact us to set up a demo of one at our new Lake side facility!

• Manual \ Assembly instructions
• USB with Digital Files
• PVC Repair kit
• Storage Bag (Can be upgraded to Board bag with wheels)
• Manufacturer Build Certificate
• Manual Hand Pump
• Minicat Guppy

24-month full product warranty + 7-year boat-skin warranty

Shipping to lower 48 states via Fedex or Freight LTL. Shipping to HI, AK or the Caribbean is possible, please contact us for details. Tracking provided for all orders. SHIPPING RESTRICTIONS – MiniCat models cannot be shipped to the following states due to dealer territory restrictions – Washington, Oregon, Michigan and Maryland. Delivery Time Frames: – Available for immediate pickup or shipment. – Once you place your order we will contact you prior to delivery. – For orders inside the US contact us for shipment times, but generally 3 to 6 days transit time to most lower 48 states depending on distance from East Coast but can vary depending on seasonality and holidays.

THE WORLD’S FAVORITE PORTABLE SAILBOAT

Minicat guppy.

• Main sail 4.5 m2 from Dacron (no boom)
• Aluminium ‘spine’ powder-coated frame permanently attached to trampoline
• Grey floats pre-fixed to the main frame
• Trampoline 1600x450mm with colored design, fixed with special grab-handles
• Short black keel fins, same fixing as on all other models
• No stainless-steel ropes beneath the trampoline
• Single design, single colour-scheme
• Floats fitted with stainless rings to fasten the additional front trampoline or the line when anchoring the boat

The size is based on our very popular 310 model, but with GUPPY,  it is all about the simplicity and speed of assembly . With the uniquely developed design of floats pre-fixed to the frame, the set-up takes just 10 minutes from start to finish. GUPPY is also exceptionally light (just 27kg), and with grab handles on the trampoline, manipulation is easy, especially for children.

The main feature of the MiniCat GUPPY is the flexible composite mast, which is fixed simply in the frame without lines. This makes the boat much safer in strong winds, as the mast flexes and prevents the sailor from easily capsizing.

The excellent design of the sail and the lack of a jib ensure that this highly portable, lightweight dinghy sailboat appeals, especially to first-time young sailors who want to learn sailing techniques, have fun, and experience some adrenaline rushes. GUPPY is also perfect as a fun accessory for your yacht.

TECHNICAL DETAILS

Frame & deck.

The main element of the Guppy frame is the back-bone centre frame of light-weight aluminium which is fastened by pins to the cross-section part of the floats. They are permanently attached to the floats and define their position. The trampoline is produced from high-strength woven plastic fabric and is permanently attached to the floats for speed of assembly.

The trampoline fabric sections fill the frame and are tightly secured by a threaded line. As the trampoline is taut and the frame is tight there is no need for any additional fixings.

To the rear of the frame the rudder is mounted. All parts of the frame are made of aluminum and are powder coated.

The Guppy is equipped with two inflatable floats 3.0 m in length and 39 cm diameter. The floats are made of reinforced Heytex 5509, highly resistant it abrasion and very hard wearing. This material is produced in Germany and production technology was adopted from the production of white-water rafts. The floats are single-chamber with a combined load capacity of 235 kg.

Both floats are fitted with three grab-handles for easy handling of the boat in and out of the water. Permanently affixed to the floats is a trampoline.

To fully enjoy sailing your Guppy you must confidently control your boat. It is imperative to minimize ‘side-sail’, especially when sailing against the wind. To achieve this detachable keel fins were designed from UV stabilised polypropylene to attach under each float. Their design and shape gives excellent performance yet still allows the boat to be sailed in very shallow water without the risk of damage. The principle of the keel fins runs across the range of MiniCat models and is a key factor in the handling characteristics of MiniCat.

The new GUPPY is featuring 3-piece flexible composite mast slotted together with no anchoring lines. The length of the assembled mast is 4,15 m. This construction ensures high flexibility and strength for ultimate safety, performance and enjoyment.

Guppy is equipped with a single sail, without a boom for easy use. The total area of the sail is 4.5 m2. The sail material ‘Dimension Polyant ‘ is used with a surface density of 175-210g/m. The sail is ‘ all-spire ‘ construction, i.e. without a yardarm. The sail also has a window to ensure better visibility while sailing.

Guppy has an aluminium rudder attached to the centre of the frame. The design of the rudder allows it to be raised at a 90 degree angle, sat at the shore or in very shallow water there is no danger of damage. The rudder can be locked in both positions, raised or lowered. Thanks to the locking device the rudder can be easily arranged at the helm in two extreme positions. A tiller extension increases comfort and convenience while sailing. The tiller arm is jointed allowing full 360 degree movement.

Fittings from the companies Ronstan, Seasure, Clamcleat and Suchomel are used throughout the MiniCat range of models. All spare parts and accessories are available. See our SPARE PARTS & ACCESSORIES CATALOGUE. As with the entire range of MiniCat models Guppy is designed and manufactured in the EU.

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MINICAT GUPPY

DINGHY SAILBOAT

The size is based on our very popular 310 model, but with GUPPY,   it is all about the simplicity and speed of assembly .   With the uniquely developed design of floats pre-fixed to the frame, the set-up takes just 10 minutes from start to finish. GUPPY is also exceptionally light (just 27kg), and with grab handles on the trampoline, manipulation is easy, especially for children.

Because Guppy is mainly intended for young and young-at-heart ‘Guppy sailors’, it was critical that the construction of the entire boat was simple, intuitive and fast. Therefore, the Guppy has a completely new technical solution in the design to meet these requirements. The result is a record low weight and speed of assembly, creating a new class of portable sail boat.

FRAME & DECK

To fully enjoy sailing your Guppy you must confidently control your boat. It is imperative to minimize ‘side-sail’, especially when sailing against the wind. To achieve this detachable keel fins were designed from UV stabilised polypropylene to attach under each float. Their design and shape gives excellent performance yet still allows the boat to be sailed in very shallow water without the risk of damage. The principle of the keel fins runs across the range of MiniCat models and is a key factor in the handling characteristics of MiniCat.

Guppy is equipped with a single sail, without a boom for easy use. The total area of the sail is 4.5 m2. The sail material ‘Dimension Polyant ‘ is used with a surface density of 175-210g/m. The sail is ‘ all-spire ‘ construction, i.e. without a yardarm. The sail also has a window to ensure better visibility while sailing.

Fittings from the companies Ronstan, Seasure, Clamcleat and Suchomel are used throughout the MiniCat range of models.

All spare parts and accessories are available. See our SPARE PARTS & ACCESSORIES CATALOGUE

As with the entire range of MiniCat models Guppy is designed and manufactured with love in the EU

• MiniCat Story
• MiniCat GUPPY Boat
• MiniCat GUPPY Accessories
• How to buy other MiniCat Models

MiniCat GUPPY

• Regular price €3.450,00

MiniCat GUPPY is a light portable sailboat that fits in a single bag. Set up takes 15 minutes from start to finish, exceptionally light (just 27 kg) and super-portable.

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No Slip. No Trailer. No Storage. Just Sailing.

MiniCat offers a super easy to assemble inflatable sailboat.

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from $8,950.00 $9,800.00

MiniCat's lineup is separated by four distinctive sizes.

All models from MiniCat are extremely portable and make sailing accessible at a fraction of the cost of a traditional sailboat. They make this possible without sacrificing performance and functionality. Explore the innovative features to discover what MiniCat is right for you.

The Guppy mast is light enough to carry with one hand! The mast comes in 3 sections which assemble to a total mast height of 11.2ft. It is composed of a powder-coated, light weight alloy tubing built to ensure rigidity and strength for performance, safety, and portability!

The Guppy is equipped with a single sail, without a boom. It’s total sail area is 42ft2. The sail is composed of a ‘Dimension Polyant’ and it has a window to ensure 360 visibility. Without a boom, this is the perfect sailboat for young, and young-at-heart sailors.

Stay supports are perfectly engineered for quick and easy assembly. All fittings are from Ronstan, Seasure, Clamcleat and Suchomel to provide the highest quality.

The aluminum, powder-coated frame provide the back bone of the lightweight catamaran. The pre-laced trampoline is high-strength woven plastic fabric. It comes pre-attached to both hulls for a simple, fast assembly experience.

The Guppy is equipped with 9.8ft hulls with a 13 inch diameter. Made of Heytex 5509, they are abrasion resistant. The floats are single-chamber with a combined load capacity of 518 lbs.

The design of the rudder allows it to be raised and lowered to help launch and navigate the shallows. Thanks to the locking device the rudder can be easily arranged from the helm to the desired position. The tiller arm is jointed allowing full 360 degree movement which increases comfort when sailing.

To confidently control your boat it is imperative to minimize 'side-sail', especially when sailing against the wind. The precision design and shape of the UV stabilized propylene detachable keel fins enable excellent performance yet still allows sailing in very shallow water without the risk of damage.

The mast comes in 3 sections which assemble to a total mast height of 12.5ft. It is composed of a powder-coated, light weight alloy tubing built to ensure rigidity and strength for performance, safety, and portability!

Equipped with almost 55ft2 of sail area, the MiniCat 310 is considered a performance sailing dinghy! It is composed of ‘Dimension Polyant’ and uses 6 flat spires for excellent sail shape. The boomless mainsail prevents accidental head bumps. The sails are available in your choice of Red, Blue, Orange, and Lime Green. The MiniCat 310 Sport comes standard with a jib furler to take down your jib while out on the water! How neat is that?!

The MiniCat 310 boasts a rigid, lightweight aluminum frame with UV protected foam for comfortable seating! The trampoline is a high strength woven plastic. It is fitted with pockets and bungees for gear storage!

The MiniCat 310 is equipped with 10.2ft hulls with a 13 inch diameter. Made of Heytex 5509, they are abrasion resistant. The floats are single-chamber with a combined load capacity of 518 lbs.

The mast comes in 3 sections which assemble to a total mast height of 16.6 ft. It is composed of a powder-coated, light weight alloy tubing built to ensure rigidity and strength for performance, safety, and portability. A carbon fiber mast upgrade is available which is stronger and 39% lighter.

The MiniCat 420 is equipped with a main sail and a jib. The total area of the sails is 104 sq. ft. The Instinct sails are made of a Dimension Polyant, while all models from the Emotion and on are made of a windsurfer Sport Monofilm mainsail. Both the main sail and the jib have transparent windows to ensure better visibility and security while sailing. Boomed mainsails are equipped with a vang and outhaul to provide better sail shape to outpace the competition!

All fittings are from Ronstan, Seasure, Clamcleat and Suchomel to provide the highest quality. The special edition Laura Dekker model also comes equipped with a mainsheet traveler for increased speed on a close-hauled line. All models of the 420 utilize a dedicated forestay with the exception of the Instinct.

The MiniCat 420 frame, to which the floats attach, is produced from light-weight aluminum and the frame parts are powder coated. The trampoline is produced from high strength woven plastic fabric.

The MiniCat 420 is equipped with 13.8 ft hulls with a 17.7 inch diameter. Made of Heytex 5509, they are abrasion resistant. The floats are single-chamber with a combined load capacity of 1168 lbs.

The design of the rudder allows it to be raised and lowered to help launch and navigate the shallows. Thanks to the locking device the rudder can be easily arranged from the helm to the desired position. The tiller arm is jointed allowing full 360 degree movement which increases comfort when sailing. The rudder on 420 Evoque is made of Carbon Fiber.

The mast comes in 4 sections which assemble to a total mast height of 20 ft. It is composed of a powder-coated, light weight alloy tubing built to ensure rigidity and strength for performance, safety, and portability. The 460 Elite has a carbon fiber mast which is stronger and 39% lighter. The carbon fiber mast is easier to step while assembling the boat and weighs much less weight aloft enabling you to carry much fuller sails without capsizing."

The MiniCat 460 is equipped with a main sail and a jib. The total area of the sails is 124 sq. ft. The material ‘Racing PolyesterX-PLY Line’ is used for the main sail and the jib is made of “Polyester Dakron”. Both the main sail and jib have transparent windows to ensure better visibility and security while sailing. The 460 Esprit can be equipped with optional Gennaker.

The MiniCat 460 frame, to which the floats attach, is produced from light-weight aluminum and the frame parts are powder coated. The trampoline is produced from high strength woven plastic fabric.

The MiniCat 460 is equipped with 15.1 ft. hulls with a 19.2 inch diameter. Made of Heytex 5509, they are abrasion resistant. The floats are single-chamber with a combined load capacity of 1213 lbs.

The design of the rudder allows it to be raised and lowered to help launch and navigate the shallows. Thanks to the locking device the rudder can be easily arranged from the helm to the desired position. The tiller arm is jointed allowing full 360 degree movement which increases comfort when sailing. The rudder on 460 Elite is made of Carbon Fiber.

The world's favorite portable sailboat!

MiniCat offers the most portable, versatile beach catamaran on the market. With a variety of models and sizes available, Great Lakes Watercraft can help you decide which is the perfect boat to take on your next adventure.

Learn to Sail

It is never too early or too late to grab the helm and learn to sail. The MiniCat Brand is beautiful, portable and easy to assemble which makes getting out on the water hassle free. MiniCats do not require a dock, trailor, or storage so you can avoid the overhead costs on your journey to becoming an admiral. At Great Lakes Watercraft, we have a few recommendations from the MiniCat lineup for ambitious sea dogs ready to learn.

MiniCat Guppy

The smallest and simplest boat in the MiniCat range, the Guppy is a great trainer for beginners. You can learn to sail on a low stress, single sail boat! Holy mackerel!

The 310 sport is the first boat with jib sail equipped with a roller furler to quickly pulls the sheet while asea. It was designed for individual sailors who want a compact, fun boat to sail, with the option for speed and high performance. The 310 model is easy to right should you capsize, even for children!

MiniCat 420 Emotion

The Emotion is the first trim level in the 420 series to come equipped with a boomed mainsail and a dedicated forestay for greater sail control. It is the first fully featured boat, so skills learned on this weatherly boat will translate well to a bigger rig.

The MiniCat lineup has a very forward thinking, practical design. These sailboats can be assembled in 20-45 minutes and they pack down small enough to fit in a closet, garage, or on the roof rack of your Chevy Spark! Great Lakes Watercraft recommends a few models that are perfect for spending a day on the water with friends and family. Having a unique boat with a full selection of sail colors, you are sure to be all the scuttlebut on the water.

MiniCat 420 Instinct

The 420 is the smallest size boat with space for having all hands on deck. It is rated for 4 adults and up to 992lbs! The Instinct does not have a boomed mainsail. So a family of four can run a tight ship without concern that heads will be knocked by the boom.

MiniCat 420 Emotion & Evoque

These are fully featured for your day sailing voyage. Complete with a boom, continuous line jib furler, and dedicated forestay, it is easy enough for a few kids to manage and can go full speed ahead in the right hands. The Evoque has a carbon fiber boom, bowsprit, and rudder; while the Emotion parts are made of aluminum and epoxy.

MiniCat 460 Esprit

The MiniCat 460 carries 4 adults and supports a weight capacity of up to 1,234lbs! It is complete with 124 sq ft of sail area made of a Poly-X racing material. It is the best value in performance beach cats and a spacious boat for the whole family.

Camping & RVs

Exploring everything the Great Lakes has to offer often means packing it all in your car, truck, or RV and hitting the road! Limited space may mean limited activity options when you get to your destination. Let MiniCat help you make waves on your vacation! We have a few options that can help you can graduate from a cabin boy to a deck hand on a compact, ultra portable sailboat!

The smallest and simplest boat in the MiniCat range, the Guppy packs into a single bag, which can slide into the storage boot of your RV or be strapped to a roof rack! It takes about 10 minutes to set up when you get to your destination.

The 310 also fits in a single bag. The 310 Sport is what we would call a ‘performance sailing dinghy’. It boasts 56ft2 of sail area and only weighs 77lbs. It combines pristine design and premium materials to give customers a boat that’s easy to carry on land, and efficient on the water.

MiniCat 420 Evoque & Laura Dekker

With the 420 series, what you give up in portability, you more then make up in performance. The boats pack into two large bags, that can be transported in a tailgate or on a roof rack. Both the Evoque and the Laura Dekker come equipped with carbon fiber elements to keep the boat lightweight. These fully-featured sailboats provide an elite sailing experience while on the road or on vacation!

These cats can run fast on the water! Lightweight, premium materials and intelligent design enable skippers to have portability, stability, and reliability without sacrificing performance. The are the lightest weight sailboats on the market with an unrivaled sail area to displacement ratio (SA/D). They can move in any amount of wind, but in 15-20 knots you get a true feel for the flank speed!

MiniCat 420 Laura Dekker

The special edition 420 is named after the brand ambassador, Laura Dekker. It has an awesome color scheme over a dacron jib and a poly-x racing mainsail. The Laura Dekker also boasts a traveler and all the carbon fiber bits from the Evoque.

MiniCat 420 Evoque (with Carbon Mast Upgrade)

To maximize the SA/D, you go as lightweight as possible! The carbon mast has less weight aloft which allows you to carry full sails in stronger wind. It can be stepped by a six year old and it has the added bonus of making the bags easier to transport.

MiniCat 460 Elite

The 460 is the largest and fastest in the MiniCat lineup. The Elite model is equipped with all of the carbon fiber goodies and a sleek poly-x racing mainsail. Pair with an optional gennaker and suffer to gap off from the competition.

Looking for something fun while your cruiser or yacht is anchored at bay? Look no further than MiniCat. They are towable, extremely lightweight, and can be stored in bags below deck. When you are done sailing, MiniCat can also be used as a tender. Just remove the sails, mast, and put on the engine support bracket. Then fit your electric motor and go!

The smallest and simplest boat in the MiniCat range, the Guppy packs into a single bag, has a single sail, and is best suited for a single adult or a few children! It takes about 10 minutes to set up when you get to your destination.

The 310 Sport is what we would call a ‘performance sailing dinghy’ that packs down into a single bag. It’s very efficient on the water and small enough to assemble on an open bow or swim deck.

MiniCat 420 Evoque

The 420 Evoque is the first rate, fully featured sailboat to have at anchor. It demands a more space for assembly, but will be your entertainment for the week! Practice and race in low wind or on a 20 knot day!

MiniCat Specification Comparison

How to assemble a minicat sailboat.

Minicat Recommended Accessories

Minicat 420 bag with wheels (set), minicat 310 additional front trampoline, minicat guppy engine support, minicat 310 mast float, ultra-portable.

All models store easily in your shed or closet and fit comfortably in any personal vehicle. It has never been easier to take your boat with you on vacation. No boat slip, no trailer just sailing!

Easy to Set Up

Unpack your bags and assemble your sail boat quickly and easily when you reach your destination. The more you get out there and enjoy your MiniCat the more skilled you become. How quickly can you assemble your MiniCat?

Performance

From experienced sailors looking for performance to those who just want to go where the wind takes them, MiniCat has the boat for you!

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Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

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Elektrostal , Moscow Oblast, Russia

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A boat with a BN of 1.6 or greater is a boat that will be reefed often in offshore cruising. Derek Harvey, "Multihulls for Cruising and Racing", International Marine, Camden, Maine, 1991, states that a BN of 1 is generally accepted as the dividing line between so-called slow and fast multihulls.

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Guppy 13, 1976 This is a limited edition sailboat made by Mellen Marine with a collectors following. I bought this about 10 years ago and it has been in my garage ever since. It comes with the trailer, extra set of wheels, all sails and the cabin sleeping pads. I have the clean title. Sleeps 2 adults. Location of boat - Lake Forest. CA

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MINICAT GUPPY Dinghy Inflatable Sailboat. $ 4,500.00. The new MiniCat Guppy is based on our hugely popular MiniCat 310. MiniCat Guppy is engineered for the simplest and speediest assembly possible. With floats pre-fixed to the frame, the set-up takes just 10 minutes from start to finish. The Guppy is also exceptionally light and with grab ...

Guppy is equipped with a single sail, without a boom for easy use. The total area of the sail is 4.5 m2. The sail material 'Dimension Polyant ' is used with a surface density of 175-210g/m. The sail is ' all-spire ' construction, i.e. without a yardarm. The sail also has a window to ensure better visibility while sailing.

The Guppy is the smallest sailboat in the MiniCat lineup, but quickest to assemble. While there's a performance trade-off compared to its bigger siblings, it still provides plenty of fun on the water considering that it fits in a single bag weighing under 60 lbs. ... Mast - 395 cm (13 ft) 3-piece black composite mast. Mainsail - 4.5 m² (48 ...

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The Guppy is a fiberglass boat with a shoal draft keel, and sleeps 2 adults in a 6 ft 8 in long cabin. LOA 12'6". Beam 5'7". Displacement 480 lb empty with 150 lb of ballast. Draft 1'7". It has a Bermuda rig consisting of a 32 square feet high aspect main sail and a 48 square feet jib. Length at waterline was 11 ft 10 inches.

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Go to Sailing Texas classifieds for current sailboats for sale . 1975 Guppy 13 Boat purchased from previous owner in Sept 2006 as a project Custom galvanized trailer with spare (12" wheels) Nov 2006 Excellent running 3.5hp 2-stroke outboard (not pictured) New sails (main and genoa) by Tosh Custom Boatworks Jan. 2007 New grabrails April 2007

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MiniCat preowned sailboats for sale by owner. MiniCat used sailboats for sale by owner.

Create a Boat Alert to have matching boats emailed to you when they are added. Find your perfect Minicat Guppy today. We have Minicat Guppy brokers and sellers from around the world at great prices. Used Minicat Guppy for sale from around the world. Search our full range of used Minicat Guppy on www.theyachtmarket.com.

Guppy 13 sailboat for sale. The Guppy is a fiberglass boat with a shoal draft keel, and sleeps 2 adults in a 6 ft 8 in long cabin. LOA 12'6". Beam 5'7". Displacement 480 lb empty with 150 lb of ballast. Draft 1'7". It has a Bermuda rig consisting of a 32 square feet high aspect main sail and a 48 square feet jib.

Welcome to the 628DirtRooster website where you can find video links to Randy McCaffrey's (AKA DirtRooster) YouTube videos, community support and other resources for the Hobby Beekeepers and the official 628DirtRooster online store where you can find 628DirtRooster hats and shirts, local Mississippi honey and whole lot more!

In 1954, Elemash began to produce fuel assemblies, including for the first nuclear power plant in the world, located in Obninsk. In 1959, the facility produced the fuel for the Soviet Union's first icebreaker. Its fuel assembly production became serial in 1965 and automated in 1982. 1. Today, Elemash is one of the largest TVEL nuclear fuel ...

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Geographic coordinates of Elektrostal, Moscow Oblast, Russia in WGS 84 coordinate system which is a standard in cartography, geodesy, and navigation, including Global Positioning System (GPS). Latitude of Elektrostal, longitude of Elektrostal, elevation above sea level of Elektrostal.

4cs in real time problem solving

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The 4 C's: The Essence of Scrum

• – August 2023
• by Klaus Riedel

Scrum is a software implementation methodology within a software development project that puts a special focus on the effectiveness of the implementation and therefore suggests a strictly feature-oriented development.

I explained the reasons behind this in my article “Effectiveness instead of Efficiency: The Scrum Compromise” . And a project should have strong incentives to use this methodology over another because it is not always the best methodology one could use.

Content of this article:

• Reading time: 11 minutes

How does Scrum work and why?

It is not enough for me to describe how the artefacts (roles, Sprints, daily scrum, etc.) are implemented and how they should be applied, as is often the case in the relevant literature.

At first it is important to understand why they exist and why they are necessary to be successful.

You will then doubly consider if you can ‘customize’ some things now or then, or if you will be able to estimate if this is meaningful or possible at all and what impact you can expect.

To keep things short, to the point, and entertaining, I designed the model of the 4 Cs.

Don’t worry, this is still pure Scrum and not my personal version. It’s just a way of presenting Scrum and I hope you find it as plausible as it is logical.

The first two C’s stand for Commitment and Completion .

They form the static columns, the paradigm on which Scrum is based.

The other two C’s stand for Communication and Common Sense .

Common sense – yes, you did read correctly. Using common sense is half the battle! communication and common sense are the dynamic components and describe how Scrum is implemented. Two basic values and two techniques, that’s all it takes.

If we set the commitment to values and the completion as the highest goal in a software development project and then use common sense and a specific way of communication , then we automatically arrive at the Scrum methodology with all its artefacts, processes, etc. Why don’t you give it a try?

Commitment & Common Sense in Scrum

If it is important to me in my project to get a clear commitment, then it would be reasonable to let the development effort be determined by those who do the development – for example. And they will have to decide for themselves how to implement the requirements.

This is how self-determined Scrum teams are created.

4 steps for a successful Scrum Team

Of course, it makes the most sense to limit these commitments to units that are as small as possible and can be easily managed by a team. So it’ s better to do short Sprints, each preceded by refinement and planning, to create that commitment.

Daily Scrum

Then we want to make sure that the commitment is maintained during a Sprint.

Daily scrums are not about teams saying good morning or creating a feeling of unity or telling each other what they did yesterday or what they will do today. That may happen, but it’s not the purpose.

The purpose is to renew the commitment given at the beginning of the Sprint daily .

Scrum Master

Are we still on track or are we in danger of delays? And if so, how do we get back on track and ensure commitment?

Sprint burndown charts are useful for a project manager to track this. And, of course, I need a facilitator for this process. Let’s call him a Scrum Master.

He is not responsible for making sure the team is process compliant. He does that, but that’s not the purpose. Working in a process-compliant manner is not an end in itself.

The purpose is to keep the team capable of work and commitment.

Because the commitment was given on the premise that the resources are available for the Sprint and are not disturbed and these can work without disturbance from external influences.

So we can see that almost all roles and organizational or administrative artifacts can be derived directly from the commitment paradigm.

So if you want to customize anything in your methodology, first ask yourself if the team will still be able to commit.

This is particularly true for all those cases where resources are temporarily withdrawn from a Sprint, usually for unscheduled workshops, bug fixes, presentations, maintenance, etc.

Undoubtedly, scope changes halfway through a Sprint are the biggest enemy of commitment, as they disrupt the Sprint’s elaborately planned balance.

Scrum goes Hollywood – About Communication in Scrum

Completion & common sense in scrum.

It is also important that a commitment is not only kept but can also be verified.

It would be reasonable to finish something so that I can verify it. The purpose is to keep the team working and able to commit.

From my project management experience I know, of course, that there are about as many definitions for the term “finished” among developers as there are for the term “snow” among Eskimos – about two hundred. And I’m sure we’ve all heard them before.

The list is almost endless.

A Story is finished when its implementation meets the acceptance criteria and if all test cases created for it have been completed successfully .

Naturally, this presupposes that acceptance criteria have been described at all and that adequate and conclusive test cases are available. This often poses major problems for the Product Owner.

You can only check the commitment when you use the term “completion”.

Therefore, it is a rule in Scrum that it is not OK to leave Stories open at the end of a Sprint.

So if you have 5 Stories in your Sprint and you can’t finish them, it’s better to completely close as many as you can and leave others open rather than to ‘almost finish’ all of them.

In order to do that, we need cross-functional teams and prioritized Stories in Scrum, so that other team members can continue to work on them in such a case of re-prioritization.

By the way, this is also the reason why every Story in Sprint planning is estimated by every team member and why the whole team has to agree on it.

This is not a team-building measure, but a necessary prerequisite for keeping the commitment later. Consequently, a commitment is always a team commitment. In Scrum it really only makes sense this way.

As we can see, the artifacts ‘Story’, ‘Cross-functionality’, ‘Planning Poker’, and ‘Review’ are also derived directly from the paradigms ‘commitment’ and ‘completion’ – simply by using common sense.

How the Story Points calculator works

Communication in scrum.

We haven’t talked about the third C yet, even though it’s the key to everything. At the same time, it causes most problems because it is the most difficult one to grasp.

Here, communication does not mean that a lot is communicated and that communication has priority over documentation. That’s true and that’s what happens, but it’s not what we want to say here.

Rather, it is about the type of communication, the perspective, and its rhythm. And this reflects and defines the difference between vertical, feature-oriented and horizontal, layer-oriented development (as described in my article above).

For many software experts, Scrum introduces a change of perspective when it comes to communication.

At the center of communication we find the term “Business Value”.

Interestingly, the authors of  SAFe have emphasized this perspective clearly and for good reason with their v alue #1: “Take an economical view”. 

This perspective permeates the entire methodology from the central feature-oriented approach, which derives from the paradigm of effectiveness, all the way to the description and prioritization of Stories, which derive from the description of ‘motivation’.

If Scrum is well established, communication changes this way after two or three Sprints.

We want everything we do in Scrum to be seen from this perspective: When we create a Story , when we have to make a decision regarding the architecture, when we have to compromise on the re-prioritization of Stories, etc.

This perspective is virtually impossible in horizontal, layer-oriented development. Here the basic idea of efficiency is communicated in a much more technical way; it’s more about technical feasibility and risks, etc. Quite often (not always and also not necessarily) the purpose is relegated to the background or remains implicit.

If you notice that P roduct Owner and the Dev Team are completely at odds with each other, then you will know that this change of perspective has simply not taken place yet.

In addition, the Product Owner and the Scrum Team will need some time to understand each other.

The Stories also have to be described in a way that allows developers to understand them so that they can start implementing them immediately.

The app for scaled agile teams is here!

Scaled agile projektmanagement app.

Stories, therefore, reflect the state of the team culture, which manifests itself through communication.

Teams that harmonize extremely well don’t need much text in the Stories, while untrained teams need much more detailed descriptions. Often this has nothing to do with the complexity of the subject, but rather reflects the state of the team’s communication.

Retrospectives help to uncover and improve shortcomings in communication. This process also takes some time. It is the reason why the first few Sprints are often not as successful. The project manager shouldn’t lose heart and has to remain patient.

You can now use the 4 C’s as a guideline for implementing the methodology in your project or solving real-world problems.

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C4 (also written as C-4) is a method of problem solving similar to the PDCA cycle, but describes the Plan step more clearly.

It was developed by David Veech (with help from Mike Kirkby) to provide guidance to A3 templates and assist with developing people as problem solvers. It is used in conjunction with quality circles and improvement teams .

The 4 C’s stand for:

• Concern – Describe the current situation or problem that the team wants to resolve using data
• Cause – Identify all causes of the problem, using a fishbone diagram , and prioritize which ones to pursue
• Countermeasure – Identify a short-term action that may correct the root cause of the problem
• Confirm – Ensure that the countermeasure was successful, and implement any long-term countermeasures

The C4 card is used for small, daily improvements that are easier to solve, but still need a problem solving process to follow (see below)

The C4 worksheet is used for more challenging problems performed as a team, using the A3 one-page format structure.

• The C4 Process: Four Vital Steps to Better Work

• Additional Resources
• FOCUS-PDCA – creativesafetysupply.com
• Eight Steps To Practical Problem Solving – kaizen -news.com
• The Tools of Kaizen – blog.5stoday.com
• What is a Kaizen event? – lean -news.com
• PDCA: How Can this Tool Help You? – blog.creativesafetysupply.com
• 5 Kaizen Tools to Start Using – hiplogic.com
• The Concepts of Kaizen – creativesafetypublishing.com
• Applying Hoshin Kanri – 5snews.com
• What is Kaizen? – iecieeechallenge.org

• My learning

The Power of the 4Cs: The Foundation for Creating a Gold Standard for Project Based Learning (PBL)

Creating a gold-standard for Project Based Learning and then reaching that standard may seem to be a bit like scaling a mountain - at first glance-difficult, very risky, and somewhat mysterious. However, even the tallest mountains can be climbed if you have the right knowledge, skills, tools, and support—and perhaps a little courage.  The same can be said for Project Based Learning. We at the Partnership for 21st Century Skills think a lot about skills - so let’s explore the skills that are needed.

Take a deep look at the essential elements of a gold standard PBL, as outlined by BIE Executive Director John Mergendoller. It is easy to see that this standard of excellence cannot be achieved without the 4Cs (communication, critical thinking and problem solving, collaboration, and creativity and innovation). These skills are the springboards upon which the highest quality PBL is built; they are embedded in these essential elements; and they must be developed and nurtured in teachers and students alike to successfully reach this high standard.

At the heart of Project Based Learning is the educator -- who brings individual expertise, knowledge, skills, and dispositions. Transforming teaching practice through PBL can be incredibly rewarding, risky, and frustrating. The educators that I have seen in P21’s 21st Century Learning Exemplar Schools implementing high quality Project Based Learning most often speak of it as a journey, even a quest for excellence. They talk about their own professional growth, their evolving practices, their successes and failures, their need for patience, persistence and support - and they talk explicitly and implicitly about how they use the 4Cs every day.  

Lets take a closer look at the 4Cs and their relationship to Gold Standard PBL.

The very nature of communication changes with PBL. The language used is different, the processes and practices are different, and the relationship between teacher and student is different. New communication strategies and tactics must be employed in the PBL classroom, as the teacher becomes a guide, a facilitator, an enabler, a motivator, and a developer of learning experiences, rather than a lecturer, director, and source of all knowledge. The PBL teacher needs a toolbox full of questioning techniques to develop inquiry and curiosity, and new ways to clearly articulate the purpose and value of PBL to stakeholders, parents, and community members alike, for which this is new.  

Critical thinking/problem solving continues to be a core component of PBL both as an end and a means. Teachers must internalize and model critical thinking, building it into the DNA of classroom practice. As Mergendoller points out, this takes intentionality, self-direction, and time. Through this process of development and incorporation into practice, a funny thing happens—critical thinking begins to affect everything, including how instruction is designed, and how one thinks through content for new projects. The teachers I meet in exemplar schools across the country tell me that this is hard - and one of the game-changers for their classroom and their students. 

The importance of student collaboration is widely acknowledged and appreciated in the worldwide PBL community. Building students’ collaboration skills is a key component, and advantage, of Project Based Learning. Through collaborative experiences, students learn how to collectively plan, work towards a common goal, and recognize and navigate individual differences in skills, abilities, and attitudes. However, teacher collaboration also plays an essential role in the journey toward the highest quality PBL, providing needed peer support and encouragement for this transformation, which often accelerates capacity building. Teacher collaboration can take many forms, from formal professional learning networks, to mentorships and coaching, to informal groups of like-minded peers with common interests. Collaboration occurs inside or outside the school, online, face-to-face, across the world, or across the hall.  BIE’s PBL World Community on Google+ is a great example of one such valuable learning network. Collaboration on projects across disciplines strengthens the content, relevance and depth of the project, helping students connect the dots among their separate courses.

The incorporation of creativity and innovation skills in the gold standard PBL should not be overlooked.  At the heart of Project Based Learning lies the opportunity for students and teachers to innovate, and to create new products, new learning, and even new ways of visualizing the world.  The examples are everywhere. I was fortunate to see many during my school visits as part of the Exemplar program. For example, at Spirit Lake High School in Spirit Lake, Iowa students designed and built a new sculpture for a community park; at Savannah High School in Anaheim, California, students created water “vehicles” out of recyclable materials; and at Genesee Expeditionary School in Rochester, New York, students built a model of the Genesee River.  These projects show creativity and innovation in action in schools.

As the gold standard for PBL develops and evolves, we must be sure our educators have the essential knowledge, tools, support, and skills needed to achieve this goal. Having seen many high-quality PBL classrooms and schools, I know there are leaders and organizations, such as BIE and P21, that have pioneered this work and like mountain climbers reaching the summit, have already seen the power of the results. Let us work together with these pioneers to take the next steps to excellence by establishing a gold standard for Project Based Learning.

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Communication Skills | 21st Century Skills

What Are the 4 C's of 21st Century Skills?

• Share This Article

March 26th, 2024 | 9 min. read

Brad Hummel

Coming from a family of educators, Brad knows both the joys and challenges of teaching well. Through his own teaching background, he’s experienced both firsthand. As a writer for iCEV, Brad’s goal is to help teachers empower their students by listening to educators’ concerns and creating content that answers their most pressing questions about career and technical education.

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As a middle or high school career readiness teacher, you likely need to teach 21st century skills as part of your curriculum.

While all twelve of those skills are necessary to teach, the "four C's" are often considered to be the most important. 

The four C’s of 21st Century skills  are:

• Critical thinking

Collaboration

Communication

These four skills are essential for modern students to succeed in school and the workplace.

They often make the biggest impact in terms of setting your students apart when applying for positions and starting their careers.

In this article, you'll discover what each skill entails and why they are so important to teach.

You'll also be able to download a free guide on how you can teach the 4 C's of 21st Century skills in middle or high school courses.

1. Critical Thinking

Critical thinking is the practice of solving problems, among other qualities.

In addition to working through problems , solving puzzles, and similar activities, critical thinking also includes an element of skepticism.

This is important in the 21st Century because it’s harder than ever to verify accurate information (mostly thanks to the internet).

Critical thinking empowers students to discover the truth in assertions, especially when it comes to separating fact from opinion.

With critical thinking, students don’t just learn a set of facts or figures. Instead, they learn how to discover the facts and figures for themselves.

Through asking questions, learners become engaged in the world around them. Then they can help spread their knowledge to their peers, helping others to think critically, too. Students sharing the knowledge they've mastered with others might be the most important aspect of developing critical thinking skills.

Whether they learn how to think critically from spending time online or simply asking “Why?” in everyday life, this skill prepares students for a life of independence and purposeful thought.

Still, critical thinking is just one of the four C’s in 21st Century skills.

It works just fine when students use it alone. But when students combine it with the   next   skill, the sky is the limit to what they can achieve. 

2. Creativity

Creativity is the practice of thinking outside the box.

While creativity is often treated like a you-have-it-or-you-don’t quality, students can   learn   how to be creative by solving problems, creating systems, or just trying something they haven’t tried before. 

That doesn’t mean every student will become an artist or a writer. Instead, it means they’ll be able to look at a problem from multiple perspectives — including those that others may not see.

Creativity allows students to embrace their inner strengths from big-picture planning to meticulous organization . As students learn about their creativity, they also learn how to express it in healthy and productive ways.

More importantly, they also become   motivated   to share that creativity with others. Just like with critical thinking, that makes creativity contagious.

When a student creates an interesting or innovative  solution to a problem , the next student can become inspired to try something similar.

That’s not to say every single creative endeavor will be a ringing success. Students will fail at some point, and some of their ideas simply won’t work. But that’s okay.

The point of creativity is to encourage students to think differently than convention demands. They don’t have to do things the way they’ve always been done. Instead, they can figure out a better way.

Students don’t have to embrace their creativity alone, either. In fact, creativity works best when combined with the next 21st Century skill .

3. Collaboration

Collaboration   is the practice of working together to achieve a common goal.

Collaboration   is important because whether students realize it or not, they’ll probably work with other people for the rest of their lives.

Virtually every job requires someone to work with another person at some point, even if it’s for something as simple as what to get for lunch.

Practicing collaboration and teamwork helps students understand how to address a problem, pitch solutions, and decide the best course of action.

It’s also helpful for them to learn that other people don’t always have the same ideas that they do. In fact, as students practice collaboration more and more, they’ll learn that they have almost   none   of the same ideas that others do.

This can affect students in one of two ways. First, it could discourage them since nobody seems to agree with them that often. Second, it could embolden them because they realize they’re bringing something unique to every conversation.

As a teacher, it’s crucial that you encourage students to look at themselves through that second lens. That way, students learn that they should speak up when they have an idea.

Even when their ideas aren't the best suited to the problem, speaking up and sharing their solutions can help them when collaborating with others.

4. Communication

Communication is the practice of conveying ideas quickly and clearly.

Communication   is often taken for granted in today’s society. After all, if you say something, that means you conveyed an idea, right?

But in the age of text-based communications — including texting, emails, and social media — it’s never been more important for students to learn how to convey their thoughts in a way that others can understand them.

That’s because text-based communications lack   tone , which is critical to understanding the context of someone’s words.

Still, even in situations where vocal tone is available, students need to learn how to communicate effectively. That includes minimizing tangents, speaking directly to an idea, and checking other participants to make sure they’re engaged.

Reading an audience — even if it’s just two other people in a group discussion — lets students determine whether they should keep expanding on an idea or wrap up their point. Their audience could even be their family at Thanksgiving dinner.

The point is that as students practice communication, they become better at efficiently conveying an idea without losing their point—or their audience.

When they master the art of effective communication, students can streamline their ideas and make a positive impression on those around them.

Still, it’s important to note that communication isn’t enough on its own to help students with 21st Century skills. To really succeed, students need to use all four of these skills together.

How Do the Four C’s Work Together?

The four C’s of 21st Century skills work together as a system to help students comprehensively understand subjects and navigate living and working in the 21st century.

Because each of the four C's are general skills that help students throughout their personal and professional lives, they are essential qualities that people need to succeed in a wide range of situations.

Each of the four C's cover interrelated concepts paramount to being an educated person:

• Critical thinking teaches students to question claims and seek truth.
• Creativity teaches students to think in a way that’s unique to them.
• Collaboration teaches students that groups can create something bigger and better than you can on your own.
• Communication teaches students how to efficiently convey ideas.

Combined, the four C’s empower students to be discerning people capable of expressing themselves and working with others to find insightful solutions to everyday challenges.

When working together, learners who have mastered the four C's of 21st century skills have ability to make a profound impact on both their professional workplaces and their communities.

How Do You Teach the Four C's of 21st Century Skills?

Now you know what the four C's of 21st Century skills are and why employers want new hires to have them.

So now you're probably wondering how to teach 21st Century skills in your daily middle and high school classes.

Click below to get your free guide on teaching  critical thinking, creativity, collaboration, and communication!

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Exploring the 4 C’s of 21st Century Learning

May 27, 2021

Learning and Innovation Skills, or the 4 C’s of 21 st Century Learning include Critical Thinking and Problem Solving, Creativity and Innovation, Communication, and Collaboration. If the 4 C’s sound familiar, it’s because they probably are. Most people learned many of these skills in school. So why are they called 21 st -Century Skills ? The answer is simple: they are the set of skills 21 st century employers consider the most important skills in prospective employees.

Economists, human resource directors, and business leaders have examined the 4 C’s for at least three decades. What skills, they ask, do major industries and professions need in an employee or professional? In other words, what skills can we teach students that are “future-proof” no matter how quickly the world changes?

Every five years, the World Economic Forum interviews human resource and business leaders to identify the most important skills needed in an employee. According to their 2020 Future of Jobs Report , the ten most vital core skills needed in the coming decade are:

• Cognitive flexibility
• Complex problem solving
• Judgment and decision making
• Negotiation
• People management
• Coordinating with others
• Service orientation
• Emotional intelligence.

While the list of vital skills will vary depending on who you talk to, there is a clear common thread across the board: any list of “future-proof” skills is always represented by the four categories of the 4 C’s. In the 20 th century, career-specific skills reigned supreme in schools, universities, and professions. Today, however, students must learn skills to meet the changes of the new century and be the workforce of the future. As a result, educators must shift teaching methodologies to teach these learning and innovation skills.

The framework for 21st Century Learning

For many, however, modern teaching methodologies like the 4 C’s, collaborative learning, or project-based learning can sound like neglect of traditional curriculum . The reality is that no subject in the traditional curriculum is being replaced.

In fact, the 4 C’s are part of a larger educational framework whose foundation is the traditional curriculum: math, reading, writing, language arts, science, civics, history, languages, geography, and the arts. The 4 C’s were originally part of the Framework for 21 st Century Learning from the Partnership for 21 st -Century Skills. In this framework, the traditional curriculum is still the focus, and Learning and Innovation Skills, or the 4 C’s, are intended to be used to support it.

What are the 4 C’s?

While the 4 C’s may sound a bit vague, they are actually composites of real skills that are definable, measurable, and teachable.

Creativity and innovation

Creativity is a set of skills that enables learners to discover alternatives, brainstorm ideas, generate solutions, rethink existing paradigms, and create new knowledge. However, creativity involves more than just “thinking outside the box.” In the 21 st century, creativity is overwhelmingly a group process that requires openness to new and divergent ideas, the ability to formulate useful feedback, the recognition of the limits of new ideas and the value of old ideas, and the capacity to use failure as an opportunity. Group creativity skills are just as important, if not more so, as thinking outside the box.

Critical thinking and problem solving

In the real world, problems do not have “right answers” conveniently printed at the back of the textbook. Critical Thinking and Problem Solving involves mastering skills that enable learners to define problems, pose questions, sort through information, evaluate evidence, weigh alternatives, consider different points of view, analyze arguments, understand complexity, and approach unfamiliar problems. Many of these skills have long been taught in the classroom in traditional courses like science, civics, history, and math, but the goal is to use them deliberately throughout the curriculum.

Communication is the set of skills that allows students to read, listen, interpret, speak, write, persuade, negotiate, argue, and master a large variety of media. Learning communication skills dates back centuries in subjects like reading, writing, oratory, and language arts. The difference, however, is that the 4 C’s put communication at the center of learning in all subjects, from language arts to algebra. A few ways to teach communication skills to students include encouraging activities that reinforce active listening, asking open-ended questions, fostering critical thinking and reflective learning opportunities, and modeling effective conversation skills when communicating with students.

In our complex and changing world, success requires that people work together . Most problems and projects in the 21 st century workplace are multifaceted and multidisciplinary, requiring a diverse set of skills, knowledge, and backgrounds to bring to completion. Collaboration is the set of skills that enable people to collectively set goals, allocate resources, fulfill group roles, plan, manage time, make group decisions, negotiate, resolve conflicts, and build teams. Unlike other aspects of the 4 C’s, collaboration is a relatively recent structural innovation in K-12 education. Widely adopted in the 1990’s, collaborative learning was originally intended to enhance learning outcomes in the traditional curriculum . The 4 C’s also focus on developing a defined set of interactional skills that not only increase learning, but are also necessary skills in today’s workplace. A few ways to encourage collaborative learning include incorporating games into lessons, creating a safe space for class discussion, encouraging storytelling and brainstorming, and amplifying all student voices.

The 4 C’s of 21st Century Learning are here to stay

For proof of concept of the crucial value of the 4 C’s, we need look no further than the last 12 months. As the COVID-19 pandemic raged across the country, teachers and learners worked to master distance learning in classrooms entirely managed through technology. When we reflect back, 2020 will likely be remembered as “the Year of Distance Learning.” Simply meeting the challenges posed by a year of remote and hybrid learning became a crash course in the 4 C’s for everyone, from students and teachers to administrators and IT personnel.

The 4 C’s are fundamental skills educators must teach as they transition from a “sage on the stage” to “guide on the side” style of teaching. They are the tools students use every day to meet the challenges of a changing classroom, even without the duress of a pandemic. They are an enduring skillset and are part of every student’s future.

Find out how LanSchool can help develop creativity, critical thinking, collaboration, and communication skills in your classroom.   

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Problem-Based Learning for All: The Four Cs

Teachers who attempt a problem-based learning lesson may be discouraged from trying it a second time if the experience doesn’t go the way they had hoped.  Even if teachers are committed to its implementation, they may be unsure of what steps to take next.

As a district math coach, my challenge has been successfully demonstrating problem-based learning in academically diverse classes.  I am frequently unsure of what to expect as I go into unfamiliar classrooms to work with a variety of students.  An interesting problem that achieves wonderful results in one class causes frustration and anxiety in another class that appeared similar on paper.  These struggles have led me to come up with four C’s that I believe teachers should focus on to improve their success with problem-based learning: communication, curiosity, critical thinking, and content knowledge.

Communication Insufficient communication skills is a problem from remedial classes where students have low self confidence to honors classes where students may believe that only numerical answers matter.  When students are uncomfortable asking questions or expressing what they know it is very difficult to move forward.   Math Practice 3 of the Common Core State Standards explains it well as students must be able to “justify their conclusions, communicate them to others, and respond to the arguments of others.”

Fortunately students love to talk (perhaps not currently in math class) and with the right environment and teacher encouragement, this can be worked on.  Students need to feel that their classroom is a safe place to state their opinion.  Strong explanations need to be recognized as much or more than correct answers.  Teachers need to become masters at asking the questions that facilitate rich math conversations.  Transitioning students to this environment does not happen overnight but the rewards are worth it.

Curiosity Somewhere along the line, many students lost their desire to wonder about the world, how things work, and life in general.  Without speculating on what is causing this, I have observed that this abandoned curiosity poses a significant challenge to student engagement during problem-based learning.  Many students are unfortunately too comfortable being spectators in the math classroom, and rekindling their curiosity will help them persist through challenging problems.

So if lack of curiosity is a problem, how do you teach people to wonder again?  I don’t have a perfect answer, but my current best guess is showing them interesting multimedia and having them come up with questions.  Dan Meyer’s 101qs.com website is a fantastic source of this kind of resource.  Who can look at the penny pyramid or enormous sink hole and not want to know a little more?  What if you began every class with a picture and had students come up with a question to share with their classmates?  I believe that over time their curiosity would grow, and if you reached a point where they just had to know more, then you know you are getting them back on track.

Critical Thinking The critical thinking process is rarely comfortable or convenient.  Many students do not like the struggle, yet most successful people excel at it.  Perhaps Dan Meyer best summarized critical thinking’s importance during his TED talk when he stated “What problem have you solved ever, that was worth solving, where you knew all of the given information in advance? Or you didn’t have a surplus of information and you had to filter it out? Or you didn’t have insufficient information and had to go find some? I’m sure we all agree that no problem worth solving is like that.”

What I have found to be the main problem is that students are overwhelmed by the abundance of information and lost without the explicit directions they have been trained to expect.  We have to retrain them how to think for themselves.  Geoff at emergent math has a very helpful blog post that includes his five step approach to implementing problem-based learning.  I have found his step 2 “Students brainstorm ‘Knows’, ‘Need to knows’, and ‘Next steps’, all the while being guided by the facilitator to generate the intended learning outcomes.” to be very useful in developing students’ critical thinking.  I strongly agree with his recommendation for using a Problem Solving Framework to help students build these skills.

Content Knowledge In a textbook, problems are neatly arranged so that students have been introduced to all the content knowledge they will need to solve it.  If they have forgotten anything, they have convenient examples to reference that will help them get back on track.  With problem-based learning, students work around a real-life math application involving a variety of interconnected skills that may not have been covered.

Teachers may need to facilitate conversations to help students identify the prerequisite knowledge and skills.  This may require several cycles of pausing the problem-based lesson, reteaching necessary content knowledge, and returning to the problem.  The key difference here is that students should be the ones to identify their deficiencies, request the new knowledge, and assess whether they have learned it by immediately being able to apply it to their problem-based lesson.

It is important to note that students are not the only ones who will need strong content knowledge.  One of my favorite aspects of problem-based learning is sharing the wide variety of solutions students come up with.  Often times students find approaches I hadn’t considered.  This is where strong teacher content knowledge is critical.  At a minimum, teachers’ content knowledge must be strong enough to understand students’ diverse explanations.  Ideally teachers’ content knowledge is strong enough to help students make connections between the various approaches.

To prepare, teachers should consider multiple solution paths to every problem-based lesson they implement.  It may help to save student work for future reference.  Also realize that students may come up with an answer you will need more time to think about.  It is OK to tell a class that you haven’t ever seen a student approach the problem in that way and want more time to think about what the student wrote.

In conclusion, my hope in sharing this reflection is that teachers who are refining their practice with problem-based learning will realize that it is a valuable process that benefits students and takes time and patience to implement.  If you have any thoughts on what I wrote or feel that there are other “C’s” worth focusing on, please let me know in the comments.

14 Comments

I really like your four C’s as outlined here, Robert. They play equally important roles in helping teachers and kids reap the full benefits of the PBL. Often times I think the problem with unsuccessful implementation is when we teachers try to find cures for the wrong diagnosis. We wonder why kids aren’t staying on task when we really should question the lesson itself, the hook of the lesson, or the “curiosity” that you’ve cited here.

I have seen a solid lesson gone awfully wrong in one classroom and wonderfully well in another because of teacher confidence. This takes time, and it’s important that teachers reach out to find that support from others.

Not sure if this is another appropriate C, but I think “commitment” is vital as it lends itself to the idea of perseverance, not just for students, but for teachers also. Teaching is tough! It’s only rewarding because we’ve committed to doing something really challenging and amazing.

Thank you, Robert.

These are all good points, Fawn. You are right about commitment. Much of teaching innovation comes from a teacher’s intrinsic motivation. Also, your thought about “why kids aren’t staying on task” makes me also think that “Classroom management” could be another C too.

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We are 91 coordinators and I have just shared with them this website! I am from Brazil – Monte Alto/SP. I am responsible for 27 public schools in my region(Jaboticabal SP).

Regards, Lindomar.

Thanks Lindomar. I am honored that people are finding this valuable in Brazil.

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Thanks for sharing, Robert! I completely agree with the four C’s you outlined. I hope to learn more about how I can implement problem-based learning more effectively in my own classroom, even if it might take more time and patience. This is essential in helping students develop their problem solving and critical thinking skills!

Thanks Iris. You might be interested in taking my online workshop which is all about implementing a math class built around problem solving. You can learn more here: https://robertkaplinsky.com/eps/

Robert do you have any books published on the subject? In the works?

Kiiiinda. Check this out: https://robertkaplinsky.com/open-middle-math-book/ . It’s a different kind of problem-based learning.

Thank you! I checked it out and I ordered it. I have asked my professor at Texas A & M-Commerce if I may review it as part of my coursework. I’m working on my masters in Educational Technology Leadership. The class is called Technology and Inquiry-based Instruction. We are wanting to answer what do we need to know in order to evaluate whether or not PBL is an effective method for fostering the ISTE Standards for Students? I hope she approves the book!

Awesome. Hope that worked out. Evaluating “effectiveness” is complex because there are so many variables involved and it’s even challenging to determine what “effectiveness” even means. For example, if it raises standardized test scores, is it effective? If it helps kids become better problem solvers, is it effective? If it helps kids love math, is it effective?

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Exploring the 4 Cs of 21st Century Learning

“Being on the cusp of a technology revolution provides a unique opportunity to rethink not only what we teach but how we teach it,” says Cindy Hoisington , nationally recognized early childhood education expert, professional developer, and curriculum designer. 

Cindy Hoisington shares this point of view with many educators across the nation. In the modern classroom, teachers are not only imparting content; they are developing 21st century skills. The overall goal is to create future-ready learners – students who are ready to apply their knowledge in any new situation. 

In fact, there is a well-known skillset that prepares students for our changing world: the four C’s of 21st century learners . 

“Teaching through the lens of “ the 4 Cs “— critical thinking, communication, collaboration, and creativity —will help us and our students stay essential in an evolving world of work,” says Cindy. With these skills, students can prepare for future success by learning how to take initiative, work together, and formulate solutions. 

All of the 4Cs are extremely interconnected, especially in computer science curriculum. But why are the 4 Cs important? In this post, we explore the 4Cs of 21st century learning, why they are important for student development, and how 21st century skills in education can be implemented.

4 Cs in Education

What are the 4Cs and why are they important? The 4cs of 21st century skills refers to communication, collaboration, critical thinking, and creativity. In this section, we explain each of these and the importance of 4cs in education.

COMMUNICATION 

Educators help students connect with each other and the world around them. In the digital age, communication has an extra layer. Students are not only connecting face-to-face, but also through messaging apps, social media, and other device-led forums. Learning how to navigate these spaces with responsibility and kindness is essential to 21st century learning. That is why educators must continue to foster strong research, writing, and presentation skills among their students. This free digital citizenship lesson helps students practice communication skills through class discussions. Additionally, check out this My STEM Career episode , where we chat with a Manager of Entertainment and Technology at Walt Disney World. In this interview, Alina Cranmer explains the importance of communication and creating connections within different departments of your company.

COLLABORATION

A common frame of reference for computer science resources include isolated events – one and done activities where students sit alone in front of a computer to play games or solve puzzles. Computer science curriculum, however, has the unique opportunity to create an energized classroom environment. Using project-based learning, students work together to reach a common goal. This helps students open up to different ideas, and brainstorm with their peers, and present solutions. In this free STEM career lesson , students work together to build an understanding of cybersecurity and being safe online. It is important for students to gain collaboration skills as many career paths involve working with teams. For example, we spoke with a Director of Engineering at Stanford Medicine, who collaborates with medical researchers to give them access to data and software. Listen to the full My STEM Career interview to find out more about the importance of collaborating in this career.

CRITICAL THINKING

Since we have constant access to information, students can fall into the trap of searching for “the” answer. Often, there are many solutions to a problem – and many paths to reach those solutions. This is where critical thinking plays a key role in student development. Educators can encourage idea generation, brainstorming, and problem solving. As a result, students become engaged learners, investing in their own skills development. Critical thinking is practiced throughout computer science education, including in this free coding lesson in which students have to move Scratchy across the coordinate plane. Additionally, we spoke with a software engineer who helped create the video game Halo in a My STEM Career episode . In this interview, she expresses how her critical thinking skills helped her in landing a competitive role within the gaming industry.

Creativity isn’t only about art or theater; it’s about using the tools at your disposal to solve problems. Educators can empower students to find new ways to accomplish tasks or create connections between concepts and ideas. Using their imagination and resourcefulness, students can think outside the box and see the world around them in different ways. To teach creativity in your classroom, try out this free unplugged lesson . In this lesson, students will practice generating ideas with a visualization activity. They will use their senses to draw ideas on paper. Creativity skills can also help students land STEM career jobs, such as the 3D printer in this My STEM Career interview .

How to Implement the 4 Cs

Teaching the 4 Cs with technology is crucial for our students as they prepare to enter the working world. Regardless of their future career, students will need to use technology to collaborate, communicate, think critically, and be creative. That is why the 4Cs of 21st century skills are at the heart of Ellipsis Education computer science curriculum. Woven into Ellipsis Education lessons, activities, and projects are multiple ways to teach 21st century learners the skills they need to succeed. We value the 4Cs in education, so we create lessons that incorporate all 4 skills. 

For example, Gamification is a digital citizenship lesson from Ellipsis Education Computer Science Applications. Watch the video below or keep reading to learn how this lesson incorporates all 4 Cs of 21st century learning.

In this lesson, students are introduced to the practice of gamification. Students will explore what gamification is, why businesses use it, and concrete examples of techniques used in the process. Then, students will have an opportunity to apply gamification strategies to attempt to solve hypothetical business problems. Students have the opportunity to collaborate and communicate during the activity where they work on business ideas and elaborate ideas with each other. At the same time, students are practicing critical thinking when they work through problems that these business ideas might have, and they are using their creativity to find solutions to those problems. For 4 Cs lesson plans pdf activities, visit our free Computer Science Lesson Plans page, where you can find lessons that incorporate all 4 Cs.

21st Century Skills in Education

Download our free session, Connecting the 4 C’s and Computer Science. Walk away with a better understanding of the importance of 4cs in 21st century and the 4 Cs in education, new strategies on how you can use computer science to reinforce each skill, and a sample teaching the 4cs with technology pdf computer science lesson to use immediately in your classroom.

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Foster the Four C’s of Learning in Professional Development with Technology

Micah Castelo is a web editor for  EdTech: Focus on K-12 . Her experience includes education and community news coverage for the  Syracuse Post-Standard  and international news reporting for the Pulitzer Center on Crisis Reporting. 

Next-generation education emphasizes the “Four C’s of learning” — critical thinking, communication, collaboration and creativity — which have become cornerstone skills for learners of all ages. In K–12 schools, integrating technology into the curriculum can bring those skills to life and transform the way students learn.

“Technology is a real enabler and accelerator for the four C’s,” says Helen Soulé, executive director of the  Partnership for 21st Century Skills , in a  Common Sense Education video . “Through the resources and the networks that are available through technology, students can really engage in real-life experiences through their learning.”

Teaching those skills with technology requires the active support and readiness of school leaders and teachers. One way of showing that is by integrating the Four C’s framework into professional development opportunities.

MORE ON EDTECH:  How does PD improve teachers' confidence in tech and digital transformation?

Applying the Four C’s Can Boost Technology Professional Development

Getting effective training in educational technology is still a challenge for many teachers, according to a PwC  report . In that report, 79 percent of 2,000 teachers surveyed said they wanted more professional development opportunities, and 81 percent said they needed more curriculum plans or course materials.

Yet PD sessions can’t just focus on showing educators how to use ed tech tools. These sessions should  enable exploration  so teachers can think of innovative ways to incorporate future-ready learning into their lesson plans.

Using technology to foster critical thinking, communication, collaboration and creativity in professional development is a great starting point. Here’s how.

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• Critical thinking:  Immersive technology in the classroom is no longer limited to student learning. At the University of Central Florida, professors Lisa Dieker, Charles E. Hughes and Michael Hynes created a mixed-reality classroom called TeachLivE, where educators can practice teaching live lessons in front of student avatars, according to  District Administration . The virtual space allows them to work on specific skills such as classroom management. Avatars can be controlled to present teachers with various scenarios — such as kids misbehaving or a parent-teacher conference — that require them to make smart decisions. Teachers can also  record their lessons  with 360-degree cameras and view them using  virtual reality  headsets and headphones, allowing them to revisit their classes and think through how they taught a particular lesson.
• Communication:  Schools can also promote effective communication with the help of  videoconferencing  technology. This is a great way to reach teachers in rural districts who tend to experience isolation because PD sessions are often held hours away. Today, educators are also using videoconferencing platforms such as  Microsoft Teams  and  Cisco  Webex to  hold professional development sessions remotely . These platforms come with features that allow teachers to share their screen and easily follow along on presentations.
• Collaboration:  Many district leaders have also turned to professional learning communities (PLCs) to maintain collaboration with teachers across the district.  Microsoft Office 365 Education ’s integrated programs, such as OneNote and Teams, enable them to build virtual hubs where educators can connect and share best practices and resources in real time without needing to meet in person.
• Creativity:  Instructional coaches have found  ways to gamify PD  to build engagement and enthusiasm among teachers. For example, they’ve created “digital breakouts” on  Google  Forms, which is similar in concept to an escape room. With digital breakouts, teachers have to solve puzzles or find clues in their PD activity, making it more memorable. Participating in this creative approach also allows teachers to brainstorm new ways to use digital tools they may already have for student learning.

By implementing the Four C’s framework in professional development with technology, teachers will get the experience and training they need to do the same in their classrooms.

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Activities for Problem Solving – the 4Cs

When it comes to skills based learning there are so many fun activities that you can do to be really building up and practicing these skills. There are many activities for problem solving that are hands on, fun and engaging. This is one reason why I am enamored with skills based learning. It is a great thing, not only for my girls but all other children as well.

This follows on from the series on the 4Cs – What is it? How does it work? How do you incorporate it?

PROBLEM SOLVING

What is problem solving and why is it important to teach it? Under the 4Cs, problem solving is part of critical thinking. I believe it is vitally important to teach critical thinking and problem solving to children. Solving problems means making choices. When children tackle problems on their own, or in a group, they learn to look at challenges from a fresh perspective.

Problem solving is:

• Defining a problem
• Working out the cause of the problem
• Identifying a solution
• Working out alternatives for a solution
• Implementing a solution

HOW TO TEACH PROBLEM SOLVING

We cannot always be around our children when they face problems. It is also not good for them to always have their parents solve all their problems. Our job is to teach our children how to solve problems for themselves. This is something that I started early with my girls – with some early mixed responses (think, chipped tooth, bruises, broken cups). This is a great resource on how to teach problem solving to children.

ACTIVITIES FOR PROBLEM SOLVING

Here are 7 activities for teaching and practicing problem solving. These are just a few, and by no means exhaustive, but a great place to start.

To Do Scavenger Hunt

This is a variation on a scavenger hunt where you try to find things. This is where you present a list of things to do and they have to work out what to do and how, in order to complete the list. It could be household tasks, like chores, or could be fun activities to do, like sing a song, paint a picture, write a poem. You can have a time limit, or none. You can do this individually or as a team (why not practice collaboration at the same time?)

Jigsaw Puzzles

I personally am not a fan of doing jigsaw puzzles, only because the more pieces there are the longer it takes – and I want to do it fast! But they really are an excellent way to teach problem solving. To solve jigsaw puzzles you take different approaches to try to solve the picture (a problem), since it is trial and error as you put pieces together. You also learn the value of formulating theories, testing hypotheses, and changing your viewpoint when something doesn’t go as planned.

Start your children off with easy jigsaws and move into more pieces as they advance, without too much frustration.

Move An Object

This is where you have to move an object, like a balloon or a toy, from one side of the room to the other – but with restrictions! Can you do it without your hands? Or by using your head? Can you get the object to the other side without touching the floor? The restrictions make the problem to be solved. It is fun to watch the different ways in which they can come up with ways to move the object.

The Floor is Lava

My girls LOVE this game. They like to watch the Netflix original show and they also love the song by Kiboomers ( check it out here ). Can you move around the house without touching the floor? Can you get from one side of the room to the other? Are there any other challenges you can place to make it harder?

The Alphabet Game

The premise of this game is simple. You pick a topic and try to complete the alphabet with something from the theme. We like to play this when eating out. My girls’ favorite topic is food. So we try to complete the alphabet, and challenge ourselves to think of new foods each time (not always easy).

Here is an example: FOOD – apple, banana, cucumber, donuts, eggplant, frangipane tart, goji berries, hamburger, ice cream, jackfruit……

Make Your Own Board Game

Did you ever have to do this at school? I always thought it was fun to create my own board game. There are so many components to it – the theme, is there a problem, do you use dice or other ways to move about the board, how do you win?

Capture the Flag

Capture the Flag is a fun game. You have to be strategic (which is great for problem solving) and also work together as a team. Another variation on this is Steal the Jewel (NOT that we promote stealing). Can you get through the obstacle to get the jewel without getting caught?

Critical Thinking and Problem Solving are vital to teach to our children. Providing opportunities for practice and improving their problem solving will set them up for the future.

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Introducing: The 4Cs For SAP Business One Podcast

The 4cs for sap business one.

The 4Cs for SAP Business One podcast: Tyson McMurren and Mike Hamm discuss hot topics in the SAP Business One ecosystem. The 4Cs is designed for SAP Business One users to help them overcome common challenges and get the most out of their ERP system. Topics will surround the 4Cs: Core, Connect, Communicate and Control. If you have a topic idea or would like to be a guest please contact us.

As North America’s longest standing SAP Business One Partner we’ve literally been with our customers every step of the way and are deeply passionate about their success. Our leadership team ensures each SAP Business One customer benefits from both our implementation discipline and creative problem solving to support their current and future needs. We hope this podcast will help you drive profitable growth and leverge your investment in technology.

Want to know more about the 4Cs

Recenlty we took the time to analyze what defines ERP success and drives growth. We wrote a blog highlighting it is not just the Core ERP solution that drives growth but a combination of the 4Cs. Read the post here  The Essential Elements of The Connected Enterprise

The Podcast feed:

• Smart Warehouse with Chase Linsenbigler
• Validation, Visibility & Velocity with Aaron Armendariz from WiSys
• Employee Engagement
• 2021 review and 2022 Predictions for Small and Mid-sized Companies
• Real-Time Inventory Management with SAP Business One

Listen on Spotify of find us where you listen to podcasts: https://open.spotify.com/show/2yTw5lkXwUcvx8idhJVJtd

The Podcast YouTube Playlist:

Talk To an SAP Business One Solutions Expert

Learn more about how your business can benefit from implementing SAP Business One solutions for small and medium-sized businesses.

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Four Cs of STEM Learning

• Author aimeeketchum
• Baby Development , STEM
• Comments Off on Four Cs of STEM Learning

Critical thinking is the ability to look at problems in a critical manor that allows for problem solving strategies. Communication is the ability to share and exchange thoughts and ideas, ask questions, and discuss solutions. We have been talking about communication in the past 12 months of STEM Starts Now . Collaboration is the ability to work together for a mutual goal, using ones talent, expertise, and knowledge. Babies will not be doing a lot of collaboration yet, but it is important to lay the groundwork through parallel play (playing side by side) with you and other children. Creativity is the ability to come up with new and innovative ideas and approaches.

Critical Thinking – Your baby attempts to fit a toy into a container and it will not go in because the container is too small. Your baby looks around, picks up a larger container and puts the toy into the larger container and it fits. Your baby was able to use critical thinking to build on his experience of spatial relations (understanding how things fit together) and solve the problem of fitting the toy into an appropriate container.

Communication – Your baby attempts to fit a toy into a container that is too small for the toy, so your baby looks at you and holds the toy up toward you, making eye contact and a facial expression and maybe even a sound asking for assistance. You respond to his communication by helping him find an appropriate container to fit the toy. He made his needs known and you listened and met his needs.

Collaboration – During the activity, you notice your baby picked up a medium size container, so you hand him a medium toy and he places it in the container. He attempts to put the lid on the container upside down, so you allow him some time to problem solve and when he cannot figure it out, you turn the lid around for him and he takes it back without becoming upset or frustrated and puts it on the container. You collaborated, or worked together to complete the task.

Creativity – Your baby turns the containers upside down and stacks them from largest to smallest, creating a pyramid, then knocks it over and builds it again. He has found a new, innovative, and fun use for these items by using creativity.

References:

Barbre. J. (2017). Baby Steps to STEM Infant and Toddler: Science, Technology, Engineering, and Math Activities. Redleaf Press.

National Education Association. (2016). Preparing 21st Century Students for a Global Society. An Educators Guide to the Four Cs. Retrieved from  http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

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How Trump’s Conviction Could Reshape the Election

The guilty verdict in his manhattan criminal trial is set to become a key piece in the 2024 campaign..

Hosted by Michael Barbaro

Featuring Maggie Haberman and Reid J. Epstein

Produced by Rachel Quester ,  Asthaa Chaturvedi ,  Mooj Zadie and Diana Nguyen

Edited by Devon Taylor

Original music by Marion Lozano ,  Elisheba Ittoop and Pat McCusker

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Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music | YouTube

Last week, Donald J. Trump became the first U.S. former president to be convicted of a crime when a jury found that he had falsified business records to conceal a sex scandal.

Nate Cohn, who is the chief political analyst at The Times, Maggie Haberman, a senior political correspondent, and Reid J. Epstein, who also covers politics, discuss how the conviction might shape the remaining months of the presidential race.

On today’s episode

Nate Cohn , who is the chief political analyst for The New York Times.

Maggie Haberman , a senior political correspondent for The New York Times.

Reid J. Epstein , who covers politics for The New York Times.

Background reading

The political fallout is far from certain, but the verdict will test America’s traditions and legal institutions .

Watch a video analysis of whether this newfound moment sticks politically.

Democrats are pushing President Biden to make Mr. Trump’s felonies a top 2024 issue .

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The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

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Maggie Haberman is a senior political correspondent reporting on the 2024 presidential campaign, down ballot races across the country and the investigations into former President Donald J. Trump. More about Maggie Haberman

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Time in Elektrostal , Moscow Oblast, Russia now

• Tokyo 08:16AM
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Time zone info for Elektrostal

• The time in Elektrostal is 8 hours ahead of the time in New York when New York is on standard time, and 7 hours ahead of the time in New York when New York is on daylight saving time.
• Elektrostal does not change between summer time and winter time.
• The IANA time zone identifier for Elektrostal is Europe/Moscow.

Time difference from Elektrostal

Sunrise, sunset, day length and solar time for elektrostal.

• Sunrise: 03:40AM
• Sunset: 09:12PM
• Day length: 17h 32m
• Solar noon: 12:26PM
• The current local time in Elektrostal is 26 minutes ahead of apparent solar time.

Elektrostal on the map

• Location: Moscow Oblast, Russia
• Latitude: 55.79. Longitude: 38.46
• Population: 144,000

Best restaurants in Elektrostal

• #1 Tolsty medved - Steakhouses food
• #2 Ermitazh - European and japanese food
• #3 Pechka - European and french food

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