George and his friend Hayden wrote a short story about their friendship. They enjoy spending time together and getting into amusing adventures. The story shows the close bond between George and Hayden and their fun as best friends.
In my group was Lucy Felix and me we decided to put our symbol on canvas and it turned out really lovely. We used paint and sharpie it only took about two days after we had finished the copy with all the original colors we mixed colors with colors and then once we had done that our symbol looked really fantastic.
The students Morin, Ross, Anson worked on a puzzle about identity. They colored and put together pieces of the puzzle and then carried it to their teacher Miss Ford to show that they had finished. Ross, Morin and Anson then presented their work on identity to the rest of the class.
The document describes activities at Teapot Valley Camp including a play and dance, favorite activities of mini jeeps and trampolines, delicious food and drinks, sharing a cabin with 5 people including telling scary stories, and Zoggy going on many trips.
This document describes the process of making an identity symbol out of cardboard. It outlines the steps of making a cardboard frame, coloring layers to add depth, gluing side pieces to make it 3D, and finishing with a final coloring layer before presenting the completed symbol.
The document describes coloring a plain puzzle with colored sharpies. It states that all that was needed was a plain puzzle and colored sharpies to color the puzzle. The document provides instructions on coloring the puzzle.
The document describes a group project to make a sculpture out of various materials like newspaper, glue, cardboard, and scissors. It also mentions a class quilt project where each student made a picture using fabric and crayons and the pictures were combined into a quilt. The group cut out a cardboard tree shape for one project, covered it with paper mache, and outlined the steps.
The group started by looking at books and designs to decide on an equipment design for their project. They finally settled on a design and were ready to present it to the class. Although it took them longer than others, the class enjoyed their design and the group explained their process for choosing colors and materials. They used play dough, cardboard, paint, newspaper and glue to complete their project.
Mrs. Mavel's class had a competition to find a safe way for the children to travel to school to reduce traffic congestion. The class divided into teams to race - one team riding animals and one team traveling by foot. During the animal race, each rider encountered obstacles that caused them to join the foot race team. In the end, the foot race team won because they followed all the safety rules by traveling on the footpath, not talking to strangers, and crossing only at designated areas.
In my group was Lucy Felix and me we decided to put our symbol on canvas and it turned out really lovely. We used paint and sharpie it only took about two days after we had finished the copy with all the original colors we mixed colors with colors and then once we had done that our symbol looked really fantastic.
The students Morin, Ross, Anson worked on a puzzle about identity. They colored and put together pieces of the puzzle and then carried it to their teacher Miss Ford to show that they had finished. Ross, Morin and Anson then presented their work on identity to the rest of the class.
The document describes activities at Teapot Valley Camp including a play and dance, favorite activities of mini jeeps and trampolines, delicious food and drinks, sharing a cabin with 5 people including telling scary stories, and Zoggy going on many trips.
This document describes the process of making an identity symbol out of cardboard. It outlines the steps of making a cardboard frame, coloring layers to add depth, gluing side pieces to make it 3D, and finishing with a final coloring layer before presenting the completed symbol.
The document describes coloring a plain puzzle with colored sharpies. It states that all that was needed was a plain puzzle and colored sharpies to color the puzzle. The document provides instructions on coloring the puzzle.
The document describes a group project to make a sculpture out of various materials like newspaper, glue, cardboard, and scissors. It also mentions a class quilt project where each student made a picture using fabric and crayons and the pictures were combined into a quilt. The group cut out a cardboard tree shape for one project, covered it with paper mache, and outlined the steps.
The group started by looking at books and designs to decide on an equipment design for their project. They finally settled on a design and were ready to present it to the class. Although it took them longer than others, the class enjoyed their design and the group explained their process for choosing colors and materials. They used play dough, cardboard, paint, newspaper and glue to complete their project.
Mrs. Mavel's class had a competition to find a safe way for the children to travel to school to reduce traffic congestion. The class divided into teams to race - one team riding animals and one team traveling by foot. During the animal race, each rider encountered obstacles that caused them to join the foot race team. In the end, the foot race team won because they followed all the safety rules by traveling on the footpath, not talking to strangers, and crossing only at designated areas.
The document discusses different approaches to handling conflict with friends: the Turtle avoids confrontation and withdraws; the Teddy Bear suppresses their own views to keep peace; the Shark aggressively tries to prove others wrong and assert control; the Fox compromises to maintain the friendship; the Owl cooperatively problem solves to find a mutually agreeable solution where all parties' needs are met.
The document appears to be a calendar created by Room 9 students. It likely features artwork from the students with possible themes relating to the months of the year. In only 3 sentences, no meaningful summary can be provided as the document consists of a single word that does not provide enough contextual information.
A sailor is caught in a terrible storm at sea. His boat is battered by powerful winds, huge crashing waves, and forking lightning. The boat is taking on water and beginning to break apart. Though the sailor fights for survival, the storm continues to rage with wind, rain, thunder, and waves threatening to overwhelm the boat.
Volcanoes form when magma escapes through weak points in the Earth's crust called volcanic vents. Magma rises from the mantle through cracks and fills magma chambers, building pressure until an eruption expels ash, lava, and rocks. The deadliest eruption was in 1815 at Mount Tambora in Indonesia, killing over 92,000 from starvation after blotting out the sun. Other deadly eruptions like Krakatoa in 1883 caused thousands of deaths from tsunamis rather than lava or ash. Volcanoes can be active and monitored as explosions risks, dormant if inactive for thousands of years but magma chambers could reactivate them, or extinct with zero eruption risk.
The document discusses a class project to create a flag and quilt displaying symbols representing each student. It lists the materials needed which include bamboo, paint, brushes, material, needles and thread for painting and sewing the flag and quilt.
The students were tasked with designing a symbol to represent their syndicate. They collaborated to combine their ideas into a paper apple shape on a shield, which they cut out pieces for, glued onto black paper and cardboard, and trimmed around. They then presented their artwork, discussing the design and process of creating their symbolic representation.
The document discusses a group project where members wrote down their thoughts on identity, studied what identity means, and created a picture representing their group's identity. They then presented their work after being sorted into groups.
A group consisting of Lucy Mitchell, Jessica, and Felix created a project. They began by researching designs and concepts from books. They used paint and canvas as part of their creative process and equipment.
Mrs. Ford assigned students to draw pictures of identity and then put students into groups to combine their ideas. The student's group of three decided to make a papier-mâché project, with one student drawing their idea on cardboard and the others cutting it out. They then glued shredded paper onto the cardboard to create their papier-mâché identity project. Each student in the group presented their finished project to the class by talking about it and holding up the picture.
The document describes a classroom activity where students were split into groups and given a symbol to determine if it was simple or complex. The groups then moved on to constructing a long list of questions about totara history that they would ask one of several people. It also outlines the steps to a craft activity where students drew a design on colored paper, cut it out, and glued it onto cardboard with a black paper and red border background.
In my group was Lucy Felix and me we decided to put our symbol on canvas and it turned out really lovely. We used paint and sharpie it only took about two days after we had finished the copy with all the original colors we mixed colors with colors and then once we had done that our symbol looked really fantastic.
This document describes the process of creating an identity quilt. The author lined up patches to iron, then Donna helped sew the patches together. After completing that, they started another project for their identity quilt that took some time but they finished. In the end, the completed identity quilt was hung on the wall.
The group of three students looked at books and designs to start creating their own symbol, which they made using play dough, paper mache and paint. They chose an interesting symbol they created that also represented the Maori concept of kouru and Totara School. They completed their symbol as their identity representation.
This document describes the process of creating a quilt. A group worked together to design and sew individual pictures onto a piece of red material to represent both their single and group identities. They first decided on a design, then gathered supplies and drew outlines on the red material before completing their quilt for a class presentation.
This document summarizes Jake's group project to create a kite for class. It describes how the group drew the draft copy onto the kite, presented the finished kite to the class explaining their process, and carefully painted the kite so as not to smudge the paint or get it on their clothes. Finally, the kite took shape as the painting was finished.
This document discusses the design process for a totara syndicate symbol. The author and their group started by drawing up designs and combining their ideas for the symbol. They were in the first step of the process.
The document describes a student making a kite with their classmates. The student designed most of the picture for the kite fabric and helped paint it along with another classmate when one was absent. It shows a photo of the completed kite and states that making the kite was hard work but they were glad when finished.
The students worked in a group to create a symbol combining each of their individual ideas. Mitchell contributed trees, Jamie added clouds, and the author included an oval shape and words. They then gathered materials like colored fabric to cut into squares and arrange on cardboard to represent their combined symbol, which they presented to the class.
The document discusses activities at a camp including a mini jeep, a play called "The Weekend Away", and being in a cabin called "Shining Stars". It also mentions enjoying the food.
The document describes a camp experience, noting that the author stayed in the Scorpions cabin with others from rooms 5 and 6. Their favorite activity was Ed's alley where they did mini jeeps last. At the camp concert, the author sang Alvin and the Chipmunks songs and Toby did a flea race. They had toast for breakfast and nachos for dinner. A highlight was scaring the girls, and the author slept on the top bunk.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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.
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 document discusses different approaches to handling conflict with friends: the Turtle avoids confrontation and withdraws; the Teddy Bear suppresses their own views to keep peace; the Shark aggressively tries to prove others wrong and assert control; the Fox compromises to maintain the friendship; the Owl cooperatively problem solves to find a mutually agreeable solution where all parties' needs are met.
The document appears to be a calendar created by Room 9 students. It likely features artwork from the students with possible themes relating to the months of the year. In only 3 sentences, no meaningful summary can be provided as the document consists of a single word that does not provide enough contextual information.
A sailor is caught in a terrible storm at sea. His boat is battered by powerful winds, huge crashing waves, and forking lightning. The boat is taking on water and beginning to break apart. Though the sailor fights for survival, the storm continues to rage with wind, rain, thunder, and waves threatening to overwhelm the boat.
Volcanoes form when magma escapes through weak points in the Earth's crust called volcanic vents. Magma rises from the mantle through cracks and fills magma chambers, building pressure until an eruption expels ash, lava, and rocks. The deadliest eruption was in 1815 at Mount Tambora in Indonesia, killing over 92,000 from starvation after blotting out the sun. Other deadly eruptions like Krakatoa in 1883 caused thousands of deaths from tsunamis rather than lava or ash. Volcanoes can be active and monitored as explosions risks, dormant if inactive for thousands of years but magma chambers could reactivate them, or extinct with zero eruption risk.
The document discusses a class project to create a flag and quilt displaying symbols representing each student. It lists the materials needed which include bamboo, paint, brushes, material, needles and thread for painting and sewing the flag and quilt.
The students were tasked with designing a symbol to represent their syndicate. They collaborated to combine their ideas into a paper apple shape on a shield, which they cut out pieces for, glued onto black paper and cardboard, and trimmed around. They then presented their artwork, discussing the design and process of creating their symbolic representation.
The document discusses a group project where members wrote down their thoughts on identity, studied what identity means, and created a picture representing their group's identity. They then presented their work after being sorted into groups.
A group consisting of Lucy Mitchell, Jessica, and Felix created a project. They began by researching designs and concepts from books. They used paint and canvas as part of their creative process and equipment.
Mrs. Ford assigned students to draw pictures of identity and then put students into groups to combine their ideas. The student's group of three decided to make a papier-mâché project, with one student drawing their idea on cardboard and the others cutting it out. They then glued shredded paper onto the cardboard to create their papier-mâché identity project. Each student in the group presented their finished project to the class by talking about it and holding up the picture.
The document describes a classroom activity where students were split into groups and given a symbol to determine if it was simple or complex. The groups then moved on to constructing a long list of questions about totara history that they would ask one of several people. It also outlines the steps to a craft activity where students drew a design on colored paper, cut it out, and glued it onto cardboard with a black paper and red border background.
In my group was Lucy Felix and me we decided to put our symbol on canvas and it turned out really lovely. We used paint and sharpie it only took about two days after we had finished the copy with all the original colors we mixed colors with colors and then once we had done that our symbol looked really fantastic.
This document describes the process of creating an identity quilt. The author lined up patches to iron, then Donna helped sew the patches together. After completing that, they started another project for their identity quilt that took some time but they finished. In the end, the completed identity quilt was hung on the wall.
The group of three students looked at books and designs to start creating their own symbol, which they made using play dough, paper mache and paint. They chose an interesting symbol they created that also represented the Maori concept of kouru and Totara School. They completed their symbol as their identity representation.
This document describes the process of creating a quilt. A group worked together to design and sew individual pictures onto a piece of red material to represent both their single and group identities. They first decided on a design, then gathered supplies and drew outlines on the red material before completing their quilt for a class presentation.
This document summarizes Jake's group project to create a kite for class. It describes how the group drew the draft copy onto the kite, presented the finished kite to the class explaining their process, and carefully painted the kite so as not to smudge the paint or get it on their clothes. Finally, the kite took shape as the painting was finished.
This document discusses the design process for a totara syndicate symbol. The author and their group started by drawing up designs and combining their ideas for the symbol. They were in the first step of the process.
The document describes a student making a kite with their classmates. The student designed most of the picture for the kite fabric and helped paint it along with another classmate when one was absent. It shows a photo of the completed kite and states that making the kite was hard work but they were glad when finished.
The students worked in a group to create a symbol combining each of their individual ideas. Mitchell contributed trees, Jamie added clouds, and the author included an oval shape and words. They then gathered materials like colored fabric to cut into squares and arrange on cardboard to represent their combined symbol, which they presented to the class.
The document discusses activities at a camp including a mini jeep, a play called "The Weekend Away", and being in a cabin called "Shining Stars". It also mentions enjoying the food.
The document describes a camp experience, noting that the author stayed in the Scorpions cabin with others from rooms 5 and 6. Their favorite activity was Ed's alley where they did mini jeeps last. At the camp concert, the author sang Alvin and the Chipmunks songs and Toby did a flea race. They had toast for breakfast and nachos for dinner. A highlight was scaring the girls, and the author slept on the top bunk.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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.
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.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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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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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
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.