How is does your local area define your identity?
See link for lesson plan
http://www.thehotrock.org.au/hotrockcatalogue/society--environment/year-10/the-story-of-your-place-.aspx
The document defines 26 different foods from A to Z, providing 1-2 sentences describing each food. It discusses foods like apples, beans, corn, dumplings, eggs, fish, grapes, hamburgers, icing, jam, kiwi, lettuce, mangoes, nectarines, oranges, papayas, quinces, rambutans, star fruit, tomatoes, ugli fruit, voavangos, watermelon, xigua, yellow watermelon, and zucchini. For each food it mentions where it comes from, what it looks like, and other brief defining details.
The document summarizes plans for a trip to Iceland and Heimaey Island to observe and help rescue puffling puffins. Key points include visiting puffin colonies, attending a national festival on Heimaey Island, seeing the volcanic landscape of Iceland, and learning about the natural habitat and life cycle of puffins in Iceland.
This document provides descriptions of various fruits for each letter of the alphabet. It discusses the avocado for A, the banana for B, the cherimoya for C, the durian for D, the eggfruit for E, the fig for F, the grapefruit for G, the honeydew for H, the ita palm for I, the jujube for J, the kiwi fruit for K, the lime for L, the mango for M, the olive for O, the nectarine for N, the papaya for P, the quince for Q, the rambutan for R, the starfish for S, the tomato for T, the ugli fruit for U, the
Arely Gaytan is an artist who developed an interest in art and the environment over years of study and travel. She spent time in Finland, an environmentally advanced country, and backpacked through Ireland's awe-inspiring landscapes. Her artwork aims to capture beauty and inspiration she finds in nature, well-designed spaces, and creating beautiful entities. The document includes an introduction and samples of her selected works showcasing her interests.
What makes the environment of Western Australia Unique.
See link below for lesson plan.
http://www.thehotrock.org.au/hotrockcatalogue/society--environment/year-10/the-story-of-your-place-.aspx
The History of boriginals and the 1st settlers in WA.
See link for lesson plan
http://www.thehotrock.org.au/hotrockcatalogue/society--environment/year-10/the-story-of-your-place-.aspx
The document defines 26 different foods from A to Z, providing 1-2 sentences describing each food. It discusses foods like apples, beans, corn, dumplings, eggs, fish, grapes, hamburgers, icing, jam, kiwi, lettuce, mangoes, nectarines, oranges, papayas, quinces, rambutans, star fruit, tomatoes, ugli fruit, voavangos, watermelon, xigua, yellow watermelon, and zucchini. For each food it mentions where it comes from, what it looks like, and other brief defining details.
The document summarizes plans for a trip to Iceland and Heimaey Island to observe and help rescue puffling puffins. Key points include visiting puffin colonies, attending a national festival on Heimaey Island, seeing the volcanic landscape of Iceland, and learning about the natural habitat and life cycle of puffins in Iceland.
This document provides descriptions of various fruits for each letter of the alphabet. It discusses the avocado for A, the banana for B, the cherimoya for C, the durian for D, the eggfruit for E, the fig for F, the grapefruit for G, the honeydew for H, the ita palm for I, the jujube for J, the kiwi fruit for K, the lime for L, the mango for M, the olive for O, the nectarine for N, the papaya for P, the quince for Q, the rambutan for R, the starfish for S, the tomato for T, the ugli fruit for U, the
Arely Gaytan is an artist who developed an interest in art and the environment over years of study and travel. She spent time in Finland, an environmentally advanced country, and backpacked through Ireland's awe-inspiring landscapes. Her artwork aims to capture beauty and inspiration she finds in nature, well-designed spaces, and creating beautiful entities. The document includes an introduction and samples of her selected works showcasing her interests.
What makes the environment of Western Australia Unique.
See link below for lesson plan.
http://www.thehotrock.org.au/hotrockcatalogue/society--environment/year-10/the-story-of-your-place-.aspx
The History of boriginals and the 1st settlers in WA.
See link for lesson plan
http://www.thehotrock.org.au/hotrockcatalogue/society--environment/year-10/the-story-of-your-place-.aspx
White society in 19th Century West AustraliaHotRock
This document discusses the history of white settlement in Western Australia in the 19th century. It describes how early settlers farmed the land, producing their own food through activities like plowing, dairy farming, and gardening. Life for these settlers centered around basic huts or houses with wells, sheds for animals, and land for grazing and wheat farming. Explorers then began exploring further east into unknown areas beyond the Darling Scarp, encountering landscapes of caverns, waterfalls, and mountains. Their views of the untamed bush differed from skeptical settlers. The document then discusses the growth of Perth from the arrival of whites in 1829 centered along rivers, with sheep moving to Avon Valley in the 1830s.
People needs and wants. Compares 2 families. See link for lesson plan. http://www.thehotrock.org.au/hotrockcatalogue/society--environment/year-10/the-big-consumption.aspx
The document discusses academic writing skills. It provides ratings and explanations of paragraphs from most academic to least academic. Paragraph B is rated the most academic as it is from a research book and uses complex syntax and high-level vocabulary. Paragraph D is the second most academic as it is from a research report and also uses complex syntax. Paragraph C uses some academic and non-academic features. Paragraph A is the least academic and could be from an informal context using simple structures. The document then discusses visualizing a text by considering audience, purpose and available material or evidence. It provides questions to guide this visualization process.
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
This document provides biographical information about Andy Mydellton and his work in environmental broadcasting, journalism, photography, and conservation. As a freelance journalist, he writes articles about his experiences. He is also the CEO of the Foundation for Endangered Species and writes publications for them. He composes features about conservation issues like climate change. The document discusses his travels related to his work with the UN and conservation efforts around the world.
The Pitjantjatjara people, also known as Anangu, are an indigenous Australian group who live in the central and western deserts of Australia. Their culture and law, known as Tjukurpa, is based on the stories and travels of ancestral spirit beings who formed the land. These stories have been passed down through oral tradition. While European settlement disrupted their traditional nomadic lifestyle, the Anangu have maintained their language and culture. Today around 4,000 Anangu live across their traditional lands in small communities and outstations, and work with park authorities to manage sacred sites like Uluru and share their culture with visitors.
After a month touring Australia with Fulbright-Hays I designed 4 projects for my students to learn about and make personal connections to the unique geography, art, and culture of Australia, Projects include worldwide watershed exploration, examination of the use of environmental symbols by native peoples in California and New South Wales, and redefining our relationship to landscape. Fields trips to Stanford Papua-New Guinea sculpture garden and Don Edwards National Wildlife Refuge create the foundation for real-world exploration of landscape and culture using professional models. With support from Fulbright Australia and the resources from the Melbourne Museum, National Library of Australia, CERES: Center for Education and Research in Environmental Strategies, Kakadu and Uluru-Kata-Tjuta National Parks.
Fulbright 2006 art culture_environment_projects us2_oz_wixsomMargo Wixsom
This document summarizes cross-cultural art and environmental education projects connecting Australian and American students. It describes four projects: Wondrous Watersheds where students studied wetland habitats and early explorers' artworks; Culture Cloaks where students designed cloaks with symbols representing cultural identity and environmental practices; [re]Visioning Landscape where students studied artists' depictions of nature; and field trips supporting environmental learning. It provides details of the students' artworks, research, and activities exploring connections between art, science, culture and conservation.
The oldest site of human occupation in the area around Perth dates back around 400 centuries. When Europeans first settled, around 250 distinct languages were spoken across Australia by various indigenous cultures and societies. In southwestern Australia, the indigenous people spoke dialects of the Nyoongar language and had distinct cultural practices from groups further north. They lived nomadic lifestyles, constructing small beehive-shaped dwellings and wore animal skin cloaks. They used fire to manage the land and had extensive knowledge of the local flora and fauna, developing practices like gongitch flower nectar drinking. As seasons changed, they moved locations to hunt and fish different food sources along the coast. The indigenous people had a deep understanding and
Remembering the forgotten graves of ypsilanti’s native peoplessabsalom
The document summarizes the history of Native American peoples who originally inhabited the land around Ypsilanti, Michigan. It describes how their graves were built over or forgotten. It then discusses efforts to memorialize the Native American history and culture through various art installations along the Huron River paying tribute to creation myths and burial sites. It emphasizes that while cultures change over time, the intangible aspects like stories and traditions continue to be practiced by contemporary Native American groups in the area.
Grade 4 unit 2 - attachment 2 - native american interactive power pointJudy Newsome
The document discusses several Native American nations and how they utilized natural resources in their environments. It describes how the Nez Perce fished and traveled along rivers in their territory. It also outlines that the Hopi grew crops like beans, squash and corn and built large pueblo homes in the Southwest. The Kwakiutl built large homes from cedar trees on the Pacific Coast and caught salmon to eat year-round.
Ss gr 4 unit 2 explore the native american nationsbetseykenn
The document discusses several Native American nations and how they utilized natural resources in their environments. It describes how the Nez Perce fished and traveled along rivers in their territory. The Hopi grew crops like beans, squash and corn and built large pueblo homes. The Kwakiutl built large homes from cedar trees and caught salmon to eat year-round.
The document discusses several Native American nations and how they utilized natural resources in their environments. It describes how the Nez Perce fished and traveled along rivers in their territory spanning present-day Idaho, Montana, Oregon and Washington. The Hopi grew crops like beans, squash and corn in the Southwest's dry, low-lying deserts and plateaus, and built large pueblo structures. The Inuit lived in the extreme Arctic climate of Northwest Canada, traveling and fishing along the ocean and building igloos from ice and snow.
The document discusses several Native American nations and how they utilized natural resources in their environments. It describes how the Nez Perce fished and traveled along rivers in their territory. The Hopi grew crops like beans, squash and corn and built large pueblo homes. The Kwakiutl built large homes from cedar trees and caught salmon to eat year-round.
Aboriginal culture has existed in Australia for over 50,000 years. The document provides information about Aboriginal communities, including their languages, religious beliefs, food, art, music and how knowledge is passed down between generations. It notes that when Europeans arrived, it disrupted Aboriginal communities and many families were killed. The document also contains facts about the Torres Strait Islander people and their culture, including their flag, art, and ceremonial headpieces.
This document discusses water as an essential resource for life, human needs, and the environment. It notes that water is vital for homes, gardens, agriculture, industry, and the environment. It also discusses how water is important for Australia as the driest inhabited continent and stresses the importance of protecting this precious resource to ensure a sustainable water future. The document provides context on water-themed artworks in the gallery and various themes they may connect to like the environment, transportation, industry, and leisure. It also provides background on freshwater sources in Australia.
The document provides information about various aspects of Australia including its geography, major cities, flora and fauna, Aboriginal history and culture, and notable people and events. It describes the population sizes of Australian states and territories as well as the forced removal of Aboriginal children from their families in the past. Various topics are covered such as traditional Aboriginal art, music, and hunting as well as current issues facing indigenous communities.
Mr. Arnold was teaching his students about how early humans were nomadic, moving from place to place in search of food. Lucy pointed out that modern humans have also become nomadic again by overexploiting natural resources like forests and fish until they are depleted, then moving on. The class discussed how to be more sustainable, and decided to only use recycled and sustainably sourced materials. As a result, the children managed to stop being nomadic like their ancient ancestors.
Replant: a new generation of botanical artTheGEOProject
Six Indigenous Australian artists collaborated with an ethnobotanist on a project called Replant exploring plant species in northern Australia through printmaking. The artists gathered at Daly River during the wet season to observe plants in their habitat with local knowledge custodians and the botanist. They then returned to a printmaking studio to create etchings reflecting on the plants' cultural and ecological significance. The works were exhibited in Darwin and Brisbane to share their new perspectives on the region's botanical diversity.
White society in 19th Century West AustraliaHotRock
This document discusses the history of white settlement in Western Australia in the 19th century. It describes how early settlers farmed the land, producing their own food through activities like plowing, dairy farming, and gardening. Life for these settlers centered around basic huts or houses with wells, sheds for animals, and land for grazing and wheat farming. Explorers then began exploring further east into unknown areas beyond the Darling Scarp, encountering landscapes of caverns, waterfalls, and mountains. Their views of the untamed bush differed from skeptical settlers. The document then discusses the growth of Perth from the arrival of whites in 1829 centered along rivers, with sheep moving to Avon Valley in the 1830s.
People needs and wants. Compares 2 families. See link for lesson plan. http://www.thehotrock.org.au/hotrockcatalogue/society--environment/year-10/the-big-consumption.aspx
The document discusses academic writing skills. It provides ratings and explanations of paragraphs from most academic to least academic. Paragraph B is rated the most academic as it is from a research book and uses complex syntax and high-level vocabulary. Paragraph D is the second most academic as it is from a research report and also uses complex syntax. Paragraph C uses some academic and non-academic features. Paragraph A is the least academic and could be from an informal context using simple structures. The document then discusses visualizing a text by considering audience, purpose and available material or evidence. It provides questions to guide this visualization process.
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
This document provides biographical information about Andy Mydellton and his work in environmental broadcasting, journalism, photography, and conservation. As a freelance journalist, he writes articles about his experiences. He is also the CEO of the Foundation for Endangered Species and writes publications for them. He composes features about conservation issues like climate change. The document discusses his travels related to his work with the UN and conservation efforts around the world.
The Pitjantjatjara people, also known as Anangu, are an indigenous Australian group who live in the central and western deserts of Australia. Their culture and law, known as Tjukurpa, is based on the stories and travels of ancestral spirit beings who formed the land. These stories have been passed down through oral tradition. While European settlement disrupted their traditional nomadic lifestyle, the Anangu have maintained their language and culture. Today around 4,000 Anangu live across their traditional lands in small communities and outstations, and work with park authorities to manage sacred sites like Uluru and share their culture with visitors.
After a month touring Australia with Fulbright-Hays I designed 4 projects for my students to learn about and make personal connections to the unique geography, art, and culture of Australia, Projects include worldwide watershed exploration, examination of the use of environmental symbols by native peoples in California and New South Wales, and redefining our relationship to landscape. Fields trips to Stanford Papua-New Guinea sculpture garden and Don Edwards National Wildlife Refuge create the foundation for real-world exploration of landscape and culture using professional models. With support from Fulbright Australia and the resources from the Melbourne Museum, National Library of Australia, CERES: Center for Education and Research in Environmental Strategies, Kakadu and Uluru-Kata-Tjuta National Parks.
Fulbright 2006 art culture_environment_projects us2_oz_wixsomMargo Wixsom
This document summarizes cross-cultural art and environmental education projects connecting Australian and American students. It describes four projects: Wondrous Watersheds where students studied wetland habitats and early explorers' artworks; Culture Cloaks where students designed cloaks with symbols representing cultural identity and environmental practices; [re]Visioning Landscape where students studied artists' depictions of nature; and field trips supporting environmental learning. It provides details of the students' artworks, research, and activities exploring connections between art, science, culture and conservation.
The oldest site of human occupation in the area around Perth dates back around 400 centuries. When Europeans first settled, around 250 distinct languages were spoken across Australia by various indigenous cultures and societies. In southwestern Australia, the indigenous people spoke dialects of the Nyoongar language and had distinct cultural practices from groups further north. They lived nomadic lifestyles, constructing small beehive-shaped dwellings and wore animal skin cloaks. They used fire to manage the land and had extensive knowledge of the local flora and fauna, developing practices like gongitch flower nectar drinking. As seasons changed, they moved locations to hunt and fish different food sources along the coast. The indigenous people had a deep understanding and
Remembering the forgotten graves of ypsilanti’s native peoplessabsalom
The document summarizes the history of Native American peoples who originally inhabited the land around Ypsilanti, Michigan. It describes how their graves were built over or forgotten. It then discusses efforts to memorialize the Native American history and culture through various art installations along the Huron River paying tribute to creation myths and burial sites. It emphasizes that while cultures change over time, the intangible aspects like stories and traditions continue to be practiced by contemporary Native American groups in the area.
Grade 4 unit 2 - attachment 2 - native american interactive power pointJudy Newsome
The document discusses several Native American nations and how they utilized natural resources in their environments. It describes how the Nez Perce fished and traveled along rivers in their territory. It also outlines that the Hopi grew crops like beans, squash and corn and built large pueblo homes in the Southwest. The Kwakiutl built large homes from cedar trees on the Pacific Coast and caught salmon to eat year-round.
Ss gr 4 unit 2 explore the native american nationsbetseykenn
The document discusses several Native American nations and how they utilized natural resources in their environments. It describes how the Nez Perce fished and traveled along rivers in their territory. The Hopi grew crops like beans, squash and corn and built large pueblo homes. The Kwakiutl built large homes from cedar trees and caught salmon to eat year-round.
The document discusses several Native American nations and how they utilized natural resources in their environments. It describes how the Nez Perce fished and traveled along rivers in their territory spanning present-day Idaho, Montana, Oregon and Washington. The Hopi grew crops like beans, squash and corn in the Southwest's dry, low-lying deserts and plateaus, and built large pueblo structures. The Inuit lived in the extreme Arctic climate of Northwest Canada, traveling and fishing along the ocean and building igloos from ice and snow.
The document discusses several Native American nations and how they utilized natural resources in their environments. It describes how the Nez Perce fished and traveled along rivers in their territory. The Hopi grew crops like beans, squash and corn and built large pueblo homes. The Kwakiutl built large homes from cedar trees and caught salmon to eat year-round.
Aboriginal culture has existed in Australia for over 50,000 years. The document provides information about Aboriginal communities, including their languages, religious beliefs, food, art, music and how knowledge is passed down between generations. It notes that when Europeans arrived, it disrupted Aboriginal communities and many families were killed. The document also contains facts about the Torres Strait Islander people and their culture, including their flag, art, and ceremonial headpieces.
This document discusses water as an essential resource for life, human needs, and the environment. It notes that water is vital for homes, gardens, agriculture, industry, and the environment. It also discusses how water is important for Australia as the driest inhabited continent and stresses the importance of protecting this precious resource to ensure a sustainable water future. The document provides context on water-themed artworks in the gallery and various themes they may connect to like the environment, transportation, industry, and leisure. It also provides background on freshwater sources in Australia.
The document provides information about various aspects of Australia including its geography, major cities, flora and fauna, Aboriginal history and culture, and notable people and events. It describes the population sizes of Australian states and territories as well as the forced removal of Aboriginal children from their families in the past. Various topics are covered such as traditional Aboriginal art, music, and hunting as well as current issues facing indigenous communities.
Mr. Arnold was teaching his students about how early humans were nomadic, moving from place to place in search of food. Lucy pointed out that modern humans have also become nomadic again by overexploiting natural resources like forests and fish until they are depleted, then moving on. The class discussed how to be more sustainable, and decided to only use recycled and sustainably sourced materials. As a result, the children managed to stop being nomadic like their ancient ancestors.
Replant: a new generation of botanical artTheGEOProject
Six Indigenous Australian artists collaborated with an ethnobotanist on a project called Replant exploring plant species in northern Australia through printmaking. The artists gathered at Daly River during the wet season to observe plants in their habitat with local knowledge custodians and the botanist. They then returned to a printmaking studio to create etchings reflecting on the plants' cultural and ecological significance. The works were exhibited in Darwin and Brisbane to share their new perspectives on the region's botanical diversity.
The document provides information about indigenous Australian populations, including Aboriginal Australians and Torres Strait Islanders. It notes that Aboriginal Australians have inhabited Australia for over 40,000 years, with many distinct linguistic and cultural groups. Their traditional culture was based around hunting and gathering. The document also discusses contemporary indigenous populations, languages, art forms like rock art and bark paintings, and musical traditions.
- Australian Aboriginal culture is one of the world's longest surviving cultures dating back at least 50,000 years. Aboriginal people lived semi-nomadic lifestyles in regional groups with their own languages and cultures.
- Aboriginal art has a history of over 30,000 years and includes body painting, rock art, bark paintings, and more which were used to mark territory, record history, and tell stories from the Dreamtime.
- Aboriginal culture and spirituality is closely tied to the land with Dreamtime stories explaining how the land and natural features were created by ancestral spirits. These stories continue to shape Aboriginal identity and culture.
The document discusses the Australian bush and what it means. It provides the following key details:
- The bush refers to natural undeveloped areas in Australia and New Zealand, similar to backwoods or hinterland.
- The bush is home to many native Australian animals like wombats, bush turkeys, thorny devils, and kookaburras.
- Australians have an intimate connection with the bush, describing its fresh smells of eucalyptus, native bird sounds, and the feeling of being in nature.
- Visitors can experience the bush even near cities by looking for parks and green spaces, such as Kings Park overlooking Perth.
This document provides an overview of Australia's unique mammals, which can be divided into monotremes, marsupials, and placental mammals. It describes several iconic Australian species in detail, including the platypus, koala, kangaroo, Tasmanian devil, and dingo. The text highlights that monotremes lay eggs, marsupials give birth to underdeveloped young that develop further in the mother's pouch, and the dingo was the only placental mammal native to Australia before European settlement.
This 3 hour lesson aims to teach students about how the environment has changed over time in Western Australia. Students will consider how the natural area near their school may have differed 100 years ago. They will discuss how Aboriginal people and European settlers viewed the land differently due to their cultural backgrounds and needs. The class will then be divided into 7 groups, each assigned to research a time period of environmental history in WA. The groups will create dramatizations to teach the class about the key points of their time period. On the third day, each group will present their dramatization while the class discusses and asks questions.
BAckcasting and planning for the future we want.
See link for lesson plan
http://www.thehotrock.org.au/hotrockcatalogue/society--environment/year-10/the-big-consumption.aspx
The document describes a letter received from the year 2070 from one's future self. It hints that time travel may have allowed the letter to be sent back, and encourages the reader to imagine what life and climate could be like in 2070 by writing a letter back to oneself describing impacts of climate change across various aspects of life such as weather, home, food, transport, jobs, health, and the environment. The reader is asked to brainstorm ideas and consider predicted climate changes when writing the letter.
The document provides instructions for students to work in groups to create a storyboard showing the impacts of climate change on an ecosystem through a series of pictures with captions. It explains that students should read an information sheet, draw or work together to produce the storyboard pictures showing climate change effects, and include explanatory captions for each picture to then explain to the class. An example impact provided is that polar bears may struggle to hunt seals as climate change causes sea ice to form later and melt earlier each year or retreat further from shore.
This document discusses the effects of climate change, including coastal erosion seen when comparing photos of Cape Hatteras, North Carolina from 1999 to 2004. It also notes the disappearance of Argentina's Upsala Glacier, which is retreating at a rate of 200 meters per year. Finally, it lists 9 effects of climate change identified by the Natural Resources Defense Council, such as intense rainstorms, drought and wildfires, more powerful cyclones, deadly heat waves, and melting glaciers.
This document discusses two suggested actions to reduce greenhouse gas emissions: replacing regular light bulbs with compact fluorescent bulbs, and eating less meat. Replacing light bulbs uses much less power and produces fewer emissions, but the bulbs are more expensive and the light is different. Eating less meat reduces methane from cows and clears fewer trees for grazing. However, some farmers may lose jobs. The document suggests advertising campaigns to promote longer-lasting bulbs and giving parents vegetarian cookbooks to try meat-free nights. Students are asked to write one action they will take on a footprint and bring it home to complete over the week while persuading their family.
This picture shows rising levels of carbon dioxide and other greenhouse gases in Earth's atmosphere over time. Greenhouse gases like carbon dioxide trap heat and have increased sharply since the Industrial Revolution due to human activities like burning fossil fuels for energy and transportation. If greenhouse gas emissions continue at a high rate, scientists expect to see increasingly severe impacts of climate change like more extreme weather events, sea level rise, and effects on natural and human systems.
See this link for associated lesson plan in HotRock module Global Warming, Global Warning
http://www.thehotrock.org.au/hotrockcatalogue/society--environment/year-8/global-warming,-global-warning.aspx
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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
-------------------------------------------------------------------------------
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
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.
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
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.
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
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.
1. I am Western Australian
The Story of Your Place: South-west Australia
2. Australian biodiversity is in crisis,
largely due to habitat destruction
brought about by European-style
agriculture. CSIRO researchers are
calling for big changes to the way
farmers do things, including
commercially driven native tree and
animal production systems.
If consumer demand in the cities is
for native Australian foods, then that
is what farmers will grow. Imagine if
we ate quandongs, acacia seeds (see
the photo on the left), desert raisins
and kangaroo meat, used locally
produced eucalyptus oil, grew native
plants in our gardens, perhaps even
had chuditch as pets. All this would
put a commercial incentive behind the
conservation of nature. Farmers would
have a commercial reason to supply
native products. They wouldn’t have
to replace the bush with European
crops and pasture for imported
animals. This approach is called
conservation through sustainable use.
3. Australians have for a long time,
perhaps up until the 1960s, and for
some people even today, seen
themselves as a people of British
descent living on a southern continent.
Today we must know this land and
become a people unlike any other.
4. •I eat kangaroo.
•I use emu oil as a moisturizer.
•I find Sandalwood oil from our native sandalwood
tree to have the most beautiful scent in the world.
•I have white and red-tipped black Cockatoo tail
feathers near my writing desk as talismans of the
wild in Perth.
•I have learned the names of many of the native
plants and trees where I live.
•I grow native plants in my garden for honey eaters
to come and drink from.
•I know I can eat native pigface (right), especially
the fruits in summer.
•I know I can pick and grind the seeds of Acacia
cyclops, and I know the beautiful smell of this seed
roasting in my kitchen.
•When I give flowers to someone I care about, I
make sure that they are native, like for example a
glowing red and purple Banksia menziessi.
When I say that I'm from south-western
Australia it really means something to me.
5. Most of all, I know this land. I know what the soils are like under my
house. I know the ancient geological and biological history of this
place. I know the Nyoongar history of the land where I was born and
the places where I tread each day.
6. I take the time to be with the natural
world on the Swan coastal plain… To sit
quietly and listen to the morning song
of a New Holland Honey eater…. To
stand under a wandoo tree in Walyunga
National Park and watch the black eyes
of a yongka (western grey kangaroo)
through binoculars watching me back
with suspicious eyes... To see a
Western Spinebill bird feed and then
look at me as it clings to a giant, orange
flower spike from a Banksia prionates
tree...
7. To feel the padded paper rags of a
leaning paperbark trunk under my
feet as I balance above the
shadowy waters of Manning Lake...
8. I’m from this land, this sandy, spiky,
colourful and warm part of the planet.
If I don’t come to a bit of real,
natural Australia at least once a week
and pause and look around myself and
see the ancient and constantly
renewed colours and shapes of my
home, then I become a product of
globalization... just another metro-
centric city slicker.
12. Suggested further reading:
Daisy Bates, The Passing of the Aborigine (any edition).
Brad Daw, Trevor Walley and Greg Keighery. Bush Tucker Plants of the South-West. Kensington: Department of
Environment and Conservation, 2007.
Reg Morrison, Australia: The Four Billion Year Journey of a Continent (any edition).
Simon Nevill. Guide to the Wildlife of the Perth Region. Perth: Simon Nevill Publications, 2005.
Jan Rampage Tuart Dwellers DEC, Illustrations by Ellen Hickman.
Salvado, Dom Rosendo. Historical Memoirs of Australia and Particularly of the Benedictine Mission of New Norcia and of
the Habits and Customs of the Australian Natives. E. J. Stormon (edited and translated by), Nedlands: University of
Western Australia Press, 1978.
13. My Place - Western Australia
Your assessment task is to:
Produce a multimedia ‘document’ that expresses what a natural
environment in Western Australia means to you.
It must include:
Pictures taken by you of a natural place or area near to where you live or that you feel a
particular connection with.
Your written perceptions of this place. This could be prose or poetry; however you want
to record it.
Written reflection on your attitude to and what has led to your attitude to the natural
environment around you.
Your hopes for the future of the natural environment in WA.
How the natural environment of WA shapes your identity as a West Australian.
It would be good to also include:
Sound Recordings.
Interviews or reflections from people of different ages about the area you describe.
These could be other members of your family or people who live in the area. They might
be able to tell you more about what it was like in the past.
Imaginative and creative presentation.
Any history or stories that you can find out about the area you have chosen.