CNA Career Ladder Example
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Jane DeGroot, Literacy Center of West Michigan Karen Krieg, Career Coach Sue Kinney, Goodwill Industries
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Special topic 1
Becoming an instructional leader involves taking actions to encourage growth in student learning. An instructional leader refers to the branch of educational leadership focused on curriculum and instruction, and is imperative to improve instruction and student achievement. Effective instructional leaders share leadership, use data to make instructional decisions, monitor curriculum and instruction, visit classrooms, collaborate in leading, act as learners, lead a learning community, and tap into teacher expertise. Key characteristics of good instructional leadership include knowledge, confidence, and enthusiasm. Instructional leaders take on roles as supervisors, chief learning officers, direction setters, practicing teachers, heroic leaders, facilitators, and culture builders. Their functions involve making student and adult learning a priority, setting
Module 4 professionalism and personal welfare
Here are the key personal qualities of a good teacher according to the reading:
- Intelligence
- Emotional stability
- Resourcefulness
- Considerateness and compassion
- Buoyancy
- Objectiveness
- Self-motivation and drive
- Dominance and self-confidence
- Attractiveness and pleasantness
- Refinement
- Cooperativeness
- Reliability and dependability
The reading asks the learner to reflect on which of these qualities they possess in order to better understand their strengths and areas for growth as a teacher. It emphasizes that while personal qualities are important, many can also be developed over time through experience and training. The overall goal is for learners to clarify and understand
Good conversation questions to use when talking with children
This document provides a list of questions that can be used to have good conversations with children. The questions are divided into categories such as personal, school, food, entertainment, and miscellaneous. Some example questions are "What is your favorite subject at school?", "What did you have for lunch?", "What is your favorite movie?", "What do you want to be when you grow up?", and "If you could have a super power, what would it be? Why?". The questions aim to learn more about children's lives, interests, and dreams.
Traditional Tales and Contemporary Art to Promote Multiple Literacies
1. The document discusses storytelling-based art projects conducted by Morgan Schatz Blackrose and Roman W. Schatz to promote multiple literacies in children.
2. The projects use traditional tales and storytelling combined with visual art activities to challenge prejudices, celebrate diversity, and promote resilience. They also help develop language and cultural understanding.
3. Examples are given of projects conducted in international schools around the world involving weaving, book making, instrument making, and more. The projects use folktales from various cultures to both affirm diversity and find common humanity.
Using Digital Storytelling to Improve Literacy Skills
The document discusses using the online platform Storybird to improve literacy skills through digital storytelling. Storybird allows students to write stories by dragging and dropping pictures onto pages and adding text. Teachers had students in different classes and schools collaborate on stories using Storybird. This encouraged writing, reading, and literacy skills. Storybird also helped reluctant writers and engaged young students. It promoted creativity, imagination, and literacy.
Storytelling in Everyday Life
This document provides information and instructions for using storytelling techniques to engage children. It discusses how storytelling can help children develop language skills and feel in control of their environment. Various storytelling activities are described that use common materials like paper, scissors, string and origami. Step-by-step instructions for telling a string story are provided. Additional storytelling resources and questions contacts are also listed.
Reducing Chronic Absenteeism through Neighborhood Engagement
This document discusses barriers to academic success such as absenteeism and proposes solutions implemented through LINC. It addresses challenges related to place, people, and partnerships. LINC takes a holistic approach to connect communities to opportunities through programs in economic development, education, housing, and resident services. This involves partnerships across organizations to produce real impact such as increased parent involvement in schools and measurable gains in student attendance.
Recommended
Special topic 1
Becoming an instructional leader involves taking actions to encourage growth in student learning. An instructional leader refers to the branch of educational leadership focused on curriculum and instruction, and is imperative to improve instruction and student achievement. Effective instructional leaders share leadership, use data to make instructional decisions, monitor curriculum and instruction, visit classrooms, collaborate in leading, act as learners, lead a learning community, and tap into teacher expertise. Key characteristics of good instructional leadership include knowledge, confidence, and enthusiasm. Instructional leaders take on roles as supervisors, chief learning officers, direction setters, practicing teachers, heroic leaders, facilitators, and culture builders. Their functions involve making student and adult learning a priority, setting
Module 4 professionalism and personal welfare
Here are the key personal qualities of a good teacher according to the reading:
- Intelligence
- Emotional stability
- Resourcefulness
- Considerateness and compassion
- Buoyancy
- Objectiveness
- Self-motivation and drive
- Dominance and self-confidence
- Attractiveness and pleasantness
- Refinement
- Cooperativeness
- Reliability and dependability
The reading asks the learner to reflect on which of these qualities they possess in order to better understand their strengths and areas for growth as a teacher. It emphasizes that while personal qualities are important, many can also be developed over time through experience and training. The overall goal is for learners to clarify and understand
Good conversation questions to use when talking with children
This document provides a list of questions that can be used to have good conversations with children. The questions are divided into categories such as personal, school, food, entertainment, and miscellaneous. Some example questions are "What is your favorite subject at school?", "What did you have for lunch?", "What is your favorite movie?", "What do you want to be when you grow up?", and "If you could have a super power, what would it be? Why?". The questions aim to learn more about children's lives, interests, and dreams.
Traditional Tales and Contemporary Art to Promote Multiple Literacies
1. The document discusses storytelling-based art projects conducted by Morgan Schatz Blackrose and Roman W. Schatz to promote multiple literacies in children.
2. The projects use traditional tales and storytelling combined with visual art activities to challenge prejudices, celebrate diversity, and promote resilience. They also help develop language and cultural understanding.
3. Examples are given of projects conducted in international schools around the world involving weaving, book making, instrument making, and more. The projects use folktales from various cultures to both affirm diversity and find common humanity.
Using Digital Storytelling to Improve Literacy Skills
The document discusses using the online platform Storybird to improve literacy skills through digital storytelling. Storybird allows students to write stories by dragging and dropping pictures onto pages and adding text. Teachers had students in different classes and schools collaborate on stories using Storybird. This encouraged writing, reading, and literacy skills. Storybird also helped reluctant writers and engaged young students. It promoted creativity, imagination, and literacy.
Storytelling in Everyday Life
This document provides information and instructions for using storytelling techniques to engage children. It discusses how storytelling can help children develop language skills and feel in control of their environment. Various storytelling activities are described that use common materials like paper, scissors, string and origami. Step-by-step instructions for telling a string story are provided. Additional storytelling resources and questions contacts are also listed.
Reducing Chronic Absenteeism through Neighborhood Engagement
This document discusses barriers to academic success such as absenteeism and proposes solutions implemented through LINC. It addresses challenges related to place, people, and partnerships. LINC takes a holistic approach to connect communities to opportunities through programs in economic development, education, housing, and resident services. This involves partnerships across organizations to produce real impact such as increased parent involvement in schools and measurable gains in student attendance.
We Got a Map for That
The document provides an overview of the Community Profiles and MAPAS tools created by the Johnson Center for Philanthropy. The Community Profiles provide data reports for locations in West Michigan across categories like demographics, education, and crime. MAPAS is an interactive mapping system that allows users to visualize spatial data patterns and map locations of non-profits and services. Both tools source data from recent censuses and surveys, make comparisons across geographies and time possible, and allow customizing, exporting, and saving data reports. The document outlines how each tool can be accessed on the Johnson Center website and used to inform decision making.
We Got A Map For That FAQs
The document provides answers to frequently asked questions about Community Profiles and MAPAS, which are data reporting and mapping tools created by the Community Research Institute. The Community Profiles provide demographic, economic, and other data for different geographic areas, and can be accessed on their website. MAPAS is an interactive mapping system that allows users to map various indicators and view location data for points of interest. It provides data from the Community Profiles and other sources. Scenarios are provided as examples of how non-profits, foundations and others can use the tools to inform decision making and target community efforts.
Why What and How of Attendance Work in Elementary Schools
This document discusses attendance work in elementary schools. It provides information on attendance programs at four different elementary schools. It describes the role of the Department of Human Services worker in supporting attendance and assisting families. It discusses the evolution of attendance teams, use of incentives and interventions to promote attendance, and engaging community partners and parents in attendance efforts. Contact information is provided for individuals involved in the school attendance programs.
Community Self-Assessment Results
Does Attendance Really Count in our Community? These are the results to the self-assessment exercise led by Hedy Chang during lunch time at the Community Literacy Summit.
The Unconscious Learning Lies and the Unconscious Teaching Lies
This document discusses cognitive dissonance theory and how unconscious beliefs from childhood can influence behaviors and choices. It notes that childhood experiences form the foundations of our self-concept and are stored unconsciously. These unconscious beliefs can motivate people to seek out familiar yet unhealthy relationships and environments that recreate past negative experiences. The document provides examples of how unconscious scripts and agendas from childhood can influence relationship choices and perceptions as adults.
Cracking Common Learning Myths
The document discusses three common myths about learning: 1) that students learn best in their preferred learning style, 2) that increasing student interest results in more learning, and 3) that re-reading is an effective study strategy. For each myth, the document reviews relevant research studies that show these beliefs are not supported. The research finds that learning is improved through presenting information in multiple modes, interest does not necessarily cause learning, and self-testing is more effective for long-term retention than re-reading. The intuitions about effective learning do not align with evidence from scientific studies.
Using ESL Support to Advance Workplace Training
Jane DeGroot, Literacy Center of West Michigan
Karen Krieg, Career Coach
Sue Kinney, Goodwill Industries
Workplace Interest Profile Example
Jane DeGroot, Literacy Center of West Michigan
Karen Krieg, Career Coach
Sue Kinney, Goodwill Industries
Effective Reading Intervention: Incorporating Community Volunteers
This document outlines a community partnership program called the Wildcat Learning Lab that provided specialized reading intervention to struggling 2nd grade students over the summer of 2013. The program was a collaboration between a school, community organizations, and a nonprofit learning center. It utilized trained senior volunteers to deliver one-on-one tutoring using a multisensory reading program. Initial results showed gains in reading skills, and the partners aimed to expand the model of collaboration to increase its impact. Key challenges included student attendance and recruitment, as well as coordinating the new initiative between the multiple organizations.
Growing Readers through Family Literacy
This document discusses family literacy programs in West Michigan that aim to improve literacy for both children and adults. It provides information on several programs offered by the Literacy Center of West Michigan, including partnerships with Head Start and local schools that provide English language classes, tutoring, and family nights. Data is presented showing the programs have helped adult learners improve their language skills and parents become more involved in their children's education. Tips are also provided on incorporating family literacy into other organizations and working with low-literate parents.
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This document provides a self-assessment tool to evaluate a community's efforts around school attendance. It lists 9 key elements related to monitoring chronic absence, raising awareness of its impacts, identifying at-risk groups, and supporting improved attendance. Communities are asked to rate their performance on each element and identify next steps to strengthen areas of need. The goal is to work together across sectors to reduce chronic absence and help students build regular school attendance habits.
Reducing Chronic Early Absence
This document discusses chronic early absence and strategies to address it. It defines key terms like average daily attendance, truancy, and chronic absence. It summarizes data showing chronic absence is associated with lower academic performance and higher dropout rates. Successful programs use multi-tiered approaches, data-driven action, attendance teams, home visits, and community partnerships. Reducing chronic absence requires ownership from superintendents, mobilizing communities, and using attendance data to monitor progress and target interventions.
Using technology to supports students in reading
The document discusses various digital tools that can help provide access to text for learning to read or reading to learn, including:
1) Audio books, podcasts, and digital libraries that can be accessed on computers, tablets, phones, and e-readers.
2) Text-to-speech, picture supported texts, and scaffolded texts that make digital materials more accessible.
3) Mobile devices and apps that incorporate features like text-to-speech, audio recording, and digital notetaking to support literacy.
Two sides of the same coin with text 2
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
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This document provides a list of websites and tools that can support reading, as well as a section for recording bright ideas. Some of the highlighted websites include Ted Talks for listening to lectures, Librivox for audio books in the public domain, and VoiceThread for creating multimedia slide presentations. The Livescribe Pulse Smartpen allows users to take notes that are synchronized with audio recordings. The document encourages noting any ideas for using assistive technology to help with reading and lists the contact information for Kindy Segovia at Kent ISD to discuss assistive technology options.
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Butterball Farms partnered with the local Literacy Center to provide workplace skills training to its employees. Over 50 employees enrolled in classes on foundational skills, workplace English, and employability skills. The training helped improve employees' communication, English proficiency, and job skills. As a result, several employees received promotions and pay increases, with some gaining over 50% higher compensation. The training also increased employees' confidence in continuing to learn new skills and pursue additional opportunities. The partnership with the Literacy Center helped Butterball Farms advance its goal of developing a skilled and continually learning workforce.
Literacy center speech gvsu literacy summit final 9 11-12
Butterball Farms partnered with the local Literacy Center in 2011 to provide workforce training classes to employees. Over 50 employees enrolled in one of three classes - Workplace English, Foundational Skills, and Employability Skills. The goal was to improve communication, job skills, and prepare employees to earn a National Career Readiness Certificate. Many employees had not taken a test in years and lacked confidence, but supporting them through the classes helped boost their skills and confidence. As a result, employees achieved promotions, pay increases, and one was even able to get a job outside of Butterball with a 27% higher starting pay due to improved English skills from the training. The partnership helped employees advance their careers and provided
Literacy center speech gvsu literacy summit final 9 11-12 bulleted
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Engage their-brains-1-hour-lit-summit-2012
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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We Got a Map for That
The document provides an overview of the Community Profiles and MAPAS tools created by the Johnson Center for Philanthropy. The Community Profiles provide data reports for locations in West Michigan across categories like demographics, education, and crime. MAPAS is an interactive mapping system that allows users to visualize spatial data patterns and map locations of non-profits and services. Both tools source data from recent censuses and surveys, make comparisons across geographies and time possible, and allow customizing, exporting, and saving data reports. The document outlines how each tool can be accessed on the Johnson Center website and used to inform decision making.
We Got A Map For That FAQs
The document provides answers to frequently asked questions about Community Profiles and MAPAS, which are data reporting and mapping tools created by the Community Research Institute. The Community Profiles provide demographic, economic, and other data for different geographic areas, and can be accessed on their website. MAPAS is an interactive mapping system that allows users to map various indicators and view location data for points of interest. It provides data from the Community Profiles and other sources. Scenarios are provided as examples of how non-profits, foundations and others can use the tools to inform decision making and target community efforts.
Why What and How of Attendance Work in Elementary Schools
This document discusses attendance work in elementary schools. It provides information on attendance programs at four different elementary schools. It describes the role of the Department of Human Services worker in supporting attendance and assisting families. It discusses the evolution of attendance teams, use of incentives and interventions to promote attendance, and engaging community partners and parents in attendance efforts. Contact information is provided for individuals involved in the school attendance programs.
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Does Attendance Really Count in our Community? These are the results to the self-assessment exercise led by Hedy Chang during lunch time at the Community Literacy Summit.
The Unconscious Learning Lies and the Unconscious Teaching Lies
This document discusses cognitive dissonance theory and how unconscious beliefs from childhood can influence behaviors and choices. It notes that childhood experiences form the foundations of our self-concept and are stored unconsciously. These unconscious beliefs can motivate people to seek out familiar yet unhealthy relationships and environments that recreate past negative experiences. The document provides examples of how unconscious scripts and agendas from childhood can influence relationship choices and perceptions as adults.
Cracking Common Learning Myths
The document discusses three common myths about learning: 1) that students learn best in their preferred learning style, 2) that increasing student interest results in more learning, and 3) that re-reading is an effective study strategy. For each myth, the document reviews relevant research studies that show these beliefs are not supported. The research finds that learning is improved through presenting information in multiple modes, interest does not necessarily cause learning, and self-testing is more effective for long-term retention than re-reading. The intuitions about effective learning do not align with evidence from scientific studies.
Using ESL Support to Advance Workplace Training
Jane DeGroot, Literacy Center of West Michigan
Karen Krieg, Career Coach
Sue Kinney, Goodwill Industries
Workplace Interest Profile Example
Jane DeGroot, Literacy Center of West Michigan
Karen Krieg, Career Coach
Sue Kinney, Goodwill Industries
Effective Reading Intervention: Incorporating Community Volunteers
This document outlines a community partnership program called the Wildcat Learning Lab that provided specialized reading intervention to struggling 2nd grade students over the summer of 2013. The program was a collaboration between a school, community organizations, and a nonprofit learning center. It utilized trained senior volunteers to deliver one-on-one tutoring using a multisensory reading program. Initial results showed gains in reading skills, and the partners aimed to expand the model of collaboration to increase its impact. Key challenges included student attendance and recruitment, as well as coordinating the new initiative between the multiple organizations.
Growing Readers through Family Literacy
This document discusses family literacy programs in West Michigan that aim to improve literacy for both children and adults. It provides information on several programs offered by the Literacy Center of West Michigan, including partnerships with Head Start and local schools that provide English language classes, tutoring, and family nights. Data is presented showing the programs have helped adult learners improve their language skills and parents become more involved in their children's education. Tips are also provided on incorporating family literacy into other organizations and working with low-literate parents.
Community Self-Assessment
This document provides a self-assessment tool to evaluate a community's efforts around school attendance. It lists 9 key elements related to monitoring chronic absence, raising awareness of its impacts, identifying at-risk groups, and supporting improved attendance. Communities are asked to rate their performance on each element and identify next steps to strengthen areas of need. The goal is to work together across sectors to reduce chronic absence and help students build regular school attendance habits.
Reducing Chronic Early Absence
This document discusses chronic early absence and strategies to address it. It defines key terms like average daily attendance, truancy, and chronic absence. It summarizes data showing chronic absence is associated with lower academic performance and higher dropout rates. Successful programs use multi-tiered approaches, data-driven action, attendance teams, home visits, and community partnerships. Reducing chronic absence requires ownership from superintendents, mobilizing communities, and using attendance data to monitor progress and target interventions.
Using technology to supports students in reading
The document discusses various digital tools that can help provide access to text for learning to read or reading to learn, including:
1) Audio books, podcasts, and digital libraries that can be accessed on computers, tablets, phones, and e-readers.
2) Text-to-speech, picture supported texts, and scaffolded texts that make digital materials more accessible.
3) Mobile devices and apps that incorporate features like text-to-speech, audio recording, and digital notetaking to support literacy.
Two sides of the same coin with text 2
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
Technology supports for_reading handout
This document provides a list of websites and tools that can support reading, as well as a section for recording bright ideas. Some of the highlighted websites include Ted Talks for listening to lectures, Librivox for audio books in the public domain, and VoiceThread for creating multimedia slide presentations. The Livescribe Pulse Smartpen allows users to take notes that are synchronized with audio recordings. The document encourages noting any ideas for using assistive technology to help with reading and lists the contact information for Kindy Segovia at Kent ISD to discuss assistive technology options.
Literacy center speech gvsu literacy summit final 9 11-12 ncrc-mroczek
Butterball Farms partnered with the local Literacy Center to provide workplace skills training to its employees. Over 50 employees enrolled in classes on foundational skills, workplace English, and employability skills. The training helped improve employees' communication, English proficiency, and job skills. As a result, several employees received promotions and pay increases, with some gaining over 50% higher compensation. The training also increased employees' confidence in continuing to learn new skills and pursue additional opportunities. The partnership with the Literacy Center helped Butterball Farms advance its goal of developing a skilled and continually learning workforce.
Literacy center speech gvsu literacy summit final 9 11-12
Butterball Farms partnered with the local Literacy Center in 2011 to provide workforce training classes to employees. Over 50 employees enrolled in one of three classes - Workplace English, Foundational Skills, and Employability Skills. The goal was to improve communication, job skills, and prepare employees to earn a National Career Readiness Certificate. Many employees had not taken a test in years and lacked confidence, but supporting them through the classes helped boost their skills and confidence. As a result, employees achieved promotions, pay increases, and one was even able to get a job outside of Butterball with a 27% higher starting pay due to improved English skills from the training. The partnership helped employees advance their careers and provided
Literacy center speech gvsu literacy summit final 9 11-12 bulleted
1. Butterball started using Work Keys in 2007 to better align training with needed skills for positions like team leaders and technicians. Over 200 employees took Work Keys tests initially.
2. In 2010, automation eliminated 80 positions. Work Keys scores were used to help determine which employees were a good fit for the new, more technical roles.
3. In 2011, Butterball partnered with the Literacy Center to provide workplace training classes in areas like English, basic skills, and soft skills to help employees advance. Over 50 employees enrolled in the initial classes.
Funding community initiatives_angela morris
The document provides an overview of various strategies for funding community initiatives, noting that grants are well-suited for equipment, professional development, and capacity building while ongoing costs and salary are not. It discusses finding grants from sources like government, foundations and corporations and tips for strengthening grant proposals. Additionally, the document outlines alternative fundraising strategies including annual appeals, capital campaigns, retail ventures, crowd-funding, and utilizing expertise.
Engage their-brains-1-hour-lit-summit-2012
The document provides information on engaging students' brains through multisensory activities to promote reading success. It discusses how the brain is plastic and can be shaped by experience, as well as tips for improving reading abilities such as using manipulatives, incorporating movement, practicing word families, blending sounds, and exposing students to vocabulary in fun ways. The document emphasizes incorporating visual, auditory, tactile, and kinesthetic pathways to accommodate different learning styles.
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Literacy center speech gvsu literacy summit final 9 11-12 ncrc-mroczek
Literacy center speech gvsu literacy summit final 9 11-12 ncrc-mroczek
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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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.
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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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