This document outlines a literacy intervention to improve the phonological awareness of a Year 1 student named Brayden. The intervention will use a multisensory approach with visual, tactile, and auditory activities for 30-60 minutes per day. Data will be collected through assessments, observations, and interviews to evaluate the effectiveness of the explicit and systematic multisensory approach on Brayden's phonological awareness and self-confidence. The goal is to determine if this type of intervention can improve literacy for students with weaknesses in phonological awareness.
This document summarizes a study on factors that influence children's readiness to learn literacy and numeracy skills when beginning school. The study administered Who Am I? (WAI?) tests to students in their first term to assess skills and had teachers, parents and experts also provide information. It found that factors like older age, less difficult temperament, higher vocabulary, gender (female), and parents' education level affected readiness. While preschool attendance did not directly correlate with better academic skills, it did improve children's social skills and readiness for school. The document recommends that teachers cater literacy and numeracy teaching to all learners and that parents can support learning at home to enhance skills before school starts.
The document outlines an SEN intervention model used at the City of London Academy. The model aims to provide early intervention literacy and numeracy programs, clear LSA support, and SEN faculty planning tools. It details literacy and numeracy programs used including Read Write Inc for literacy and Catch Up for numeracy. Assessment data shows most pupils in the literacy program improved their reading ages and many achieved expected levels to exit the programs.
Using Music to Improve Reading Comprehension discusses a study examining how background music may help improve the reading comprehension of students, especially boys. The study measures students' third and fourth quarter comprehension scores with and without background music. Preliminary results show boys asking for the music during reading time. The study recommends future studies use larger sample sizes to better analyze the effects of background music on reading comprehension.
Ashley Webster is an elementary education student at the University of Wisconsin-Superior who is anticipated to graduate in May 2016 with a Bachelor of Science degree and minors in Early Childhood Education and Spanish. She has experience student teaching at both Laura MacArthur Elementary School in Duluth, MN and Great Lakes Elementary School in Superior, WI. She also has experience leading summer school and tutoring at the Boys and Girls Club of the Northland in Superior, WI. Her skills include conversational Spanish and American Sign Language.
Vidonni Gonzales is an elementary art teacher seeking a leadership position. She has over 10 years of experience teaching art, general education, and pre-K. She holds certifications in EC-4, EC-8, and Art EC-12. Gonzales is pursuing her doctorate in educational leadership and received her master's in educational technology. She is passionate about student learning and encouraging higher education.
Creating a Reading culture at the City of London AcademyLTay007
The document discusses initiatives at the City of London Academy to promote a reading culture. It outlines the student demographics and attainment levels. It then describes the library programs and resources available, including the literacy program, reading buddies program with local primary schools, and clubs to encourage reading. Accelerated Reader and other national reading initiatives are also mentioned.
Full-day pre-K programs provide benefits for English language learners. Research shows that pre-K experience gives students an academic boost that continues through their educational careers. Hispanic students in particular fall behind in reading and math compared to other groups, so early interventions are important. A study found that English language learners who attended full-day pre-K showed statistically significant higher gains in reading skills upon entering kindergarten compared to those without full-day pre-K experience.
This document outlines a literacy intervention to improve the phonological awareness of a Year 1 student named Brayden. The intervention will use a multisensory approach with visual, tactile, and auditory activities for 30-60 minutes per day. Data will be collected through assessments, observations, and interviews to evaluate the effectiveness of the explicit and systematic multisensory approach on Brayden's phonological awareness and self-confidence. The goal is to determine if this type of intervention can improve literacy for students with weaknesses in phonological awareness.
This document summarizes a study on factors that influence children's readiness to learn literacy and numeracy skills when beginning school. The study administered Who Am I? (WAI?) tests to students in their first term to assess skills and had teachers, parents and experts also provide information. It found that factors like older age, less difficult temperament, higher vocabulary, gender (female), and parents' education level affected readiness. While preschool attendance did not directly correlate with better academic skills, it did improve children's social skills and readiness for school. The document recommends that teachers cater literacy and numeracy teaching to all learners and that parents can support learning at home to enhance skills before school starts.
The document outlines an SEN intervention model used at the City of London Academy. The model aims to provide early intervention literacy and numeracy programs, clear LSA support, and SEN faculty planning tools. It details literacy and numeracy programs used including Read Write Inc for literacy and Catch Up for numeracy. Assessment data shows most pupils in the literacy program improved their reading ages and many achieved expected levels to exit the programs.
Using Music to Improve Reading Comprehension discusses a study examining how background music may help improve the reading comprehension of students, especially boys. The study measures students' third and fourth quarter comprehension scores with and without background music. Preliminary results show boys asking for the music during reading time. The study recommends future studies use larger sample sizes to better analyze the effects of background music on reading comprehension.
Ashley Webster is an elementary education student at the University of Wisconsin-Superior who is anticipated to graduate in May 2016 with a Bachelor of Science degree and minors in Early Childhood Education and Spanish. She has experience student teaching at both Laura MacArthur Elementary School in Duluth, MN and Great Lakes Elementary School in Superior, WI. She also has experience leading summer school and tutoring at the Boys and Girls Club of the Northland in Superior, WI. Her skills include conversational Spanish and American Sign Language.
Vidonni Gonzales is an elementary art teacher seeking a leadership position. She has over 10 years of experience teaching art, general education, and pre-K. She holds certifications in EC-4, EC-8, and Art EC-12. Gonzales is pursuing her doctorate in educational leadership and received her master's in educational technology. She is passionate about student learning and encouraging higher education.
Creating a Reading culture at the City of London AcademyLTay007
The document discusses initiatives at the City of London Academy to promote a reading culture. It outlines the student demographics and attainment levels. It then describes the library programs and resources available, including the literacy program, reading buddies program with local primary schools, and clubs to encourage reading. Accelerated Reader and other national reading initiatives are also mentioned.
Full-day pre-K programs provide benefits for English language learners. Research shows that pre-K experience gives students an academic boost that continues through their educational careers. Hispanic students in particular fall behind in reading and math compared to other groups, so early interventions are important. A study found that English language learners who attended full-day pre-K showed statistically significant higher gains in reading skills upon entering kindergarten compared to those without full-day pre-K experience.
CAP2013 Assessing and Evaluating: a Case Study in the EU-UNAWE Italy Framework unawe
This document summarizes an assessment and evaluation case study of an astronomy education project in Italy called EU-UNAWE. The project involved over 5,600 children and 400 teachers across 10 schools in Italy. Specifically, the case study focused on two third grade classes in Ronco Briantino, near Milan.
The project used a Reggio Emilia inspired approach that emphasized seeing children as competent learners. Activities for the classes included a visit to a planetarium, developing schoolwork on topics of interest to students, meeting astronomers via Skype, an overnight event at the school, and a final event for parents.
Evaluation methods included formative assessments, documentation of activities and conversations, and questionnaires. Results showed increased
This article argues that focusing solely on subject content knowledge in foundation phase teacher education is insufficient. It proposes that pedagogical knowledge, views of children and childhood, and the ability to make wise educational judgements are also essential. The article outlines three core aims of education - schooling, socialization, and subjectification. From these aims, five principles for teacher education are derived, including a focus on pedagogical knowledge and understanding children. The article concludes that knowledge of children and views of childhood are foundational for foundation phase teaching.
The newsletter provides information on upcoming events at the British International School in Hanoi, including the annual Tet Fair, Road Safety Week, music concerts, trips for various year levels, and sporting events. It also includes reports from the Principal, Secondary Head, Primary Head on recent and upcoming activities like expeditions for Years 6, 8 and options choices for Years 9 and 11. The contact list provides the extension numbers for various departments.
The document provides a summary of classroom and school activities from the Principals' report to the Board of Trustees. It discusses the results of a spelling competition, a performance by the Pasifika group, a technology challenge, cross country events, mini wheels activities at lunchtime, an upcoming middle school production, Book Week celebrations, an overnight stay and hangi prepared by the enrichment class, leadership opportunities for students, and fundraising efforts. It also provides highlights from Room 10 including their learning about culture, writing development, art activities, and physical education.
This document summarizes key points about how children learn science and how science should be taught. It discusses that children enter school with substantial knowledge and are not concrete thinkers. The National Curriculum Framework recommends that primary students explore the world joyfully and engage in hands-on activities. At upper primary level, students should learn science principles through familiar experiences. Good science teaching requires more than just content knowledge and should involve hands-on experiences, developmentally appropriate topics, and opportunities for students to think and engage in meaningful tasks. Science classrooms need to allow students to observe, record data, develop concepts and arguments, and learn process skills like comparing and predicting. The teacher's role is to guide without dictating and help students learn through participation
Introductory presentation by UNAWE International Project Manager Pedro Russo at the UNAWE International Workshop 2015 in Leiden, the Netherlands from 5 - 9 October 2015.
"Universe Awareness Presentation"
C. Odman
Presented at: Planetarium Through Ages: Vision 2027
Conference of Indian Planetaria held in celebration of the 30 year anniversary of the Birla Planetarium in Mumbai.
Mumbai, India
March 2007
This document provides information about geography teaching at Audley Primary School. It includes summaries of sections on achievement in geography, assessment, active learning, creativity, knowledge, and cross-curricular links. It also discusses effectiveness of subject leadership and includes examples of medium term geography plans for Years 2 and 3.
The document provides guidance for evaluating the EU-UNAWE astronomy awareness programme. It outlines domains of learning including motivation, scientific skills, knowledge, and intercultural attitudes. Evaluation methods are suggested to gather evidence from children and teachers. For children, options include pre-and post-activity drawings, observations during games or activities, and optional surveys. For teachers, a survey is provided. The goal is to demonstrate the programme's impacts in a way that combines data from different locations and activities.
Guidance for Geography inb the Eartly Years put together for the GA's Curriculum Steering Group and uploaded here to ease embedding and sharing. Subscribe to the GA and Primary Geography to get a physical copy in the next issue.
An assignment centered around the assure method was given at the begging of the semester for Marshall University's CI355 course. We were to improve that assignment implementing new tools we have discovered throughout the course at the end of the semester. This is the updated version.
This document outlines a community initiative in Cork, Ireland that aimed to develop creative arts for young children. It discusses definitions of creativity, the importance of play, and initiatives in Ireland to support early childhood education. The initiative involved students from Cork Institute of Technology providing creative arts lessons and workshops at 9 preschools. Student feedback found the experience highly rewarding and helped them apply classroom lessons. Recommendations include earlier contact between students and schools and making the initiative a formal part of the degree program.
Exhibition parent information evening finalDavid Gerber
This document provides information about an upcoming Exhibition for PYP students. It discusses that the Exhibition is a culminating project where students independently inquire into a self-chosen topic of personal interest related to the transdisciplinary theme of "Who We Are." Students will spend 6 weeks researching their topics, applying PYP skills and attitudes. The Exhibition is meant to be an intense but rewarding process where students take action based on their learning. Parents are encouraged to support their child's learning by discussing the project and helping locate resources, while allowing the student independence in the process. Teachers will assess students based on the process, not just the final product or presentation.
The document describes Universe Awareness (UNAWE), a global initiative to expose underprivileged children ages 4-10 to inspirational astronomy in order to broaden their perspectives, enhance their understanding of the world, and demonstrate the power of rational thought. UNAWE aims to communicate the beauty and scale of the universe to young children using entertaining materials developed by education professionals and to develop cognitive skills through inspirational astronomy. The initiative involves developing culturally relevant astronomy programs and materials, implementing pilot projects, and building an international network to coordinate independent astronomy education efforts worldwide.
Universe Awareness: Introduction by George Miley unawe
This document provides an overview of Universe Awareness (UNAWE), an astronomy education program aimed at disadvantaged young children. The workshop will cover topics related to space education, including early childhood development and educational curricula. UNAWE uses the inspiration of astronomy to introduce science and foster language/math skills in 4-10 year olds. It has been implemented in over 60 countries through teacher training and educational resources. The long-term goal is to expand UNAWE to reach more children and support global citizenship.
Achieving Competencies With Grammar School Students Through Utilisation Of Se...Amy Roman
This document describes a study that examined the effectiveness of different teaching methods for geography lessons with grammar school students in Serbia. Two groups of students were taught about the geographic features of Europe. The experimental group learned through more active teaching methods that emphasized interestingness, attractiveness, and student participation. The control group learned through traditional lecture-based teaching. Both groups were surveyed about their motivation and learning, and took a test of their knowledge, skills, and abilities. The results showed that while basic knowledge remained the same between groups, the experimental group showed improved problem-solving skills and abilities. The study aimed to determine how selected teaching principles and methods can help improve student competencies.
The article discusses a simulation game used with childhood education student teachers about food scarcity. The game was part of an educational excursion and aimed to start conversations about how food scarcity affects children's learning. It also prompted reflections on how social and economic factors influence education. Analysis found that students engaged viscerally and intellectually with the game, relating lessons to classrooms. The game was an effective method to discuss education as an equity and justice issue.
This document discusses building scientific inquiry skills from infancy through elementary school. It outlines how inquiry can look different at each developmental stage, from developing vocabulary and encouraging questioning in infants and toddlers, to more sophisticated investigations led by school-aged children with teacher scaffolding. The document provides examples of inquiry-based activities for different ages, and emphasizes creating an environment where children can explore, ask questions, and investigate concepts through hands-on experiences. National and state standards for scientific inquiry are also summarized.
EU Universe Awareness Presentation at PCST2012unawe
This document discusses Universe Awareness (UNAWE), a program that uses astronomy to inspire children ages 4-10. It aims to introduce children to science, enhance their understanding of the world, and promote tolerance. The EU-UNAWE project developed UNAWE programs in 6 countries over 3 years. It includes an international network of educators, educational materials like games and songs, and teacher training to help teachers incorporate astronomy into their classrooms. Over 375 teachers were trained, reaching over 15,000 children.
Connecting Astronomy Content with Interactive Videoconferencing in Kindergart...Debra C Burkey Piecka
This interactive session explains research results from a study about how kindergartners form meaning while learning with interactive videoconferencing in kindergarten. The presentation will move quickly through the study's research questions and methodology to a discussion about the happenings of an international partnership between Pennsylvania kindergartners and a rural British primary classroom while learning about astronomy. Topics included the Sun, planets, galaxies, stars, and Earth and its moon. Participants will view several photos that depict artifacts from the collaboration. Attendees will have the opportunity to discuss how they can design similar activities for their own classrooms.
CAP2013 Assessing and Evaluating: a Case Study in the EU-UNAWE Italy Framework unawe
This document summarizes an assessment and evaluation case study of an astronomy education project in Italy called EU-UNAWE. The project involved over 5,600 children and 400 teachers across 10 schools in Italy. Specifically, the case study focused on two third grade classes in Ronco Briantino, near Milan.
The project used a Reggio Emilia inspired approach that emphasized seeing children as competent learners. Activities for the classes included a visit to a planetarium, developing schoolwork on topics of interest to students, meeting astronomers via Skype, an overnight event at the school, and a final event for parents.
Evaluation methods included formative assessments, documentation of activities and conversations, and questionnaires. Results showed increased
This article argues that focusing solely on subject content knowledge in foundation phase teacher education is insufficient. It proposes that pedagogical knowledge, views of children and childhood, and the ability to make wise educational judgements are also essential. The article outlines three core aims of education - schooling, socialization, and subjectification. From these aims, five principles for teacher education are derived, including a focus on pedagogical knowledge and understanding children. The article concludes that knowledge of children and views of childhood are foundational for foundation phase teaching.
The newsletter provides information on upcoming events at the British International School in Hanoi, including the annual Tet Fair, Road Safety Week, music concerts, trips for various year levels, and sporting events. It also includes reports from the Principal, Secondary Head, Primary Head on recent and upcoming activities like expeditions for Years 6, 8 and options choices for Years 9 and 11. The contact list provides the extension numbers for various departments.
The document provides a summary of classroom and school activities from the Principals' report to the Board of Trustees. It discusses the results of a spelling competition, a performance by the Pasifika group, a technology challenge, cross country events, mini wheels activities at lunchtime, an upcoming middle school production, Book Week celebrations, an overnight stay and hangi prepared by the enrichment class, leadership opportunities for students, and fundraising efforts. It also provides highlights from Room 10 including their learning about culture, writing development, art activities, and physical education.
This document summarizes key points about how children learn science and how science should be taught. It discusses that children enter school with substantial knowledge and are not concrete thinkers. The National Curriculum Framework recommends that primary students explore the world joyfully and engage in hands-on activities. At upper primary level, students should learn science principles through familiar experiences. Good science teaching requires more than just content knowledge and should involve hands-on experiences, developmentally appropriate topics, and opportunities for students to think and engage in meaningful tasks. Science classrooms need to allow students to observe, record data, develop concepts and arguments, and learn process skills like comparing and predicting. The teacher's role is to guide without dictating and help students learn through participation
Introductory presentation by UNAWE International Project Manager Pedro Russo at the UNAWE International Workshop 2015 in Leiden, the Netherlands from 5 - 9 October 2015.
"Universe Awareness Presentation"
C. Odman
Presented at: Planetarium Through Ages: Vision 2027
Conference of Indian Planetaria held in celebration of the 30 year anniversary of the Birla Planetarium in Mumbai.
Mumbai, India
March 2007
This document provides information about geography teaching at Audley Primary School. It includes summaries of sections on achievement in geography, assessment, active learning, creativity, knowledge, and cross-curricular links. It also discusses effectiveness of subject leadership and includes examples of medium term geography plans for Years 2 and 3.
The document provides guidance for evaluating the EU-UNAWE astronomy awareness programme. It outlines domains of learning including motivation, scientific skills, knowledge, and intercultural attitudes. Evaluation methods are suggested to gather evidence from children and teachers. For children, options include pre-and post-activity drawings, observations during games or activities, and optional surveys. For teachers, a survey is provided. The goal is to demonstrate the programme's impacts in a way that combines data from different locations and activities.
Guidance for Geography inb the Eartly Years put together for the GA's Curriculum Steering Group and uploaded here to ease embedding and sharing. Subscribe to the GA and Primary Geography to get a physical copy in the next issue.
An assignment centered around the assure method was given at the begging of the semester for Marshall University's CI355 course. We were to improve that assignment implementing new tools we have discovered throughout the course at the end of the semester. This is the updated version.
This document outlines a community initiative in Cork, Ireland that aimed to develop creative arts for young children. It discusses definitions of creativity, the importance of play, and initiatives in Ireland to support early childhood education. The initiative involved students from Cork Institute of Technology providing creative arts lessons and workshops at 9 preschools. Student feedback found the experience highly rewarding and helped them apply classroom lessons. Recommendations include earlier contact between students and schools and making the initiative a formal part of the degree program.
Exhibition parent information evening finalDavid Gerber
This document provides information about an upcoming Exhibition for PYP students. It discusses that the Exhibition is a culminating project where students independently inquire into a self-chosen topic of personal interest related to the transdisciplinary theme of "Who We Are." Students will spend 6 weeks researching their topics, applying PYP skills and attitudes. The Exhibition is meant to be an intense but rewarding process where students take action based on their learning. Parents are encouraged to support their child's learning by discussing the project and helping locate resources, while allowing the student independence in the process. Teachers will assess students based on the process, not just the final product or presentation.
The document describes Universe Awareness (UNAWE), a global initiative to expose underprivileged children ages 4-10 to inspirational astronomy in order to broaden their perspectives, enhance their understanding of the world, and demonstrate the power of rational thought. UNAWE aims to communicate the beauty and scale of the universe to young children using entertaining materials developed by education professionals and to develop cognitive skills through inspirational astronomy. The initiative involves developing culturally relevant astronomy programs and materials, implementing pilot projects, and building an international network to coordinate independent astronomy education efforts worldwide.
Universe Awareness: Introduction by George Miley unawe
This document provides an overview of Universe Awareness (UNAWE), an astronomy education program aimed at disadvantaged young children. The workshop will cover topics related to space education, including early childhood development and educational curricula. UNAWE uses the inspiration of astronomy to introduce science and foster language/math skills in 4-10 year olds. It has been implemented in over 60 countries through teacher training and educational resources. The long-term goal is to expand UNAWE to reach more children and support global citizenship.
Achieving Competencies With Grammar School Students Through Utilisation Of Se...Amy Roman
This document describes a study that examined the effectiveness of different teaching methods for geography lessons with grammar school students in Serbia. Two groups of students were taught about the geographic features of Europe. The experimental group learned through more active teaching methods that emphasized interestingness, attractiveness, and student participation. The control group learned through traditional lecture-based teaching. Both groups were surveyed about their motivation and learning, and took a test of their knowledge, skills, and abilities. The results showed that while basic knowledge remained the same between groups, the experimental group showed improved problem-solving skills and abilities. The study aimed to determine how selected teaching principles and methods can help improve student competencies.
The article discusses a simulation game used with childhood education student teachers about food scarcity. The game was part of an educational excursion and aimed to start conversations about how food scarcity affects children's learning. It also prompted reflections on how social and economic factors influence education. Analysis found that students engaged viscerally and intellectually with the game, relating lessons to classrooms. The game was an effective method to discuss education as an equity and justice issue.
This document discusses building scientific inquiry skills from infancy through elementary school. It outlines how inquiry can look different at each developmental stage, from developing vocabulary and encouraging questioning in infants and toddlers, to more sophisticated investigations led by school-aged children with teacher scaffolding. The document provides examples of inquiry-based activities for different ages, and emphasizes creating an environment where children can explore, ask questions, and investigate concepts through hands-on experiences. National and state standards for scientific inquiry are also summarized.
EU Universe Awareness Presentation at PCST2012unawe
This document discusses Universe Awareness (UNAWE), a program that uses astronomy to inspire children ages 4-10. It aims to introduce children to science, enhance their understanding of the world, and promote tolerance. The EU-UNAWE project developed UNAWE programs in 6 countries over 3 years. It includes an international network of educators, educational materials like games and songs, and teacher training to help teachers incorporate astronomy into their classrooms. Over 375 teachers were trained, reaching over 15,000 children.
Connecting Astronomy Content with Interactive Videoconferencing in Kindergart...Debra C Burkey Piecka
This interactive session explains research results from a study about how kindergartners form meaning while learning with interactive videoconferencing in kindergarten. The presentation will move quickly through the study's research questions and methodology to a discussion about the happenings of an international partnership between Pennsylvania kindergartners and a rural British primary classroom while learning about astronomy. Topics included the Sun, planets, galaxies, stars, and Earth and its moon. Participants will view several photos that depict artifacts from the collaboration. Attendees will have the opportunity to discuss how they can design similar activities for their own classrooms.
Similar to Tibisay Sankatsing Nava: Education through Cultural Astronomy (20)
The 50 Hours for 50 Nations Program - Carl PennypackerGTTP-GHOU-NUCLIO
The document outlines the Global Hands-On Universe (GHOU) network, which connects over 20,000-40,000 teachers in over 100 nations. GHOU provides curriculum, activities, and teacher workshops that allow students to analyze real astronomical data using tools like robotic telescopes. Some accomplishments include activities being adopted into official curriculums in France and Bavaria. Future plans include expanding access to modeling instruction workshops, collaborating on new telescope projects, and using internet video conferences to reach more teachers globally.
This document summarizes the work of the NUCLIO project in Portugal between 2004-2008. It engaged over 3000 students through hands-on astronomy activities and trained over 100 teachers. The project collaborated with over 50 international partners and established a network of astronomy education across Europe and around the world. It provided opportunities for students and teachers to participate in real scientific research and discovery.
The Next Light Wave: Why Too Much Light is An IssueGTTP-GHOU-NUCLIO
Presentation on importance of light for astronomy and society presented at "International Conference on Communication and Light" from 2 - 4 November in Braga, Portugal by Pedro Russo.
Presentation on the progress of Cosmic Light EDU kit presented at "International Conference on Communication and Light" from 2 - 4 November in Braga, Portugal by Thilina Heenatigala.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
3. Education through cultural
astronomy
Cultural astronomy as a stepping stone to
modern astronomy education
Inquiry based learning
Guidelines of UNAWE and AstroEDU
6. Testing phase
Is cultural astronomy effective as a tool
for astronomy education?
Effectiveness: motivation, cognitive
learning, cultural awareness, science skills
Tools: child observations, parent/teacher
questionnaires, learning assessment
7. Testing phase
SciFest Africa 2014
South African Astronomical
Observatory outreach
161 participants (ages 4 to 16)
18 parent/teacher questionnaires
4 child observations
8. Testing phase: Results
Direct learning
cultural stories related to astronomy
specific astronomy related knowledge introduced by cultural
stories
From observations
children participated actively
and worked in teams
‘Stars are not really pointy,
remember?’
– Nonti, 7 year old girl
‘Who took this picture? They
must have been very far
away!’ – Seb, 9 year old boy
9. Testing phase: Results II
Successful workshops
Children and parents asked astronomy
related questions
Children participated actively
Children, parents and educators gave
positive feedback
10. Challenges
Tested with diverse target group
No long term learning assessment
Small sample size
15. Conclusions
Participants
•were motivated to participate when astronomy was
introduced through cultural astronomy
•displayed cognitive learning as a result of the educational
resources
•showed awareness of other cultures during participation
Future research should study larger sample size
Cultural astronomy can be an effective tool for
astronomy education and to inspire global
citizenship