Water can exist in three physical states: as a gas, liquid, and solid. It can take the form of water vapor as a gas, liquid water, and solid ice. The document discusses the different physical properties of water in its gas, liquid, and solid forms.
The document describes the key elements of Argument-Driven Inquiry (ADI), a teaching method where students develop arguments supported by evidence. ADI lessons involve introducing a scientific question, having students collect and analyze data to address the question, and then communicate and justify their evidence-backed arguments. An example ADI lesson outlined in the document has students write a scientific question, develop claims and gather evidence to support their claims, and then evaluate which claim is stronger based on the evidence through reasoning.
This document discusses using Google Forms as a tool for organizing student writing responses. Google Forms allows teachers to create quizzes, assessments, journals, and quick writes for students. It offers various question types including paragraph, short answer, multiple choice, check boxes, and scales. Google Forms can be used for pre- and post-assessments, exams, lab reports, exit tickets, and collecting hypotheses. The document asks teachers their thoughts on using this tool and whether they would like to try it or have other preferences for student writing.
This document discusses strategies for using writing to support learning in science classrooms. It recommends making writing low-stakes by focusing on the writing process over correctness. Strategies include having students share writing in partners or groups, differentiating learning through group work, and providing feedback that focuses on ideas rather than errors. Open-ended questions that invite broad responses are encouraged over closed questions. Visual Thinking Strategies can engage students in writing. Sample low-stakes writing prompts for science include having students describe a scientific concept or make connections between unrelated pictures. The document concludes that writing for learning can improve critical thinking skills and help students develop their voice.
- Visual Thinking Strategies (VTS) is a teaching method that uses open-ended questioning about images to develop critical thinking skills. Teachers show students images and ask questions like "What's going on in this picture?" and "What do you see that makes you say that?" to get students to analyze and discuss what they observe.
- The VTS method encourages divergent thinking, multiple perspectives, and deeper observation. When teachers remain neutral, students learn how knowledge is created through discussion and debate rather than just being delivered facts.
- VTS has proven effective as an independent learning approach that develops skills like independent thinking, collaboration, and listening.
This document discusses a free scanning electron microscope (SEM) simulator called myscopeoutreach.org that could be used to teach students about how an SEM works and serve as images for lessons. It also notes that the simulator is a good resource for preparing students for a visit to the University of Oregon, where they have an actual SEM students can use. Several Next Generation Science Standards are listed that could be addressed using SEM images and the simulator to develop models of particles and cells.
This document outlines steps for facilitating scientific arguments among students. It discusses introducing an anchor phenomenon, having students gather data and make tentative arguments, sharing ideas, and composing written arguments. Example topics covered include using claim-evidence-reasoning structures and exploring how ice melts faster on some materials. Attendees then split into groups to discuss implementing these steps for their own lessons.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides guidance on writing an argument to support a claim using clear reasons and evidence. It instructs students to develop an initial claim by activating their background knowledge on a topic from sources like readings. As an example, it provides two potential claims for debate: whether teachers should be replaced by robots. Students are prompted to provide evidence from sources to support one of the claims. They are also instructed to include warrants to explain how the evidence supports the claim and convince readers. Finally, students should include a counterargument by considering an alternative perspective and rebutting it.
The document describes the key elements of Argument-Driven Inquiry (ADI), a teaching method where students develop arguments supported by evidence. ADI lessons involve introducing a scientific question, having students collect and analyze data to address the question, and then communicate and justify their evidence-backed arguments. An example ADI lesson outlined in the document has students write a scientific question, develop claims and gather evidence to support their claims, and then evaluate which claim is stronger based on the evidence through reasoning.
This document discusses using Google Forms as a tool for organizing student writing responses. Google Forms allows teachers to create quizzes, assessments, journals, and quick writes for students. It offers various question types including paragraph, short answer, multiple choice, check boxes, and scales. Google Forms can be used for pre- and post-assessments, exams, lab reports, exit tickets, and collecting hypotheses. The document asks teachers their thoughts on using this tool and whether they would like to try it or have other preferences for student writing.
This document discusses strategies for using writing to support learning in science classrooms. It recommends making writing low-stakes by focusing on the writing process over correctness. Strategies include having students share writing in partners or groups, differentiating learning through group work, and providing feedback that focuses on ideas rather than errors. Open-ended questions that invite broad responses are encouraged over closed questions. Visual Thinking Strategies can engage students in writing. Sample low-stakes writing prompts for science include having students describe a scientific concept or make connections between unrelated pictures. The document concludes that writing for learning can improve critical thinking skills and help students develop their voice.
- Visual Thinking Strategies (VTS) is a teaching method that uses open-ended questioning about images to develop critical thinking skills. Teachers show students images and ask questions like "What's going on in this picture?" and "What do you see that makes you say that?" to get students to analyze and discuss what they observe.
- The VTS method encourages divergent thinking, multiple perspectives, and deeper observation. When teachers remain neutral, students learn how knowledge is created through discussion and debate rather than just being delivered facts.
- VTS has proven effective as an independent learning approach that develops skills like independent thinking, collaboration, and listening.
This document discusses a free scanning electron microscope (SEM) simulator called myscopeoutreach.org that could be used to teach students about how an SEM works and serve as images for lessons. It also notes that the simulator is a good resource for preparing students for a visit to the University of Oregon, where they have an actual SEM students can use. Several Next Generation Science Standards are listed that could be addressed using SEM images and the simulator to develop models of particles and cells.
This document outlines steps for facilitating scientific arguments among students. It discusses introducing an anchor phenomenon, having students gather data and make tentative arguments, sharing ideas, and composing written arguments. Example topics covered include using claim-evidence-reasoning structures and exploring how ice melts faster on some materials. Attendees then split into groups to discuss implementing these steps for their own lessons.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides guidance on writing an argument to support a claim using clear reasons and evidence. It instructs students to develop an initial claim by activating their background knowledge on a topic from sources like readings. As an example, it provides two potential claims for debate: whether teachers should be replaced by robots. Students are prompted to provide evidence from sources to support one of the claims. They are also instructed to include warrants to explain how the evidence supports the claim and convince readers. Finally, students should include a counterargument by considering an alternative perspective and rebutting it.
This document outlines an August 8, 2016 STILTS Project session. It discusses using claim-evidence-reasoning frameworks to support student claims about scientific phenomena. Examples of phenomena are provided, like melting ice blocks and whether something is alive. Guidelines are given for investigating phenomena and addressing incorrect student explanations. Expectations are outlined for interns to create lessons using phenomena and the van de Graaff model by December. Working time is provided for interns to discuss phenomena lessons in small groups.
This document discusses the differences between explanations and arguments in science. Explanations link scientific theories to specific observations or phenomena through claims supported by evidence and reasoning. Arguments are comprised of justified claims based on deductions, inductive generalizations, or inferences about the best explanation. The document provides definitions of explanations and arguments according to the Next Generation Science Standards. It also discusses how students can support arguments by articulating a claim, providing evidence from observations or data, and explaining how the evidence supports the claim. Examples of phenomena that could be used to engage students in developing explanations and arguments are also provided.
The document discusses a teacher's plans to engage their high school students in a schoolyard ecology project studying the retaining pond and local watershed on their school's campus. At a conference, the teacher learned the retaining pond would make an interesting subject for study. The teacher wants students to ask questions, design and conduct a study, analyze data, and explain their findings. By comparing different sites, students can assess stream health by examining macroinvertebrates. The teacher hopes to involve the project in the GLOBE program to contribute data to an international database.
Deejay teaches at-risk 8th-12th grade students and uses food as a hook to engage them in lessons. Some successful lessons included making pancakes, ice cream, and tamales to teach science and life skills while being fun. For one lesson on gluten, students learned about different flours and substitutes after one student was being teased for being gluten-free. The goal was to improve social-emotional learning, reduce bullying, teach cooking and science skills, and make students more open-minded about gluten-free food. Students enjoyed the hands-on lesson and food.
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
Not sure what to share on SlideShare?
SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
SlideShare is a global platform for sharing presentations, infographics, videos and documents. It has over 18 million pieces of professional content uploaded by experts like Eric Schmidt and Guy Kawasaki. The document provides tips for setting up an account on SlideShare, uploading content, optimizing it for searchability, and sharing it on social media to build an audience and reputation as a subject matter expert.
When students practice VTS questions, they develop claims and justifications for their thinking while also gaining insight into other perspectives. Writing helps capture student thinking and make it visible. The VTS protocol involves students describing what they see in an image, explaining why they see that, and exploring what else can be found. While simple, VTS is not simplistic and art allows for multiple interpretations. Argument is about understanding different views rather than agreement.
The document discusses argumentative writing and the process of developing an argument. It explains that an argument requires a claim, evidence to support the claim, and an explanation of how the evidence justifies the claim (warrant). It provides an example of using Visual Thinking Strategies to analyze the children's story "Goldilocks and the Three Bears" and develop an argument about Goldilocks' actions. Students would make a claim, provide evidence from the story, and include a warrant explaining how the evidence supports the claim.
This document discusses using Visual Thinking Strategies (VTS) to support writing skills. It provides examples of student comments during a VTS activity and how to analyze them. The document also shows examples of a student's writing improving after 10 VTS lessons, with more detailed observations and inferences. Finally, it discusses how VTS can help students provide evidence-based arguments and justifications in their writing by practicing critical thinking skills like asking questions and making observations.
1. The document discusses ways to help students uncover their passions, which can then be used to develop topics for analysis. It suggests having students log all the items in their backpack, locker, etc. to look for patterns and highlighted areas of passion.
2. Another activity has students recall their childhood passions by answering questions about favorite activities, toys, books etc. and highlighting potential topics.
3. Quick writing exercises are suggested where students create lists on given topics and then choose ones to quickly write about.
4. Modeling writing a daily schedule is discussed and then coding it to find arguments within the schedule that could be topics for analysis.
This document provides an overview of strategies for incorporating short writing assignments across various subject areas to improve student learning. It discusses how short, frequent writing can develop students' writing skills while also serving as formative assessments. Examples of short writing types include responses to comprehension questions, summaries, comparisons, explanations, opinions/arguments, and exit tickets. The document also provides examples of writing frames and scaffolds that can support students' short writing, such as thinking sheets, writing strategies, and modeled examples. Overall, the document promotes the idea that incorporating regular short writing assignments in all classes can increase student learning.
This document provides an agenda and guidance for facilitating Visual Thinking Strategies (VTS) discussions. It emphasizes student engagement, using conditional language to paraphrase student comments, and linking comments together to build on each other's ideas. The facilitator should withhold their own ideas and let the student exchange evolve organically. When paraphrasing, the facilitator can ask follow up questions like "what do you see that makes you say that?" to encourage students to support their interpretations with evidence from the image. Linking comments connects ideas and models building on others' perspectives. The goal is for students to engage in respectful critical analysis and reflect on multiple views.
This document provides guidance for framing student comments during a Visual Thinking Strategies (VTS) discussion. It explains that framing involves contextualizing individual comments by identifying what type of thinking the student is doing and the overall big idea or theme. Examples are given of how to frame comments by labeling observations, inferences, or speculations. The document stresses using conditional language and correctly worded questions when facilitating. It also notes important aspects for facilitators to listen for like paraphrases and seeking further insights after each comment.
This document provides guidance for leading discussions about images using Visual Thinking Strategies (VTS). It recommends beginning with a silent looking period, then asking open-ended questions like "What's going on in this image?" and "What do you see that makes you say...?" The document advises paraphrasing students' comments without changing their meaning, pointing to relevant details, and linking ideas. It also includes examples of question prompts and revising student responses to incorporate the question "What do you see that makes you say...?"
This document provides an introduction and instructions for an argument writing activity called STELLAR that will take place on February 13th at 7pm. Participants are prompted to select a "Would You Rather" question and respond using a sentence frame. A series of "Would You Rather" questions are provided as potential prompts. The document also shares resources on argumentation, including They Say, I Say by Graff and Birkenstein. A discussion then takes place around what makes good evidence, integrating argument into curriculum, and goals for developing argument skills in students. Overall topics covered include developing recursive claims and attaching evidence to claims through oral and written arguments.
This document outlines a presentation about selecting science curriculum that supports the Next Generation Science Standards. It is divided into three acts:
1. Discussing current science curriculum and adoption plans.
2. Considering factors like priorities, values, and scope and sequence when selecting new curriculum.
3. Tools for evaluating curriculum like the EQuIP rubric, state guidelines, pilot lessons, and approved publisher lists to identify curriculum that aligns to standards and supports scientific practices.
The document discusses solar irradiance measurement and terminology. It defines key terms like global horizontal irradiance (GHI), direct normal irradiance (DNI), and diffuse horizontal irradiance (DHI). It explains how irradiance and the spectrum of sunlight vary over the course of a day and year due to the sun's changing position in the sky. Examples of measuring these variables and relating GHI, DNI, and DHI are provided. Applications like solar panel power production and educational solar lab kits are also mentioned.
This document discusses science education at an art academy through project-based learning and arts integration. It describes the school's Confluence program, a 6-8 week interdisciplinary project combining science, social studies, and language arts. Students work in groups through the EDCRO process of exploring, designing, creating, refining, and owning their project, which culminates in public performances. Examples of past Confluence projects include a carnival exploring physics concepts and a food truck enterprise.
This document outlines an August 8, 2016 STILTS Project session. It discusses using claim-evidence-reasoning frameworks to support student claims about scientific phenomena. Examples of phenomena are provided, like melting ice blocks and whether something is alive. Guidelines are given for investigating phenomena and addressing incorrect student explanations. Expectations are outlined for interns to create lessons using phenomena and the van de Graaff model by December. Working time is provided for interns to discuss phenomena lessons in small groups.
This document discusses the differences between explanations and arguments in science. Explanations link scientific theories to specific observations or phenomena through claims supported by evidence and reasoning. Arguments are comprised of justified claims based on deductions, inductive generalizations, or inferences about the best explanation. The document provides definitions of explanations and arguments according to the Next Generation Science Standards. It also discusses how students can support arguments by articulating a claim, providing evidence from observations or data, and explaining how the evidence supports the claim. Examples of phenomena that could be used to engage students in developing explanations and arguments are also provided.
The document discusses a teacher's plans to engage their high school students in a schoolyard ecology project studying the retaining pond and local watershed on their school's campus. At a conference, the teacher learned the retaining pond would make an interesting subject for study. The teacher wants students to ask questions, design and conduct a study, analyze data, and explain their findings. By comparing different sites, students can assess stream health by examining macroinvertebrates. The teacher hopes to involve the project in the GLOBE program to contribute data to an international database.
Deejay teaches at-risk 8th-12th grade students and uses food as a hook to engage them in lessons. Some successful lessons included making pancakes, ice cream, and tamales to teach science and life skills while being fun. For one lesson on gluten, students learned about different flours and substitutes after one student was being teased for being gluten-free. The goal was to improve social-emotional learning, reduce bullying, teach cooking and science skills, and make students more open-minded about gluten-free food. Students enjoyed the hands-on lesson and food.
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
Not sure what to share on SlideShare?
SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
SlideShare is a global platform for sharing presentations, infographics, videos and documents. It has over 18 million pieces of professional content uploaded by experts like Eric Schmidt and Guy Kawasaki. The document provides tips for setting up an account on SlideShare, uploading content, optimizing it for searchability, and sharing it on social media to build an audience and reputation as a subject matter expert.
When students practice VTS questions, they develop claims and justifications for their thinking while also gaining insight into other perspectives. Writing helps capture student thinking and make it visible. The VTS protocol involves students describing what they see in an image, explaining why they see that, and exploring what else can be found. While simple, VTS is not simplistic and art allows for multiple interpretations. Argument is about understanding different views rather than agreement.
The document discusses argumentative writing and the process of developing an argument. It explains that an argument requires a claim, evidence to support the claim, and an explanation of how the evidence justifies the claim (warrant). It provides an example of using Visual Thinking Strategies to analyze the children's story "Goldilocks and the Three Bears" and develop an argument about Goldilocks' actions. Students would make a claim, provide evidence from the story, and include a warrant explaining how the evidence supports the claim.
This document discusses using Visual Thinking Strategies (VTS) to support writing skills. It provides examples of student comments during a VTS activity and how to analyze them. The document also shows examples of a student's writing improving after 10 VTS lessons, with more detailed observations and inferences. Finally, it discusses how VTS can help students provide evidence-based arguments and justifications in their writing by practicing critical thinking skills like asking questions and making observations.
1. The document discusses ways to help students uncover their passions, which can then be used to develop topics for analysis. It suggests having students log all the items in their backpack, locker, etc. to look for patterns and highlighted areas of passion.
2. Another activity has students recall their childhood passions by answering questions about favorite activities, toys, books etc. and highlighting potential topics.
3. Quick writing exercises are suggested where students create lists on given topics and then choose ones to quickly write about.
4. Modeling writing a daily schedule is discussed and then coding it to find arguments within the schedule that could be topics for analysis.
This document provides an overview of strategies for incorporating short writing assignments across various subject areas to improve student learning. It discusses how short, frequent writing can develop students' writing skills while also serving as formative assessments. Examples of short writing types include responses to comprehension questions, summaries, comparisons, explanations, opinions/arguments, and exit tickets. The document also provides examples of writing frames and scaffolds that can support students' short writing, such as thinking sheets, writing strategies, and modeled examples. Overall, the document promotes the idea that incorporating regular short writing assignments in all classes can increase student learning.
This document provides an agenda and guidance for facilitating Visual Thinking Strategies (VTS) discussions. It emphasizes student engagement, using conditional language to paraphrase student comments, and linking comments together to build on each other's ideas. The facilitator should withhold their own ideas and let the student exchange evolve organically. When paraphrasing, the facilitator can ask follow up questions like "what do you see that makes you say that?" to encourage students to support their interpretations with evidence from the image. Linking comments connects ideas and models building on others' perspectives. The goal is for students to engage in respectful critical analysis and reflect on multiple views.
This document provides guidance for framing student comments during a Visual Thinking Strategies (VTS) discussion. It explains that framing involves contextualizing individual comments by identifying what type of thinking the student is doing and the overall big idea or theme. Examples are given of how to frame comments by labeling observations, inferences, or speculations. The document stresses using conditional language and correctly worded questions when facilitating. It also notes important aspects for facilitators to listen for like paraphrases and seeking further insights after each comment.
This document provides guidance for leading discussions about images using Visual Thinking Strategies (VTS). It recommends beginning with a silent looking period, then asking open-ended questions like "What's going on in this image?" and "What do you see that makes you say...?" The document advises paraphrasing students' comments without changing their meaning, pointing to relevant details, and linking ideas. It also includes examples of question prompts and revising student responses to incorporate the question "What do you see that makes you say...?"
This document provides an introduction and instructions for an argument writing activity called STELLAR that will take place on February 13th at 7pm. Participants are prompted to select a "Would You Rather" question and respond using a sentence frame. A series of "Would You Rather" questions are provided as potential prompts. The document also shares resources on argumentation, including They Say, I Say by Graff and Birkenstein. A discussion then takes place around what makes good evidence, integrating argument into curriculum, and goals for developing argument skills in students. Overall topics covered include developing recursive claims and attaching evidence to claims through oral and written arguments.
This document outlines a presentation about selecting science curriculum that supports the Next Generation Science Standards. It is divided into three acts:
1. Discussing current science curriculum and adoption plans.
2. Considering factors like priorities, values, and scope and sequence when selecting new curriculum.
3. Tools for evaluating curriculum like the EQuIP rubric, state guidelines, pilot lessons, and approved publisher lists to identify curriculum that aligns to standards and supports scientific practices.
The document discusses solar irradiance measurement and terminology. It defines key terms like global horizontal irradiance (GHI), direct normal irradiance (DNI), and diffuse horizontal irradiance (DHI). It explains how irradiance and the spectrum of sunlight vary over the course of a day and year due to the sun's changing position in the sky. Examples of measuring these variables and relating GHI, DNI, and DHI are provided. Applications like solar panel power production and educational solar lab kits are also mentioned.
This document discusses science education at an art academy through project-based learning and arts integration. It describes the school's Confluence program, a 6-8 week interdisciplinary project combining science, social studies, and language arts. Students work in groups through the EDCRO process of exploring, designing, creating, refining, and owning their project, which culminates in public performances. Examples of past Confluence projects include a carnival exploring physics concepts and a food truck enterprise.
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
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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
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.