In the first grade classroom of Mrs. Wesslund, students have a structured daily schedule that includes breakfast, morning reading and literacy activities, computer time, PE, math lessons, recess, calendar time, and workshops in various subjects like science, art and music. Students also share what their favorite activities are, such as playing on the monkey bars at recess or learning about money in math. At the end of each day, students pass out tokens and can earn prizes from collecting them.
The document summarizes Lisa and Gwen's daily routine through a series of vignettes describing their activities at different times of the day:
They wake up at 7am, with Lisa needing time to get ready while Gwen prefers showering. They take the bus to school at 8am, waiting in the cold for late buses. They get a morning break at 10am to see friends and eat. Lunch is from 12-12:30pm, a joyful time to eat with friends. After school ends at 2pm, they do sports - Gwen does twirling while Lisa does hip hop. Evenings involve dinner, social media, homework, and relaxing before bed.
The document describes a toddler enjoying various outdoor activities on a nice day such as playing in the mud with watering cans and pushing a dollie around, seeing their father briefly which was exciting but then sad when he had to leave, walking up and down the driveway finding things to get into and try to eat which gets their hands and feet dirty, their mother buying them new "fancy boy shoes" that their father says are European to help with walking, and enjoying a bedtime story and saying goodnight to their doll before bed, concluding that life is pretty good.
A Book About Our Class By the Boys of Team 2stevo1
This document is a book written by boys in Team Two describing what each letter of the alphabet represents in their classroom. Some letters represent activities they enjoy like playing outside, PE, and bouncing balls at lunch. Others represent people like girls and teachers. The book provides a lighthearted look at their classroom experiences from a boy's perspective.
Mohamed El Badry is a 17-year-old student living in 6th October, Palm Hills Resort in Egypt. He attends ACIC school and enjoys hanging out with friends, playing soccer, and racing motorcycles. Mohamed spends his mornings at school, gets home around 4 PM, does homework, and likes to spend free time with friends or practicing motorcycle riding.
My summer vacations started out dull but became more exciting in August. I played paintball at a former Soviet military base for 8 hours and went free diving in a career near Hapsalu, finding old cars at the bottom 20 meters down, which was exciting. However, parachute jumping from an old, strange plane with a dirty parachute was horrible and stupid, taking 6 hours, and I will never do it again.
This document summarizes a student's experience at a week-long English camp. It describes activities such as playing volleyball at the beach, going to an adventure park with climbing walls and segways, making bracelets, and playing rugby. It also discusses the tasty daily menus and highlights making new friends and good moments that made students smile. The last day included going to a place with go-karts and a climbing wall, followed by a disco party as a farewell to the camp.
In the first grade classroom of Mrs. Wesslund, students have a structured daily schedule that includes breakfast, morning reading and literacy activities, computer time, PE, math lessons, recess, calendar time, and workshops in various subjects like science, art and music. Students also share what their favorite activities are, such as playing on the monkey bars at recess or learning about money in math. At the end of each day, students pass out tokens and can earn prizes from collecting them.
The document summarizes Lisa and Gwen's daily routine through a series of vignettes describing their activities at different times of the day:
They wake up at 7am, with Lisa needing time to get ready while Gwen prefers showering. They take the bus to school at 8am, waiting in the cold for late buses. They get a morning break at 10am to see friends and eat. Lunch is from 12-12:30pm, a joyful time to eat with friends. After school ends at 2pm, they do sports - Gwen does twirling while Lisa does hip hop. Evenings involve dinner, social media, homework, and relaxing before bed.
The document describes a toddler enjoying various outdoor activities on a nice day such as playing in the mud with watering cans and pushing a dollie around, seeing their father briefly which was exciting but then sad when he had to leave, walking up and down the driveway finding things to get into and try to eat which gets their hands and feet dirty, their mother buying them new "fancy boy shoes" that their father says are European to help with walking, and enjoying a bedtime story and saying goodnight to their doll before bed, concluding that life is pretty good.
A Book About Our Class By the Boys of Team 2stevo1
This document is a book written by boys in Team Two describing what each letter of the alphabet represents in their classroom. Some letters represent activities they enjoy like playing outside, PE, and bouncing balls at lunch. Others represent people like girls and teachers. The book provides a lighthearted look at their classroom experiences from a boy's perspective.
Mohamed El Badry is a 17-year-old student living in 6th October, Palm Hills Resort in Egypt. He attends ACIC school and enjoys hanging out with friends, playing soccer, and racing motorcycles. Mohamed spends his mornings at school, gets home around 4 PM, does homework, and likes to spend free time with friends or practicing motorcycle riding.
My summer vacations started out dull but became more exciting in August. I played paintball at a former Soviet military base for 8 hours and went free diving in a career near Hapsalu, finding old cars at the bottom 20 meters down, which was exciting. However, parachute jumping from an old, strange plane with a dirty parachute was horrible and stupid, taking 6 hours, and I will never do it again.
This document summarizes a student's experience at a week-long English camp. It describes activities such as playing volleyball at the beach, going to an adventure park with climbing walls and segways, making bracelets, and playing rugby. It also discusses the tasty daily menus and highlights making new friends and good moments that made students smile. The last day included going to a place with go-karts and a climbing wall, followed by a disco party as a farewell to the camp.
The document is a webpage from www.seomraranga.com created by Seomra Ranga in 2013. It contains digital work created from old film footage. The same information is repeated over 30 times on the page.
This document contains the copyright and website information for Seomra Ranga 2012 repeated multiple times. The copyright and website for Seomra Ranga, an organization called Seomra Ranga, is stated as 2012 and www.seomraranga.com respectively, and this information is repeated throughout the document without variation.
The document is a collection of pages with repeated text stating "Curtha le Chéile ag Seomra Ranga 2012 www.seomraranga.com" and attributing the work to Seomra Ranga. It provides no other information over multiple pages.
The document repeatedly promotes Seomra Ranga, a classroom resource website created in 2012. It lists the website address www.seomraranga.com and the phrase "Curtha le Chéile ag Seomra Ranga 2012", which translates to "Put together by Seomra Ranga 2012".
This document contains the copyright and website information for Seomra Ranga 2012 repeated multiple times. The copyright and website for Seomra Ranga, an organization called Seomra Ranga, is listed as the content, with the information repeating consecutively without other text.
The document is a filmstrip produced by Seomra Ranga and digitized from an old filmstrip. It consists of multiple pages that are blank except for the text "www.seomraranga.com" appearing on each page.
The document summarizes information about the Kvarnby school in Sweden. It describes the subjects taught, including Swedish, English, math, science and PE. It provides details about a typical school day and photos of the gym, lockers, art room, music room, and dining hall. It also briefly outlines the Swedish school system and grades students. Teachers were interviewed who discussed their time working at the school and views on topics like the student computers and food. In conclusion, it notes the school first opened in 1923 and describes how it has changed little over the past 20 years apart from new technology.
This document provides an overview of activities in Room 11 at Raumati Beach School. It describes some of the writing, art, and other projects students have worked on, including making books about their houses and favorite places at school. It also outlines parts of the daily routine, from handwriting practice in the morning to playing outside at break times and going to the library. The document highlights various special activities the class participates in, such as learning soccer skills, Kapahaka performances, and art projects focused on New Zealand icons.
- The author reflects on her practicum experience teaching English to elementary school students. She enjoyed creating a relaxed environment and bonding with the students, especially a student named Alejandro who began disrupting class but eventually hugged the teachers.
- Her favorite lessons incorporated projects using visuals like songs, drawings, and acting to help students understand and stay engaged with new vocabulary.
- Through the experience, the author became more confident and creative in lesson planning while also wanting to learn more about adapting lessons for students with special needs. She hopes to be a teacher who ensures all children have access to education.
Rocky Hill Elementary School is described in the document. It has several key areas including the office, library, gym, art room, music room, nurse's room, cafeteria, playgrounds, and classrooms. The principal is Ms. Marcum and there are various teachers for subjects like art, music, and physical education. The document provides a tour of the different parts of the school through short descriptions.
This document is a book created by girls from Team Two about their class. It consists of 26 pages with one letter of the alphabet on each page and a corresponding word or phrase describing something related to their class that starts with that letter. For example, A is for achievement, B is for basketball, C is for clouds, and so on until Z is for Zoe. The book provides an overview of activities, subjects, people, and other elements of their class from A to Z.
The document describes an English language project for 5-year-old students in Luzaro, Spain. It will involve 15 students, including one boy named Rashid who was adopted from Sahara. The project will take place over 4 weeks, with 3 classes per week focusing on basic vocabulary. Week 1 will cover places in town, Week 2 will cover family members, and Week 3 will express feelings. A variety of engaging activities using songs, games, stories and pictures are outlined to introduce vocabulary in a fun, interactive way and reinforce learning. The goal is for students to begin expressing themselves in English.
The document describes an English language project for 5-year-old students in Luzaro, Spain. It will involve 15 students, including one boy named Rashid who was adopted from Sahara. The project will take place over 4 weeks, with 3 classes per week focusing on basic vocabulary. Week 1 will cover places in town, Week 2 will cover family members, and Week 3 will cover feelings. A variety of engaging activities using songs, videos, games and art are outlined to introduce vocabulary in a fun, interactive way emphasizing speaking practice over books and grammar. The goal is for students to feel comfortable expressing themselves in English.
The narrator describes their first experience observing classes at a new school. They were nervous at first but were greeted warmly by the English teacher. The teacher introduced the narrator to the class and explained their role. The narrator observed two classes, taking notes on the classroom environment and student behavior. After the second class, the teacher suggested the narrator bring a game to help students practice vocabulary. The students enjoyed the memory game and asked if the narrator would bring it again. Though initially anxious, the narrator found the experience excellent and felt more comfortable as bonds with students developed over time.
This document provides a summary of a student's trip to Pare, Kediri, East Java with their junior high school class. Some key details:
- The trip took 16 hours by bus to arrive in Pare late at night and students were divided into rooms to sleep.
- The next day consisted of classes taught by different teachers on subjects like vocabulary and conversation. Students also explored the town, borrowing bicycles to get around.
- Later in the trip, students visited local temples and landmarks like mosques. They also had a farewell celebration at a restaurant before returning home. The student was surprised to be named best student from their class for the trip.
My school has about 1500 students and was founded in 1985. It has well equipped classrooms for different subjects like gym, technology, chemistry, library, and computer science on the ground, first, and second floors. The document describes the facilities and classrooms in the student's school and things they would like to change such as adding lockers and Wi-Fi.
The document describes several literacy stations that students rotate through, including group reading with a teacher, individual reading time, phonics games, spelling with magnetic letters, computers, a catch up station, and puzzles. The stations provide opportunities for reading books, practicing letters and sounds, using computers for stories, and collaborative activities. Students are encouraged to be respectful and help each other as they build literacy skills.
This document provides a tour of the facilities at a school, describing classrooms, a gym, vestibule for socializing, a library for work and leisure, a repro room for supplies, a canteen for eating, a bar for snacks, science rooms and labs for experiments, and outdoor fields for sports like football and basketball. The school is said to have good classrooms and facilities for various activities.
Every day at school begins with feeling tired in the morning but students find their energy as the day progresses. At the start of lessons, most students feel sleepy but break time provides an opportunity to recharge with friends. The day becomes more exciting during physics class when students conduct experiments and laugh at mistakes. By the end of the day, students leave school quickly, realizing another fun day has come to an end and looking forward to returning tomorrow.
Tudor House primary school is my school. It is a school just for boys. We get to learn and play. It is really fun. Watch and learn why we love going to Tudor House.
мирошніченко а.л. позакласна робота Mirrorverka1987
1. The document contains summaries from several students about their English class. They describe their class as funny and their teacher as good.
2. Many students say they enjoy English lessons because the class is humorous and the teacher tells interesting stories. Some students like to play jokes on their classmates.
3. The lessons are seen as not boring because of the humor and interesting activities like listening to music, singing songs, and sometimes resting.
The document is a webpage from www.seomraranga.com created by Seomra Ranga in 2013. It contains digital work created from old film footage. The same information is repeated over 30 times on the page.
This document contains the copyright and website information for Seomra Ranga 2012 repeated multiple times. The copyright and website for Seomra Ranga, an organization called Seomra Ranga, is stated as 2012 and www.seomraranga.com respectively, and this information is repeated throughout the document without variation.
The document is a collection of pages with repeated text stating "Curtha le Chéile ag Seomra Ranga 2012 www.seomraranga.com" and attributing the work to Seomra Ranga. It provides no other information over multiple pages.
The document repeatedly promotes Seomra Ranga, a classroom resource website created in 2012. It lists the website address www.seomraranga.com and the phrase "Curtha le Chéile ag Seomra Ranga 2012", which translates to "Put together by Seomra Ranga 2012".
This document contains the copyright and website information for Seomra Ranga 2012 repeated multiple times. The copyright and website for Seomra Ranga, an organization called Seomra Ranga, is listed as the content, with the information repeating consecutively without other text.
The document is a filmstrip produced by Seomra Ranga and digitized from an old filmstrip. It consists of multiple pages that are blank except for the text "www.seomraranga.com" appearing on each page.
The document summarizes information about the Kvarnby school in Sweden. It describes the subjects taught, including Swedish, English, math, science and PE. It provides details about a typical school day and photos of the gym, lockers, art room, music room, and dining hall. It also briefly outlines the Swedish school system and grades students. Teachers were interviewed who discussed their time working at the school and views on topics like the student computers and food. In conclusion, it notes the school first opened in 1923 and describes how it has changed little over the past 20 years apart from new technology.
This document provides an overview of activities in Room 11 at Raumati Beach School. It describes some of the writing, art, and other projects students have worked on, including making books about their houses and favorite places at school. It also outlines parts of the daily routine, from handwriting practice in the morning to playing outside at break times and going to the library. The document highlights various special activities the class participates in, such as learning soccer skills, Kapahaka performances, and art projects focused on New Zealand icons.
- The author reflects on her practicum experience teaching English to elementary school students. She enjoyed creating a relaxed environment and bonding with the students, especially a student named Alejandro who began disrupting class but eventually hugged the teachers.
- Her favorite lessons incorporated projects using visuals like songs, drawings, and acting to help students understand and stay engaged with new vocabulary.
- Through the experience, the author became more confident and creative in lesson planning while also wanting to learn more about adapting lessons for students with special needs. She hopes to be a teacher who ensures all children have access to education.
Rocky Hill Elementary School is described in the document. It has several key areas including the office, library, gym, art room, music room, nurse's room, cafeteria, playgrounds, and classrooms. The principal is Ms. Marcum and there are various teachers for subjects like art, music, and physical education. The document provides a tour of the different parts of the school through short descriptions.
This document is a book created by girls from Team Two about their class. It consists of 26 pages with one letter of the alphabet on each page and a corresponding word or phrase describing something related to their class that starts with that letter. For example, A is for achievement, B is for basketball, C is for clouds, and so on until Z is for Zoe. The book provides an overview of activities, subjects, people, and other elements of their class from A to Z.
The document describes an English language project for 5-year-old students in Luzaro, Spain. It will involve 15 students, including one boy named Rashid who was adopted from Sahara. The project will take place over 4 weeks, with 3 classes per week focusing on basic vocabulary. Week 1 will cover places in town, Week 2 will cover family members, and Week 3 will express feelings. A variety of engaging activities using songs, games, stories and pictures are outlined to introduce vocabulary in a fun, interactive way and reinforce learning. The goal is for students to begin expressing themselves in English.
The document describes an English language project for 5-year-old students in Luzaro, Spain. It will involve 15 students, including one boy named Rashid who was adopted from Sahara. The project will take place over 4 weeks, with 3 classes per week focusing on basic vocabulary. Week 1 will cover places in town, Week 2 will cover family members, and Week 3 will cover feelings. A variety of engaging activities using songs, videos, games and art are outlined to introduce vocabulary in a fun, interactive way emphasizing speaking practice over books and grammar. The goal is for students to feel comfortable expressing themselves in English.
The narrator describes their first experience observing classes at a new school. They were nervous at first but were greeted warmly by the English teacher. The teacher introduced the narrator to the class and explained their role. The narrator observed two classes, taking notes on the classroom environment and student behavior. After the second class, the teacher suggested the narrator bring a game to help students practice vocabulary. The students enjoyed the memory game and asked if the narrator would bring it again. Though initially anxious, the narrator found the experience excellent and felt more comfortable as bonds with students developed over time.
This document provides a summary of a student's trip to Pare, Kediri, East Java with their junior high school class. Some key details:
- The trip took 16 hours by bus to arrive in Pare late at night and students were divided into rooms to sleep.
- The next day consisted of classes taught by different teachers on subjects like vocabulary and conversation. Students also explored the town, borrowing bicycles to get around.
- Later in the trip, students visited local temples and landmarks like mosques. They also had a farewell celebration at a restaurant before returning home. The student was surprised to be named best student from their class for the trip.
My school has about 1500 students and was founded in 1985. It has well equipped classrooms for different subjects like gym, technology, chemistry, library, and computer science on the ground, first, and second floors. The document describes the facilities and classrooms in the student's school and things they would like to change such as adding lockers and Wi-Fi.
The document describes several literacy stations that students rotate through, including group reading with a teacher, individual reading time, phonics games, spelling with magnetic letters, computers, a catch up station, and puzzles. The stations provide opportunities for reading books, practicing letters and sounds, using computers for stories, and collaborative activities. Students are encouraged to be respectful and help each other as they build literacy skills.
This document provides a tour of the facilities at a school, describing classrooms, a gym, vestibule for socializing, a library for work and leisure, a repro room for supplies, a canteen for eating, a bar for snacks, science rooms and labs for experiments, and outdoor fields for sports like football and basketball. The school is said to have good classrooms and facilities for various activities.
Every day at school begins with feeling tired in the morning but students find their energy as the day progresses. At the start of lessons, most students feel sleepy but break time provides an opportunity to recharge with friends. The day becomes more exciting during physics class when students conduct experiments and laugh at mistakes. By the end of the day, students leave school quickly, realizing another fun day has come to an end and looking forward to returning tomorrow.
Tudor House primary school is my school. It is a school just for boys. We get to learn and play. It is really fun. Watch and learn why we love going to Tudor House.
мирошніченко а.л. позакласна робота Mirrorverka1987
1. The document contains summaries from several students about their English class. They describe their class as funny and their teacher as good.
2. Many students say they enjoy English lessons because the class is humorous and the teacher tells interesting stories. Some students like to play jokes on their classmates.
3. The lessons are seen as not boring because of the humor and interesting activities like listening to music, singing songs, and sometimes resting.
year 12 ideals challenge week to borneo. RISS - Renaissance International School Saigon. Offers from pre-school to secondary curriculum under the structure of the British system. Located in Ho Chi Minh City, Vietnam.
Students had small class sizes of 4 to 28 students and sometimes split or combined grades. Lunch was typically eaten in the classroom and students sometimes went home for lunch. Recess activities included playground equipment like swings and seesaws as well as games like tag, marbles, and jump rope since there was limited playground equipment. The small school library had many books but no computers, requiring students to use a card catalog to find books. Rules focused on respect, gum chewing, and talking without permission, with consequences like writing lines, extra work, or visiting the principal's office. Courses included subjects like math, reading, writing, social studies, art, music, and physical education. Daily prayer and Bible reading were also part
The document summarizes an educational tour taken by students. It describes preparing for the tour, visiting several schools in Davao City including UIC Elementary and High School, Ateneo de Davao University, Mindanao Kokusai Daigaku, and University of Immaculate Conception. The tour provided opportunities to observe different learning environments and facilities. It was a tiring but valuable learning experience that exposed the students to educational experiences beyond the classroom.
The document summarizes an educational tour taken by students. It describes preparing for the tour, visiting several schools in Davao City including UIC Elementary and High School, Ateneo de Davao University, Mindanao Kokusai Daigaku, and University of Immaculate Conception. The tour provided opportunities to observe different learning environments and facilities. It was a tiring but valuable learning experience that exposed the students to educational experiences beyond the classroom.
Digital Magpie - Stealing the Ideas of OthersSeomra Ranga
This document provides summaries of and links to various educational technology tools and websites. These include Seesaw for digital portfolios, Project252 which crowdsources EdTech tools, Bensound for royalty-free music, Stupeflix and Adobe Spark for creating videos, and Explore.org for live animal cameras. Several apps are also mentioned, such as Anchor for sharing audio, Tellagami and Voki for creating avatars, and Classtools and ICTEvangelist which categorize educational apps.
Apps for Pupils With Special Educational Needs (SEN)Seomra Ranga
The document discusses mobile apps that can be used to help students with special education needs (SEN). It provides information on apps for sight word practice, handwriting, reading, categorization, sequencing, emotions recognition, verbs, and creating choice boards. Guidance is given on setting up Guided Access to lock apps for SEN students. The apps described include Smiley Sight Words, Wet Dry Try, Reading With Biff Chip & Kipper, Sound Touch, Sort It Out, iSequences, Emotions, Verbs With Milo, and Choice Board Creator.
The document discusses a friend with autism. It contains multiple copyright notices from the website Seomra Ranga and years 2014. There is no other text content in the document.
The document is a digital work created from an old film reel. It consists of repeated text attributing the work to Seomra Ranga, a digital classroom, and providing their website address from 2014.
The document is a collection of text blocks that are all attributed to "Curtha le Chéile ag Seomra Ranga 2014" and provide the website "www.seomraranga.com". It appears to have been created digitally from older film footage. The same short text is repeated over 20 times throughout the document.
The document is a digital work created from old film footage that has been compiled by Seomra Ranga in 2014 and features their website address on each page.
The document is a digital work created from an old film reel. It consists of 20 repetitions of the same text crediting "Curtha le Chéile ag Seomra Ranga" as being assembled by the classroom in 2014 and providing their website address.
This document contains details about a table quiz being held in association with Digital Art Week from April 28th to May 2nd 2014. It provides the questions and answers for 6 rounds of the art-themed quiz, with each round containing 6 multiple choice or short answer questions about artists, artworks, techniques and terms. The intent is for participants to compete in teams to answer the questions correctly during the event.
Presentation form the annual CESI Conference 2014 in Galway. The presentation gives examples of how technology can be used to provide a different response to the class novel or other fiction work in the classroom in order to Spark the Imagination of the pupils.
The document is a collection of text blocks that are all attributed to Seomra Ranga, an organization that creates digital works from old film footage. Each text block provides their website and states that the content was created by Seomra Ranga in 2014.
The document is about a digital work created from an old film scan. It was put together by Seomra Ranga in 2013 and directs readers to their website, www.seomraranga.com, on multiple occasions.
The document is about a digital work created from an old film scan. It was put together by Seomra Ranga in 2013 and directs readers to their website, www.seomraranga.com, which is stated over 20 times throughout.
The document is about a digital work created from an old film scan. It was put together by Seomra Ranga in 2013 and directs readers to their website, www.seomraranga.com, on multiple occasions.
The document is about a digital work created from an old film scan. It was put together by Seomra Ranga in 2013 and directs readers to their website, www.seomraranga.com, on multiple pages.
The document is a collection of pages that are repeatedly attributed to being put together by Seomra Ranga in 2013 and directs to their website, www.seomraranga.com, suggesting it is describing or promoting their work.
The document is a collection of pages that are each labeled "Curtha le Chéile ag Seomra Ranga 2013" and include the website "www.seomraranga.com". It appears to be material created from an old film.
The document is a collection of pages that are each labeled "Curtha le Chéile ag Seomra Ranga 2013" and include the website "www.seomraranga.com". It appears to be material created from an old film.
The document is a collection of pages that are each labeled "Curtha le Chéile ag Seomra Ranga 2013" and include the website "www.seomraranga.com". It appears to be digitized work from an old film put together by Seomra Ranga.
The document repeatedly lists the copyright of "Seomra Ranga 2013 www.seomraranga.com" over multiple lines without providing any other notable content.
The document is a digitized filmstrip that was produced by Seomra Ranga. It consists of multiple pages that are credited to Seomra Ranga and note that it was digitized from an old filmstrip. Each page contains information about digitization by Seomra Ranga and their website.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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 ...
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
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 presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to 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.
2. Our New Learning Space
In May 2012 we created a new Learning
Space in our classroom which we called
“The Cave” with a view towards making
a more comfortable and relaxed area in
which pupils can learn. These are a
selection of the pupils’ responses after
using the new space for a number of
weeks.
4. Our New Learning Space
I like the changes that we
made like the Cave. It’s
where we do reading and
sometimes we write things
and where we listen to
teacher.
5. Our New Learning Space
I liked the nice space near
the computer because we
can look at history, do
religion, have lunch, learn
Stay Safe, listen to stories and
podcasts.
6. Our New Learning Space
What I like about the new
learning space is that it’s cumfy,
quiet and it’s fun to do stuff
there. Right now while I am
writing this I’m sitting on a bean
bag in the learning space.
7. Our New Learning Space
We play on the iPods in our
learning space. We share writing,
the teacher explains Stay Safe to
us, we do dice games, we do art
pictures. We listen to stories. Our
learning space is helpful.
8. Our New Learning Space
I like learning in the cave. It is
fun in the cave. Everyone
likes the cave. When we go
to the next class I hope it will
still be there.
9. Our New Learning Space
My favourite place to sit in
the cave is the red bean
bag. I really like the cave
because there is nothing I
don’t like about it. It is the
best thing in our class.
10. Our New Learning Space
I don’t like the cave. I don’t
like being at the back too
much because I don’t learn
that much.
11. Our New Learning Space
The things I liked about the cave
were when we talked about our
Stay Safe and religion. The things
I didn’t like were when we talked
about our sounds in station
learning, I don’t know why.
12. Our New Learning Space
I like the cave because we used
to do Stay Safe there and listen
to stories. What I don’t like is
when teacher says “Everybody
up here” and everybody tries to
run like Usain Bolt to the bean
bags.
13. Our New Learning Space
We have a lot of fun in the
cave. The learning space is
warm. We do a lot of nice
work in the cave. We listen to
stories. It is really fun. Once
we ate our lunch there.
14. Our New Learning Space
We play on the iPods in our new
learning space. The teacher
explains what to do in our Stay
Safe. We play dice games in our
learning space. We do art in our
new learning space.
15. Our New Learning Space
The cave is really cool cause we can
really do anything. I really really love
it. We can go on the iPods here. We
can write stories. It’s really
comfortable with all the beanbags
and pillows. My favourite thing to do
in the cave is Stay Safe. I think it’s my
favourite thing that we’ve changed.