The document discusses question tags and echo questions. It provides examples of question tags used in statements to check understanding, as well as special cases. It notes that American English typically uses "right" instead of question tags. Echo questions are used to show interest or surprise and repeat part of what someone said. The document provides examples and prompts the reader to practice using question tags and echo questions in responses.
The document discusses the use of "had to" and "could/couldn't" to express obligation and ability in the past tense. It provides examples of using "had to" with infinitives and in interrogative sentences. It also gives examples of "could/couldn't" to talk about ability or lack of ability in the past. Finally, it includes some incomplete sentences to practice using these past tense forms correctly.
The document discusses the use of the simple present tense to talk about recurring events, factual information, states or conditions, and adverbs of frequency. It provides examples of using the simple present tense for habits or routines, scheduled events, general truths, scientific facts, definitions, physical descriptions, feelings, and expressing how often something happens. It also covers the affirmative and negative forms of the simple present tense and irregular verbs like have and be.
This document provides a lesson plan for teaching about goals and achievements using the present perfect tense. It includes sections on warm-up exercises, vocabulary, grammar structures, examples and exercises. The document discusses using expressions like "have been" and adverbs like "already" and "yet" when talking about goals. It also provides example sentences of the present perfect tense and links to additional online resources for further practice.
The document discusses different types of questions in English including yes/no questions, choice questions, WH-questions (who, what, when, where, why, how questions), and tag questions. It provides examples of how to form each type of question and includes exercises for learners to practice forming and answering questions. The key points are that questions can request specific information, confirmation of a statement, or choices, and they follow specific grammatical rules depending on the question type.
This document defines and provides examples for the words: interpret, propose, resort, ultimate, and vague. It defines interpret as to explain the meaning of, propose as to suggest, resort as to turn or go for help, ultimate as greatest or highest possible, and vague as general or unclear. It then provides sentences using each word and lists synonyms. It concludes with questions about using interpreters, proposing marriage, protecting friends, goals, and giving vague answers.
This document provides information about different types of questions in English, including yes/no questions, choice questions, wh-questions (questions beginning with what, when, where, who, why, how), and tag questions (questions added to statements). It defines each type of question, provides examples, and presents exercises for forming and answering different kinds of questions.
This document contains two versions of a set of questions - one labeled "Collocations #2 (p. 148)" containing mistakes, and one labeled "Discuss with a partner" with the mistakes corrected. It asks the reader to find the five mistakes in the first version and discusses taking the questions with a partner using the corrected version. It also contains a third set of questions labeled "Men & Women" about gender differences in brain wiring and its effects.
The document discusses question tags and echo questions. It provides examples of question tags used in statements to check understanding, as well as special cases. It notes that American English typically uses "right" instead of question tags. Echo questions are used to show interest or surprise and repeat part of what someone said. The document provides examples and prompts the reader to practice using question tags and echo questions in responses.
The document discusses the use of "had to" and "could/couldn't" to express obligation and ability in the past tense. It provides examples of using "had to" with infinitives and in interrogative sentences. It also gives examples of "could/couldn't" to talk about ability or lack of ability in the past. Finally, it includes some incomplete sentences to practice using these past tense forms correctly.
The document discusses the use of the simple present tense to talk about recurring events, factual information, states or conditions, and adverbs of frequency. It provides examples of using the simple present tense for habits or routines, scheduled events, general truths, scientific facts, definitions, physical descriptions, feelings, and expressing how often something happens. It also covers the affirmative and negative forms of the simple present tense and irregular verbs like have and be.
This document provides a lesson plan for teaching about goals and achievements using the present perfect tense. It includes sections on warm-up exercises, vocabulary, grammar structures, examples and exercises. The document discusses using expressions like "have been" and adverbs like "already" and "yet" when talking about goals. It also provides example sentences of the present perfect tense and links to additional online resources for further practice.
The document discusses different types of questions in English including yes/no questions, choice questions, WH-questions (who, what, when, where, why, how questions), and tag questions. It provides examples of how to form each type of question and includes exercises for learners to practice forming and answering questions. The key points are that questions can request specific information, confirmation of a statement, or choices, and they follow specific grammatical rules depending on the question type.
This document defines and provides examples for the words: interpret, propose, resort, ultimate, and vague. It defines interpret as to explain the meaning of, propose as to suggest, resort as to turn or go for help, ultimate as greatest or highest possible, and vague as general or unclear. It then provides sentences using each word and lists synonyms. It concludes with questions about using interpreters, proposing marriage, protecting friends, goals, and giving vague answers.
This document provides information about different types of questions in English, including yes/no questions, choice questions, wh-questions (questions beginning with what, when, where, who, why, how), and tag questions (questions added to statements). It defines each type of question, provides examples, and presents exercises for forming and answering different kinds of questions.
This document contains two versions of a set of questions - one labeled "Collocations #2 (p. 148)" containing mistakes, and one labeled "Discuss with a partner" with the mistakes corrected. It asks the reader to find the five mistakes in the first version and discusses taking the questions with a partner using the corrected version. It also contains a third set of questions labeled "Men & Women" about gender differences in brain wiring and its effects.
This document provides a teacher's guide for story activities involving the story "I Can Help". It includes instructions for conducting word-level and sentence-level activities using flash cards labeled with reference numbers. The word-level section lists vocabulary words in English and Tamil along with activities pairing words with meanings, opposites, pictures, gender identification, rhyming words, and alliterative words. The sentence-level section provides instructions for sentence formation and ordering activities using labeled sentences from the story. Samples of the flash cards with words and sentences are also included.
1. The document provides information about grammar, vocabulary, and everyday English topics from Unit 7 of an English language textbook.
2. It includes passages about the past simple tense of regular and irregular verbs, vocabulary words that go together, and questions about dates.
3. The document contains exercises for students to practice these grammar, vocabulary, and conversational skills through activities like filling in blanks, asking and answering questions, and completing sentences.
The document discusses wh-questions in English and provides examples of different types of wh-questions starting with what, where, when, who, why and how. It explains the structure of wh-questions and gives sample questions and answers. These include questions about name, address, birthplace, birthday, friends and reasons for being somewhere. The document also has exercises matching wh-questions to answers and circling the correct wh-word in questions.
This document discusses the first conditional, which is used to talk about possible situations and their consequences in the future. It explains that the first conditional uses the present simple in the if-clause and will + infinitive in the main clause. Examples of affirmative, negative, and interrogative forms are provided for both the present simple and future simple. Common uses of the first conditional are also demonstrated through sample sentences. Exercises are then given to practice forming first conditional sentences and filling in verbs in the correct tense.
This document provides instruction on how to properly use the verbs "do", "does", and "did" in sentences. It explains that "do" is used for singular subjects, "does" is used for plural subjects, and "did" is the past tense form. Examples are provided to demonstrate the correct usage of these verbs in different contexts like checking homework, asking questions, and giving reminders. Readers are taught the formula of using the base verb form after "do", "does", or "did". Common errors are highlighted and the document ensures understanding through additional examples and recaps.
This document discusses different types of questions in English including yes/no questions, choice questions, wh-questions (information questions), and tag questions. It provides examples and explanations of how each type of question is structured and formed in English. The key differences between yes/no questions, wh-questions, and tag questions are explained. Choice questions offer answer choices within the question. Exercises are also included for students to practice forming and answering different question types in English.
The Locative Communication and the increase of the relevance of the placeCECULT / UFRB
This document discusses the increasing relevance of place in communication due to locative media technologies. It defines key concepts like space, place, and different forms of communication (local, situated, global, locative). Locative communication involves mobile interfaces, digital devices, and contexts of co-presence. Bluetooth zones send place-specific information to nearby devices, reinforcing the meaning and sense of place. Overall, locative media increases the importance of physical location in communication by linking it to mobile technologies.
The document discusses the "Right Point" project, which aims to map bus stop accessibility in Salvador, Brazil. The project involves inspecting bus stops within a 6km radius of a hospital to evaluate accessibility based on 12 criteria. Student volunteers were trained to perform inspections and collect geographic data on 194 stops using a classification system of favorable, acceptable, and critical. The results are being mapped using markers colored green, yellow, and red respectively to visualize accessibility levels and identify areas for improvement. The goal is to produce a digital map with georeferenced accessibility data on bus stops to raise awareness and inform urban planning.
Locative communication: Place as a medium?CECULT / UFRB
The document summarizes a presentation given by Macello Medeiros at the 12th Annual Convention of the MEA on locative communication and place as a medium. It discusses an educational totem project in Salvador, Brazil that provides audio information about tourist locations using touch screens, Bluetooth, QR codes, and USB drives. It also covers locative communication versus locative media, how places can send phone-specific content, and some potential applications of locative communication on a university campus, including Bluetooth zones and books on demand. It concludes by questioning McLuhan's concept of "the light in the bedroom" and whether place can truly be considered a medium.
El documento trata sobre varios problemas y sus conclusiones. Fue escrito por cinco autores: Maitane Uranga, Ion Unanue, Amaia Zumeaga, Ruben Tapia y Leire Ugarte.
Bahrain is a kingdom located between two seas whose coat of arms and government are led by a King and Prime Minister. The document briefly mentions Bahrain Harbour and includes images of the country's coat of arms, traditional dress, and the Crowne Plaza hotel.
“Le Chant des Sirènes”: Locative media and the increase in the relevance of t...CECULT / UFRB
This document discusses locative media and how it increases the relevance of place. It provides context about how during World War 2, women sent radio messages from ships to the port of Quebec, representing local communication. With writing and new technologies, the contexts of production and reception became detached. Locative media, using mobile devices and location-based awareness, is a form of communication that increases the relevance of place by allowing for copresence through mobile interaction between places.
This presentation summarizes a HBR article by the same name by Robert A. Howell. It introduces us to a wonderful technique of handling multiple projects simultabeously at organizations.
This presentation tries to capture the essence of the book review of "Critical Chain by Eli Goldratt" published in Harvard Business Review.
Review by : Jeffrey Elton & Justin Roe
The UN has helped improve security and provide electoral support in Iraq through the UN Development Programme and UN Development Group Iraq Trust Fund, while also assisting many asylum seekers. The Security-General has advocated a patient and assertive approach to further assisting Iraq and lifting restrictions.
This document provides an overview of Marshall Middle School for the 2014-2015 school year. It details information for parents and students such as the school schedule, team structure, safety procedures, communication methods, and opportunities for involvement. The principal and assistant principal contact information is listed for any additional questions.
The document provides information for parents about the 4th grade curriculum at James Ryder Randall Elementary School. It includes details about reading, language arts, math, science, and social studies curriculum. It also discusses MSA tests, grading factors, homework policies, rewards/consequences, uniform requirements, and ways parents can support their child's learning at home.
This document provides a teacher's guide for story activities involving the story "I Can Help". It includes instructions for conducting word-level and sentence-level activities using flash cards labeled with reference numbers. The word-level section lists vocabulary words in English and Tamil along with activities pairing words with meanings, opposites, pictures, gender identification, rhyming words, and alliterative words. The sentence-level section provides instructions for sentence formation and ordering activities using labeled sentences from the story. Samples of the flash cards with words and sentences are also included.
1. The document provides information about grammar, vocabulary, and everyday English topics from Unit 7 of an English language textbook.
2. It includes passages about the past simple tense of regular and irregular verbs, vocabulary words that go together, and questions about dates.
3. The document contains exercises for students to practice these grammar, vocabulary, and conversational skills through activities like filling in blanks, asking and answering questions, and completing sentences.
The document discusses wh-questions in English and provides examples of different types of wh-questions starting with what, where, when, who, why and how. It explains the structure of wh-questions and gives sample questions and answers. These include questions about name, address, birthplace, birthday, friends and reasons for being somewhere. The document also has exercises matching wh-questions to answers and circling the correct wh-word in questions.
This document discusses the first conditional, which is used to talk about possible situations and their consequences in the future. It explains that the first conditional uses the present simple in the if-clause and will + infinitive in the main clause. Examples of affirmative, negative, and interrogative forms are provided for both the present simple and future simple. Common uses of the first conditional are also demonstrated through sample sentences. Exercises are then given to practice forming first conditional sentences and filling in verbs in the correct tense.
This document provides instruction on how to properly use the verbs "do", "does", and "did" in sentences. It explains that "do" is used for singular subjects, "does" is used for plural subjects, and "did" is the past tense form. Examples are provided to demonstrate the correct usage of these verbs in different contexts like checking homework, asking questions, and giving reminders. Readers are taught the formula of using the base verb form after "do", "does", or "did". Common errors are highlighted and the document ensures understanding through additional examples and recaps.
This document discusses different types of questions in English including yes/no questions, choice questions, wh-questions (information questions), and tag questions. It provides examples and explanations of how each type of question is structured and formed in English. The key differences between yes/no questions, wh-questions, and tag questions are explained. Choice questions offer answer choices within the question. Exercises are also included for students to practice forming and answering different question types in English.
The Locative Communication and the increase of the relevance of the placeCECULT / UFRB
This document discusses the increasing relevance of place in communication due to locative media technologies. It defines key concepts like space, place, and different forms of communication (local, situated, global, locative). Locative communication involves mobile interfaces, digital devices, and contexts of co-presence. Bluetooth zones send place-specific information to nearby devices, reinforcing the meaning and sense of place. Overall, locative media increases the importance of physical location in communication by linking it to mobile technologies.
The document discusses the "Right Point" project, which aims to map bus stop accessibility in Salvador, Brazil. The project involves inspecting bus stops within a 6km radius of a hospital to evaluate accessibility based on 12 criteria. Student volunteers were trained to perform inspections and collect geographic data on 194 stops using a classification system of favorable, acceptable, and critical. The results are being mapped using markers colored green, yellow, and red respectively to visualize accessibility levels and identify areas for improvement. The goal is to produce a digital map with georeferenced accessibility data on bus stops to raise awareness and inform urban planning.
Locative communication: Place as a medium?CECULT / UFRB
The document summarizes a presentation given by Macello Medeiros at the 12th Annual Convention of the MEA on locative communication and place as a medium. It discusses an educational totem project in Salvador, Brazil that provides audio information about tourist locations using touch screens, Bluetooth, QR codes, and USB drives. It also covers locative communication versus locative media, how places can send phone-specific content, and some potential applications of locative communication on a university campus, including Bluetooth zones and books on demand. It concludes by questioning McLuhan's concept of "the light in the bedroom" and whether place can truly be considered a medium.
El documento trata sobre varios problemas y sus conclusiones. Fue escrito por cinco autores: Maitane Uranga, Ion Unanue, Amaia Zumeaga, Ruben Tapia y Leire Ugarte.
Bahrain is a kingdom located between two seas whose coat of arms and government are led by a King and Prime Minister. The document briefly mentions Bahrain Harbour and includes images of the country's coat of arms, traditional dress, and the Crowne Plaza hotel.
“Le Chant des Sirènes”: Locative media and the increase in the relevance of t...CECULT / UFRB
This document discusses locative media and how it increases the relevance of place. It provides context about how during World War 2, women sent radio messages from ships to the port of Quebec, representing local communication. With writing and new technologies, the contexts of production and reception became detached. Locative media, using mobile devices and location-based awareness, is a form of communication that increases the relevance of place by allowing for copresence through mobile interaction between places.
This presentation summarizes a HBR article by the same name by Robert A. Howell. It introduces us to a wonderful technique of handling multiple projects simultabeously at organizations.
This presentation tries to capture the essence of the book review of "Critical Chain by Eli Goldratt" published in Harvard Business Review.
Review by : Jeffrey Elton & Justin Roe
The UN has helped improve security and provide electoral support in Iraq through the UN Development Programme and UN Development Group Iraq Trust Fund, while also assisting many asylum seekers. The Security-General has advocated a patient and assertive approach to further assisting Iraq and lifting restrictions.
This document provides an overview of Marshall Middle School for the 2014-2015 school year. It details information for parents and students such as the school schedule, team structure, safety procedures, communication methods, and opportunities for involvement. The principal and assistant principal contact information is listed for any additional questions.
The document provides information for parents about the 4th grade curriculum at James Ryder Randall Elementary School. It includes details about reading, language arts, math, science, and social studies curriculum. It also discusses MSA tests, grading factors, homework policies, rewards/consequences, uniform requirements, and ways parents can support their child's learning at home.
The document discusses three types of curricula: the intended curriculum set by the state, the implemented curriculum delivered by teachers, and the attained curriculum actually learned by students. It notes that the implemented curriculum has the strongest relationship to student achievement. It also discusses essential skills, knowledge and vocabulary for learning targets and content validity.
This document provides a summary of a 501 question book titled "501 Synonym & Antonym Questions". It includes questions to test a test taker's knowledge of synonyms and antonyms in order to improve vocabulary and performance on standardized tests. The book is divided into chapters with increasing difficulty and each question is fully explained in the answer key.
This document provides a summary of a 501-question book that helps prepare readers for verbal sections of standardized tests through synonym and antonym exercises. It contains an introduction explaining the format and purpose of the questions, which are grouped into chapters focusing on either synonyms or antonyms. Each question is fully explained at the end to help readers assess their vocabulary and identify words to study further.
A data-driven view of how our lives are shaped at birth. Our names, our time of birth, our place of birth -- all of these have a statistically significant impact on our futures.
The document provides information about statutory assessment tests (SATs) taken at the end of Key Stage 2 in the UK. It explains that pupils take tests in English (reading, grammar and spelling) and maths, and are expected to achieve Level 4 or above by the end of Year 6. The tests assess pupils' knowledge of subjects like reading comprehension, arithmetic, and spelling. It provides details on test format, timing, content covered, and procedures for administering and reporting results.
The document provides an overview of what various classes at PS/IS 226 Panther Pride are focusing on for the month of September. Some of the key points mentioned include:
- 6th grade ELA classes focusing on close reading strategies and the RACE strategy. 7th grade ELA reviewing essay writing skills and discussing "The Seven Habits of Highly Effective Teens." 8th grade ELA starting a "College 101" unit.
- 6th grade math learning order of operations. 7th grade reviewing concepts like number systems and ratios/proportions. 8th grade refreshing skills and learning new content.
- 6th grade science exploring the nature of science through inquiry. 7th grade developing
This document provides information from a 4th grade teacher's orientation for parents. It includes details about the teacher's background and qualifications, an overview of the classroom schedule and homework policy, a description of the behavior system and rewards, and information about assessments and communicating with parents.
This document provides information for parents about the 4th grade curriculum and expectations at Town Center Elementary for the 2011-2012 school year. It outlines what students will learn in key subjects like reading, writing, math, science, and social studies. It also describes classroom policies, homework expectations, grading practices, field trips, volunteering opportunities, and ways for parents to stay informed and communicate with teachers.
The document provides details about changes to an upcoming class syllabus and assignments. It mentions adding another lab class on November 10th but meeting in the regular classroom first before walking to the lab. It also discusses an upcoming grammar quiz and assignments to read The Curious Incident of the Dog in the Night-time.
Chapter 6: Writing Objective Test Items
1) What is an objective test items?
2) Examples of an objective test items
a) True or False
• Advantages & Disadvantages
• Suggestions for writing true or false test items
b) Matching Type
• Advantages & Disadvantages
• Suggestions for writing matching type test items
c) Multiple Choice
• Advantages & Disadvantages
• Suggestions for writing multiple choice test items
d) Completion Test
• Advantages & Disadvantages
• Suggestions for writing completion test items
3) Guidelines for writing test items
The document outlines Ms. C's plans for a class website with the purpose of providing students resources and information about her 7th grade language arts class. The objectives are for students to use the interactive site to find homework, vocabulary, school events, calendars, assignment due dates, useful links, and a class blog. The intended audience is students in Ms. C's 7th grade class who need class information or updates.
The document summarizes the key points from a fall town hall meeting at South Middle School. It discusses positive trends seen so far this year, the tardy policy, recycling initiatives, safety drill procedures, the upcoming MEAP tests and importance of doing well, testing strategies, and celebrating efforts. Upcoming events like a fun night and student-led conferences are also mentioned. The overall tone is one of encouragement and providing information to students and parents.
1. The document is a test with questions about school subjects, grammar, vocabulary, reading comprehension, and family relationships.
2. It contains exercises to match school subjects to pictures, choose the correct words to complete sentences, identify nationalities of cities, fill in family member terms, identify correct verb forms, and answer questions about passages on famous siblings.
3. The test covers topics like school, grammar, vocabulary and reading to assess a student's English language skills.
Szabo, susan staar reading passages the readability is to high schooling v3 n...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
This document provides information about fifth grade classes at James Buchanan Elementary School. It outlines the daily schedule, including periods for spelling, science, reading, math, lunch, writing and specials classes like music, art, gym and computer. It describes the mathematics, reading and writing curricula. It also provides policies on homework, book reports, classroom management, supplies needed, birthdays and state exams. The overall summary is that this document orients new fifth grade students and their families to the academic program, schedule and policies for the upcoming school year at James Buchanan Elementary School.
Module 4-5 Counting, Probability, and Expected ValueShow all work .docxroushhsiu
Module 4-5 Counting, Probability, and Expected Value
Show all work to receive credit. Any written questions should be at least 3 sentences long.
Counting
1. A gift-wrapping store has 8 shapes of boxes, 14 types of wrapping paper, and 12 different bows. How many different gift-wrapping options are available at this store?
2. Four friends go to the movies. How many different ways can they sit in a row?
3. You are creating a 4-letter password using only the 26 lowercase letters from the alphabet. How many unique passwords could you create (assuming the password does not need to spell a real word) if:
a. Repeating letters is allowed?
b. Repeating letters are not allowed?
c. What are some passwords that are possible in a. that are not possible in b.? What are some passwords that are possible in either scenario?
4. Which of the following do I have to check before using the nPr? There may be more than one correct answer:
MTH 101
a.
b. Repeating is allowed
c. Repeating is not allowed
d. The order matters
e. The order does not matter
Explain in a complete sentence why you chose the options for the previous question:
5. Which of the following do I have to check before using nCr? There may be more than one correct answer:
MTH 101
a.
b. Repeating is allowed
c. Repeating is not allowed
d. The order matters
e. The order does not matter
6.
Explain in a complete sentence why you chose the options for the previous question:
7. Two people out of a group of 75 will win tickets to an upcoming concert. How many different groups of two are possible?
8. Barry is hosting a Super Bowl party and offers 7 different kinds of chip dip. If a party goer can choose any number of chip dips for their chips, how many chip dip combinations are possible?
9. There are 30 students in the classroom competing for classroom prizes. Only the first two students whose name is drawn will win a prize. The first student wins 5 bonus points and the second student wins 2 bonus points, both on the upcoming test. If you are one of the 30 students, what is the probability you will win the top prize and your best friend wins the second prize?
Probability and Odds
Answer all questions with a fraction in lowest terms. If you’d like, you can also write them as a percent.
If you draw one card at random, what is the probability that card is a(n)…
9. Heart?
10. 7 of diamonds?
11. face card or a club?
Given the card is a club, what is the probability a card drawn at random will be a(n)…
12. 8?
13. 10 or ace?
You are choosing two cards, without replacing the first card. What is the probability you choose…
14. a 7 then a 3?
15. two consecutive fours?
16. two consecutive diamonds?
You are choosing two cards, replacing the first card in the deck after it has been drawn. What is the probability you choose…
17. a 7 then a 3?
18. two consecutive fours?
19. two consecutive diamonds?
20. A card is drawn from a standard deck of 52 cards, and then replaced in.
Similar to Palmetto Assessment Of State Standards For School Counselors (20)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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.
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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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
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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 ...
4. English language Arts – Grade 3 Read the article. Then answer the question. Most people know honey comes from a hive. But it takes a lot of work to make the sticky, sweet honey so many of us love to eat. Worker bees are one of three types of honeybees. They live in a colony, or hive, with drones and a queen. Worker bees are the smallest of these honeybees, but they do all the work! These busy bees visit 50 to 100 flowers each day to collect nectar. This sweet liquid produced by flowers is used to make honey. Worker bees then feed this nectar to the queen. They also must guard the entrance to the hive. The bees move their wings 11,400 times a minute to keep the hive cool. Moving their wings so fast causes the bees’ familiar buzzing sound. So the next time you put some honey on your toast or biscuit, think about these hard-working honeybees.
5.
6. Writing – Grade 4 What is the correct way to write this sentence? A. If you were to ask everyone to identify a few of their favorite American athletes, Michael Jordan’s name would surely be on the list. B. If you were to ask everyone to identify a few of his favorite American athletes, Michael Jordans’ name would surely be on the list. C. If you were to ask everyone to identify a few of their favorite American athletes, Michael Jordans’ name would surely be on the list. D. If you were to ask everyone to identify a few of his favorite American athletes, Michael Jordan’s name would surely be on the list. Key = D