This document contains an English test with questions about names, birthdates, and ages. There are two sections - the first asks students to fill in missing information to complete statements about how old people are and when their birthdays are. The second asks students to write out dates in full form rather than numerical form, such as "sixteen of April two thousand" instead of "16/04/2000". The test is assessing students' abilities to understand and work with information about names, ages, dates, and converting between numerical and written date formats.
Agile is not the end game of Project Management Methodologies PMOZ 2013STARTPM
PMOZ2013 Presentation - Agile Is Not The End-Game Of Project Management Methodologies
The term “agile” has become for many a business mantra to address economic woes – demanding adaptability to change without loss of adeptness in applying necessary expertise and knowledge.
In striving to control chaos, we identify new ways of working, and of working together. But in so doing, we draw upon past experiences and experimentations: in Agile we find not only a challenger to other approaches to project management, but the continuation of a long line of management practices which have mirrored the socioeconomic trends and priorities of their time.
In exploring the role of Agile methods, the paper turns the clock back a century and more, demonstrating how the practice of project management has come to incorporate methods and tools which can be found throughout activities underpinning the rapid economic growth of the twentieth century. From Scientific Management and Fordism, through the revitalisation of Japan post-World War 2 and the expansion of lean manufacturing, to the US military and space programs, Agile has seen its emergence as the default project management approach in the era of rapidly changing technologies.
But uncovering Agile’s DNA exposes traces of its wide ancestry. We see patterns of change and evolution which suggest an inevitability in how it will unfold in response to ever-increasing and complex pressures: it is not the end-game, but part of a journey.
In so doing, the research provides a lens through which the role of Agile project management in competitive advantage can be viewed, and provides insights into its criticality to our economy’s future.
Agile is not the end game of Project Management Methodologies PMOZ 2013STARTPM
PMOZ2013 Presentation - Agile Is Not The End-Game Of Project Management Methodologies
The term “agile” has become for many a business mantra to address economic woes – demanding adaptability to change without loss of adeptness in applying necessary expertise and knowledge.
In striving to control chaos, we identify new ways of working, and of working together. But in so doing, we draw upon past experiences and experimentations: in Agile we find not only a challenger to other approaches to project management, but the continuation of a long line of management practices which have mirrored the socioeconomic trends and priorities of their time.
In exploring the role of Agile methods, the paper turns the clock back a century and more, demonstrating how the practice of project management has come to incorporate methods and tools which can be found throughout activities underpinning the rapid economic growth of the twentieth century. From Scientific Management and Fordism, through the revitalisation of Japan post-World War 2 and the expansion of lean manufacturing, to the US military and space programs, Agile has seen its emergence as the default project management approach in the era of rapidly changing technologies.
But uncovering Agile’s DNA exposes traces of its wide ancestry. We see patterns of change and evolution which suggest an inevitability in how it will unfold in response to ever-increasing and complex pressures: it is not the end-game, but part of a journey.
In so doing, the research provides a lens through which the role of Agile project management in competitive advantage can be viewed, and provides insights into its criticality to our economy’s future.
The economicstuition.org tuition classes will help you in facing the challenges of the particular subject and allow you to improve grading in the same.
economicstuitionagency.com has numerous publications including the answers to the GCE ‘A’ Level Economics Ten Year Series and the best-selling Economics “Evaluation Points” revision book.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter 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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
1. English Test
Name:_____________________________________________________
Class: _____________________ Number:________ Date:___________
Appreciation:____________________ Teacher:____________________
Assinatura do Enc. de Educação:________________________________
HOW OLD… ? WHEN IS …?
NAME BIRTHDATE NAME BIRTHDATE
Peter 16/04/2000 Mrs.
Cook
31/12/1978
Ann and
Chris
02/08/2002 Betty 08/05/1994
Ms Olive 05/06/1986 Mr
Gordon
23/09/1963
A. Complete the questions ad give the answers
1. a) How old is Peter? – He `s seven years old.
b) When’s his birthday? His birthday is in April.
2. a) How old are Ann and Chris? – They __________________.
b) When _____ their birthday? Their birthday is ______ January
2. 3. a) How old ______ Betty? She __________________________
b) When's her birthday? ________________________________
4. a) How old _______________? _________________________
b) When _________________? _________________________.
5. a) ________________________? ___________________.
b) ________________________? ____________________
6. a) ________________________? ___________________.
b) ________________________? ___________________.
B) Write the dates in full
a) 16/04/2000 – The sixteen of April two thousand.
b) 05/02/2005 ________________________________
c) 23/09/1998 ________________________________
d) 05/07/1999 ________________________________
e) 25/08/1965 ________________________________
Good work!