What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being? Learn to accept likes and dislikes of others, be curious about something you’ve never seen before, and try things you’ve never tried.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What happens when we feel unwelcome? What happens when we do? Find out how, sometimes, we don't welcome differences and cause "ouch" moments. Find out also how to respond in more welcoming ways.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being? Learn to accept likes and dislikes of others, be curious about something you’ve never seen before, and try things you’ve never tried.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What happens when we feel unwelcome? What happens when we do? Find out how, sometimes, we don't welcome differences and cause "ouch" moments. Find out also how to respond in more welcoming ways.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
The document discusses creating welcoming communities. It describes moments when people feel unwelcome due to others criticizing or dismissing aspects of their culture, background or interests. It also provides alternatives for responding in a more welcoming manner, such as showing interest in learning about others rather than judging them, and encouraging people to have an open mind. The document aims to promote a more inclusive environment by raising awareness of how to make others feel included rather than excluded.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being? Learn to accept likes and dislikes of others, be curious about something you’ve never seen before, and try things you’ve never tried.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being? Learn to accept likes and dislikes of others, be curious about something you’ve never seen before, and try things you’ve never tried.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
The document discusses implicit and unconscious bias. It notes that the human brain takes in a vast amount of information but is consciously aware of only a small portion. As a result, the brain relies on mental shortcuts and assumptions that can lead to biases. Several examples of implicit biases are provided, such as biases relating to race, gender, weight, and disability status. The document discusses how implicit biases can manifest and affect individuals in various environments. It concludes by suggesting some strategies for addressing implicit biases, such as perspective taking, increasing meaningful contact between groups, and improving decision-making processes.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
Don't yuck anybody's yum.
Don't call things weird - try to be curious.
Give things a try - you never know what is going to be awesome
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
We want to create organizations that are inclusive and culturally competent toward all people no matter what their identities or backgrounds. Yet, we know that there are implicit and unconscious biases that gets in the way of our acting in congruence with our beliefs and values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
We want to create schools that are inclusive and culturally competent toward all diverse people. Yet, we know that there are implicit and unconscious bias that gets in the way of our acting in congruence with our values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
The document discusses creating respectful relationships and communication between friends. It introduces the concept of "no joke zones," where hurtful jokes and comments are not acceptable, and emphasizes taking responsibility by apologizing and changing behavior if a joke misses the mark. The document also discusses "pump ups," or giving compliments, and how to do so respectfully by considering how the other person wants to receive feedback. Building real friendships is said to involve treating people the way they want to be treated rather than just how you want to be treated.
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
Assembly for PK - 4th Grade Students. Everyone has something that can bother them, even if it doesn't bother anyone else. Learn to communicate bugs and wishes, be accepting of others bugs and wishes, and learn how to be a better friend.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
This document discusses creating supportive school environments through establishing "no joke zones" and "pump ups". It defines no joke zones as topics that should be off limits for joking or teasing due to the potential for harm. Pump ups are intentional compliments meant to encourage others. The document provides guidance on individual and community responsibilities to identify and respect no joke zones, properly give and receive pump ups, and treat others as they wish to be treated. The goal is fostering real friendships through mutual understanding and support.
We want to create organizations and report news in ways that are inclusive and culturally competent toward all diverse people. Yet, we know that there are implicit and unconscious bias that gets in the way of our acting in congruence with our values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
The document discusses creating welcoming communities. It describes moments when people feel unwelcome due to others criticizing or dismissing aspects of their culture, background or interests. It also provides alternatives for responding in a more welcoming manner, such as showing interest in learning about others rather than judging them, and encouraging people to have an open mind. The document aims to promote a more inclusive environment by raising awareness of how to make others feel included rather than excluded.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being? Learn to accept likes and dislikes of others, be curious about something you’ve never seen before, and try things you’ve never tried.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being? Learn to accept likes and dislikes of others, be curious about something you’ve never seen before, and try things you’ve never tried.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
The document discusses implicit and unconscious bias. It notes that the human brain takes in a vast amount of information but is consciously aware of only a small portion. As a result, the brain relies on mental shortcuts and assumptions that can lead to biases. Several examples of implicit biases are provided, such as biases relating to race, gender, weight, and disability status. The document discusses how implicit biases can manifest and affect individuals in various environments. It concludes by suggesting some strategies for addressing implicit biases, such as perspective taking, increasing meaningful contact between groups, and improving decision-making processes.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
Don't yuck anybody's yum.
Don't call things weird - try to be curious.
Give things a try - you never know what is going to be awesome
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
What are some ways we can approach differences so that everyone can share openly, feel "normal," and be valued for all their unique experiences and ways of being?
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
We want to create organizations that are inclusive and culturally competent toward all people no matter what their identities or backgrounds. Yet, we know that there are implicit and unconscious biases that gets in the way of our acting in congruence with our beliefs and values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
We want to create schools that are inclusive and culturally competent toward all diverse people. Yet, we know that there are implicit and unconscious bias that gets in the way of our acting in congruence with our values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
The document discusses creating respectful relationships and communication between friends. It introduces the concept of "no joke zones," where hurtful jokes and comments are not acceptable, and emphasizes taking responsibility by apologizing and changing behavior if a joke misses the mark. The document also discusses "pump ups," or giving compliments, and how to do so respectfully by considering how the other person wants to receive feedback. Building real friendships is said to involve treating people the way they want to be treated rather than just how you want to be treated.
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
Assembly for PK - 4th Grade Students. Everyone has something that can bother them, even if it doesn't bother anyone else. Learn to communicate bugs and wishes, be accepting of others bugs and wishes, and learn how to be a better friend.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
This document discusses creating supportive school environments through establishing "no joke zones" and "pump ups". It defines no joke zones as topics that should be off limits for joking or teasing due to the potential for harm. Pump ups are intentional compliments meant to encourage others. The document provides guidance on individual and community responsibilities to identify and respect no joke zones, properly give and receive pump ups, and treat others as they wish to be treated. The goal is fostering real friendships through mutual understanding and support.
We want to create organizations and report news in ways that are inclusive and culturally competent toward all diverse people. Yet, we know that there are implicit and unconscious bias that gets in the way of our acting in congruence with our values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
The document discusses no joke zones ("NJZ") and ouch moments, which are instances when jokes or comments negatively impact or stereotype people. It emphasizes respecting others by stopping inappropriate jokes, apologizing, and being aware of how comments might make others feel. The document also discusses lift ups and pump ups, which are positive comments meant to encourage others. It advises appreciating supportive words while also considering people's preferences, and stresses treating people the way they want to be treated under the "platinum rule" over imposing your own preferences on them under the "golden rule". The overall message is building respectful and supportive relationships through understanding different experiences and perspectives.
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
The document discusses establishing "no joke zones" and "pump ups" in social interactions and friendships. It defines a no joke zone as an area where hurtful jokes or comments are unacceptable. Responsibilities for both the impacted person and joke-teller are outlined. Pump ups are encouraging or complimentary comments, with responsibilities also defined for the receiver and giver. The concepts of the golden rule and platinum rule are introduced to emphasize treating others the way they want to be treated. Building real friendships that incorporate no joke zones and pump ups is encouraged.
Everyone has something that can bother them, even if it doesn't bother anyone else. We also are uplifted by different things. Learn about No Joke Zones (NJZs) and Pump Ups, identify your own, and communicate them with one another to become a better friend, classmate, and community member.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
We want to create schools that are inclusive and culturally competent toward all diverse people. Yet, we know that there are implicit and unconscious bias that gets in the way of our acting in congruence with our values. Learn the science of cognitive biases we all have and what we can do to mitigate them.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
We see ourselves as open and inclusive people. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious bias that gets in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our school.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
Similar to Francis Parker Welcoming Differences (18)
Session for parents and other caretakers. "It was only a joke." "I didn't realize what that meant." "My friend told me it was okay." Young people use derogatory language and perpetuate harmful stereotypes as they test boundaries, repeat what they hear in the media, attempt off color humor, and more. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for when microaggressions happen. Discuss and practice how to “call in” privately, interrupt in the moment publicly, and receive interventions gracefully.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? [This session addresses the developmental needs of children in grades K-8)
Session for Maret School Families. Identity, Identity Development, School, Affinity Groups, and Conversations at Home in support of positive identity development.
Session for middle school youth on social stages, naturally shifting friendships, and conflicts that may arise. Support for understanding self, understanding others, skills for advocating for what you want, respecting what others want.
Student session, meant for a two day retreat. Part 1: Leading from our Full and Authentic Identities. Part 2: Modeling Allyship and Solidarity. Part 3: Practicing Everday Equity
This document discusses strategies for maintaining well-being and building support networks after attending a gathering. It recommends staying connected to experts and allies met at the event by asking them questions. Specific strategies are provided for building coalitions at home, such as finding hidden allies, affirming others, and creating "mini-mes" to spread ideas to new people. Developing self-care practices like affirmations, mantras, and balancing logical and emotional thinking are also suggested. The document concludes by offering additional resources and inviting final comments.
This document discusses facilitating affinity groups. It begins with definitions of affinity groups, alliance groups, and interest groups. It then discusses the value of affinity groups in providing safety, affirmation, identity socialization and resilience. Guidelines are provided for successful affinity groups, such as having participant-driven curricula and opportunities for sharing. Potential challenges are also outlined, such as lack of consistency or reinforcement of stereotypes. The document argues affinity groups strengthen communities and provides equity rather than just equality. Resources for further information are provided.
How do we learn about our various group identities like female, African American, Buddhist, gay, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document outlines Rosetta Eun Ryong Lee's holistic approach to diversity, equity, and inclusion. Her approach focuses on heart, head, and hands. The heart orientation involves empathy, perspective, and relationships. The head orientation includes knowledge, awareness, and systems thinking. The hands orientation centers around capacity building, consciousness raising, and adaptation. Lee facilitates discussions to help participants understand their own identities, experiences, values, and motivations in relation to diversity and equity issues. She encourages deep listening and sharing in small groups to build understanding and relationships. The goal is to thoughtfully consider what communities need and how to have meaningful conversations around important topics.
Who We Are and As We Are: Identity Based Leadership for Diversity, Equity, and Inclusion
In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
The document discusses gender and sexuality diversity. It begins with definitions of key terms like biological sex, gender identity, gender expression, and transgender. It then discusses how gender is typically portrayed and outlines a more inclusive paradigm. The document shares the mission and beliefs of Seattle Girls' School, and how it has worked to be more welcoming through education, examination, planning, implementation and adaptation. Examples of changes at SGS include admissions, forms, introductions and curriculum to be more inclusive of all identities. The presentation concludes with discussion questions and resources for further information.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
This document outlines Rosetta Eun Ryong Lee's approach to equity work, which focuses on developing holistic understanding and taking action. Her approach emphasizes developing knowledge and awareness through readings and research, cultivating empathy and perspective-taking, and building capacity for consciousness, assessment, and adaptation through simulations, case studies, and processes. The goal is to have small group discussions where participants reflect on and share their experiences and perspectives to cultivate relationships and understanding.
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 ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
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.
15. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)