GE8 class1 Jul 26th
•Download as PPT, PDF•
1 like•235 views
The document outlines the structure and expectations for the GE8 English class, including attendance requirements, exam weighting, and communication channels. It previews the upcoming unit on natural disasters and provides examples of changing direct to indirect speech when reporting commands. Students are directed to online exercises to practice these indirect speech transformations.
Report
Share
Report
Share
Recommended
Knutson samaha harper oral langauge interactions all day long mel ed nov 2015
Knutson samaha harper oral langauge interactions all day long mel ed nov 2015Minnesota English Learner Education Conference
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.Back To School Nite
Mr. Fleming provides information for parents about the 6th grade mathematics class. He emphasizes that students should be prepared for class, learn from their mistakes, take risks, and ask for help. Parents are encouraged to check homework, communicate with teachers, and attend parent help sessions to support their children's mathematics learning. Contact information is provided for parents to reach out to Mr. Fleming with any other questions.
SDC9 G1 class 1 Jul 21st
This document summarizes the first class of an English course. It includes:
1. Introductions between the teacher and students where they share information about their families, studies, interests, likes/dislikes, and goals for the course.
2. A question session where students can ask the teacher questions to get to know her.
3. An overview of course rules and guidelines including attendance policy, assessment breakdown, speaking expectations, blog information, and homework requirements.
GE15 G1 class 8 June 12th
The document outlines an English lesson plan that focuses on taking responsibility for mistakes. It includes listening to the song "More Than Words" by Extreme and filling in blanks. Students are asked speaking questions about things they would change from the past and how results may be different now, as well as whether changing the past is possible and imagining consequences of changing the past. The lesson aims to teach students to use the third conditional to discuss unreal past situations.
Sdc13 jan16 class4
The document provides guidance on small talk for international meetings. It includes questions to consider for small talk, such as what to ask and avoid. It also reviews the use and structure of tag questions in conversations.
Sdc13 jan7 class1-3
The document summarizes the first class of an English course. It introduces the teacher and has students introduce themselves. It outlines the course rules including attendance, assignments, exams and communication expectations. Students are directed to a class blog for readings and notices. The first homework assignment is introduced, where students answer questions about themselves, their English experience and goals for the course.
GE14 class 3 May 28th
The document outlines an activity to practice grammar skills, including identifying and using noun clauses. Students are asked to complete phrases using their own words as part of a noun clauses exercise. They are also instructed to practice speaking skills to recommend a book and identify vocabulary to describe reading habits. Links and a workbook are provided for additional resources.
Sdc11 feb7 class10
The document provides an overview of the passive voice including:
- The passive voice is used when the subject performing the action is unknown or unimportant. It focuses on the action rather than the subject.
- The passive voice always uses a form of the verb "to be" along with the past participle of the main verb.
- Examples are given of active and passive voice constructions along with their structures. Exercises are recommended for further practice with active and passive voice.
Recommended
Knutson samaha harper oral langauge interactions all day long mel ed nov 2015
Knutson samaha harper oral langauge interactions all day long mel ed nov 2015Minnesota English Learner Education Conference
The driving principle of this session that oral language development is so critical to concept attainment that essentially the person in the classroom that does the most speaking, does the most learning. Intentional design for oral language interactions all day long, creates the space for multiple voices, perspectives and more learning.Back To School Nite
Mr. Fleming provides information for parents about the 6th grade mathematics class. He emphasizes that students should be prepared for class, learn from their mistakes, take risks, and ask for help. Parents are encouraged to check homework, communicate with teachers, and attend parent help sessions to support their children's mathematics learning. Contact information is provided for parents to reach out to Mr. Fleming with any other questions.
SDC9 G1 class 1 Jul 21st
This document summarizes the first class of an English course. It includes:
1. Introductions between the teacher and students where they share information about their families, studies, interests, likes/dislikes, and goals for the course.
2. A question session where students can ask the teacher questions to get to know her.
3. An overview of course rules and guidelines including attendance policy, assessment breakdown, speaking expectations, blog information, and homework requirements.
GE15 G1 class 8 June 12th
The document outlines an English lesson plan that focuses on taking responsibility for mistakes. It includes listening to the song "More Than Words" by Extreme and filling in blanks. Students are asked speaking questions about things they would change from the past and how results may be different now, as well as whether changing the past is possible and imagining consequences of changing the past. The lesson aims to teach students to use the third conditional to discuss unreal past situations.
Sdc13 jan16 class4
The document provides guidance on small talk for international meetings. It includes questions to consider for small talk, such as what to ask and avoid. It also reviews the use and structure of tag questions in conversations.
Sdc13 jan7 class1-3
The document summarizes the first class of an English course. It introduces the teacher and has students introduce themselves. It outlines the course rules including attendance, assignments, exams and communication expectations. Students are directed to a class blog for readings and notices. The first homework assignment is introduced, where students answer questions about themselves, their English experience and goals for the course.
GE14 class 3 May 28th
The document outlines an activity to practice grammar skills, including identifying and using noun clauses. Students are asked to complete phrases using their own words as part of a noun clauses exercise. They are also instructed to practice speaking skills to recommend a book and identify vocabulary to describe reading habits. Links and a workbook are provided for additional resources.
Sdc11 feb7 class10
The document provides an overview of the passive voice including:
- The passive voice is used when the subject performing the action is unknown or unimportant. It focuses on the action rather than the subject.
- The passive voice always uses a form of the verb "to be" along with the past participle of the main verb.
- Examples are given of active and passive voice constructions along with their structures. Exercises are recommended for further practice with active and passive voice.
Sdc13 Jan7 Class1
1. The teacher, Jaqueline Chaowah Veloz, introduced the English course to students and covered the rules and guidelines. Students were instructed to introduce themselves to the teacher and class.
2. Students were given the opportunity to ask the teacher questions. The document outlined the course requirements including attendance, exercises, exams, writing, reading, and email contact.
3. Students were assigned homework to answer questions about themselves, their English experience, hobbies, goals for the course, and plans to achieve their goals. They were instructed to send their written responses to the teacher.
SDC9 class 9 June 17th
This document outlines an English lesson plan that includes the following:
- Identifying vocabulary related to tourist activities around the world.
- Learning how to use the adverbs "already, yet, ever, and before."
- Practicing listening skills to identify the present perfect and past simple tenses when greeting a visitor to one's country.
- Completing exercises on a website about the present perfect tense.
SDC9 G1 class1 Jul 22nd
This document outlines the rules and guidelines for a class called SDC9 Group 1. It introduces the teacher, Jaqueline Chaowah Veloz, and explains how the course will be structured. Some key points include:
- Students will introduce themselves to the teacher and class, and are encouraged to share personal details.
- Attendance is mandatory and absences will not be excused. Coursework includes MEC exercises, an exam, writing assignments, reading, and oral participation in English.
- The course blog provides reading materials and notices. Students should check it frequently and communicate in English via email with the teacher.
- Active speaking practice is essential for students to improve their English skills
GE18 G1 class 13 Sep 3rd
This document provides instruction on writing paragraphs. It defines a paragraph as a group of sentences that usually have a topic sentence introducing the main idea, followed by supporting sentences with additional details and examples, and concluded with a sentence restating the main point. Effective paragraphs typically contain between 3 to 5 sentences and cover their topic thoroughly but concisely.
Sdc13 jan21 class5
The document provides an English lesson on using the past perfect tense. It discusses using the past perfect to talk about events that happened before other past events. Examples are provided about Steve Jobs' life and accomplishments. An exercise is included to have students write sentences using the past perfect about important events in Albert Einstein's life. Students are directed to online resources for additional exercises to practice forming sentences with the past perfect tense.
Sdc13 feb11 class11
This document provides an overview of an English lesson that focuses on medical vocabulary and making appointments. The lesson includes listening practice to identify vocabulary related to medication, speaking practice to make a medical appointment, and a preview of the next unit which will cover vocabulary for medical services.
GE15 G1 class 10 June 19th
This document discusses inventions and how they solve problems. It includes activities for students such as practicing a conversation about taking responsibility for mistakes, describing pictures using adjectives to guess vocabulary words, and describing how inventions solve problems. Students are asked to identify and use vocabulary, listen to a conversation model, and discuss how inventions address issues.
GE13 G1 class 11 Oct 28th
This document contains an agenda for an English lesson that focuses on the causative form. The lesson includes identifying the use and structure of the causative, listening practice, vocabulary on ways to help people, speaking practice using causative forms to ask for favors, and reading and speaking exercises to evaluate service quality. Examples are provided to illustrate the difference in structure and meaning between causative forms.
Bulats2 Class1 Jan 8
This document outlines the objectives and structure of an English language course called BULATS taught by Jaqueline Chaowah Veloz. It details the course content including the skills that will be worked on for listening, reading, writing and speaking. It provides instructions for completing compulsory weekly listening and writing assignments. It also explains how to pass the course and refers students to the class blog for additional materials and discussion. Finally, it provides guidelines for writing a formal letter or message including the proper formatting for salutations, endings, and content.
GE14 class 6 June 11th
The document discusses using indirect questions when offering to lend something. It provides examples of sentence starters for indirect questions, such as "I wonder...", "I don't know...if/whether", "Can you tell me...wh- word", and "Could you tell me...". Readers are instructed to think of indirect questions they would ask in different situations and write them down.
GE13 G1 class 11 Aug 28th
The document discusses using the passive causative structures "have" and "get" to express having someone else perform a service. It provides examples like "I will have my watch fixed" and "I haven't got my pictures printed". The structure is described as HAVE/GET OBJECT SERVICE (VERB). Two exercise links are also included.
GE16 G1 class 3 Oct 1st
The document outlines activities for a lesson plan including an exercise on proper use of the definite article "the", describing natural settings using relevant vocabulary, and defining geographic nouns and adjectives related to natural environments. Students are instructed to complete an online exercise on using "the", describe pictures of natural settings, and define terms from images of geographic features using their own words.
GE20 G1 class 10 Oct 23rd
This document provides an activity to practice word skills by discussing the nature of heroism. Students are given adverbs and asked to think of the corresponding nouns or adjectives, writing them in a chart. Practicing parts of speech helps improve listening and writing skills.
GE20 G1 class 9 Oct 21st
This document provides guidance for language skills practice activities, including identifying vocabulary to express encouragement and discouragement, and reading to describe how people confront adversity. It also suggests expressing frustration, empathy, and encouragement.
SDC11 G1-2 class 10 Oct 22nd-23rd
This document provides an agenda for English language practice activities, including recommending a museum to a classmate, describing objects using passive voice sentences, and discussing artistic talent through reading. Students will work in pairs to prepare a conversation about a museum including materials vocabulary and sharing with the class.
GE18 G1 class 10 Oct 22nd
This document provides instruction on developing writing, listening and speaking skills to describe family trends using double and repeated comparatives. Exercises are suggested on page 89 of a textbook and through an online game to practice using vocabulary to describe parent and teen behavior in families.
GE18 G1 class 9 Oct 20th
The document provides an English lesson plan that covers several topics: reading and listening for vocabulary, grammar lessons on double and repeated comparatives, speaking activities to describe family trends and identify vocabulary related to parent and teen behavior, and exercises to practice the grammar lessons. It includes dates, topics, and links to related exercises.
GE20 G1 class 8 Oct 15th
This document provides guidance on practicing listening and writing skills by identifying and using vocabulary to express encouragement, discouragement, frustration, empathy, and encouragement. Students are instructed to express these emotions on specific dates to improve expressing a range of feelings through writing.
SDC11 G1 2 class 8 Oct 15th-16th
The document discusses the passive voice in English grammar. It defines the passive voice as occurring when the subject of the sentence receives the action rather than performs it. The passive voice is used when the doer of the action is unknown, unimportant, or obvious from context. It is formed by using the verb "to be" plus the past participle of the main verb. Some examples of active and passive voice constructions are provided for comparison. Finally, some online exercises for practicing active and passive voice transformations are recommended.
GE18 G1 class 7 Oct 13th
The document provides a schedule for an English lesson that focuses on shopping expressions and discussing reactions to advertisements. The lesson includes practicing listening and speaking skills to identify and use vocabulary related to shopping advice. It also involves discussing reactions to sample advertisements and talking about shopping experiences.
GE20 G1 class 6 Oct 9th
The document reviews and provides examples of different past tenses in English including the past simple, past continuous, past perfect, and past perfect continuous. It defines their structures and uses, distinguishes between them, and provides an exercise link for practicing mixed past tense questions.
GE20 G1 class 5 Oct 6th
This document provides guidance for practicing English skills including vocabulary, reading, and listening. It suggests discussing expressions related to compassion and admiration, as well as telling a story with a moral to improve reading skills. Vocabulary practice focuses on ways to help people in need.
More Related Content
Viewers also liked
Sdc13 Jan7 Class1
1. The teacher, Jaqueline Chaowah Veloz, introduced the English course to students and covered the rules and guidelines. Students were instructed to introduce themselves to the teacher and class.
2. Students were given the opportunity to ask the teacher questions. The document outlined the course requirements including attendance, exercises, exams, writing, reading, and email contact.
3. Students were assigned homework to answer questions about themselves, their English experience, hobbies, goals for the course, and plans to achieve their goals. They were instructed to send their written responses to the teacher.
SDC9 class 9 June 17th
This document outlines an English lesson plan that includes the following:
- Identifying vocabulary related to tourist activities around the world.
- Learning how to use the adverbs "already, yet, ever, and before."
- Practicing listening skills to identify the present perfect and past simple tenses when greeting a visitor to one's country.
- Completing exercises on a website about the present perfect tense.
SDC9 G1 class1 Jul 22nd
This document outlines the rules and guidelines for a class called SDC9 Group 1. It introduces the teacher, Jaqueline Chaowah Veloz, and explains how the course will be structured. Some key points include:
- Students will introduce themselves to the teacher and class, and are encouraged to share personal details.
- Attendance is mandatory and absences will not be excused. Coursework includes MEC exercises, an exam, writing assignments, reading, and oral participation in English.
- The course blog provides reading materials and notices. Students should check it frequently and communicate in English via email with the teacher.
- Active speaking practice is essential for students to improve their English skills
GE18 G1 class 13 Sep 3rd
This document provides instruction on writing paragraphs. It defines a paragraph as a group of sentences that usually have a topic sentence introducing the main idea, followed by supporting sentences with additional details and examples, and concluded with a sentence restating the main point. Effective paragraphs typically contain between 3 to 5 sentences and cover their topic thoroughly but concisely.
Sdc13 jan21 class5
The document provides an English lesson on using the past perfect tense. It discusses using the past perfect to talk about events that happened before other past events. Examples are provided about Steve Jobs' life and accomplishments. An exercise is included to have students write sentences using the past perfect about important events in Albert Einstein's life. Students are directed to online resources for additional exercises to practice forming sentences with the past perfect tense.
Sdc13 feb11 class11
This document provides an overview of an English lesson that focuses on medical vocabulary and making appointments. The lesson includes listening practice to identify vocabulary related to medication, speaking practice to make a medical appointment, and a preview of the next unit which will cover vocabulary for medical services.
GE15 G1 class 10 June 19th
This document discusses inventions and how they solve problems. It includes activities for students such as practicing a conversation about taking responsibility for mistakes, describing pictures using adjectives to guess vocabulary words, and describing how inventions solve problems. Students are asked to identify and use vocabulary, listen to a conversation model, and discuss how inventions address issues.
GE13 G1 class 11 Oct 28th
This document contains an agenda for an English lesson that focuses on the causative form. The lesson includes identifying the use and structure of the causative, listening practice, vocabulary on ways to help people, speaking practice using causative forms to ask for favors, and reading and speaking exercises to evaluate service quality. Examples are provided to illustrate the difference in structure and meaning between causative forms.
Bulats2 Class1 Jan 8
This document outlines the objectives and structure of an English language course called BULATS taught by Jaqueline Chaowah Veloz. It details the course content including the skills that will be worked on for listening, reading, writing and speaking. It provides instructions for completing compulsory weekly listening and writing assignments. It also explains how to pass the course and refers students to the class blog for additional materials and discussion. Finally, it provides guidelines for writing a formal letter or message including the proper formatting for salutations, endings, and content.
GE14 class 6 June 11th
The document discusses using indirect questions when offering to lend something. It provides examples of sentence starters for indirect questions, such as "I wonder...", "I don't know...if/whether", "Can you tell me...wh- word", and "Could you tell me...". Readers are instructed to think of indirect questions they would ask in different situations and write them down.
GE13 G1 class 11 Aug 28th
The document discusses using the passive causative structures "have" and "get" to express having someone else perform a service. It provides examples like "I will have my watch fixed" and "I haven't got my pictures printed". The structure is described as HAVE/GET OBJECT SERVICE (VERB). Two exercise links are also included.
GE16 G1 class 3 Oct 1st
The document outlines activities for a lesson plan including an exercise on proper use of the definite article "the", describing natural settings using relevant vocabulary, and defining geographic nouns and adjectives related to natural environments. Students are instructed to complete an online exercise on using "the", describe pictures of natural settings, and define terms from images of geographic features using their own words.
Viewers also liked (12)
More from missjaqui
GE20 G1 class 10 Oct 23rd
This document provides an activity to practice word skills by discussing the nature of heroism. Students are given adverbs and asked to think of the corresponding nouns or adjectives, writing them in a chart. Practicing parts of speech helps improve listening and writing skills.
GE20 G1 class 9 Oct 21st
This document provides guidance for language skills practice activities, including identifying vocabulary to express encouragement and discouragement, and reading to describe how people confront adversity. It also suggests expressing frustration, empathy, and encouragement.
SDC11 G1-2 class 10 Oct 22nd-23rd
This document provides an agenda for English language practice activities, including recommending a museum to a classmate, describing objects using passive voice sentences, and discussing artistic talent through reading. Students will work in pairs to prepare a conversation about a museum including materials vocabulary and sharing with the class.
GE18 G1 class 10 Oct 22nd
This document provides instruction on developing writing, listening and speaking skills to describe family trends using double and repeated comparatives. Exercises are suggested on page 89 of a textbook and through an online game to practice using vocabulary to describe parent and teen behavior in families.
GE18 G1 class 9 Oct 20th
The document provides an English lesson plan that covers several topics: reading and listening for vocabulary, grammar lessons on double and repeated comparatives, speaking activities to describe family trends and identify vocabulary related to parent and teen behavior, and exercises to practice the grammar lessons. It includes dates, topics, and links to related exercises.
GE20 G1 class 8 Oct 15th
This document provides guidance on practicing listening and writing skills by identifying and using vocabulary to express encouragement, discouragement, frustration, empathy, and encouragement. Students are instructed to express these emotions on specific dates to improve expressing a range of feelings through writing.
SDC11 G1 2 class 8 Oct 15th-16th
The document discusses the passive voice in English grammar. It defines the passive voice as occurring when the subject of the sentence receives the action rather than performs it. The passive voice is used when the doer of the action is unknown, unimportant, or obvious from context. It is formed by using the verb "to be" plus the past participle of the main verb. Some examples of active and passive voice constructions are provided for comparison. Finally, some online exercises for practicing active and passive voice transformations are recommended.
GE18 G1 class 7 Oct 13th
The document provides a schedule for an English lesson that focuses on shopping expressions and discussing reactions to advertisements. The lesson includes practicing listening and speaking skills to identify and use vocabulary related to shopping advice. It also involves discussing reactions to sample advertisements and talking about shopping experiences.
GE20 G1 class 6 Oct 9th
The document reviews and provides examples of different past tenses in English including the past simple, past continuous, past perfect, and past perfect continuous. It defines their structures and uses, distinguishes between them, and provides an exercise link for practicing mixed past tense questions.
GE20 G1 class 5 Oct 6th
This document provides guidance for practicing English skills including vocabulary, reading, and listening. It suggests discussing expressions related to compassion and admiration, as well as telling a story with a moral to improve reading skills. Vocabulary practice focuses on ways to help people in need.
GE18 G1 class 6 Oct 8th
This document discusses passive gerunds and passive infinitives. It defines a gerund as a verb with an -ing ending, and defines the passive voice as focusing on the action rather than the subject. Examples are provided of sentences using passive gerunds and passive infinitives. The structure of each is explained as having a main verb of "to be" followed by a past participle and complement. Finally, an exercise on the topic is linked.
GE18 G1 class 5 Oct 6th
The document discusses advertising and consumer shopping habits. It notes that the average person in the United States is exposed to over 1000 advertising messages per day through various media like television, radio, print, and product labels. It also provides a list of common shopping expressions like "browse", "bargain-hunt", "window-shop", and "haggle/bargain" as well as expressions used to describe prices like "a good deal", "a bargain", "a rip-off", and "a high-way robbery".
SDC11 G1-2 class 6 Oct 8th-9th
The document discusses using gerunds and infinitives as direct objects, and identifies expressions followed by gerunds that can cheer someone up, such as cheering someone up about, excited about, or happy about something. It also lists verbs that can be followed by a preposition and gerund, such as cheer someone up, complain about, talk about, or worry about something.
SDC11 G1-2 class 5 Oct 6th-7th
The document provides definitions for gerunds, infinitives, and direct objects. It defines a gerund as a verb form ending in "-ing", an infinitive as a verb form using "to" followed by the base verb form, and a direct object as answering the question "what + verb?". It then lists verbs and asks the reader to classify which can be followed by a gerund or infinitive.
GE20 G1 class 4 Oct 2nd
This document provides a schedule for an English lesson that includes four activities: a unit preview on reading skills practice, an exercise on identifying and using adjective clauses for reading and grammar practice, identifying and practicing vocabulary expressions related to compassion and admiration through an exercise and listening activity, and a reading skills activity to tell a story with a moral.
GE20 G1 class 3 Sep 30th
The document outlines an English lesson plan that includes practicing reading, speaking, listening, and vocabulary skills. The lesson plan focuses on using and identifying adjective clauses, previewing a unit, and identifying and using vocabulary related to taking responsibility, expressing compassion, and helping people in need.
SDC11 G2 class 4 Oct 2nd
This document provides instruction on language skills practice exercises, including using negative yes/no questions to make excuses for declining food, identifying and describing vocabulary related to food, and inferring vocabulary from context during reading. Exercises are scheduled for October 12th and focus on listening, writing, and reading comprehension skills.
SDC11 G2 class 3 Sep 30th
This document contains notes from an English lesson that covered expressing food passions, making excuses to decline food, and asking negative yes/no questions. The lesson defined a yes/no question as one that can be answered with yes or no and explained that the structure includes an auxiliary verb followed by the subject and main verb with a question mark. It also defined negative yes/no questions as having the same structure but with "not" placed between the auxiliary and main verbs.
GE18 G1 class 4 Oct 1st
This document appears to be notes related to an English lesson, listing the date of 10/1, page numbers for exercises on identifying vocabulary through listening between 66-68, and noting a task was completed on that date.
GE18 G1 class 3 Sep 29th
This document provides instructions for a lesson on describing how animals are treated. It includes identifying vocabulary related to how animals are used or treated. Students will then classify descriptors of pets and their traits as positive or negative. Finally, students will practice using passive voice with modals to express how animals are treated, drawing on the identified vocabulary. As part of the speaking activity, students will decide whether listed adjectives describe positive or negative traits and exchange opinions about animal treatment.
More from missjaqui (20)
Recently uploaded
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
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
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
How to Fix the Import Error in the Odoo 17
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.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
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.The Diamonds of 2023-2024 in the IGRA collection
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.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Recently uploaded (20)
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
GE8 class1 Jul 26th
- 1. Class GE8 Sat Teacher: Jaqueline Chaowah Veloz
- 2. • 1 • Presentation • How the course works • Unit Preview: Natural disasters • Indirect speech with imperatives to convey a message. • Practice reading and speaking skills. Theme: Reporting News • Indirect speech (tense changes) • Listening activity to identify vocabulary of Natural Disasters GE8 7/26
- 3. 1 7/26 How the course works… - Must know: •Attendance (Absences are not justified) •Oral interaction SPEAK A LOT! •Exam (70%) •Writing (10%) •Reading (10%) •Workbook (10%) •e-mail: jchaowah@gmail.com •Blog: jaquienglishuvl.blogspot.mx
- 5. 1 7/26 Indirect speech: Imperatives Convey a message Look at the following sentences and identify the differences: Peter said: ‘Be careful if you go out during the storm.’ Peter said to be careful if you go out during the storm. She told Dan: ‘Call me tomorrow.’ She told Dan to call her the next day.
- 6. 1 7/26 Indirect speech: Imperatives Convey a message The imperative in indirect speech becomes an INFINITIVE: TO + verb in simple form Peter said to be careful if you go out during the storm. She told Dan to call her the next day.
- 7. 1 7/26 Indirect speech: tense changes Convey a message Diretct Speech Indirect Speech Present (Simple, Continuous, Perfect) Past (Simple, Continuous, Perfect) Past Perfect Past Perfect Future going to Past future going to Will, can, may Would, could, might
- 8. How to change to reported speech? Present Perfect Simple Past Perfect Past Simple Present Simple Simple
- 9. 1 7/26 Indirect speech: Exercises Convey a message http://www.englishclub.com/vocabulary/cw- say-tell_quiz.htm http://www.englisch- hilfen.de/en/exercises/reported_speech/state ments2.htm
- 10. 1 7/26 Indirect speech: Exercises Convey a message http://www.englishclub.com/vocabulary/cw- say-tell_quiz.htm http://www.englisch- hilfen.de/en/exercises/reported_speech/state ments2.htm