The document provides instructions for a student to email the sender if help is needed, to read chapters 11 and 12 of HP POA, and notifies that a quiz on chapters 9-12 of HP POA is available under the presentation as a linked document.
This document provides instructions for Timed Essay #3. Students must write an essay presenting an education problem to an education board. They should describe the causes and consequences of the problem and convince the board it is worth solving, without proposing a solution. Students can use a one-page outline and blue book for the essay. They must take a photo of their essay for the next assignment. The essay should have an introduction, thesis stating the problem and causes/consequences, and 3-5 body paragraphs on causes and consequences. It should conclude by restating the problem and who should care. Students must cite at least two outside sources and include their works cited.
This document outlines the agenda for an EWRT 1A class. It includes a discussion of problems with education and the assignment for Essay #3, which is to present a problem in education. Students will brainstorm issues, choose one to focus on, and narrow it. They will prepare an outline presenting the problem, citing sources. The class will then visit the library to conduct research for their essays.
This document discusses various topics:
1. It mentions French, cars, and unicorns in the first item.
2. The second item refers to bicycle tires, toothpaste, and a chemistry lab.
3. The third item mentions Africa, Little Red Riding Hood, and a matador.
This document provides instructions for a timed essay assignment. Students must write an essay presenting an education problem to an education board. They should describe the causes and consequences of the problem, but not yet propose a solution. Students can only use the provided tools and must submit an outline with their paper. They are also instructed to take a photo of their essay for reference in the next assignment. The prompt gives guidelines for introducing and defining the problem, including causes and consequences in body paragraphs, and concluding without a solution. Students must include at least two citations from provided sources.
This document provides an outline and instructions for students to write an essay presenting an education problem. It reviews the assignment, discusses developing a thesis statement, and provides strategies for defining the problem, causes, and consequences. Sample components of a student essay are annotated and highlighted as an example. Students are instructed to start outlining their own essay, including a thesis, topic sentences, quotations, and a works cited page. The homework is to submit an outline for peer review and discussion.
This document provides an agenda and instructions for an EWRT 1A library orientation class. It introduces the library liaison Lena Chang and provides directions for students to find two sources on their topic - one scholarly journal article and one news magazine article. It demonstrates how to format a works cited page in MLA style and provides an example. Students are instructed to post an electronic copy of their works cited page to the class discussion before leaving in order to earn participation points. The homework listed at the end includes finishing reading Harry Potter, completing a reading journal, and starting to develop their works cited page by summarizing and including quotes from the sources.
This document outlines the agenda for an EWRT 1A class. It includes a discussion of problems with education and the genre of proposal essays. It assigns essay #3 on presenting an education problem and provides guidance on choosing and narrowing a topic, including brainstorming causes and consequences. Students are instructed to prepare for an upcoming library visit by watching videos on research resources and credibility. They will use the library during the next class to find sources for their essay on an education problem.
This document provides an agenda and discussion notes for an English writing class. The agenda covers reviewing argument essays, including introducing and supporting a thesis, addressing counterarguments, and concluding. It also discusses integrating quotes and citations and preparing a final draft. The discussion focuses on analyzing how characters in the Harry Potter books are marginalized and responding to that marginalization. Students are instructed to write a draft essay analyzing the marginalization of a character and comparing it to real-world examples. The document provides guidance on revising, editing, and finalizing the draft essay.
This document provides instructions for Timed Essay #3. Students must write an essay presenting an education problem to an education board. They should describe the causes and consequences of the problem and convince the board it is worth solving, without proposing a solution. Students can use a one-page outline and blue book for the essay. They must take a photo of their essay for the next assignment. The essay should have an introduction, thesis stating the problem and causes/consequences, and 3-5 body paragraphs on causes and consequences. It should conclude by restating the problem and who should care. Students must cite at least two outside sources and include their works cited.
This document outlines the agenda for an EWRT 1A class. It includes a discussion of problems with education and the assignment for Essay #3, which is to present a problem in education. Students will brainstorm issues, choose one to focus on, and narrow it. They will prepare an outline presenting the problem, citing sources. The class will then visit the library to conduct research for their essays.
This document discusses various topics:
1. It mentions French, cars, and unicorns in the first item.
2. The second item refers to bicycle tires, toothpaste, and a chemistry lab.
3. The third item mentions Africa, Little Red Riding Hood, and a matador.
This document provides instructions for a timed essay assignment. Students must write an essay presenting an education problem to an education board. They should describe the causes and consequences of the problem, but not yet propose a solution. Students can only use the provided tools and must submit an outline with their paper. They are also instructed to take a photo of their essay for reference in the next assignment. The prompt gives guidelines for introducing and defining the problem, including causes and consequences in body paragraphs, and concluding without a solution. Students must include at least two citations from provided sources.
This document provides an outline and instructions for students to write an essay presenting an education problem. It reviews the assignment, discusses developing a thesis statement, and provides strategies for defining the problem, causes, and consequences. Sample components of a student essay are annotated and highlighted as an example. Students are instructed to start outlining their own essay, including a thesis, topic sentences, quotations, and a works cited page. The homework is to submit an outline for peer review and discussion.
This document provides an agenda and instructions for an EWRT 1A library orientation class. It introduces the library liaison Lena Chang and provides directions for students to find two sources on their topic - one scholarly journal article and one news magazine article. It demonstrates how to format a works cited page in MLA style and provides an example. Students are instructed to post an electronic copy of their works cited page to the class discussion before leaving in order to earn participation points. The homework listed at the end includes finishing reading Harry Potter, completing a reading journal, and starting to develop their works cited page by summarizing and including quotes from the sources.
This document outlines the agenda for an EWRT 1A class. It includes a discussion of problems with education and the genre of proposal essays. It assigns essay #3 on presenting an education problem and provides guidance on choosing and narrowing a topic, including brainstorming causes and consequences. Students are instructed to prepare for an upcoming library visit by watching videos on research resources and credibility. They will use the library during the next class to find sources for their essay on an education problem.
This document provides an agenda and discussion notes for an English writing class. The agenda covers reviewing argument essays, including introducing and supporting a thesis, addressing counterarguments, and concluding. It also discusses integrating quotes and citations and preparing a final draft. The discussion focuses on analyzing how characters in the Harry Potter books are marginalized and responding to that marginalization. Students are instructed to write a draft essay analyzing the marginalization of a character and comparing it to real-world examples. The document provides guidance on revising, editing, and finalizing the draft essay.
This document provides an agenda and instructions for an EWRT 1A writing workshop class. It includes sections on grading a writing workshop, revising and editing essays, completing a peer review process, and homework assignments. The peer review process involves students exchanging papers and providing feedback using a review form to help writers improve organization, content, integrating quotations, and MLA style. Students are instructed to revise their essays at home based on peer feedback and eliminate word choice errors. They are also assigned homework that includes reading assignments, journaling, submitting MLA citations, revising an essay, and discussing education challenges.
This document provides an agenda and discussion notes for an English writing class (EWRT 1AT). The agenda covers reviewing argument essays, including introducing and supporting a thesis, addressing counterarguments, and concluding. It also discusses integrating quotes and citations and preparing a final draft. The discussion focuses on analyzing how characters in the Harry Potter books are marginalized and responding to that marginalization. Students are instructed to write a draft essay analyzing the marginalization of a character in Harry Potter and the Chamber of Secrets or Prisoner of Azkoran and comparing it to contemporary issues. The document provides guidance on developing counterarguments, concluding effectively, integrating citations, and preparing a final draft.
This document provides an overview of a class on Elizabeth Barrett Browning and her poem "The Cry of the Children." It discusses the social context that inspired the poem, its critique of the industrialization and its impact on child labor. It also covers discussion questions about the poem's form, themes, and viewpoint. The document aims to analyze how Browning uses language and imagery to convey the dreary reality of the factory environment and her indictment of a society that allows such conditions.
The document outlines the agenda and homework for an upcoming class. It states that the class will include a discussion on portfolios, in-class time to work on plays, and optional make-up testing. It provides the portfolio submission requirements which include submitting one word document with either a story and poems or multiple shorter stories and poems. Students are instructed to work in groups on their plays during class and complete any online work.
This document provides an agenda for an EWRT 1A class discussing the outline and requirements for Essay #5. It reviews that the essay should present an education problem by describing its causes and consequences without proposing a solution. Students will annotate a sample essay, then outline their own essay describing an education problem they have chosen. The homework is to post the outline to the class discussion board.
This document provides an overview and outline of common plot structures and storytelling conventions. It discusses 7 common plot types - Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, and Rebirth. For each plot type, it outlines the typical stages or steps in the story's progression. It also discusses the idea of a universal plot structure that underlies all stories. The document concludes by providing writing prompts and exercises for developing stories that incorporate these plot structures.
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for having two copies of a draft essay for peer review and participation points.
2. A list of parts of an essay for students to mark in their drafts for peer review, including the introduction, thesis, examples, citations, and conclusion.
3. Steps for the peer review process, which involves students reading their essays aloud and receiving feedback focused on revision from their partner based on a worksheet of questions.
This document contains the agenda for an EWRT 1A class. The agenda includes a student-instructor check-in, choosing an in-class essay for the portfolio, and an in-class writing assignment. It also reviews draft essay #7 and checks that it meets MLA formatting standards and includes specific examples. Students will then meet one-on-one with the instructor to review their work and progress towards submitting their portfolio, which is due on Thursday and must include a reflective essay, in-class essay, and out-of-class essay.
The document provides an agenda and guidance for students to work on their final portfolio assignments for an English writing course. It includes instructions to post introductions and body paragraphs to discussion forums for feedback. Students are asked to revise an out-of-class essay for their portfolio and write a reflective essay discussing what they learned in the course as well as areas for further improvement. Suggested topics for the reflective essay include writing skills gained, examples from their own work, and future writing plans.
This document provides guidance for students writing a reflective essay for EWRT 1A Class 39. It outlines that the essay should have an introduction, multiple body paragraphs about what was learned, and a body paragraph about areas for further improvement. The body paragraphs should use the PIE (Point, Information, Explanation) structure and include specific examples and quotes from the student's own work. Students are provided examples for starting their introduction and advised to discuss at least three or four things learned in the course and one area still needing work. The document assigns homework of posting an introduction and a body paragraph to the discussion board.
This document provides the agenda and homework assignments for a hybrid writing class. The agenda includes selecting two essays from class assignments to include in a writing portfolio. The homework assignments are to list the two selected essays, discuss the goal of each assignment, summarize each essay using the thesis as a guide, and explain at least three strengths of each essay.
This document provides instructions and guidance for students completing their end-of-quarter portfolio for an English composition course. It outlines the components of the portfolio, including Paper 7, a reflective essay. Students are instructed to write a 3-4 page essay reflecting on their progress over the quarter, focusing on what led to their success and growth as readers, writers, and thinkers. They are to discuss strategies and skills learned, providing specific examples from their coursework. The document provides examples and brainstorming activities to help students structure their reflective essay, including outlining an introduction, thesis, body paragraphs, and conclusion. It emphasizes using examples and evidence from the students' own writing to demonstrate skills learned.
The document provides an agenda and instructions for a class on revising essays. It discusses revising Essay #6 and preparing for the portfolio submission. Students are instructed to identify parts of their essay like the introduction and conclusion. They are given tips on revising like using feedback and checking for errors. The document also provides references on integrating and citing quotes and summaries correctly in the essay. It reviews punctuation rules and formatting for quotes, block quotes, and the works cited page. Finally, it discusses choosing essays for the portfolio and preparing materials.
Ewrt 1 a class 36 canvas writing workshop essay #6 [autosaved]kimpalmore
This document provides instructions for students on how to complete a peer review workshop for an essay assignment in their class. It outlines the following key points in 3 sentences:
Students are asked to submit a draft of their essay to a peer review workshop. They will be assigned a classmate's essay to review and should download the peer review sheet, read the classmate's essay, and answer the questions on the sheet. By completing two peer reviews and incorporating feedback on their own essay, students can work on revising their draft before the assignment's due date.
This document provides the agenda for an EWRT 1A class. It includes instructions for students to bring drafts and questions to a drafting session, to check essays for ambiguous uses of "this" and "that" and for sentences lacking agents, and to review the proper formatting of a Works Cited page. Students are advised to rewrite sentences to clarify ambiguous pronouns by adding specific nouns and to identify agents in sentences by specifying who or what is performing the action. The document models these concepts with examples from student writing and provides homework assignments for students to practice these techniques and submit drafts for peer review.
This document provides an agenda and discussion points for an EWRT 1A class. It discusses focusing an essay topic, formulating a thesis statement, and using writing strategies like examples and illustrations to explain a concept. The document provides examples of thesis statements and outlines from sample student essays. It also includes discussion prompts and a homework assignment for students to create a preliminary outline for their own concept essay, including categories, types, and potential writing strategies to use.
The document outlines the agenda for a Class 18 on magical creatures. It begins with a discussion on boggarts, including basic information about what boggarts are and how they are repelled, using Neville's encounter with a boggart as an example. Students are asked to imagine what form a boggart would take for them and how they would make it laugh. The document then instructs students to get out their rankings of supernatural beings from the previous class and try to reach a consensus within their houses on which creatures should rank highest and lowest, discussing which were easiest and most difficult to place. Finally, it provides instructions on a New Yorker
This document outlines the agenda and activities for Class 17 of EWRT 1A. It begins with an overview of the agenda, which includes discussing house standings, presentations on two concept essays, and in-class writing exercises. It then provides the house standings after three weeks, listing the points earned by different students for participation, homework completion, and attendance. The document continues with discussion questions for students to consider about the two concept essays on cannibalism and the chemistry of love. It concludes by outlining the requirements and features of the concept essay assignment on magic for the students to complete, including focusing the concept, appealing to readers, using a logical structure and sources.
This document outlines the agenda for an online class on writing conclusions for argumentative essays. It discusses reviewing counterarguments and alternative solutions, considering new objections, and different types of conclusions. Students are instructed to add a conclusion to their draft that either summarizes their solution and its advantages, presents a scenario of failure to solve the problem, or includes a call to action. Outlining techniques are presented, including ordering the basic elements of the introduction, thesis, arguments, objections, alternative solutions, and conclusion.
The document provides guidance on drafting an essay that proposes a solution to a problem. It outlines the key parts of the essay, including presenting the problem, stating a thesis, describing the proposed solution, anticipating counterarguments, and considering alternative solutions. It emphasizes revising each section, integrating research, and citing sources properly. The document reviews punctuation rules for quotes, summarizing information, and avoiding grammatical errors. It encourages developing responses to counterarguments and following up on additional research.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This document provides an agenda and instructions for an EWRT 1A writing workshop class. It includes sections on grading a writing workshop, revising and editing essays, completing a peer review process, and homework assignments. The peer review process involves students exchanging papers and providing feedback using a review form to help writers improve organization, content, integrating quotations, and MLA style. Students are instructed to revise their essays at home based on peer feedback and eliminate word choice errors. They are also assigned homework that includes reading assignments, journaling, submitting MLA citations, revising an essay, and discussing education challenges.
This document provides an agenda and discussion notes for an English writing class (EWRT 1AT). The agenda covers reviewing argument essays, including introducing and supporting a thesis, addressing counterarguments, and concluding. It also discusses integrating quotes and citations and preparing a final draft. The discussion focuses on analyzing how characters in the Harry Potter books are marginalized and responding to that marginalization. Students are instructed to write a draft essay analyzing the marginalization of a character in Harry Potter and the Chamber of Secrets or Prisoner of Azkoran and comparing it to contemporary issues. The document provides guidance on developing counterarguments, concluding effectively, integrating citations, and preparing a final draft.
This document provides an overview of a class on Elizabeth Barrett Browning and her poem "The Cry of the Children." It discusses the social context that inspired the poem, its critique of the industrialization and its impact on child labor. It also covers discussion questions about the poem's form, themes, and viewpoint. The document aims to analyze how Browning uses language and imagery to convey the dreary reality of the factory environment and her indictment of a society that allows such conditions.
The document outlines the agenda and homework for an upcoming class. It states that the class will include a discussion on portfolios, in-class time to work on plays, and optional make-up testing. It provides the portfolio submission requirements which include submitting one word document with either a story and poems or multiple shorter stories and poems. Students are instructed to work in groups on their plays during class and complete any online work.
This document provides an agenda for an EWRT 1A class discussing the outline and requirements for Essay #5. It reviews that the essay should present an education problem by describing its causes and consequences without proposing a solution. Students will annotate a sample essay, then outline their own essay describing an education problem they have chosen. The homework is to post the outline to the class discussion board.
This document provides an overview and outline of common plot structures and storytelling conventions. It discusses 7 common plot types - Overcoming the Monster, Rags to Riches, The Quest, Voyage and Return, Comedy, Tragedy, and Rebirth. For each plot type, it outlines the typical stages or steps in the story's progression. It also discusses the idea of a universal plot structure that underlies all stories. The document concludes by providing writing prompts and exercises for developing stories that incorporate these plot structures.
This document provides an agenda for an in-class writing workshop and peer review session. It includes:
1. Instructions for having two copies of a draft essay for peer review and participation points.
2. A list of parts of an essay for students to mark in their drafts for peer review, including the introduction, thesis, examples, citations, and conclusion.
3. Steps for the peer review process, which involves students reading their essays aloud and receiving feedback focused on revision from their partner based on a worksheet of questions.
This document contains the agenda for an EWRT 1A class. The agenda includes a student-instructor check-in, choosing an in-class essay for the portfolio, and an in-class writing assignment. It also reviews draft essay #7 and checks that it meets MLA formatting standards and includes specific examples. Students will then meet one-on-one with the instructor to review their work and progress towards submitting their portfolio, which is due on Thursday and must include a reflective essay, in-class essay, and out-of-class essay.
The document provides an agenda and guidance for students to work on their final portfolio assignments for an English writing course. It includes instructions to post introductions and body paragraphs to discussion forums for feedback. Students are asked to revise an out-of-class essay for their portfolio and write a reflective essay discussing what they learned in the course as well as areas for further improvement. Suggested topics for the reflective essay include writing skills gained, examples from their own work, and future writing plans.
This document provides guidance for students writing a reflective essay for EWRT 1A Class 39. It outlines that the essay should have an introduction, multiple body paragraphs about what was learned, and a body paragraph about areas for further improvement. The body paragraphs should use the PIE (Point, Information, Explanation) structure and include specific examples and quotes from the student's own work. Students are provided examples for starting their introduction and advised to discuss at least three or four things learned in the course and one area still needing work. The document assigns homework of posting an introduction and a body paragraph to the discussion board.
This document provides the agenda and homework assignments for a hybrid writing class. The agenda includes selecting two essays from class assignments to include in a writing portfolio. The homework assignments are to list the two selected essays, discuss the goal of each assignment, summarize each essay using the thesis as a guide, and explain at least three strengths of each essay.
This document provides instructions and guidance for students completing their end-of-quarter portfolio for an English composition course. It outlines the components of the portfolio, including Paper 7, a reflective essay. Students are instructed to write a 3-4 page essay reflecting on their progress over the quarter, focusing on what led to their success and growth as readers, writers, and thinkers. They are to discuss strategies and skills learned, providing specific examples from their coursework. The document provides examples and brainstorming activities to help students structure their reflective essay, including outlining an introduction, thesis, body paragraphs, and conclusion. It emphasizes using examples and evidence from the students' own writing to demonstrate skills learned.
The document provides an agenda and instructions for a class on revising essays. It discusses revising Essay #6 and preparing for the portfolio submission. Students are instructed to identify parts of their essay like the introduction and conclusion. They are given tips on revising like using feedback and checking for errors. The document also provides references on integrating and citing quotes and summaries correctly in the essay. It reviews punctuation rules and formatting for quotes, block quotes, and the works cited page. Finally, it discusses choosing essays for the portfolio and preparing materials.
Ewrt 1 a class 36 canvas writing workshop essay #6 [autosaved]kimpalmore
This document provides instructions for students on how to complete a peer review workshop for an essay assignment in their class. It outlines the following key points in 3 sentences:
Students are asked to submit a draft of their essay to a peer review workshop. They will be assigned a classmate's essay to review and should download the peer review sheet, read the classmate's essay, and answer the questions on the sheet. By completing two peer reviews and incorporating feedback on their own essay, students can work on revising their draft before the assignment's due date.
This document provides the agenda for an EWRT 1A class. It includes instructions for students to bring drafts and questions to a drafting session, to check essays for ambiguous uses of "this" and "that" and for sentences lacking agents, and to review the proper formatting of a Works Cited page. Students are advised to rewrite sentences to clarify ambiguous pronouns by adding specific nouns and to identify agents in sentences by specifying who or what is performing the action. The document models these concepts with examples from student writing and provides homework assignments for students to practice these techniques and submit drafts for peer review.
This document provides an agenda and discussion points for an EWRT 1A class. It discusses focusing an essay topic, formulating a thesis statement, and using writing strategies like examples and illustrations to explain a concept. The document provides examples of thesis statements and outlines from sample student essays. It also includes discussion prompts and a homework assignment for students to create a preliminary outline for their own concept essay, including categories, types, and potential writing strategies to use.
The document outlines the agenda for a Class 18 on magical creatures. It begins with a discussion on boggarts, including basic information about what boggarts are and how they are repelled, using Neville's encounter with a boggart as an example. Students are asked to imagine what form a boggart would take for them and how they would make it laugh. The document then instructs students to get out their rankings of supernatural beings from the previous class and try to reach a consensus within their houses on which creatures should rank highest and lowest, discussing which were easiest and most difficult to place. Finally, it provides instructions on a New Yorker
This document outlines the agenda and activities for Class 17 of EWRT 1A. It begins with an overview of the agenda, which includes discussing house standings, presentations on two concept essays, and in-class writing exercises. It then provides the house standings after three weeks, listing the points earned by different students for participation, homework completion, and attendance. The document continues with discussion questions for students to consider about the two concept essays on cannibalism and the chemistry of love. It concludes by outlining the requirements and features of the concept essay assignment on magic for the students to complete, including focusing the concept, appealing to readers, using a logical structure and sources.
This document outlines the agenda for an online class on writing conclusions for argumentative essays. It discusses reviewing counterarguments and alternative solutions, considering new objections, and different types of conclusions. Students are instructed to add a conclusion to their draft that either summarizes their solution and its advantages, presents a scenario of failure to solve the problem, or includes a call to action. Outlining techniques are presented, including ordering the basic elements of the introduction, thesis, arguments, objections, alternative solutions, and conclusion.
The document provides guidance on drafting an essay that proposes a solution to a problem. It outlines the key parts of the essay, including presenting the problem, stating a thesis, describing the proposed solution, anticipating counterarguments, and considering alternative solutions. It emphasizes revising each section, integrating research, and citing sources properly. The document reviews punctuation rules for quotes, summarizing information, and avoiding grammatical errors. It encourages developing responses to counterarguments and following up on additional research.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
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
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.