Presentation made by Monica Perenya for the Study-Visit "Language learning spaces: diversity and transversality" (EU LLP CEDEFOB), April 2013 http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/
This document summarizes multilingual education initiatives in the Basque Country. It describes programs that introduce English, French, and German at early stages of primary education. These include INGELEGOIZ for 4-5 year olds, INEBI which teaches English through other subjects in primary school, and BHINEBI which does the same in secondary school. It also outlines trilingual projects that teach selected subjects in English, French, or German starting in compulsory secondary education. The goal is to promote multilingualism and serve as a step towards Content and Language Integrated Learning.
The document discusses Content and Language Integrated Learning (CLIL) methodology in bilingual education. It defines CLIL as an approach where an additional language is used to teach both content and language. It outlines several principles of CLIL, including its socio-European, linguistic, and educational dimensions. Examples of how CLIL is implemented in one school are provided, along with references for further reading on teaching languages and content integration.
The document discusses the Catalan educational system and its approach to developing plurilingualism among students. It notes that Catalonia has become a multilingual society due to immigration. The educational system aims to provide all students with the language skills to become competent, engaged citizens by applying second language methodologies and teaching Catalan, Spanish, English and other languages. The goal is to develop students' communication skills and intercultural competence to prepare them for a shared future.
This document outlines the Spanish education system. It describes the different stages of education from pre-school through post-compulsory schooling for students aged 3 to 18. It specifically focuses on Pare Manyanet School, a state-assisted private school in Reus, Catalonia, Spain. The school provides education from pre-school (age 3) through compulsory secondary education (age 16) in a Catholic, Christian, and Catalan environment.
Catalonia's VET system uses a dual approach combining school-based and workplace training. Trainees complete modules at school and work at companies, with learning outcomes recognized. This flexibility adapts VET to local needs. Trainees may do internships or apprenticeships at companies through agreements coordinating training between schools and workplaces. The dual approach aims to increase qualifications while promoting education innovation and adaptation.
Presentation of the Catalan Educational System at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
This document summarizes information about children with special educational needs, foreign children, and children from national and ethnic minorities in the Polish education system. It provides statistics on the number of integrative classes and schools in Poland, with most located in larger towns and cities. Around 55% of disabled children attend special schools or classes. The document also outlines some challenges in the Polish education system regarding inclusion of refugees and supporting minority languages and cultures.
This document summarizes multilingual education initiatives in the Basque Country. It describes programs that introduce English, French, and German at early stages of primary education. These include INGELEGOIZ for 4-5 year olds, INEBI which teaches English through other subjects in primary school, and BHINEBI which does the same in secondary school. It also outlines trilingual projects that teach selected subjects in English, French, or German starting in compulsory secondary education. The goal is to promote multilingualism and serve as a step towards Content and Language Integrated Learning.
The document discusses Content and Language Integrated Learning (CLIL) methodology in bilingual education. It defines CLIL as an approach where an additional language is used to teach both content and language. It outlines several principles of CLIL, including its socio-European, linguistic, and educational dimensions. Examples of how CLIL is implemented in one school are provided, along with references for further reading on teaching languages and content integration.
The document discusses the Catalan educational system and its approach to developing plurilingualism among students. It notes that Catalonia has become a multilingual society due to immigration. The educational system aims to provide all students with the language skills to become competent, engaged citizens by applying second language methodologies and teaching Catalan, Spanish, English and other languages. The goal is to develop students' communication skills and intercultural competence to prepare them for a shared future.
This document outlines the Spanish education system. It describes the different stages of education from pre-school through post-compulsory schooling for students aged 3 to 18. It specifically focuses on Pare Manyanet School, a state-assisted private school in Reus, Catalonia, Spain. The school provides education from pre-school (age 3) through compulsory secondary education (age 16) in a Catholic, Christian, and Catalan environment.
Catalonia's VET system uses a dual approach combining school-based and workplace training. Trainees complete modules at school and work at companies, with learning outcomes recognized. This flexibility adapts VET to local needs. Trainees may do internships or apprenticeships at companies through agreements coordinating training between schools and workplaces. The dual approach aims to increase qualifications while promoting education innovation and adaptation.
Presentation of the Catalan Educational System at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
This document summarizes information about children with special educational needs, foreign children, and children from national and ethnic minorities in the Polish education system. It provides statistics on the number of integrative classes and schools in Poland, with most located in larger towns and cities. Around 55% of disabled children attend special schools or classes. The document also outlines some challenges in the Polish education system regarding inclusion of refugees and supporting minority languages and cultures.
Presentation "Language learning spaces: diversity and transversality" (EU LLP CEDEFOB), April 2013 by Neus Lorenzo for the Study-Visit "Language learning spaces: diversity and transversality" http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/
The document outlines Catalonia's Plurilingual Project, an educational framework for promoting diversity and social cohesion. It discusses Catalonia's social and educational history with immigration and language policy. The project aims to build identity through accepting diversity, build community through social cohesion, and build knowledge with lifelong learning skills. It promotes the Catalan language as common to all while respecting cultural differences. Strategies include various language immersion programs, teacher training, and resources to support inclusion and student success.
This document discusses the benefits and concepts of bilingual education programs. It provides examples of where bilingual education concepts are used, such as CLIL programs in Europe. Some key benefits mentioned include enhanced cognitive development, academic achievement, and preparation for internationalization. Effective bilingual programs have features like parent involvement, high standards, strong leadership, and integration of language and academic instruction. The document also provides specific examples of bilingual programs in Spain, the UK, and North America.
The document summarizes the Catalan educational system and linguistic situation. It notes that Catalan is spoken by 10 million people and discusses bilingualism, plurilingualism, and intercultural dialogue in the Catalan context. It provides details on the types of schools, educational levels, social and educational contexts, language policies, and the use of languages in families and communities in Catalonia.
Report and evaluation of the Development of CLIL Programs in CataloniaNeus Lorenzo
Article conjunt de Neus Lorenzo i Inmaculada Piqué sobre els programes internacionals i de llengua estrangera a Catalunya. (2013). Universitat de Barcelona. Ref: https://www.raco.cat/index.php/TempsEducacio/article/view/274640/362671
Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Catalan policy and Teacher Training Programs, for Languages and Social Cohesion, 2011.
The document summarizes a study visit report from a group that visited Barcelona, Spain from March 19-23. [1] The group was composed of 16 participants from 12 European countries representing primary, secondary, further and higher education. [2] They learned about various good practices for language teaching and learning, including initiatives in Catalunya that promote bilingualism and multilingualism. [3] The group also discussed future cooperation between institutions and educators from different countries.
The National Bilingual Program in Colombia had five key actions: improving schools, education for innovation/competitiveness, lifelong education, inclusive participation, and modernizing the education sector. The program aimed to improve English language learning across Colombia by establishing common standards, developing teachers, increasing access to education, and making progress towards international proficiency levels. However, it faced challenges like low English levels, lack of resources, and ensuring quality education across diverse regions.
The document summarizes government strategies and supports for minority language immersion education in the Basque Country. It describes the Basque language community and education system. There are three main bilingual education models (A, B, D) where students learn Basque to varying degrees along with Spanish. Over time, more students have shifted to Model A with less Basque. While Basque language knowledge among youth has increased since 1982, usage has not grown as much, currently around 18.6% in the Basque Autonomous Community. Factors like social networks and language proficiency influence usage.
The document summarizes government strategies and supports for minority language immersion education in the Basque Country. It describes the context of the Basque language community and education system. Three main models of bilingual education are discussed (A, B, D). Over time, more students have shifted to Model A which uses more Spanish. Efforts to promote the Basque language through education resources, teacher training, examinations and school/community initiatives are also outlined. While knowledge of Basque has increased in younger generations, use of the language has not risen significantly and remains around 18.6% overall.
The document discusses Scotland's 1+2 language learning approach where every child learns two languages in addition to their native language. It outlines that educators, employers, and the Scottish government support language learning. By 2020, children will learn an additional language from primary 1 to 3 and have the opportunity to learn a second additional language from primary 5. Learning languages provides cognitive, academic, and employment benefits. Several primary and secondary schools have piloted the 1+2 approach, finding increased motivation but also challenges around staffing, resources, and progression across grade levels.
CLIL: Content and Language Integrated Learning.
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994).
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras. cf. Educación Bilingüe.
"AICLE hace referencia a las situaciones en las que las materias o parte de las materias se enseñan a través de una lengua extranjera con un objetivo doble, el aprendizaje de contenidos y el aprendizaje simultaneo de una lengua extranjera. " (Marsh, 1994).
The document discusses the key challenges and priorities facing the European Union, including restarting economic growth, fighting unemployment, ensuring security, and reinforcing citizenship. It also summarizes the Catalan educational system, noting that Catalonia has over 7 million inhabitants and its system includes public, private, and charter schools providing education from infant to university levels. The system aims to promote multilingualism, diversity, and lifelong learning.
The document discusses the key challenges and priorities facing the European Union, including restarting economic growth, fighting unemployment, ensuring security, and reinforcing citizenship. It also summarizes the Catalan educational system, noting that Catalonia has over 7 million inhabitants and its system includes public, private, and charter schools providing education from infant to university levels. The system aims to promote multilingualism, diversity, and lifelong learning.
- The Catalan Statute of Autonomy establishes that the Catalan government's Education Department is responsible for administering the educational system. The 2006 Statute further specifies Catalan competencies in education.
- The Catalan government has exclusive competencies over early childhood education contents, establishing schools, education inspections, and teacher training. It shares competencies with Spain over general curriculum organization and evaluation of the system.
- In the 2005-2006 school year, Catalonia had 1,366 private schools and 2,714 state schools, educating a total of 1,076,576 students with 90,373 teachers.
Bilingual Programs in Andalucia and CLMElena Añover
The document compares bilingual education programs in the Spanish regions of Andalucía and Castilla-La Mancha. It finds that Andalucía established its program earlier, in 2000, compared to 2005 for Castilla-La Mancha. Andalucía now has over 700 bilingual public centers serving around 70,000 students with over 4,000 teachers, while Castilla-La Mancha has around 200 centers for 32,000 students and 1,300 teachers. Both regions aim to improve students' multilingual competencies and require teachers to have the appropriate language certifications.
Catalan Model for Language Learning in Plurilingual contextsNeus Lorenzo
Teacher training matterial for developing the Catalan Model for Language Learning in Plurilingual contexts (Jornada d'educació a Europa. Berga 2009, Catalonia)
The document discusses Italy's efforts to promote social cohesion and educational success through developing students' language skills, particularly in the primary language of instruction. It focuses on a project exploring ways to support students from migrant backgrounds and those learning Italian as a second language. The project uses tools like student linguistic autobiographies, teacher logbooks, and digital technologies to help teachers develop innovative teaching methods addressing languages of schooling.
Multilingualism versus Plurilingualism. Looking for collective empowermentNeus Lorenzo
The document discusses Catalonia's educational policies, which focus on consolidating Catalan citizenship through plurilingualism rather than multilingualism. The goal is to provide students with the competencies needed for the future, such as employability and sustainability. Schools are given autonomy to develop leadership and make international decisions. Immigrant populations in Catalonia are growing and the educational system aims to manage diversity and promote intercultural dialogue.
Presentació de la Montserrat Montagut, com a cap del Servei de Llengües Estrangeres de la SG Llengua i Plurilingüisme (Dept. Ensenyament), del nou programa Avancem, per impulsar un ensenyament i aprenentatge integrat de les llengües al sistema educatiu de Catalunya i, en especial, en els centres de secundària. El programa es va presentar als nous centres que hi participen en l'edició 2017-20.
Presentation "Language learning spaces: diversity and transversality" (EU LLP CEDEFOB), April 2013 by Neus Lorenzo for the Study-Visit "Language learning spaces: diversity and transversality" http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/
The document outlines Catalonia's Plurilingual Project, an educational framework for promoting diversity and social cohesion. It discusses Catalonia's social and educational history with immigration and language policy. The project aims to build identity through accepting diversity, build community through social cohesion, and build knowledge with lifelong learning skills. It promotes the Catalan language as common to all while respecting cultural differences. Strategies include various language immersion programs, teacher training, and resources to support inclusion and student success.
This document discusses the benefits and concepts of bilingual education programs. It provides examples of where bilingual education concepts are used, such as CLIL programs in Europe. Some key benefits mentioned include enhanced cognitive development, academic achievement, and preparation for internationalization. Effective bilingual programs have features like parent involvement, high standards, strong leadership, and integration of language and academic instruction. The document also provides specific examples of bilingual programs in Spain, the UK, and North America.
The document summarizes the Catalan educational system and linguistic situation. It notes that Catalan is spoken by 10 million people and discusses bilingualism, plurilingualism, and intercultural dialogue in the Catalan context. It provides details on the types of schools, educational levels, social and educational contexts, language policies, and the use of languages in families and communities in Catalonia.
Report and evaluation of the Development of CLIL Programs in CataloniaNeus Lorenzo
Article conjunt de Neus Lorenzo i Inmaculada Piqué sobre els programes internacionals i de llengua estrangera a Catalunya. (2013). Universitat de Barcelona. Ref: https://www.raco.cat/index.php/TempsEducacio/article/view/274640/362671
Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Catalan policy and Teacher Training Programs, for Languages and Social Cohesion, 2011.
The document summarizes a study visit report from a group that visited Barcelona, Spain from March 19-23. [1] The group was composed of 16 participants from 12 European countries representing primary, secondary, further and higher education. [2] They learned about various good practices for language teaching and learning, including initiatives in Catalunya that promote bilingualism and multilingualism. [3] The group also discussed future cooperation between institutions and educators from different countries.
The National Bilingual Program in Colombia had five key actions: improving schools, education for innovation/competitiveness, lifelong education, inclusive participation, and modernizing the education sector. The program aimed to improve English language learning across Colombia by establishing common standards, developing teachers, increasing access to education, and making progress towards international proficiency levels. However, it faced challenges like low English levels, lack of resources, and ensuring quality education across diverse regions.
The document summarizes government strategies and supports for minority language immersion education in the Basque Country. It describes the Basque language community and education system. There are three main bilingual education models (A, B, D) where students learn Basque to varying degrees along with Spanish. Over time, more students have shifted to Model A with less Basque. While Basque language knowledge among youth has increased since 1982, usage has not grown as much, currently around 18.6% in the Basque Autonomous Community. Factors like social networks and language proficiency influence usage.
The document summarizes government strategies and supports for minority language immersion education in the Basque Country. It describes the context of the Basque language community and education system. Three main models of bilingual education are discussed (A, B, D). Over time, more students have shifted to Model A which uses more Spanish. Efforts to promote the Basque language through education resources, teacher training, examinations and school/community initiatives are also outlined. While knowledge of Basque has increased in younger generations, use of the language has not risen significantly and remains around 18.6% overall.
The document discusses Scotland's 1+2 language learning approach where every child learns two languages in addition to their native language. It outlines that educators, employers, and the Scottish government support language learning. By 2020, children will learn an additional language from primary 1 to 3 and have the opportunity to learn a second additional language from primary 5. Learning languages provides cognitive, academic, and employment benefits. Several primary and secondary schools have piloted the 1+2 approach, finding increased motivation but also challenges around staffing, resources, and progression across grade levels.
CLIL: Content and Language Integrated Learning.
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994).
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras. cf. Educación Bilingüe.
"AICLE hace referencia a las situaciones en las que las materias o parte de las materias se enseñan a través de una lengua extranjera con un objetivo doble, el aprendizaje de contenidos y el aprendizaje simultaneo de una lengua extranjera. " (Marsh, 1994).
The document discusses the key challenges and priorities facing the European Union, including restarting economic growth, fighting unemployment, ensuring security, and reinforcing citizenship. It also summarizes the Catalan educational system, noting that Catalonia has over 7 million inhabitants and its system includes public, private, and charter schools providing education from infant to university levels. The system aims to promote multilingualism, diversity, and lifelong learning.
The document discusses the key challenges and priorities facing the European Union, including restarting economic growth, fighting unemployment, ensuring security, and reinforcing citizenship. It also summarizes the Catalan educational system, noting that Catalonia has over 7 million inhabitants and its system includes public, private, and charter schools providing education from infant to university levels. The system aims to promote multilingualism, diversity, and lifelong learning.
- The Catalan Statute of Autonomy establishes that the Catalan government's Education Department is responsible for administering the educational system. The 2006 Statute further specifies Catalan competencies in education.
- The Catalan government has exclusive competencies over early childhood education contents, establishing schools, education inspections, and teacher training. It shares competencies with Spain over general curriculum organization and evaluation of the system.
- In the 2005-2006 school year, Catalonia had 1,366 private schools and 2,714 state schools, educating a total of 1,076,576 students with 90,373 teachers.
Bilingual Programs in Andalucia and CLMElena Añover
The document compares bilingual education programs in the Spanish regions of Andalucía and Castilla-La Mancha. It finds that Andalucía established its program earlier, in 2000, compared to 2005 for Castilla-La Mancha. Andalucía now has over 700 bilingual public centers serving around 70,000 students with over 4,000 teachers, while Castilla-La Mancha has around 200 centers for 32,000 students and 1,300 teachers. Both regions aim to improve students' multilingual competencies and require teachers to have the appropriate language certifications.
Catalan Model for Language Learning in Plurilingual contextsNeus Lorenzo
Teacher training matterial for developing the Catalan Model for Language Learning in Plurilingual contexts (Jornada d'educació a Europa. Berga 2009, Catalonia)
The document discusses Italy's efforts to promote social cohesion and educational success through developing students' language skills, particularly in the primary language of instruction. It focuses on a project exploring ways to support students from migrant backgrounds and those learning Italian as a second language. The project uses tools like student linguistic autobiographies, teacher logbooks, and digital technologies to help teachers develop innovative teaching methods addressing languages of schooling.
Multilingualism versus Plurilingualism. Looking for collective empowermentNeus Lorenzo
The document discusses Catalonia's educational policies, which focus on consolidating Catalan citizenship through plurilingualism rather than multilingualism. The goal is to provide students with the competencies needed for the future, such as employability and sustainability. Schools are given autonomy to develop leadership and make international decisions. Immigrant populations in Catalonia are growing and the educational system aims to manage diversity and promote intercultural dialogue.
Similar to Languages in the catalan educational system (20)
Presentació de la Montserrat Montagut, com a cap del Servei de Llengües Estrangeres de la SG Llengua i Plurilingüisme (Dept. Ensenyament), del nou programa Avancem, per impulsar un ensenyament i aprenentatge integrat de les llengües al sistema educatiu de Catalunya i, en especial, en els centres de secundària. El programa es va presentar als nous centres que hi participen en l'edició 2017-20.
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M. Montagut presenta, en nom de la SG Llengua i Plurilingüisme, el programa Avancem, de Tractament Integrat de les Llengües, en el sistema educatiu català. El programa es presenta als centres educatius que participaran en l'edició 201618 d'aquest programa.
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This document discusses intellectual property and copyright laws when using online materials. It covers the relevant Spanish laws and regulations, including the Ley de Propietad Intelectual and LOPD. Creative Commons licensing is described as a way to release certain usage rights. Quoting works for educational purposes is allowed under certain conditions, such as attributing the author. Images from Wikimedia Commons and Flickr can be used if their licenses permit it and attribution is provided. Student works may also be protected by copyright law.
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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
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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.
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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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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}.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.
4. Usage of official languages in Catalonia (2008)
Family la llar
Membres de Friends
Amistats
0,00 500,00 1.000,00 1.500,00 2.000,00 2.500,00 0,00 500,00 1.000,00 1.500,00 2.000,00 2.500,00
Companys de feina Companys d'estudi
Work Schoolmates
0 200 400 600 800 1000 1200 0 50 100 150 200 250 300 350
Neighbours
Veïns
0,00 500,00 1.000,00 1.500,00 2.000,00 2.500,00 Source: http://www.idescat.cat/
5. Past experiences: immersion
• Post-war social conflict (1945-1975)
• Internal Spanish immigration
• Monolingual school (Spanish)
• Foreign languages at school:
-Latin, Greek, French (subjects)
• Bilingual society (Catalan-Spanish)
• Democracy and Autonomy: 1979 & 1980
• Political action: 1983 & 1998
•School language policies with Catalan Immersion.
•Linguistic Normalisation Law; Language Policy Law
•Huge teacher training tradition: “Escola Catalana”, “Escola
d’estiu”
6. Fully endorsed implementation of second
language education methodologies
Applied elsewhere
Finland
Quebec
(Canadà) Wales
In some areas of the United Italy
States
.......
In Catalonia, since 1983, an action plan for bilingual education has been
implemented to increase learning achievement of both official
languages, Catalan and Spanish, as well as, at least, the learning of one
foreign language.
8. Present situation: CLIL Immersion
• World-wide globalisation challenges
• International immigration
• Bilingual school (Catalan-Spanish)
• Curicular languages at school:
-English, French, German, Italian
• Multilingual society, Plurilingual kids
• Language and Social Cohesion Plan: 2004-2010
• Political action: 2011-2014
•Plurilingual school language policies with complete Catalan Immersion.
•Compulsory third language:
- English or French in Primary & Optional German/Italian in
Secondary)
•Family languages taught in the school, after hours (optional).
•Main target: plurilingualism (Catalan, Spanish, English +… )
•Teacher training plans, focussed on Reading, CLIL, English + ePortfolio...
9. Languages in the Catalan Educational System
Language for
sharing opportunities
and living together
Catalan (Occitan)
Curricular Languages Extra Curricular languages
(family language, complementary
lifelong learning)
Catalan (Occitan) Arabic
Spanish Chinese
Amazig
English Rumanian
French Ukrainian
German Portuguese
Italian Galician
(Latin/Old Greek) (Quitxua)
10. Plurilingualism… how?
Plurilingual school Project
Transversal Communicative
Language of Curricular foreign communicative skills in family
schooling startegies: reading, languages (ePEL,
languages & CLIL
Initial immersion speaking Arabic,Chinese...)
CATALÀ-ARANÈS ENGLISH - FRENCH LANGUAGE EXTRA-CURRICULAR
SPANISH ITALIAN - GERMAN THROUGH SUBJECTS LANGUAGES
Human Training Teaching Organisation Othere
Management Curriculum
resources advising Matterials resources
11. Starting
The School On finishing
school: compulsory
provides every student schooling:
the linguistic skills
needed to become
competent and
engaged citizens
Speak Catalan
Know both
official
applying
second languages
Speak Catalan and
language (Catalan &
Spanish
methodologies Spanish) and
communicate,
Speak Spanish at least, in one
foreign
language
Speak neither Catalan nor Spanish,
But speak other languages
12. MP
Language and Plurilingualism
Dealing with diversity for
empowering rights and duties
reading, speaking, writing, listening, inter-acting
in several languages
In Catalonia, since 1983, an action plan for bilingual education has been implemented to increase learning achievement of both official languages, Catalan and Spanish, as well as, at least, the learning of one foreign language. That methodology has been widely essayed in different countries. The map only shows a few samples: Canada (French in Quebec), USA (English in areas with strong immigration from Spanish speaking origin), Finland (Finnish in areas with Swedish speaking minorities; Vaasa is a university of reference in this field), Wales (Welsch, United Kingdom), Italy ( Fri ulian or Romansch in Friule). But also: German : South Tirol ( in Italy ), Als ace ( in France ). • Irish Gaèlic : in Ir e land. • Bret on : western Br ittany ( in France ). • Bas que : Basque Country, Navarra ( in Spain ) and North of Euskadi ( in France ). • Catal an : in Catalonia, Valencia (Valencian strand schools), Balearic Islands (b asically in State schools), Catalan speaking area in the South of France ( La Bressola, Arrels and bilingual strands in some state schools) , in the infant school La Costura in the Alg hero ( isle of Sardinia, in Italy ) • Occit an : in Occit any ( France ), Vall d’Aran ( Spain ).
Children arrive in school knowing their family language (whatever that is). Some of them are monolingual. Other pupils are bilingual in catalan and spanish or, in some cases, in other languages. For instance, students born in Pakistan: they usually speak urdu, but they often also know panjabi, patani, even english... The Linguistic Policy Act no. 1/1998 , orders that the catalan education system must assure the right to know both official languages. So, the role of the school is: providing every student the linguistic skills to reach the competence in our two official languages, regardless of their family language, ON FINISHING COMPULSORY SCHOOLING, at 16 (Competence means be able to use correctly and fluently catalan and spanish). In addition to catalan and spanish, students at 16 also must be able to communicate, at least, in one foreign language. In fact, knowing both official languages guarantees equal rights to the citizens in our country. So, teaching in catalan, is not only a way of teaching and learning: we are also talking about equity and social cohesion.