1) Bear brags that he is the strongest and can do anything, but Chipmunk questions this. Chipmunk asks Bear if he can stop the sun from rising.
2) That night, Bear chants that the sun won't rise while Chipmunk believes it will. In the morning, the sun rises and Chipmunk laughs at Bear. Bear attacks Chipmunk but Chipmunk tricks Bear into letting him escape.
3) Chipmunk survives the winter with scars on his back from Bear's claws. The story teaches that one should be careful about mocking others or claiming abilities one doesn't have.
Naruto is an anime with two parts, Naruto and Naruto: Shippuden. Naruto focuses on the main character Naruto as a child in ninja school who is outcast, while Shippuden takes place 3 years later as the characters are teenagers who have grown in strength. The story is mainly set in the Hidden Leaf Village and involves other villages like the Sand Village. Key characters introduced are Naruto, his rival Sasuke, their teammate Sakura, and their leader Kakashi.
The Fourth Hokage sacrificed his life to seal the demon fox inside the newly-born Naruto Uzumaki in hopes that he would be respected as the vessel. Gaara's father had the One-Tailed Shukaku sealed in Gaara during birth by sacrificing his mother to make him the ultimate weapon. Temari is Gaara and Kankuro's overbearing older sister, and Kankuro dislikes children and uses face paint inspired by Kabuki actors.
Here is an evaluation of the final package:
Research: Thorough research was conducted on existing adventure films, video games, and magazines to inform the concepts and design. This provided a solid foundation.
Planning: Detailed plans were created for the film synopsis, video game elements, magazine cover, and additional advertising. Storyboards and style guides ensured coherence across elements.
Time Management: Ambitious scope was managed well through organized pre-production planning. Contingencies addressed potential delays.
Technical Qualities: Video game demo and cut scene demonstrated strong technical skills in animation and game design. Sound effects enhanced immersion.
Aesthetic Qualities: Retro pixel art style of video game was visually appealing
The document summarizes and compares the 2010 film "How to Train Your Dragon" and the 2008 film "Kung Fu Panda". Both films tell the story of a boy who dreams of changing his life circumstances. In "How to Train Your Dragon", Hiccup dreams of stopping his village's dragon slaying. In "Kung Fu Panda", Po dreams of becoming a kung fu master. The films share similarities in how the main characters are given a chance to change their lives and achieve their dreams through teamwork and overcoming adversity. The document analyzes these films by comparing their treatment of themes like dreams, chance, change, and teamwork.
The document provides teaching notes and activities for the Penguin Readers book "The Last Photo" by Bernard Smith. It includes background information on Easystarts books, pre-reading questions to engage students, activities to do while reading the book, post-reading comprehension questions, and a list of vocabulary words from the story. The activities help guide students to understand and interact with the plot, such as identifying mistakes, answering questions about the text, and creating newspaper headlines related to the story's events.
This document appears to be a newsletter or zine containing various short articles and notes. It discusses receiving a pen pal from Japan who teaches English, and expresses concern for their well-being after the 2011 tsunami in Japan. It also includes literary quotes, recommendations for anime films to watch, and a short fictional story excerpt about a man and woman after intimacy. The document has a handwritten, casual style and covers various topics in a lighthearted, informal tone.
Naruto is an anime with two parts, Naruto and Naruto: Shippuden. Naruto focuses on the main character Naruto as a child in ninja school who is outcast, while Shippuden takes place 3 years later as the characters are teenagers who have grown in strength. The story is mainly set in the Hidden Leaf Village and involves other villages like the Sand Village. Key characters introduced are Naruto, his rival Sasuke, their teammate Sakura, and their leader Kakashi.
The Fourth Hokage sacrificed his life to seal the demon fox inside the newly-born Naruto Uzumaki in hopes that he would be respected as the vessel. Gaara's father had the One-Tailed Shukaku sealed in Gaara during birth by sacrificing his mother to make him the ultimate weapon. Temari is Gaara and Kankuro's overbearing older sister, and Kankuro dislikes children and uses face paint inspired by Kabuki actors.
Here is an evaluation of the final package:
Research: Thorough research was conducted on existing adventure films, video games, and magazines to inform the concepts and design. This provided a solid foundation.
Planning: Detailed plans were created for the film synopsis, video game elements, magazine cover, and additional advertising. Storyboards and style guides ensured coherence across elements.
Time Management: Ambitious scope was managed well through organized pre-production planning. Contingencies addressed potential delays.
Technical Qualities: Video game demo and cut scene demonstrated strong technical skills in animation and game design. Sound effects enhanced immersion.
Aesthetic Qualities: Retro pixel art style of video game was visually appealing
The document summarizes and compares the 2010 film "How to Train Your Dragon" and the 2008 film "Kung Fu Panda". Both films tell the story of a boy who dreams of changing his life circumstances. In "How to Train Your Dragon", Hiccup dreams of stopping his village's dragon slaying. In "Kung Fu Panda", Po dreams of becoming a kung fu master. The films share similarities in how the main characters are given a chance to change their lives and achieve their dreams through teamwork and overcoming adversity. The document analyzes these films by comparing their treatment of themes like dreams, chance, change, and teamwork.
The document provides teaching notes and activities for the Penguin Readers book "The Last Photo" by Bernard Smith. It includes background information on Easystarts books, pre-reading questions to engage students, activities to do while reading the book, post-reading comprehension questions, and a list of vocabulary words from the story. The activities help guide students to understand and interact with the plot, such as identifying mistakes, answering questions about the text, and creating newspaper headlines related to the story's events.
This document appears to be a newsletter or zine containing various short articles and notes. It discusses receiving a pen pal from Japan who teaches English, and expresses concern for their well-being after the 2011 tsunami in Japan. It also includes literary quotes, recommendations for anime films to watch, and a short fictional story excerpt about a man and woman after intimacy. The document has a handwritten, casual style and covers various topics in a lighthearted, informal tone.
Here are 5 words with each suffix:
Words with suffix -ful:
1. Helpful
2. Joyful
3. Thoughtful
4. Careful
5. Hopeful
Words with suffix -less:
1. Hopeless
2. Meaningless
3. Powerless
4. Endless
5. Restless
This document provides information about fables and fairy tales. It discusses that fables are short stories featuring animals and nature with human qualities that teach a moral lesson. They originated in India and were popularized by Aesop. Key differences between fables and fairy tales are outlined, such as fairy tales featuring royalty and magic while fables focus on teaching life lessons. Examples of fables from different cultures are provided along with their morals.
The document provides information about fables, including their key elements and purposes. It defines fables as stories that teach moral lessons, often involving anthropomorphized animals. Common traits are simple plots and characters, nonspecific settings, and lessons/morals. Examples are provided, like Aesop's fables of the grasshopper and the ants, the tortoise and the hare, and the lion and the mouse. The document aims to describe the characteristics of fables for students.
Damian goes on a midnight walk near his village and encounters a ghostly wolf that stalks and chases him through the fields. Though the wolf passes through him without harm, Damian realizes he has been haunted by a dead wolf. The wolf now follows Damian home each night, haunting both him and his family with its glowing red eyes.
This document contains a lesson plan for a unit on folk tales. It includes sections on revision, vocabulary, grammar, and a project. For vocabulary, it provides words and pictures to label different characters commonly found in folk tales, like giants, witches, and knights. The grammar section focuses on using the past continuous tense to talk about actions happening at the same time. It provides examples of asking and answering questions using this tense. For the project, students are asked to imagine they are a character in the fairy tale Sleeping Beauty.
This document provides information about fables, including their key elements and characteristics. It notes that fables are short stories that teach a moral lesson, often involving animals as characters. The main elements of a fable are identified as the characters, setting, plot, problem and solution, and moral. Examples of each element are also provided from sample fables, along with short summaries. Vocabulary words are defined with images to match terms. The document concludes with instructions for an activity listening to a fable story and identifying its key elements.
The story is about a hungry wolf who wanders into a farm where he sees animals reading. When he tries to eat them, they ignore him and say they are educated animals. The wolf decides to go to school to learn to read. He works hard and becomes the best reader. When he shows the farm animals his reading, they are still not impressed. The wolf keeps practicing reading until the animals enjoy his stories and they become friends.
Do you know where the 'Great Bear' constellation gets its name from? Find out in Mocomi TimePass Magazine Issue 44. Every issue has something fun for everyone! In each magazine you will find folktales, trivia, puzzles, health tips, jokes and much more!
This unit teaches students how to understand, read aloud, and write short simple narratives. It includes examples of spoken narratives like "The Fox and the Crow" and written narratives such as "Goldilocks and the Three Bears" and "The Chipmunk That Ran Away." Students practice answering questions about the narratives, reciting stories aloud, and discussing the pictures accompanying a legend from Indonesian folklore. The goal is for students to learn narrative skills in English.
The document describes a story called "The Sly Fox". It includes comprehension questions about the characters (a fox and wolf), setting (a forest), and plot points. The fox tricks the wolf into falling down a well by saying it is now too thin and not delicious after having babies. Students are asked to role play or illustrate scenes from the story and answer questions about key details like characters and what the fox did to avoid being eaten.
Both the little mouse and little robin did not listen to warnings from older animals about potential dangers. They dismissed the advice, with the mouse saying "I don't think you know!" and the robin saying "I don't think the old folks know quite everything." However, one difference is that the mouse was caught in a trap after taking a bite of cheese, while the robin was seized by a kitty after hopping inside.
The document provides guidance for evaluating narratives based on the key elements of character and setting. It includes examples of narratives and questions to analyze the traits of characters and how they are portrayed, as well as the setting. Students are asked to evaluate how authors develop characters and setting in stories and consider why these elements are important to narratives.
Angus is a 12-year-old bandit who lives in a cave with his dog Bonnie. After being shot by a cowboy, Angus wakes up in a prison cell where he is sentenced to hang. Angus and Bonnie dig their way to freedom. Angus's friend Timburnato, who was shot, joins them. They flee to Eagle Gorge but encounters with cowboys and native people lead to near-death experiences. The native people allow Angus and Timburnato to live in Eagle Gorge where they build a new home, hoping for more adventures.
This document provides summaries of two stories: Peter Pan and Gulliver's Travels. The Peter Pan summary states that it is a story about a boy named Peter Pan who lives with fairies in a place called Never Never Land where children never grow up, and it describes his adventures there with Wendy. The Gulliver's Travels summary indicates that it is a tale about a man who travels to a land of tiny people called Liliputians and saves them from their enemies, the Belfuscans.
The document discusses Aesop and his famous fables. It provides background on Aesop, explaining that he was born into slavery in Greece in 620 BCE and was given his freedom due to his intelligence. It states that Aesop used fables to both teach morals to children and adults and to offer advice. Two examples of Aesop's fables are summarized: "The Shepherd Boy and the Wolf" warns against lying, while "The Ant and the Dove" shows that kindness should be repaid with kindness.
Little Rabbit feels scared when an apple falls on his head, causing him to believe the sky is falling. He warns his friends Goose and Beaver of the supposed catastrophe. Beaver then alerts Turtle to the situation. In the end, it is revealed to Little Rabbit that the sky was not actually falling, just an apple had fallen, and this helps him realize he overreacted.
The three brother wolverines - Billy, Bob, and Joe - go for a walk in the forest. They see Dr. Quencafio's cabin and sneak into his lab garage, where they see robotic ducks with antennas. That night, the wolverines use the robotic ducks to carry Dr. Quencafio's bed into the river as a prank while he sleeps.
The document contains instructions for an English exam with multiple choice questions about three short stories:
1) Snow White - Snow White runs away from her aunt and uncle and finds shelter in the cottage of seven dwarfs.
2) The Frog Prince - A princess promises a frog she will be his friend if he retrieves her ball, but does not intend to keep her promise. Her touch breaks the spell that turned the frog into a prince.
3) The Bear - Two travelers encounter a bear, one climbs a tree while the other plays dead. The bear advises him not to keep company with those who abandon their friends in difficult times.
The document describes a fable called "The Lion and the Mouse" where a mouse wakes a sleeping lion by running across its nose, prompting the lion to spare the mouse's life when it begs for mercy. Later, the lion is caught in a hunter's net and the mouse happens upon the trapped lion, gnawing through the ropes to free it and repay the favor. The moral of the story is that even small creatures can help large ones.
The Sly Fox (Noting Significant Details)Emerson Sales
Slide presentation for Grade 5 English students - Noting Significant Details. This lesson uses the story entitled "The Sly Fox" in noting significant details.
Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.
This material is based on DepEd Curriculum Guide.
Hope this material can assists teachers, parents and students.
The song is dedicated to empowering women and girls. It encourages them to stay strong in difficult times, not give up on their dreams, and to love themselves. It pays tribute to girls who face struggles like growing up without fathers or living in poor neighborhoods, and says they will make it through any challenges. The song aims to uplift and celebrate women and girls.
This document provides the names of 5 individuals who created something in 2009: Hailey O’Quinn, Destiny Linton, Na’Kwan Monteith, Mone’y Grier, and Sabryyia Dean. It does not specify what exactly they created but lists them under the name "Angels in Disguise".
Here are 5 words with each suffix:
Words with suffix -ful:
1. Helpful
2. Joyful
3. Thoughtful
4. Careful
5. Hopeful
Words with suffix -less:
1. Hopeless
2. Meaningless
3. Powerless
4. Endless
5. Restless
This document provides information about fables and fairy tales. It discusses that fables are short stories featuring animals and nature with human qualities that teach a moral lesson. They originated in India and were popularized by Aesop. Key differences between fables and fairy tales are outlined, such as fairy tales featuring royalty and magic while fables focus on teaching life lessons. Examples of fables from different cultures are provided along with their morals.
The document provides information about fables, including their key elements and purposes. It defines fables as stories that teach moral lessons, often involving anthropomorphized animals. Common traits are simple plots and characters, nonspecific settings, and lessons/morals. Examples are provided, like Aesop's fables of the grasshopper and the ants, the tortoise and the hare, and the lion and the mouse. The document aims to describe the characteristics of fables for students.
Damian goes on a midnight walk near his village and encounters a ghostly wolf that stalks and chases him through the fields. Though the wolf passes through him without harm, Damian realizes he has been haunted by a dead wolf. The wolf now follows Damian home each night, haunting both him and his family with its glowing red eyes.
This document contains a lesson plan for a unit on folk tales. It includes sections on revision, vocabulary, grammar, and a project. For vocabulary, it provides words and pictures to label different characters commonly found in folk tales, like giants, witches, and knights. The grammar section focuses on using the past continuous tense to talk about actions happening at the same time. It provides examples of asking and answering questions using this tense. For the project, students are asked to imagine they are a character in the fairy tale Sleeping Beauty.
This document provides information about fables, including their key elements and characteristics. It notes that fables are short stories that teach a moral lesson, often involving animals as characters. The main elements of a fable are identified as the characters, setting, plot, problem and solution, and moral. Examples of each element are also provided from sample fables, along with short summaries. Vocabulary words are defined with images to match terms. The document concludes with instructions for an activity listening to a fable story and identifying its key elements.
The story is about a hungry wolf who wanders into a farm where he sees animals reading. When he tries to eat them, they ignore him and say they are educated animals. The wolf decides to go to school to learn to read. He works hard and becomes the best reader. When he shows the farm animals his reading, they are still not impressed. The wolf keeps practicing reading until the animals enjoy his stories and they become friends.
Do you know where the 'Great Bear' constellation gets its name from? Find out in Mocomi TimePass Magazine Issue 44. Every issue has something fun for everyone! In each magazine you will find folktales, trivia, puzzles, health tips, jokes and much more!
This unit teaches students how to understand, read aloud, and write short simple narratives. It includes examples of spoken narratives like "The Fox and the Crow" and written narratives such as "Goldilocks and the Three Bears" and "The Chipmunk That Ran Away." Students practice answering questions about the narratives, reciting stories aloud, and discussing the pictures accompanying a legend from Indonesian folklore. The goal is for students to learn narrative skills in English.
The document describes a story called "The Sly Fox". It includes comprehension questions about the characters (a fox and wolf), setting (a forest), and plot points. The fox tricks the wolf into falling down a well by saying it is now too thin and not delicious after having babies. Students are asked to role play or illustrate scenes from the story and answer questions about key details like characters and what the fox did to avoid being eaten.
Both the little mouse and little robin did not listen to warnings from older animals about potential dangers. They dismissed the advice, with the mouse saying "I don't think you know!" and the robin saying "I don't think the old folks know quite everything." However, one difference is that the mouse was caught in a trap after taking a bite of cheese, while the robin was seized by a kitty after hopping inside.
The document provides guidance for evaluating narratives based on the key elements of character and setting. It includes examples of narratives and questions to analyze the traits of characters and how they are portrayed, as well as the setting. Students are asked to evaluate how authors develop characters and setting in stories and consider why these elements are important to narratives.
Angus is a 12-year-old bandit who lives in a cave with his dog Bonnie. After being shot by a cowboy, Angus wakes up in a prison cell where he is sentenced to hang. Angus and Bonnie dig their way to freedom. Angus's friend Timburnato, who was shot, joins them. They flee to Eagle Gorge but encounters with cowboys and native people lead to near-death experiences. The native people allow Angus and Timburnato to live in Eagle Gorge where they build a new home, hoping for more adventures.
This document provides summaries of two stories: Peter Pan and Gulliver's Travels. The Peter Pan summary states that it is a story about a boy named Peter Pan who lives with fairies in a place called Never Never Land where children never grow up, and it describes his adventures there with Wendy. The Gulliver's Travels summary indicates that it is a tale about a man who travels to a land of tiny people called Liliputians and saves them from their enemies, the Belfuscans.
The document discusses Aesop and his famous fables. It provides background on Aesop, explaining that he was born into slavery in Greece in 620 BCE and was given his freedom due to his intelligence. It states that Aesop used fables to both teach morals to children and adults and to offer advice. Two examples of Aesop's fables are summarized: "The Shepherd Boy and the Wolf" warns against lying, while "The Ant and the Dove" shows that kindness should be repaid with kindness.
Little Rabbit feels scared when an apple falls on his head, causing him to believe the sky is falling. He warns his friends Goose and Beaver of the supposed catastrophe. Beaver then alerts Turtle to the situation. In the end, it is revealed to Little Rabbit that the sky was not actually falling, just an apple had fallen, and this helps him realize he overreacted.
The three brother wolverines - Billy, Bob, and Joe - go for a walk in the forest. They see Dr. Quencafio's cabin and sneak into his lab garage, where they see robotic ducks with antennas. That night, the wolverines use the robotic ducks to carry Dr. Quencafio's bed into the river as a prank while he sleeps.
The document contains instructions for an English exam with multiple choice questions about three short stories:
1) Snow White - Snow White runs away from her aunt and uncle and finds shelter in the cottage of seven dwarfs.
2) The Frog Prince - A princess promises a frog she will be his friend if he retrieves her ball, but does not intend to keep her promise. Her touch breaks the spell that turned the frog into a prince.
3) The Bear - Two travelers encounter a bear, one climbs a tree while the other plays dead. The bear advises him not to keep company with those who abandon their friends in difficult times.
The document describes a fable called "The Lion and the Mouse" where a mouse wakes a sleeping lion by running across its nose, prompting the lion to spare the mouse's life when it begs for mercy. Later, the lion is caught in a hunter's net and the mouse happens upon the trapped lion, gnawing through the ropes to free it and repay the favor. The moral of the story is that even small creatures can help large ones.
The Sly Fox (Noting Significant Details)Emerson Sales
Slide presentation for Grade 5 English students - Noting Significant Details. This lesson uses the story entitled "The Sly Fox" in noting significant details.
Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.
This material is based on DepEd Curriculum Guide.
Hope this material can assists teachers, parents and students.
The song is dedicated to empowering women and girls. It encourages them to stay strong in difficult times, not give up on their dreams, and to love themselves. It pays tribute to girls who face struggles like growing up without fathers or living in poor neighborhoods, and says they will make it through any challenges. The song aims to uplift and celebrate women and girls.
This document provides the names of 5 individuals who created something in 2009: Hailey O’Quinn, Destiny Linton, Na’Kwan Monteith, Mone’y Grier, and Sabryyia Dean. It does not specify what exactly they created but lists them under the name "Angels in Disguise".
The document contains 3 poems by Hailey O'Quinn about ice skating, rhyming words, and prefixes. The first poem describes a beginner ice skater struggling but eventually succeeding in making a figure eight on a frozen pond. The second poem uses rhyming words to describe ice skating moves from good to better to best. The third poem explains the meanings of prefixes like tri-, quad-, penta- and how they relate to numbers from three to ten.
The document is a song lyric that describes dancing in an energetic and enthusiastic way. It references dancing that "bounces like bass" and "booms like a trunk." It encourages finding a "club banga" and says the singer and another artist make music that is "hotter than a sauna." It boasts that others say the singer "bangs" when dancing unlike others who are called "lame."
The document discusses the importance of summarization skills. It notes that with the large amount of information available, being able to summarize key points concisely is a useful skill. Summarization helps identify the most essential elements of longer documents or discussions in just a few short sentences.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
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 Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
1. North Carolina Testing Program EOG Reading Grade 4 Sample Items
This selection tells what happened when Chipmunk and Bear had a disagreement. Read the
selection and answer the questions that follow.
Chipmunk and Bear
a story from the Iroquois people retold by Joseph Bruchac
Long ago, back in the days when the Chipmunk next to him was saying, “The sun is
animals could talk, Bear was out walking going to rise. The sun is going to rise.”
around. As he walked, Bear was boasting. As Bear chanted as hard as he could,
“Hmmph!” he said. “I am the strongest of all facing the direction of the sun and telling it not
the animals. Hmmph!” he said. “I am the to come up, the sun lifted above the horizon. It
biggest of all the animals. Hmmph!” he said. was a new day, and the sun had come up.
“I can do anything because I am Bear. If I Chipmunk began to laugh. He rolled
want anyone to do my bidding, I only have to over and over with laughter. “Bear is a fool!”
tell them because I am Bear. I, Bear, can do he said. “Bear is so foolish! The sun came up,
anything.” the sun came up! The sun came up!”
Just as Bear said that, a little voice Suddenly Whomp! a big paw came down
down near the ground spoke up. It said, “You on top of Chipmunk. Bear looked down as he
cannot do everything.” Bear looked down. held Chipmunk there on the ground, and he
There was Chipmunk, sticking his head out of said, “Indeed the sun did come up. But you
his hole. will never see another sunrise!”
Bear looked down at him and said, “I, Chipmunk knew now how foolish he had
Bear, can do anything I wish.” been. He thought quickly. “Oh Bear,” he said,
“If this is so,” said Chipmunk, “can you “you are right to kill me. I am a foolish little
tell the sun not to come up in the morning?” Chipmunk. I am worthless and I mean
Bear thought for a moment and said, nothing in the world. You, Bear, are the
“Yes. That I can do. I, Bear, can tell the sun greatest of all, and if only you would lift your
not to rise. In fact, tomorrow, the sun will not paw a little bit so that I could catch my breath,
come up.” I would tell you how wonderful you are before
“That is good,” said Chipmunk. “I will you kill me.”
stay and watch.” And the two sat down right Bear said, “That is a good idea.” He
there. The sun was just going down, and Bear lifted up his paw just a little bit, and
and Chipmunk turned to face the east and Chipmunk scooted out and ran for his hole as
wait for the sun not to come up the next fast as he could go. Bear’s big paw whipped
morning. out and Whoosh! Bear’s claws scraped right
As they sat there through the night, down Chipmunk’s back just as he dove into his
Bear was chanting under his breath. He was hole.
saying, “The sun will not come up. The sun Chipmunk stayed in his hole all through
will not come up. I, Bear, command it. The the winter while those wounds on his back
sun will not come up.” healed up. And when he came out in the
But sitting next to him, Chipmunk was spring, he had stripes on his back. To this day,
chanting under his breath, “The sun is going to if you see Chipmunk, you will see those
rise. The sun is going to rise. Bear will be stripes, and it may remind you, as it reminds
foolish. The sun is going to rise.” Chipmunk, to be careful whom you make fun
And as the night ended, a little bit of of. You may be the one who is foolish in the
light began to appear there in the east. Bear long run.
began to chant louder, “The sun will not come That is how that story of Chipmunk and
up. The sun will not come up.” But little Bear goes. Ho? Hey.
Page 1 Published April 2005. May reproduce for instructional and
educational purposes only, not for personal or financial gain.
3. North Carolina Testing Program EOG Reading Grade 4 Sample Items
5. Why does Chipmunk ask Bear if he 7. What is the purpose of using words
can keep the sun from rising? such as whomp and whoosh in the
selection?
A He plans to compare his powers
to Bear’s. A to help explain Chipmunk’s
actions
B He is impressed by what Bear is
saying. B to create the sound of what is
happening
C He is curious about how smart
Bear is. C to show what the characters feel
about what is happening
D He wants to show that Bear is
foolish. D to show what Bear feels about
what is happening
6. How does Bear most likely feel when
the sun comes up in the morning? 8. What lesson should Chipmunk have
learned from his experience with
A angry Bear?
B concerned A Be sure that you can really do
what you brag about.
C excited
B It can be dangerous to tease
D pleased people who act foolishly.
C It is better to be strong than
smart.
D Even the most powerful people
have their weaknesses.
End of Set
In compliance with federal law, including the
provisions of Title IX of the Education Amendments of
1972, the Department of Public Instruction does not
discriminate on the basis of race, sex, religion, color,
national or ethnic origin, age, disability, or military
service in its policies, programs, activities, admissions
or employment.
Page 3 Published April 2005. May reproduce for instructional and
educational purposes only, not for personal or financial gain.
4. Answers to
Grade 4 Reading Comprehension Sample Items
Question Correct Objective
Selection Title Number Answer Category Thinking Skill Number
Chipmunk and Bear 1 C Critical Stance Analyzing 3.01
Chipmunk and Bear 2 D Interpretation Analyzing 2.04
Chipmunk and Bear 3 B Cognition Analyzing 1.03
Chipmunk and Bear 4 A Interpretation Analyzing 2.05
Chipmunk and Bear 5 D Interpretation Analyzing 2.05
Chipmunk and Bear 6 A Interpretation Generating 2.04
Chipmunk and Bear 7 B Critical Stance Analyzing 3.03
Chipmunk and Bear 8 B Interpretation Analyzing 3.01
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