2015 11-24 innovation in product development and future of work - new formatChristoph Steindl
Talk by Christoph Steindl (Founder and CEO of Catalysts) about "Innovation in Product Development and Future of Work" at the Cluj IT Days on November 24th, 2015.
Twitter, Instagram, the City and the Gut: Learning how to self-manage chronic...Sam Martin
This paper explores the ways in which gamification can be used to create digital health and e-learning toolkits, that make use of co-occurring themes found in Big Social Health Data in the form of social media updates shared by patients with chronic illness. Within the context of Coeliac Disease, I discuss the methodological concepts behind the building of smartphone health apps that I have produced by utilising themes uncovered in the area of self-care and the experience of multiple symptoms on both Twitter and Instagram . I look at how from the perspective of gamification - the structure and methodology behind the design of these tools may in turn have the potential to help and encourage newly diagnosed, young or existing Coeliacs to better manage their gluten free diets. This may be through practices such as (for younger patients) positive embodiment in the form role-play (e.g. a super hero with chronic illness), or for older patients - the practice of meta-tagging/quantifying and sharing their gluten free eating experiences via image-based apps that add an additional layer of health-quantification through posts to Twitter, Instagram and other social media. By using these techniques, I hope to go to some way to addressing the question of how patient knowledge as it applies to their lived experience of chronic disease - can be made useful to people with chronic disease (Pols 2013).
The document discusses best practices for libraries to embrace social media and online engagement. It recommends that libraries 1) listen to their communities online, 2) use basic online communication tools like adding pictures and being conversational, and 3) get involved in doing community events with less control and more interaction. The goal is to transform libraries into places that have more face-to-face interactions and connections by being present online.
3 hard facts shaping higher education thinking and behaviorGrant Thornton LLP
Expansion in tuition, enrollment, faculty, buildings, and everything else ― is fast becoming a thing of the past. Institutions will have to carefully pick initiatives, making clear choices about what to do and, most significantly, what not to do. Download 2016 State of higher education >> http://gt-us.co/1UbUF56
With the explosion of the maker movement, schools are beginning to embrace creativity. However, what does this mean for assessment? Should we assess the creative process? Should we assess the finished product? Does assessing creativity actually make kids more risk-averse? In this workshop we explore what it means to assess both the creative process and the creative product without leading to risk aversion.
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
2015 11-24 innovation in product development and future of work - new formatChristoph Steindl
Talk by Christoph Steindl (Founder and CEO of Catalysts) about "Innovation in Product Development and Future of Work" at the Cluj IT Days on November 24th, 2015.
Twitter, Instagram, the City and the Gut: Learning how to self-manage chronic...Sam Martin
This paper explores the ways in which gamification can be used to create digital health and e-learning toolkits, that make use of co-occurring themes found in Big Social Health Data in the form of social media updates shared by patients with chronic illness. Within the context of Coeliac Disease, I discuss the methodological concepts behind the building of smartphone health apps that I have produced by utilising themes uncovered in the area of self-care and the experience of multiple symptoms on both Twitter and Instagram . I look at how from the perspective of gamification - the structure and methodology behind the design of these tools may in turn have the potential to help and encourage newly diagnosed, young or existing Coeliacs to better manage their gluten free diets. This may be through practices such as (for younger patients) positive embodiment in the form role-play (e.g. a super hero with chronic illness), or for older patients - the practice of meta-tagging/quantifying and sharing their gluten free eating experiences via image-based apps that add an additional layer of health-quantification through posts to Twitter, Instagram and other social media. By using these techniques, I hope to go to some way to addressing the question of how patient knowledge as it applies to their lived experience of chronic disease - can be made useful to people with chronic disease (Pols 2013).
The document discusses best practices for libraries to embrace social media and online engagement. It recommends that libraries 1) listen to their communities online, 2) use basic online communication tools like adding pictures and being conversational, and 3) get involved in doing community events with less control and more interaction. The goal is to transform libraries into places that have more face-to-face interactions and connections by being present online.
3 hard facts shaping higher education thinking and behaviorGrant Thornton LLP
Expansion in tuition, enrollment, faculty, buildings, and everything else ― is fast becoming a thing of the past. Institutions will have to carefully pick initiatives, making clear choices about what to do and, most significantly, what not to do. Download 2016 State of higher education >> http://gt-us.co/1UbUF56
With the explosion of the maker movement, schools are beginning to embrace creativity. However, what does this mean for assessment? Should we assess the creative process? Should we assess the finished product? Does assessing creativity actually make kids more risk-averse? In this workshop we explore what it means to assess both the creative process and the creative product without leading to risk aversion.
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
The document provides details about the graduate profile of a Bachelor of Education in English Pedagogy from the Universidad Católica de la Santísima Concepción in Chile. It outlines the key areas that graduates should demonstrate competency in, including: general scientific and professional knowledge of teaching practices and theories; general skills like critical thinking and problem solving; specialized skills in education and English language teaching methods; and attitudinal and ethical values of respect, diversity, and democratic participation. The profile is meant to ensure graduates have an integrated vision of education grounded in Christian faith and are prepared to perform the roles and responsibilities of teachers according to Chilean and international standards.
Este documento presenta el perfil de egreso de la carrera de Pedagogía en Educación Media en Inglés de la Universidad Católica de la Santísima Concepción. El perfil describe las competencias y habilidades que se espera que los estudiantes desarrollen en áreas como conocimientos académicos y profesionales, competencias generales, competencias especializadas y aspectos actitudinales y éticos. El objetivo es formar profesores con una visión integral del ser humano según la fe cristiana y que cuenten
This document contains a reflective self-evaluation from a student teacher's practicum experience. It discusses what was learned about teaching, the values that underpin the teacher role, and strengths and weaknesses identified. The student teacher learned that being a teacher is difficult, requiring skills like organization, good rapport, flexibility, and entertainment. Their vision of teaching values responsibility and organization. Strengths included developing organization skills and accepting feedback, while weaknesses were grammar-focused classes and time management. Professional development needs identified were finding new teaching approaches and realizing the broader role of teaching values for life.
MDD 6 is a reflective self-evaluation by a pre-service teacher on their learning experience during their teaching practicum. The pre-service teacher identifies their strengths and weaknesses in taking on the role of a teacher, and realizes that being a teacher requires hard work, responsibility, and organization. They use their reflection to develop their own understanding of what it means to be a teacher and to evaluate their experience of teaching in a school.
The document summarizes MDD 5, which requires a pre-service teacher to reflect on modifications made to their unit plan, analyze student learning outcomes, and evaluate the effectiveness of their teaching. In MDD 5, the teacher analyzes student achievement data through graphs or tables to assess learning goal attainment. They also evaluate the strengths and weaknesses of their unit plan, and whether teaching enabled students to meet stated learning goals. In conclusion, MDD 5 involves the teacher evaluating how effectively their MDD 2 unit plan worked for students by analyzing goal achievement and identifying areas for future improvement.
MDD 4 is an evaluation plan designed to monitor student progress and determine if they achieved the learning goals proposed by the pre-service teacher. The plan evaluates a previously designed unit plan by collecting evidence to check if students learned through the teaching process. It presents the goals and designs an evaluation plan showing test types, evaluations, feedback, and materials to check if students achieved the goals while reflecting on how the plan addresses student diversity.
MDD 2 and 3 require pre-service teachers to plan a learning unit and individual class lessons, justifying decisions and reflecting on strengths, weaknesses, and challenges. While the teacher was unable to complete the assignments due to computer issues, MDDs are meant to build upon each other by applying information from the initial context analysis in MDD 1 to lesson planning in MDD 2 and a retrospective evaluation in MDD 3.
MDD 1 requires teachers to collect information about their institution, classroom context, and student diversity to help plan contextualized teaching. The information gathered in MDD 1, including details about the school, classroom, and student needs and differences, can be used to make future classes more engaging for students by relating content to their preferences and context. Completing MDD 1 helps teachers understand their teaching environment to personalize instruction and motivate learners.
The student did not complete their assignment because their computer was broken, preventing them from finishing the work. Their computer issues meant they were unable to finish and submit the assignment on time.
Este documento describe un curso de práctica profesional de 29 créditos para estudiantes de educación. El curso les permite a los estudiantes demostrar sus competencias profesionales y habilidades adquiridas a través de observaciones e intervenciones en el aula. Los estudiantes analizan críticamente su desempeño pedagógico y proponen soluciones a problemas de la realidad educativa. El curso se centra en el desarrollo de la identidad profesional del estudiante a través de proyectos y reflexión sobre la
The document describes the context of a practicum for an English pedagogy student. It provides details about the school, classroom, students, and relevant factors to consider for lesson planning. Specifically, it notes that the school has a bilingual program until 5th grade and focuses on delivering quality education inspired by values. The classroom has 38 students aged 13-15, some with learning difficulties. Relevant contextual factors for lesson planning include the school's educational focus, using technology resources, and accommodating different learning needs. The student aims to understand the context well to design motivating lessons connected to students' interests.
The document provides an evaluation plan for assessing student progress on learning goals for a unit on using the present perfect tense. It includes:
1. Diagnostic, formative, and summative assessments to monitor progress and determine achievement. Formative tasks include reading, writing, and listening exercises while summative is a test.
2. Guidelines for designing assessment tools, including relating activities to goals and providing feedback to students.
3. Examples and rationales for specific assessment tools, such as a verbs quiz and listening to song lyrics, and adaptations for diverse learners.
Mdd 5 decisions and results analysis gerardo valdivia zavallaGerardo Zavalla
- The majority of students understood and demonstrated understanding of present perfect structures, applying "for/since" correctly. However, some struggled differentiating present perfect from past simple.
- Most students remembered irregular verb forms based on a quiz, but differentiating tense forms remained a weakness.
- A listening activity using a familiar song helped most students identify present perfect.
- The teaching was generally effective, but providing more feedback and opportunities for student production could improve learning. Differentiating tense forms requires more practice.
In Unit 2, the author learned that there are several types of rubrics used to assess student performance, including checklists, analytic rubrics, holistic rubrics, and rating scales. Checklists indicate what students can or cannot do, analytic rubrics have specific criteria and performance levels, holistic rubrics score work as a whole, and rating scales express the degree of skills. The author also learned that rubrics should be known by raters beforehand, tested before a real assessment, and shared with test takers so they understand the criteria.
In this reflection, the author comprehends several key principles of evaluation, assessment, and testing. They understand that evaluation considers broader factors that influence learning, while assessment involves collecting information on a learner's abilities through various techniques including tests. The author also comprehends principles of effective tests, including authenticity in reflecting real-world language use, practicality, reliability in producing consistent results, validity in measuring the intended skills, interactiveness in motivating students, and transparency in clearly communicating standards to learners. Security and the ability to recycle well-designed test materials is also discussed as important.
In Unit 3, the author learned that speaking tests must follow specific guidelines for their purpose, students, level, constructs, task structure, language, text and elements to assess, such as fluency, grammar, turn-taking and intonation. They also comprehended Fulcher's specification which relates to the task orientation, interaction between raters and test takers, goal orientation, and interlocutor status and familiarity. The author gained understanding of the important specifications for designing and implementing a valid speaking assessment.
Este documento presenta el programa de evaluación de la competencia comunicativa en inglés de la Facultad de Educación de la Universidad Católica de la Santísima Concepción. El curso se enfoca en desarrollar conceptos y técnicas de evaluación que ayuden a los estudiantes a evaluar las cuatro habilidades lingüísticas. El curso cubre temas como la construcción de rúbricas, la evaluación de cada habilidad lingüística, y el uso de tecnología en la evaluación. La metodología
1) The document describes a rubric for assessing students' writing of an invitation letter in English as a second language class for 3rd graders. It provides descriptors for evaluating students' work on genres/format, grammar, cohesion, content, vocabulary, and length.
2) A second rubric is presented for assessing students' reading comprehension through an essay explaining the theme, main ideas, and important details of the story "The Story of an Hour" with references to the text. It evaluates students on understanding, support, inferring, and identifying concepts.
3) Both rubrics are adapted from an online source and aim to help teachers provide effective feedback to students to improve their English receptive and productive skills.
The document discusses theoretical frameworks and principles for language assessment from several scholars. It defines key concepts like authenticity, practicality, reliability, validity, interactiveness, washback, transparency, impact, and security. The authors agree that assessments should be authentic, practical, reliable, and valid to properly measure students' language abilities. Assessments should also motivate students and reflect classroom content and activities. Teachers must provide transparency around assessments and use results to give feedback and improve teaching.
This document outlines the assessment of an English speaking test given to first year high school students in Chile. It consists of two parts: (1) individual interviews with an examiner and (2) a collaborative task where students discuss recommendations for a relative's trip to Australia. The test aims to measure vocabulary, fluency, pronunciation, grammar and ability to discuss and make recommendations. It provides context and visual aids to scaffold students' conversation. The document also discusses test construction and how the tasks relate to language skills assessed based on rubrics evaluating fluency, grammar, turn-taking and more.
The document provides details about the graduate profile of a Bachelor of Education in English Pedagogy from the Universidad Católica de la Santísima Concepción in Chile. It outlines the key areas that graduates should demonstrate competency in, including: general scientific and professional knowledge of teaching practices and theories; general skills like critical thinking and problem solving; specialized skills in education and English language teaching methods; and attitudinal and ethical values of respect, diversity, and democratic participation. The profile is meant to ensure graduates have an integrated vision of education grounded in Christian faith and are prepared to perform the roles and responsibilities of teachers according to Chilean and international standards.
Este documento presenta el perfil de egreso de la carrera de Pedagogía en Educación Media en Inglés de la Universidad Católica de la Santísima Concepción. El perfil describe las competencias y habilidades que se espera que los estudiantes desarrollen en áreas como conocimientos académicos y profesionales, competencias generales, competencias especializadas y aspectos actitudinales y éticos. El objetivo es formar profesores con una visión integral del ser humano según la fe cristiana y que cuenten
This document contains a reflective self-evaluation from a student teacher's practicum experience. It discusses what was learned about teaching, the values that underpin the teacher role, and strengths and weaknesses identified. The student teacher learned that being a teacher is difficult, requiring skills like organization, good rapport, flexibility, and entertainment. Their vision of teaching values responsibility and organization. Strengths included developing organization skills and accepting feedback, while weaknesses were grammar-focused classes and time management. Professional development needs identified were finding new teaching approaches and realizing the broader role of teaching values for life.
MDD 6 is a reflective self-evaluation by a pre-service teacher on their learning experience during their teaching practicum. The pre-service teacher identifies their strengths and weaknesses in taking on the role of a teacher, and realizes that being a teacher requires hard work, responsibility, and organization. They use their reflection to develop their own understanding of what it means to be a teacher and to evaluate their experience of teaching in a school.
The document summarizes MDD 5, which requires a pre-service teacher to reflect on modifications made to their unit plan, analyze student learning outcomes, and evaluate the effectiveness of their teaching. In MDD 5, the teacher analyzes student achievement data through graphs or tables to assess learning goal attainment. They also evaluate the strengths and weaknesses of their unit plan, and whether teaching enabled students to meet stated learning goals. In conclusion, MDD 5 involves the teacher evaluating how effectively their MDD 2 unit plan worked for students by analyzing goal achievement and identifying areas for future improvement.
MDD 4 is an evaluation plan designed to monitor student progress and determine if they achieved the learning goals proposed by the pre-service teacher. The plan evaluates a previously designed unit plan by collecting evidence to check if students learned through the teaching process. It presents the goals and designs an evaluation plan showing test types, evaluations, feedback, and materials to check if students achieved the goals while reflecting on how the plan addresses student diversity.
MDD 2 and 3 require pre-service teachers to plan a learning unit and individual class lessons, justifying decisions and reflecting on strengths, weaknesses, and challenges. While the teacher was unable to complete the assignments due to computer issues, MDDs are meant to build upon each other by applying information from the initial context analysis in MDD 1 to lesson planning in MDD 2 and a retrospective evaluation in MDD 3.
MDD 1 requires teachers to collect information about their institution, classroom context, and student diversity to help plan contextualized teaching. The information gathered in MDD 1, including details about the school, classroom, and student needs and differences, can be used to make future classes more engaging for students by relating content to their preferences and context. Completing MDD 1 helps teachers understand their teaching environment to personalize instruction and motivate learners.
The student did not complete their assignment because their computer was broken, preventing them from finishing the work. Their computer issues meant they were unable to finish and submit the assignment on time.
Este documento describe un curso de práctica profesional de 29 créditos para estudiantes de educación. El curso les permite a los estudiantes demostrar sus competencias profesionales y habilidades adquiridas a través de observaciones e intervenciones en el aula. Los estudiantes analizan críticamente su desempeño pedagógico y proponen soluciones a problemas de la realidad educativa. El curso se centra en el desarrollo de la identidad profesional del estudiante a través de proyectos y reflexión sobre la
The document describes the context of a practicum for an English pedagogy student. It provides details about the school, classroom, students, and relevant factors to consider for lesson planning. Specifically, it notes that the school has a bilingual program until 5th grade and focuses on delivering quality education inspired by values. The classroom has 38 students aged 13-15, some with learning difficulties. Relevant contextual factors for lesson planning include the school's educational focus, using technology resources, and accommodating different learning needs. The student aims to understand the context well to design motivating lessons connected to students' interests.
The document provides an evaluation plan for assessing student progress on learning goals for a unit on using the present perfect tense. It includes:
1. Diagnostic, formative, and summative assessments to monitor progress and determine achievement. Formative tasks include reading, writing, and listening exercises while summative is a test.
2. Guidelines for designing assessment tools, including relating activities to goals and providing feedback to students.
3. Examples and rationales for specific assessment tools, such as a verbs quiz and listening to song lyrics, and adaptations for diverse learners.
Mdd 5 decisions and results analysis gerardo valdivia zavallaGerardo Zavalla
- The majority of students understood and demonstrated understanding of present perfect structures, applying "for/since" correctly. However, some struggled differentiating present perfect from past simple.
- Most students remembered irregular verb forms based on a quiz, but differentiating tense forms remained a weakness.
- A listening activity using a familiar song helped most students identify present perfect.
- The teaching was generally effective, but providing more feedback and opportunities for student production could improve learning. Differentiating tense forms requires more practice.
In Unit 2, the author learned that there are several types of rubrics used to assess student performance, including checklists, analytic rubrics, holistic rubrics, and rating scales. Checklists indicate what students can or cannot do, analytic rubrics have specific criteria and performance levels, holistic rubrics score work as a whole, and rating scales express the degree of skills. The author also learned that rubrics should be known by raters beforehand, tested before a real assessment, and shared with test takers so they understand the criteria.
In this reflection, the author comprehends several key principles of evaluation, assessment, and testing. They understand that evaluation considers broader factors that influence learning, while assessment involves collecting information on a learner's abilities through various techniques including tests. The author also comprehends principles of effective tests, including authenticity in reflecting real-world language use, practicality, reliability in producing consistent results, validity in measuring the intended skills, interactiveness in motivating students, and transparency in clearly communicating standards to learners. Security and the ability to recycle well-designed test materials is also discussed as important.
In Unit 3, the author learned that speaking tests must follow specific guidelines for their purpose, students, level, constructs, task structure, language, text and elements to assess, such as fluency, grammar, turn-taking and intonation. They also comprehended Fulcher's specification which relates to the task orientation, interaction between raters and test takers, goal orientation, and interlocutor status and familiarity. The author gained understanding of the important specifications for designing and implementing a valid speaking assessment.
Este documento presenta el programa de evaluación de la competencia comunicativa en inglés de la Facultad de Educación de la Universidad Católica de la Santísima Concepción. El curso se enfoca en desarrollar conceptos y técnicas de evaluación que ayuden a los estudiantes a evaluar las cuatro habilidades lingüísticas. El curso cubre temas como la construcción de rúbricas, la evaluación de cada habilidad lingüística, y el uso de tecnología en la evaluación. La metodología
1) The document describes a rubric for assessing students' writing of an invitation letter in English as a second language class for 3rd graders. It provides descriptors for evaluating students' work on genres/format, grammar, cohesion, content, vocabulary, and length.
2) A second rubric is presented for assessing students' reading comprehension through an essay explaining the theme, main ideas, and important details of the story "The Story of an Hour" with references to the text. It evaluates students on understanding, support, inferring, and identifying concepts.
3) Both rubrics are adapted from an online source and aim to help teachers provide effective feedback to students to improve their English receptive and productive skills.
The document discusses theoretical frameworks and principles for language assessment from several scholars. It defines key concepts like authenticity, practicality, reliability, validity, interactiveness, washback, transparency, impact, and security. The authors agree that assessments should be authentic, practical, reliable, and valid to properly measure students' language abilities. Assessments should also motivate students and reflect classroom content and activities. Teachers must provide transparency around assessments and use results to give feedback and improve teaching.
This document outlines the assessment of an English speaking test given to first year high school students in Chile. It consists of two parts: (1) individual interviews with an examiner and (2) a collaborative task where students discuss recommendations for a relative's trip to Australia. The test aims to measure vocabulary, fluency, pronunciation, grammar and ability to discuss and make recommendations. It provides context and visual aids to scaffold students' conversation. The document also discusses test construction and how the tasks relate to language skills assessed based on rubrics evaluating fluency, grammar, turn-taking and more.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.