Hi ....these slides have been taken from resources shared by Fiona Clark, Group 4 curriculum manager of IBO, in the DP workshop in Mumbai, November 2011
Rajashree Basu
PEDAGOGICAL COMPETENCE IN PROGRAMS TRANSITIONING TO DISTANCE DELIVERY:
Leadership, pedagogical competence and technological teaching/learning environment in a distance nursing program
Article Review. "Retaining Experts:Administrators' views on Retention Incentives and Older Employees" Moon T.C., Beck S., & Laudicina R.J., Clin Lab Sci 2014;27(3):162
Assignment in fulfillment of MBA, subject: Human Resource Management by Santhy Govindasamy, The Open University Malaysia
Computers will continue to become more portable, smaller, and powerful in the future. They are important tools that allow easy access to vast amounts of information, communication, transportation assistance, and entertainment. There are many types of computers including PDAs, PCs, laptops, desktops, and workstations. Computers improve daily life by assisting with school assignments, paying bills, managing schedules, and more. They were originally invented to assist with mathematical calculations and navigation.
The document provides an introduction and overview of the requirements for completing the Group 4 Project, which is an interdisciplinary scientific research project required of IB students. It explains that the project involves three phases - planning, action, and evaluation - and emphasizes collaboration, developing research skills, and considering the social and ethical implications of science. Guidelines are provided on conducting each phase of the project, expectations for student participation and evaluation, and a sample timetable is included.
This document discusses teamwork and its importance. It notes that teams are effective when there are multiple tasks that need to be completed. Team members have different roles but a shared goal. Science is often a team activity, especially in fields like nuclear physics and particle physics. The Group 4 project allows students from different science subjects to collaborate on a topic, sharing concepts and perspectives. Personal skills and teamwork will be assessed using IB criteria. Self and peer assessments will evaluate individual contributions. Effective teams allocate roles, meet regularly, and make sure all members feel included and have tasks to work on.
What is expected from the Group 4 project?
1. Interdisciplinary collaboration
2. Appreciation of the implications of science and the limitations of scientific study
3. Development of teamwork
4. Development of planning skills
5. Exchange or sharing of both data collected and issues raised.
6. Approximately 10 hours of involvement time
This document summarizes the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study being conducted by the OECD. The study aims to assess learning outcomes in higher education on an international scale using measures that are valid across cultures and institutions. It will test the feasibility of reliably measuring generic skills as well as discipline-specific competencies in economics and engineering. The study involves developing assessment instruments, implementing them in a small pilot test involving multiple countries, and collecting contextual data about institutions and students. The goal is to provide a proof of concept for assessing higher education quality through learning outcomes while respecting institutional diversity.
PEDAGOGICAL COMPETENCE IN PROGRAMS TRANSITIONING TO DISTANCE DELIVERY:
Leadership, pedagogical competence and technological teaching/learning environment in a distance nursing program
Article Review. "Retaining Experts:Administrators' views on Retention Incentives and Older Employees" Moon T.C., Beck S., & Laudicina R.J., Clin Lab Sci 2014;27(3):162
Assignment in fulfillment of MBA, subject: Human Resource Management by Santhy Govindasamy, The Open University Malaysia
Computers will continue to become more portable, smaller, and powerful in the future. They are important tools that allow easy access to vast amounts of information, communication, transportation assistance, and entertainment. There are many types of computers including PDAs, PCs, laptops, desktops, and workstations. Computers improve daily life by assisting with school assignments, paying bills, managing schedules, and more. They were originally invented to assist with mathematical calculations and navigation.
The document provides an introduction and overview of the requirements for completing the Group 4 Project, which is an interdisciplinary scientific research project required of IB students. It explains that the project involves three phases - planning, action, and evaluation - and emphasizes collaboration, developing research skills, and considering the social and ethical implications of science. Guidelines are provided on conducting each phase of the project, expectations for student participation and evaluation, and a sample timetable is included.
This document discusses teamwork and its importance. It notes that teams are effective when there are multiple tasks that need to be completed. Team members have different roles but a shared goal. Science is often a team activity, especially in fields like nuclear physics and particle physics. The Group 4 project allows students from different science subjects to collaborate on a topic, sharing concepts and perspectives. Personal skills and teamwork will be assessed using IB criteria. Self and peer assessments will evaluate individual contributions. Effective teams allocate roles, meet regularly, and make sure all members feel included and have tasks to work on.
What is expected from the Group 4 project?
1. Interdisciplinary collaboration
2. Appreciation of the implications of science and the limitations of scientific study
3. Development of teamwork
4. Development of planning skills
5. Exchange or sharing of both data collected and issues raised.
6. Approximately 10 hours of involvement time
This document summarizes the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study being conducted by the OECD. The study aims to assess learning outcomes in higher education on an international scale using measures that are valid across cultures and institutions. It will test the feasibility of reliably measuring generic skills as well as discipline-specific competencies in economics and engineering. The study involves developing assessment instruments, implementing them in a small pilot test involving multiple countries, and collecting contextual data about institutions and students. The goal is to provide a proof of concept for assessing higher education quality through learning outcomes while respecting institutional diversity.
This document provides information about capstone projects. It discusses the differences between capstones and theses, with capstones emphasizing preparation for professional practice while theses involve academic research. The document outlines suggested areas for capstone projects, such as software development and multimedia systems. It provides guidance on what makes a good research proposal and reasons why proposals may fail. Finally, it summarizes typical components of capstone proposals, such as the introduction, problem statement, objectives, scope, and literature review.
This document discusses the use of ePortfolios to help students collect, organize, and reflect on their work. It describes how ePortfolios can be structured with tabs and used to map student work to program competencies. Faculty developed learning objectives and rubrics to scaffold assignments in research methods and help students build skills in critical thinking, communication, and research. Student assignments were placed in ePortfolios to facilitate sharing and self-evaluation of their competency development.
This document provides information about the Master of Business Administration (MBA) Project module at Sunderland Business School. It includes details about the module leader and teaching staff, learning outcomes, content, teaching methods, and assessment.
The key points are:
- The module acts as a capstone project for the MBA program, allowing students to complete independent research on an organization or industry of their choice.
- Students will complete workshops on research methods and personal competencies to prepare them for their projects.
- The project will involve a literature review, methodology, data analysis, and recommendations and will be approximately 12,000 words.
- Students will also submit a 2,000 word self-reflection on
MBA Project Report as per Osmania UniversityHammaduddin
The document provides guidelines for students at Osmania University for preparing and presenting their project reports for the Master of Business Administration program. It outlines that the project allows students to independently research and analyze a business problem. It recommends regularly meeting with supervisors and providing drafts. The guidelines specify the project should investigate an applied business issue through critical examination and analysis. It provides direction on choosing a topic, organizing the report, and formatting requirements.
This document outlines the course syllabus for a Master's level course titled "Fundamentals of Scientific Research". The 3 credit, 15 week course is intended to provide students with the skills needed to conduct research at the MSc level. Topics covered include research methodology, project management, problem identification, research design, development and evaluation techniques. Assessment includes exams, reports and research projects. The course aims to prepare students to undertake research through developing original ideas and practice necessary skills such as time management and technical writing.
This document outlines the guidelines for students at Guru Gobind Singh Indraprastha University in Delhi to complete a summer training project as part of their degree program. Students are required to complete 8 weeks of internship during the summer break after their 4th semester. They must submit a written report on their project within 1 month of starting their 5th semester. The report will be evaluated internally and externally and counts for 100 marks. The report should follow a specific 7 chapter format covering introduction, literature review, methodology, data collection, analysis, findings and conclusion. Strict formatting guidelines are provided around font, margins and other specifications for the report.
The document provides guidance for postgraduate researchers on preparing an e-portfolio to apply for Associate Fellowship of the Higher Education Academy (AFHEA). It outlines the requirements for the portfolio, including sections on teaching philosophy, self-assessment against the UK Professional Standards Framework, reflective teaching entries, teaching observations, and a narrative on professional practice covering two areas of teaching activity. It provides examples and recommendations for completing each section of the portfolio successfully. Submission deadlines for the 2017-18 academic year are also given.
This document provides a literature review and introduction to a research dissertation on investigating alternate models of contextual real world projects in architectural education. The literature review covers architectural education, experiential learning, and situated learning. It establishes that there has been a resurgence of design-build studios aiming to better integrate theory and practice in architectural education. The literature discusses key theorists like Dewey, Piaget, and Vygotsky and concepts like the zone of proximal development. The research aims to investigate the potential for multidisciplinary learning and better integrating theory and practice through experiential learning models. It will analyze data collected from participation in design-build studios.
This document provides specifications for a level 7 assignment consisting of two components. It outlines the requirements, structure, assessment criteria, and deadlines for a literature evidence review (Component 1) and research design proposal (Component 2). Students must complete both components, each 2500-3000 words, to propose and design a comprehensive research project on an approved business-related topic. The assignment will be assessed based on the demonstrated ability to undertake research, apply appropriate methodologies, critically analyze literature, and propose and communicate research findings. Students must submit their work by the deadline of February 23, 2017.
The document provides guidelines for a Major Project that is part of an Integrated Master of Business Administration program. The Major Project allows students to apply their course knowledge to a specific problem or issue, and can involve original research or developing a business plan. Students complete the project individually or in pairs. They work with a faculty mentor and an organizational mentor if doing the project at an organization. The project is evaluated internally and externally, with marks awarded based on presentations and reports. The document outlines the required components of the project report, including an introduction, literature review, methodology, analysis, conclusions, and formatting guidelines.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Learning Resource...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Learning Resources’ and provides content which provides an introduction to the basic concepts of quality in peer education, how to assess the quality of learning materials produced by peer educators and also an introduction to some common European standards and toolkits for evaluating online education.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Paper for HEA conference E McDonald ALTC v1.1 Dean Kiley
This document summarizes Australian universities' responses to three priorities funded by the Australian Learning and Teaching Council (ALTC): curriculum renewal/development, learning and teaching spaces, and addressing student diversity. It discusses various projects funded through the ALTC from 2006-2009 relating to these priorities. Key projects focused on curriculum scoping studies, curriculum development, learning design, student learning experiences, measuring student engagement, and identifying discipline priorities. The conclusion states that substantive curriculum work requires input from various stakeholders and bringing together different areas of expertise.
Genesis Burroughs - EME6946 Presentation for EME7417 Advanced Web-Based Learn...gburroughs
This document provides an overview of work done for a course revamp project. The client requested updating an 8-week online course to 16 weeks while keeping the same objectives. The course was split into 14 modules covering 7 topics from the syllabus. Each module was developed over a week and reviewed by the client. Deliverables included designing course materials like readings, content, assignments and summaries for each module. Challenges included staying focused on objectives, finding resources, and illness. Lessons included writing plans, getting feedback, and being flexible. The project related to instructional design strategies and research used in the instructional technology program.
The document outlines the recommended components of an online learning module:
1. Each module should include a pre-assessment to determine students' entry-level knowledge on the topic, as well as a post-assessment to measure learning outcomes.
2. Learning objectives for the module should be specific, measurable, and relate to the overall course description. Objectives should focus on critical thinking skills.
3. Modules should include assigned readings, writing assignments, exercises/activities like discussions, and resources for further study.
4. Assessments should match the format of the pre-assessment and measure achievement of the learning objectives. Instructors should provide feedback and specify remediation for students who do not
This document discusses using student journals and reflections to improve an information literacy module at University College Dublin (UCD). It provides context on authentic assessment and reflective learning. The information literacy module at UCD is described, including its framework, objectives, and initial assessment protocol using student essays and research journals. An analysis of the journals from 2005-2006 identified common problems students encountered and aspects they enjoyed. This led to changes in the module, such as shortening the journal length and adding more library sessions. The goal was to use formative assessment and student feedback to continuously improve the module.
This document discusses using student journals and reflections to improve an information literacy module at University College Dublin (UCD). It provides context on authentic assessment and reflective learning. The information literacy module at UCD is described, including its framework, objectives, and initial assessment protocol using student essays and research journals. An analysis of the journals from 2005-2006 identified common problems students encountered and aspects they enjoyed. This led to changes in the module, such as shortening the journal length and adding more library sessions. The goal was to use formative assessment and student feedback to continuously improve the module.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes assignment scaffolding is an effective and sustainable way to embed librarian expertise into courses.
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.
This document provides information about capstone projects. It discusses the differences between capstones and theses, with capstones emphasizing preparation for professional practice while theses involve academic research. The document outlines suggested areas for capstone projects, such as software development and multimedia systems. It provides guidance on what makes a good research proposal and reasons why proposals may fail. Finally, it summarizes typical components of capstone proposals, such as the introduction, problem statement, objectives, scope, and literature review.
This document discusses the use of ePortfolios to help students collect, organize, and reflect on their work. It describes how ePortfolios can be structured with tabs and used to map student work to program competencies. Faculty developed learning objectives and rubrics to scaffold assignments in research methods and help students build skills in critical thinking, communication, and research. Student assignments were placed in ePortfolios to facilitate sharing and self-evaluation of their competency development.
This document provides information about the Master of Business Administration (MBA) Project module at Sunderland Business School. It includes details about the module leader and teaching staff, learning outcomes, content, teaching methods, and assessment.
The key points are:
- The module acts as a capstone project for the MBA program, allowing students to complete independent research on an organization or industry of their choice.
- Students will complete workshops on research methods and personal competencies to prepare them for their projects.
- The project will involve a literature review, methodology, data analysis, and recommendations and will be approximately 12,000 words.
- Students will also submit a 2,000 word self-reflection on
MBA Project Report as per Osmania UniversityHammaduddin
The document provides guidelines for students at Osmania University for preparing and presenting their project reports for the Master of Business Administration program. It outlines that the project allows students to independently research and analyze a business problem. It recommends regularly meeting with supervisors and providing drafts. The guidelines specify the project should investigate an applied business issue through critical examination and analysis. It provides direction on choosing a topic, organizing the report, and formatting requirements.
This document outlines the course syllabus for a Master's level course titled "Fundamentals of Scientific Research". The 3 credit, 15 week course is intended to provide students with the skills needed to conduct research at the MSc level. Topics covered include research methodology, project management, problem identification, research design, development and evaluation techniques. Assessment includes exams, reports and research projects. The course aims to prepare students to undertake research through developing original ideas and practice necessary skills such as time management and technical writing.
This document outlines the guidelines for students at Guru Gobind Singh Indraprastha University in Delhi to complete a summer training project as part of their degree program. Students are required to complete 8 weeks of internship during the summer break after their 4th semester. They must submit a written report on their project within 1 month of starting their 5th semester. The report will be evaluated internally and externally and counts for 100 marks. The report should follow a specific 7 chapter format covering introduction, literature review, methodology, data collection, analysis, findings and conclusion. Strict formatting guidelines are provided around font, margins and other specifications for the report.
The document provides guidance for postgraduate researchers on preparing an e-portfolio to apply for Associate Fellowship of the Higher Education Academy (AFHEA). It outlines the requirements for the portfolio, including sections on teaching philosophy, self-assessment against the UK Professional Standards Framework, reflective teaching entries, teaching observations, and a narrative on professional practice covering two areas of teaching activity. It provides examples and recommendations for completing each section of the portfolio successfully. Submission deadlines for the 2017-18 academic year are also given.
This document provides a literature review and introduction to a research dissertation on investigating alternate models of contextual real world projects in architectural education. The literature review covers architectural education, experiential learning, and situated learning. It establishes that there has been a resurgence of design-build studios aiming to better integrate theory and practice in architectural education. The literature discusses key theorists like Dewey, Piaget, and Vygotsky and concepts like the zone of proximal development. The research aims to investigate the potential for multidisciplinary learning and better integrating theory and practice through experiential learning models. It will analyze data collected from participation in design-build studios.
This document provides specifications for a level 7 assignment consisting of two components. It outlines the requirements, structure, assessment criteria, and deadlines for a literature evidence review (Component 1) and research design proposal (Component 2). Students must complete both components, each 2500-3000 words, to propose and design a comprehensive research project on an approved business-related topic. The assignment will be assessed based on the demonstrated ability to undertake research, apply appropriate methodologies, critically analyze literature, and propose and communicate research findings. Students must submit their work by the deadline of February 23, 2017.
The document provides guidelines for a Major Project that is part of an Integrated Master of Business Administration program. The Major Project allows students to apply their course knowledge to a specific problem or issue, and can involve original research or developing a business plan. Students complete the project individually or in pairs. They work with a faculty mentor and an organizational mentor if doing the project at an organization. The project is evaluated internally and externally, with marks awarded based on presentations and reports. The document outlines the required components of the project report, including an introduction, literature review, methodology, analysis, conclusions, and formatting guidelines.
SYNERGY Induction to Pedagogy Programme - Evaluation of the Learning Resource...Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Evaluation of the Learning Resources’ and provides content which provides an introduction to the basic concepts of quality in peer education, how to assess the quality of learning materials produced by peer educators and also an introduction to some common European standards and toolkits for evaluating online education.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Paper for HEA conference E McDonald ALTC v1.1 Dean Kiley
This document summarizes Australian universities' responses to three priorities funded by the Australian Learning and Teaching Council (ALTC): curriculum renewal/development, learning and teaching spaces, and addressing student diversity. It discusses various projects funded through the ALTC from 2006-2009 relating to these priorities. Key projects focused on curriculum scoping studies, curriculum development, learning design, student learning experiences, measuring student engagement, and identifying discipline priorities. The conclusion states that substantive curriculum work requires input from various stakeholders and bringing together different areas of expertise.
Genesis Burroughs - EME6946 Presentation for EME7417 Advanced Web-Based Learn...gburroughs
This document provides an overview of work done for a course revamp project. The client requested updating an 8-week online course to 16 weeks while keeping the same objectives. The course was split into 14 modules covering 7 topics from the syllabus. Each module was developed over a week and reviewed by the client. Deliverables included designing course materials like readings, content, assignments and summaries for each module. Challenges included staying focused on objectives, finding resources, and illness. Lessons included writing plans, getting feedback, and being flexible. The project related to instructional design strategies and research used in the instructional technology program.
The document outlines the recommended components of an online learning module:
1. Each module should include a pre-assessment to determine students' entry-level knowledge on the topic, as well as a post-assessment to measure learning outcomes.
2. Learning objectives for the module should be specific, measurable, and relate to the overall course description. Objectives should focus on critical thinking skills.
3. Modules should include assigned readings, writing assignments, exercises/activities like discussions, and resources for further study.
4. Assessments should match the format of the pre-assessment and measure achievement of the learning objectives. Instructors should provide feedback and specify remediation for students who do not
This document discusses using student journals and reflections to improve an information literacy module at University College Dublin (UCD). It provides context on authentic assessment and reflective learning. The information literacy module at UCD is described, including its framework, objectives, and initial assessment protocol using student essays and research journals. An analysis of the journals from 2005-2006 identified common problems students encountered and aspects they enjoyed. This led to changes in the module, such as shortening the journal length and adding more library sessions. The goal was to use formative assessment and student feedback to continuously improve the module.
This document discusses using student journals and reflections to improve an information literacy module at University College Dublin (UCD). It provides context on authentic assessment and reflective learning. The information literacy module at UCD is described, including its framework, objectives, and initial assessment protocol using student essays and research journals. An analysis of the journals from 2005-2006 identified common problems students encountered and aspects they enjoyed. This led to changes in the module, such as shortening the journal length and adding more library sessions. The goal was to use formative assessment and student feedback to continuously improve the module.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes assignment scaffolding is an effective and sustainable way to embed librarian expertise into courses.
Similar to New changes in IA for Group 4 in IB (20)
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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 ..
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How to Fix the Import Error in the Odoo 17Celine George
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
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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