Students researched an ecosystem and recorded their findings as if they were reporting from that ecosystem. They used a green screen and Discovery Streaming video to complete the project.
This document contains photos credited to various photographers and encourages the viewer to create their own Haiku Deck presentation on SlideShare. It displays photos from Thorbard, UBC Learning Commons, giulia.forsythe, G.R.R., Viola's visions, Alex Abian, martapiqs, djwtwo, and vissago without captions and ends by prompting the viewer to get started making their own Haiku Deck presentation.
This document contains 6 photo credits from various Instagram accounts and photographers. It also contains a call to action encouraging the reader to create their own Haiku Deck presentation on SlideShare. In summary, the document lists photo credits and promotes using Haiku Deck on SlideShare.
This document outlines the teaching and learning activities for a lesson on radioactive substances. It includes dividing students into groups to research the positive and negative effects of radioactivity online. It also involves students presenting their findings and participating in quizzes and brainstorming activities. The document discusses showing students examples of proper protective equipment for handling radioactive materials and quizzing them on the correct usage and types of radioisotopes.
Podcasting and vodcasting for sharing learningalicemanning
The document discusses using podcasting and vodcasting to share learning through tools like SonicPics on the iPod. It provides examples of how students can create slideshow movies with images and narration to share ideas, perspectives an reviews. Schools discussed used podcasting to create class newsletters, presentations, interviews and virtual field trips to engage students and provide alternative assessments. Creating podcasts allows mobility, reinforcement of concepts and global outreach.
Podcasting and vodcasting for sharing learning2alicemanning
The document discusses using podcasting and vodcasting tools like SonicPics on iPods to create slideshows, movies, and reviews to share learning. It provides examples of how teachers have used these tools for assignments, like creating a movie to persuade an audience or a review of an app. The document also defines podcasting and vodcasting, lists some common uses in education, and provides additional examples of podcasts created by students.
This document contains 5 photos from different photographers with captions of their names below each photo. At the end, it encourages the reader to create their own presentation on SlideShare by getting started.
The article discusses a series of curious photos that were found in an old box. The photos show strange anomalies and unexplained events that were captured by accident. While their meaning is unclear, they provide a glimpse into mysterious moments that deserve further investigation.
The document describes various writing activities done by students at William H. Ziegler Elementary School in Philadelphia. First grade students wrote winter stories, second grade students practiced paragraphs and wrote letters to the president, third grade students discussed uniqueness and wrote about dreams, and ESOL students made friendship recipes and researched penguins. The teacher, Kim Adair, created a Study Island poster and her daughter uses it for school projects at home.
This document contains photos credited to various photographers and encourages the viewer to create their own Haiku Deck presentation on SlideShare. It displays photos from Thorbard, UBC Learning Commons, giulia.forsythe, G.R.R., Viola's visions, Alex Abian, martapiqs, djwtwo, and vissago without captions and ends by prompting the viewer to get started making their own Haiku Deck presentation.
This document contains 6 photo credits from various Instagram accounts and photographers. It also contains a call to action encouraging the reader to create their own Haiku Deck presentation on SlideShare. In summary, the document lists photo credits and promotes using Haiku Deck on SlideShare.
This document outlines the teaching and learning activities for a lesson on radioactive substances. It includes dividing students into groups to research the positive and negative effects of radioactivity online. It also involves students presenting their findings and participating in quizzes and brainstorming activities. The document discusses showing students examples of proper protective equipment for handling radioactive materials and quizzing them on the correct usage and types of radioisotopes.
Podcasting and vodcasting for sharing learningalicemanning
The document discusses using podcasting and vodcasting to share learning through tools like SonicPics on the iPod. It provides examples of how students can create slideshow movies with images and narration to share ideas, perspectives an reviews. Schools discussed used podcasting to create class newsletters, presentations, interviews and virtual field trips to engage students and provide alternative assessments. Creating podcasts allows mobility, reinforcement of concepts and global outreach.
Podcasting and vodcasting for sharing learning2alicemanning
The document discusses using podcasting and vodcasting tools like SonicPics on iPods to create slideshows, movies, and reviews to share learning. It provides examples of how teachers have used these tools for assignments, like creating a movie to persuade an audience or a review of an app. The document also defines podcasting and vodcasting, lists some common uses in education, and provides additional examples of podcasts created by students.
This document contains 5 photos from different photographers with captions of their names below each photo. At the end, it encourages the reader to create their own presentation on SlideShare by getting started.
The article discusses a series of curious photos that were found in an old box. The photos show strange anomalies and unexplained events that were captured by accident. While their meaning is unclear, they provide a glimpse into mysterious moments that deserve further investigation.
The document describes various writing activities done by students at William H. Ziegler Elementary School in Philadelphia. First grade students wrote winter stories, second grade students practiced paragraphs and wrote letters to the president, third grade students discussed uniqueness and wrote about dreams, and ESOL students made friendship recipes and researched penguins. The teacher, Kim Adair, created a Study Island poster and her daughter uses it for school projects at home.
The document discusses using iPads in geography education. It provides examples of how students have used various apps on iPads for activities like annotating photos, creating videos, animations and audio recordings, conducting fieldwork and surveys, creating websites, blogs and revision materials. Popular apps mentioned include Popplet, iMovie, Educreations, Audioboo, Leaf Snap, Dropbox, and Google Docs. iPads allowed students to complete many geography tasks and projects entirely on a single mobile device.
This biology class document outlines the agenda and targets for multiple class periods. It includes introductions to topics like the nature of science, characteristics of life, how life is organized, and ecology. Students will learn about observations, measurements, the scientific method, levels of biological organization, and food webs. Activities include a pre-test, graphing class data, lectures, videos, worksheets and a homework assignment to create a food web poster. The goal is for students to understand fundamental biology concepts and learn the essential skills of scientific inquiry.
This document contains materials from a biology class, including class agendas, assignments, and articles. The agendas outline topics like introductions, expectations, the nature of science, and measuring techniques. Assignments involve defining scientific terms, making observations from photos, and creating graphs from height data. Articles discuss research finding pygmy traits evolved independently and biologists delaying aging in fruit flies by activating an energy sensor gene. The document provides context and content for a high school biology course.
This document appears to be a series of slides from a biology class. The slides cover various topics from the first few weeks of class including introductions, expectations, the nature of science, observations, measurements, characteristics of living organisms, levels of biological organization, and an introduction to ecology. Homework assignments involve graphing data, discussing whether examples are living, studying for a quiz, and creating a food web poster.
1) A third grade teacher had her students create autobiographies and record themselves reading them to include in a slideshow for parent-teacher conferences.
2) Students went through a writing process that included prewriting, drafting, revising, typing their work into PowerPoint, and recording their voices.
3) The finished product was a movie file saved to a DVD that played during conferences, and parents enjoyed seeing and hearing their children's work.
This document summarizes a unit on working with media and mobile learning in an English language teaching course. It outlines various activities completed in each unit:
Unit 4 covered examining the use of images, audio, and video in the classroom. It also discussed issues of copyright and introduced the concept of remix literacy.
Unit 5 defined mobile learning and explored relevant concepts like augmented reality and virtual reality. It examined how mobile devices like smartphones and tablets could be used for language learning through applications, texting literacy, and affordances like collaboration. Considerations for both high- and low-resource mobile learning contexts were discussed.
The document provided an overview of key tools, resources and ideas discussed for effectively integrating multimedia and mobile technologies
The document outlines an agenda for a class on flipping the classroom, discussing the history of flipped learning through Khan Academy, defining the flipped classroom model, reviewing case studies, and discussing the pros and cons and challenges of implementing a flipped classroom approach. Teachers are then challenged to build their own flipped lesson to share online and develop an in-class activity to accompany the digital content.
This document appears to be a series of slides from a biology class. The slides cover topics like introductions, expectations, the nature of science, making observations, characteristics of living organisms, how life is organized, ecology, and food webs. They include objectives, topics to be covered, homework assignments, questions for students to answer, and brief summaries of biology news stories. The overall summary is that the slides outline various lessons and activities for a high school biology class throughout the year on foundational topics in the nature of science.
The document provides ideas to inspire innovation in students. Some of the ideas include having students: 1) create advertisements for everyday objects that do more than what we see; 2) spend a month innovating in any field with mentors and then present their innovations; 3) create inventions from recycled materials and describe them using apps. The document also suggests having students reflect on chapter themes, create apps, solve real world problems, interview inventors, create games, imagine new creatures, and more. The goal is to spark students' curiosity and encourage innovative and creative thinking.
The document discusses the use of iPads at a school. It describes how iPads were trialled in primary and secondary departments, with training provided to teachers. Various apps are mentioned that engage students in subjects like geography, biology and English. Photos, videos and presentations can be created and shared between students and teachers through apps and Dropbox. The iPads provide an interactive tool to enhance learning across the curriculum.
This document outlines the syllabus for an introductory video and audio production course, including assignments, grading, required materials, and an overview of topics to be covered such as video editing, lighting, and copyright. Homework includes finding answers online, gathering images, and completing video editing tutorials to prepare for an in-class slideshow video project. Students will learn video production skills through individual and group projects.
Mobile Usability Testing: Theory & PracitceLis Pardi
This document summarizes the key theories and practices of mobile usability testing. The theories discussed include testing where users actually use their phones, using the participant's own device for testing rather than WiFi, and testing prototypes. Practices mentioned are both formal and informal testing, using tools to record the mobile screen, preparing for note-taking, and challenges around prototypes and recruiting participants. The importance of writing concise reports that will be read is also emphasized.
Enhancing the Student Learning Experience from Day OneSam Nolan
The document summarizes a project to develop a pre-arrival website for incoming foundation students at Durham University. The website provides introductory materials like videos, podcasts and discussion boards to help students learn about their courses and feel more prepared before arriving on campus. Analytics showed high usage of the site by students in the weeks leading up to their start date. The project was funded through a small grant and required staff time and a summer student for development at a total cost of around £5,000. Feedback from students was positive and plans are in place to expand the content in future years.
The document introduces an online session on using wikis and multimedia as student resources. It provides instructions on how to embed PowerPoint presentations, videos, and audio files into wikis. Participants are encouraged to try out embedding materials in the EMR ementor wiki and browse its resources. The document concludes by thanking participants and providing contact information for the presenters.
This document proposes eliminating homework by having teachers record and share lesson videos for students to watch at home. It provides suggestions for creating lesson videos using document cameras, screen recording software, video cameras, and curating free videos from sites like YouTube and Khan Academy. Teachers could download videos to share on flash drives with students who lack internet. Recording lessons would allow students to re-watch and take notes at their own pace.
J dennis digital video cameras in today’s pre k 12 classroomsJennifer DLC
The document discusses how digital video cameras can be used in PreK-12 classrooms to engage students in learning across various subjects such as science, social studies, math, and English. It provides examples of classroom projects that teachers can assign using digital cameras, such as creating photo books, recording experiments, and documenting student growth. The document also covers the equipment, software, and permission forms needed to incorporate digital video cameras into the classroom.
Digital storytelling involves combining multimedia elements like text, images, audio, and video to tell a story. It can be used across content areas by having students create movies demonstrating their understanding of curricular concepts. Benefits include engaging higher-order thinking, while challenges include planning and managing student movie projects. The document provides examples of digital storytelling project types and tools to create them.
Starting a video program in your librarymouradjianj
This document outlines the steps taken to start a video program in a school library. It discusses researching equipment needs, securing funding, setting up a studio space, establishing procedures for equipment use and file storage, and addressing ongoing challenges like scheduling, supervision, and equipment maintenance. The goal is to provide students resources to create video projects while managing the learning curve, equipment needs, and ensuring proper support.
The document describes a website called Weather Web for Kids that was designed to provide elementary school students access to various weather-related information and activities organized into pages on a photo gallery, question and answer forum, videos, assignments and handouts, and additional resources. The website aims to be an online meeting place for students to learn about weather through posting photos and responses, viewing educational videos, participating in discussions, and collaborating across schools on weather-related questions. The document provides examples of content and activities that could be included on the different pages of the Weather Web for Kids site.
This is a template for Pecha Kucha style presentations created by Crystall Gassell of Discovery Education. It is a 20 slide presentation. Each slide runs for 20 seconds. You can only display pictures on each slide and only have 20 seconds to speak about each slide. Total running time is 6 min. and 40 sec.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document discusses using iPads in geography education. It provides examples of how students have used various apps on iPads for activities like annotating photos, creating videos, animations and audio recordings, conducting fieldwork and surveys, creating websites, blogs and revision materials. Popular apps mentioned include Popplet, iMovie, Educreations, Audioboo, Leaf Snap, Dropbox, and Google Docs. iPads allowed students to complete many geography tasks and projects entirely on a single mobile device.
This biology class document outlines the agenda and targets for multiple class periods. It includes introductions to topics like the nature of science, characteristics of life, how life is organized, and ecology. Students will learn about observations, measurements, the scientific method, levels of biological organization, and food webs. Activities include a pre-test, graphing class data, lectures, videos, worksheets and a homework assignment to create a food web poster. The goal is for students to understand fundamental biology concepts and learn the essential skills of scientific inquiry.
This document contains materials from a biology class, including class agendas, assignments, and articles. The agendas outline topics like introductions, expectations, the nature of science, and measuring techniques. Assignments involve defining scientific terms, making observations from photos, and creating graphs from height data. Articles discuss research finding pygmy traits evolved independently and biologists delaying aging in fruit flies by activating an energy sensor gene. The document provides context and content for a high school biology course.
This document appears to be a series of slides from a biology class. The slides cover various topics from the first few weeks of class including introductions, expectations, the nature of science, observations, measurements, characteristics of living organisms, levels of biological organization, and an introduction to ecology. Homework assignments involve graphing data, discussing whether examples are living, studying for a quiz, and creating a food web poster.
1) A third grade teacher had her students create autobiographies and record themselves reading them to include in a slideshow for parent-teacher conferences.
2) Students went through a writing process that included prewriting, drafting, revising, typing their work into PowerPoint, and recording their voices.
3) The finished product was a movie file saved to a DVD that played during conferences, and parents enjoyed seeing and hearing their children's work.
This document summarizes a unit on working with media and mobile learning in an English language teaching course. It outlines various activities completed in each unit:
Unit 4 covered examining the use of images, audio, and video in the classroom. It also discussed issues of copyright and introduced the concept of remix literacy.
Unit 5 defined mobile learning and explored relevant concepts like augmented reality and virtual reality. It examined how mobile devices like smartphones and tablets could be used for language learning through applications, texting literacy, and affordances like collaboration. Considerations for both high- and low-resource mobile learning contexts were discussed.
The document provided an overview of key tools, resources and ideas discussed for effectively integrating multimedia and mobile technologies
The document outlines an agenda for a class on flipping the classroom, discussing the history of flipped learning through Khan Academy, defining the flipped classroom model, reviewing case studies, and discussing the pros and cons and challenges of implementing a flipped classroom approach. Teachers are then challenged to build their own flipped lesson to share online and develop an in-class activity to accompany the digital content.
This document appears to be a series of slides from a biology class. The slides cover topics like introductions, expectations, the nature of science, making observations, characteristics of living organisms, how life is organized, ecology, and food webs. They include objectives, topics to be covered, homework assignments, questions for students to answer, and brief summaries of biology news stories. The overall summary is that the slides outline various lessons and activities for a high school biology class throughout the year on foundational topics in the nature of science.
The document provides ideas to inspire innovation in students. Some of the ideas include having students: 1) create advertisements for everyday objects that do more than what we see; 2) spend a month innovating in any field with mentors and then present their innovations; 3) create inventions from recycled materials and describe them using apps. The document also suggests having students reflect on chapter themes, create apps, solve real world problems, interview inventors, create games, imagine new creatures, and more. The goal is to spark students' curiosity and encourage innovative and creative thinking.
The document discusses the use of iPads at a school. It describes how iPads were trialled in primary and secondary departments, with training provided to teachers. Various apps are mentioned that engage students in subjects like geography, biology and English. Photos, videos and presentations can be created and shared between students and teachers through apps and Dropbox. The iPads provide an interactive tool to enhance learning across the curriculum.
This document outlines the syllabus for an introductory video and audio production course, including assignments, grading, required materials, and an overview of topics to be covered such as video editing, lighting, and copyright. Homework includes finding answers online, gathering images, and completing video editing tutorials to prepare for an in-class slideshow video project. Students will learn video production skills through individual and group projects.
Mobile Usability Testing: Theory & PracitceLis Pardi
This document summarizes the key theories and practices of mobile usability testing. The theories discussed include testing where users actually use their phones, using the participant's own device for testing rather than WiFi, and testing prototypes. Practices mentioned are both formal and informal testing, using tools to record the mobile screen, preparing for note-taking, and challenges around prototypes and recruiting participants. The importance of writing concise reports that will be read is also emphasized.
Enhancing the Student Learning Experience from Day OneSam Nolan
The document summarizes a project to develop a pre-arrival website for incoming foundation students at Durham University. The website provides introductory materials like videos, podcasts and discussion boards to help students learn about their courses and feel more prepared before arriving on campus. Analytics showed high usage of the site by students in the weeks leading up to their start date. The project was funded through a small grant and required staff time and a summer student for development at a total cost of around £5,000. Feedback from students was positive and plans are in place to expand the content in future years.
The document introduces an online session on using wikis and multimedia as student resources. It provides instructions on how to embed PowerPoint presentations, videos, and audio files into wikis. Participants are encouraged to try out embedding materials in the EMR ementor wiki and browse its resources. The document concludes by thanking participants and providing contact information for the presenters.
This document proposes eliminating homework by having teachers record and share lesson videos for students to watch at home. It provides suggestions for creating lesson videos using document cameras, screen recording software, video cameras, and curating free videos from sites like YouTube and Khan Academy. Teachers could download videos to share on flash drives with students who lack internet. Recording lessons would allow students to re-watch and take notes at their own pace.
J dennis digital video cameras in today’s pre k 12 classroomsJennifer DLC
The document discusses how digital video cameras can be used in PreK-12 classrooms to engage students in learning across various subjects such as science, social studies, math, and English. It provides examples of classroom projects that teachers can assign using digital cameras, such as creating photo books, recording experiments, and documenting student growth. The document also covers the equipment, software, and permission forms needed to incorporate digital video cameras into the classroom.
Digital storytelling involves combining multimedia elements like text, images, audio, and video to tell a story. It can be used across content areas by having students create movies demonstrating their understanding of curricular concepts. Benefits include engaging higher-order thinking, while challenges include planning and managing student movie projects. The document provides examples of digital storytelling project types and tools to create them.
Starting a video program in your librarymouradjianj
This document outlines the steps taken to start a video program in a school library. It discusses researching equipment needs, securing funding, setting up a studio space, establishing procedures for equipment use and file storage, and addressing ongoing challenges like scheduling, supervision, and equipment maintenance. The goal is to provide students resources to create video projects while managing the learning curve, equipment needs, and ensuring proper support.
The document describes a website called Weather Web for Kids that was designed to provide elementary school students access to various weather-related information and activities organized into pages on a photo gallery, question and answer forum, videos, assignments and handouts, and additional resources. The website aims to be an online meeting place for students to learn about weather through posting photos and responses, viewing educational videos, participating in discussions, and collaborating across schools on weather-related questions. The document provides examples of content and activities that could be included on the different pages of the Weather Web for Kids site.
This is a template for Pecha Kucha style presentations created by Crystall Gassell of Discovery Education. It is a 20 slide presentation. Each slide runs for 20 seconds. You can only display pictures on each slide and only have 20 seconds to speak about each slide. Total running time is 6 min. and 40 sec.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Mark Perlman is a technology integration specialist and lead of the Instructional Technology Filtering Committee in the School District of Philadelphia. The document discusses Philadelphia's process for filtering internet content in schools, including the formation of the ITFC committee to review filtering requests and make recommendations. It also addresses issues like CIPA compliance, BYOD access, filtering certain content like social media, and educating students on cyberbullying. Links to additional resources on internet filtering in schools are provided.
The document describes the partial sums algorithm for addition. It works by adding the tens, ones, and hundreds places separately to get partial sums, then combining the partial sums. This breaks down large multi-digit additions into smaller steps. The algorithm is useful for students as it makes difficult additions easier to work through in stages, and helps students build confidence in mental math skills with practice.
The partial quotients algorithm uses a series of estimates to divide one number by another. It works by taking multiples of the divisor and subtracting until the remainder is less than the divisor. The estimates are then summed to give the quotient, with any remaining remainder. For example, dividing 158 by 12 gives estimates of 10 and 3, for a sum of 13 as the quotient and a remainder of 2.
The document describes the lattice method for multiplying two-digit numbers. It involves creating a grid with the factors along the top and side and filling in the cells by multiplying the corresponding digits and recording the partial products. The digits are then added along the diagonals, including carries to the next diagonal, and the final answer is written. Many students find the lattice method helpful for keeping track of partial products without extra zeros.
The document describes the partial products algorithm for multiplication. It shows how to break down two multi-digit numbers into their place values, multiply the corresponding place values, and add the results. Examples are provided where 67 x 53 is broken into (60 x 50) + (60 x 3) + (7 x 50) + (7 x 3) and the results are added, as well as another example of breaking down 10 x 20.
This document lists three different art projects created by a third grade class including quilt patterns, self portraits, and snake patterns. For each project, it lists the names of the students who created pieces for that project.
Students in Room 113 created 3-D structures and projects. Seven students are listed as creating the structures: Robert, Israel, Gabriel, Jorge, Jamie, Jeicyn, and Evan. Joe is also listed but it is unclear if he created a structure.
This document appears to be a collection of artwork created by first grade students using crayons. It lists the names of four students - Germilus, Iliyah, Jeneen, and Shandaneen - who each contributed a crayon pattern to the collection.
This document lists the names of second grade students who created crayon patterns and value paintings. For the crayon patterns, Leo, Joyce, Allanah, and Chartine contributed. For the value paintings, Leo, Lesly, Miguel, Keandre, Gabriel, Krystelle, and Jaylene contributed.
The document lists the names of 5 kindergarten students and the art projects they created: Line Experiments and Water Colors. Francis, Ivan, Jada, Mollie, and Nassir each contributed to the art display of line experiments and water colors made by kindergarten students.
This document provides instructions for green screening in iMovie 09. It outlines the steps to open a new project, import movie files, edit clips, add selections to the project, remove audio, enable the green screen tool, add green screen overlays to background clips, and add titles, transitions and music. The instructions are broken into clear multi-step sections to guide the user through the green screening process in iMovie 09.
The document provides a template for a Jeopardy game that can be used and modified for classroom purposes. The template includes category names and point values ranging from $100 to $500. Questions and answer blanks are included under each point value to allow teachers to fill in questions and answers for students to play the Jeopardy game.
This document provides a template for an interactive PowerPoint presentation with multiple choice questions and feedback for correct or incorrect answers. The template includes placeholders for directions, 9 questions with 3 answer choices each, and feedback messages after selecting an answer.
Glogster is an online interactive multimedia platform that allows users to create virtual posters called glogs. Users can add text, images, videos, and other media to their glogs to share information on any topic. Glogster aims to engage students and make learning more fun by allowing creative expression and collaboration through its digital posters.
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
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.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
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.
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.
5. Second Step
• Take the information that was found and
create a script to read.
6. Second Step
• Take the information that was found and
create a script to read.
7. Second Step
• Take the information that was found and
create a script to read.
8. Third Step
• Students practice reading their script in
front of the camera before recording is
done.
9. Fourth Step
• Students record their video with
Photobooth or a video camera in front of
a green screen.
10. Fifth Step
• Students search the Discovery video
bank for their biome.
• Students open iMovie and add a video of
Tropical Rain Forest
from Discovery
11. Sixth Step
• Students upload their video into iMovie
and edit their videos.
• They add transitions, titles and music
12. Final Project
Tropical Rain Forest
By: Kayla & Frantzcia