This document contains a vocabulary list and information about conversational rules and active/passive voice for a 7th form revision lesson. It defines words like politeness, easy-going, and bad-tempered. The conversational rules section advises students to be polite, discuss topics that interest everyone, and not interrupt others. It also says not to talk too loudly or go off topic. The active and passive voice section explains that passive voice is often used when the actor is unimportant and includes examples like "People use pens to write with" in the active voice and "The pen is used to write with" in the passive voice.
This document describes several old schoolyard games played in the Victorian era and earlier, including blind man's bluff (a version of tag where one person is blindfolded), marbles (hitting marbles with sticks down a street), musical chairs, charades, hot potato, 20 questions, dictionary game (matching fake definitions to real words), and hide and seek. The games involve physical touching, acting out words, guessing concealed objects or thoughts, and using a dictionary.
This document provides information and study tips to help prepare for a test on pronouns and types of leads in writing. It defines different types of pronouns and provides examples. It also outlines different types of leads that can be used to start a story, such as using onomatopoeia, posing a question, or setting the mood. The document emphasizes practicing by reviewing the material, knowing definitions, and not being surprised on the test, which will cover pronouns and leads and be worth around 50 points. It encourages preparation, studying, practicing, and not stressing.
This document provides objectives and expressions for a summer course on sharing opinions. It outlines 5 expressions each for expressing personal opinions, agreement, and disagreement. It also provides examples of a conversation using these expressions between two people discussing whether Canada is better to visit in the summer or winter. The document concludes by asking the reader to practice a similar conversation using the expressions.
1) The document outlines the agenda for an academic class discussing returning feedback on group speaking tasks, checking in on emailing professors, learning about consensus building, and doing a final listening activity.
2) Students will get into groups and try to decide the top 5 items needed to survive on a deserted island, expressing ideas and negotiating to reach consensus.
3) The listening activity involves questions about bucket lists that will be answered during and after playing an audio story about an old man's bucket list.
There are some phrases that you can use to help express opinions. Some of these phrases are more appropriate for written English such as giving your opinion in an essay whereas some can also be used in spoken English. You can see on the slide below:
Character 1 enters the media room where Character 2 is waiting. Character 2 asks Character 1 for help improving his jokes to impress a girl named Jess. Character 2 tells Character 1 some corny jokes in an attempt to be funny. Character 1 suggests Character 2 try talking to Jess more about herself instead of focusing so much on jokes. Character 2 then asks Character 1 personal questions, coming on too strong. Jess then walks in and hears Character 2's latest joke before quickly leaving, making the situation more awkward.
This document covers two topics: making suggestions and demonstrative pronouns. For making suggestions, it discusses using "let's" followed by a verb, as well as phrases like "what about..." and "why don't we...". It also covers accepting and rejecting suggestions politely. For demonstrative pronouns, it defines this, that, these, and those based on distance (near or far) and number (singular or plural). Examples are provided to illustrate the use of each pronoun.
This document contains a vocabulary list and information about conversational rules and active/passive voice for a 7th form revision lesson. It defines words like politeness, easy-going, and bad-tempered. The conversational rules section advises students to be polite, discuss topics that interest everyone, and not interrupt others. It also says not to talk too loudly or go off topic. The active and passive voice section explains that passive voice is often used when the actor is unimportant and includes examples like "People use pens to write with" in the active voice and "The pen is used to write with" in the passive voice.
This document describes several old schoolyard games played in the Victorian era and earlier, including blind man's bluff (a version of tag where one person is blindfolded), marbles (hitting marbles with sticks down a street), musical chairs, charades, hot potato, 20 questions, dictionary game (matching fake definitions to real words), and hide and seek. The games involve physical touching, acting out words, guessing concealed objects or thoughts, and using a dictionary.
This document provides information and study tips to help prepare for a test on pronouns and types of leads in writing. It defines different types of pronouns and provides examples. It also outlines different types of leads that can be used to start a story, such as using onomatopoeia, posing a question, or setting the mood. The document emphasizes practicing by reviewing the material, knowing definitions, and not being surprised on the test, which will cover pronouns and leads and be worth around 50 points. It encourages preparation, studying, practicing, and not stressing.
This document provides objectives and expressions for a summer course on sharing opinions. It outlines 5 expressions each for expressing personal opinions, agreement, and disagreement. It also provides examples of a conversation using these expressions between two people discussing whether Canada is better to visit in the summer or winter. The document concludes by asking the reader to practice a similar conversation using the expressions.
1) The document outlines the agenda for an academic class discussing returning feedback on group speaking tasks, checking in on emailing professors, learning about consensus building, and doing a final listening activity.
2) Students will get into groups and try to decide the top 5 items needed to survive on a deserted island, expressing ideas and negotiating to reach consensus.
3) The listening activity involves questions about bucket lists that will be answered during and after playing an audio story about an old man's bucket list.
There are some phrases that you can use to help express opinions. Some of these phrases are more appropriate for written English such as giving your opinion in an essay whereas some can also be used in spoken English. You can see on the slide below:
Character 1 enters the media room where Character 2 is waiting. Character 2 asks Character 1 for help improving his jokes to impress a girl named Jess. Character 2 tells Character 1 some corny jokes in an attempt to be funny. Character 1 suggests Character 2 try talking to Jess more about herself instead of focusing so much on jokes. Character 2 then asks Character 1 personal questions, coming on too strong. Jess then walks in and hears Character 2's latest joke before quickly leaving, making the situation more awkward.
This document covers two topics: making suggestions and demonstrative pronouns. For making suggestions, it discusses using "let's" followed by a verb, as well as phrases like "what about..." and "why don't we...". It also covers accepting and rejecting suggestions politely. For demonstrative pronouns, it defines this, that, these, and those based on distance (near or far) and number (singular or plural). Examples are provided to illustrate the use of each pronoun.
This document provides an overview of communicative grammar topics including the use of pronouns, questions with how many, and articles. It discusses using there is/there are to talk about singular or plural nouns, examples of subject and object pronouns as well as direct and indirect objects, the difference between count and non-count nouns, how to form negative statements, and the proper uses of the definite and indefinite articles. The document aims to teach grammar through examples for various topics.
This document provides an overview of communicative grammar topics including the use of pronouns, questions with how many, and articles. It discusses using there is/there are to talk about singular or plural nouns, examples of subject and object pronouns as well as direct and indirect objects, the difference between count and non-count nouns, how to form negative statements, and the proper uses of the definite and indefinite articles. The document aims to teach grammar through examples for various topics.
The document provides guidance on expressing opinions in American English. It explains that an opinion is how an individual feels about something and should not be stated as a fact. It offers phrases to introduce personal opinions like "In my opinion" or "Personally, I think." The document also suggests starting a general opinion with phrases like "It is thought that" and providing reasons and details to support opinions. Finally, it notes that in responding to opinions, one can agree or disagree and provides examples of language for both.
The document outlines various phrases used to express different points of view. It provides phrases for expressing a personal point of view, a generally accepted point of view, agreeing with an opinion, and disagreeing with an opinion.
The document discusses different types of noun clauses. It explains that noun clauses can be introduced by question words like who, what, when, where; by whether or if; or by the word that. It provides examples of each type of noun clause and discusses the word order and grammatical rules associated with different noun clauses. The document also notes that question words and whether can be followed by an infinitive in a noun clause.
This document provides guidance on analyzing characters' personalities based on their responses to major events in stories. It uses the example of Goldilocks and the Three Bears, noting that the bears' gentle reaction to finding Goldilocks shows they are caring, trusting and slow to anger. In contrast, Goldilocks' panicked response to waking in their home without permission reveals her to be rude, selfish, reckless and disrespectful. The document instructs readers to identify major story events, analyze characters' responses, and determine what those responses suggest about their personalities.
This document provides an agenda and notes for a grammar lesson on simple present tense. The agenda includes a warm-up activity, reviewing the syllabus, simple present tense through examples and exercises, discussing Americans and their pets, and homework reviewing the covered material. Discussion techniques like stating opinions, asking questions, and agreeing/disagreeing are also reviewed. An online article about pet care in State College is shared and exercises have students practice simple present tense.
This document provides a list and definitions of common modal verbs in English. It discusses modal verbs such as can, may, must, have to, need, dare, and others. It explains that modal verbs are helping verbs used with other verbs to express ideas like ability, obligation, permission, or necessity. It also categorizes the different modal verbs based on how they are used to express ideas like possibility, prohibition, obligation, permission, and more. Examples are provided to illustrate the usage of each modal verb.
The document discusses the present simple tense in English, including its affirmative and negative forms. It provides examples of the present simple used with I, you, we, they and he/she. For the third person singular, it notes that the verb takes an -s ending in the affirmative (she plays). It also highlights the use of "does/do" in the negative third person singular form (she doesn't play). Finally, it gives additional examples of the present simple tense used with various verbs.
This document provides suggestions for effectively structuring an essay. It recommends beginning with an anecdote, scene, profile, background information, quotation, or dialogue to engage the reader. The body of the essay should explore the topic through specific examples and lesser known details while relating it back to the central question. The conclusion should avoid generic phrases and leave the reader with a final idea to reflect on rather than simply restating points.
The document provides lesson plans and materials for a first grade classroom. It includes a read aloud about a student named Alex who moves to a new town and feels nervous, scared, lonely and sad. It also covers phonics, spelling, characters and settings from stories, comprehension questions about the read aloud, vocabulary, grammar and a writing activity. The lessons aim to help students understand characters' feelings, identify story elements, practice phonics and work on descriptive writing.
Pip was training to be a guide dog at Canine University. While she struggled at first due to her short height, feeling overwhelmed in class, Pip did not give up and gradually improved. On exam day, Pip encountered a blind woman in need of assistance and helped guide her to safety, demonstrating that she had what it takes to be a successful guide dog.
This document provides examples of question words and answers to questions using those words. It begins by listing common question words like what, who, when, where, how, why, and which. It then provides short sentences answering who questions about what different people like Mr Lee, Mrs Lee, Chee Seng, and Meng Yee are doing.
Group discussions test a variety of skills including quick thinking, logical reasoning, public speaking ability, leadership potential, and how well one can interact with others in a group setting. When participating, address others formally by title or name, refer to the group as a whole to avoid subgroups, and gain attention by continuing the discussion rather than passing it on. Maintain a professional demeanor through formal dress, posture, and language while establishing rapport by making eye contact, speaking to all members, and facilitating but not dominating the conversation.
The document provides word search hints related to Halloween including ghosts, mummies, witches, and vampires. It also asks questions about Halloween plans and provides examples of sequencing activities using words like first, then, after that, and finally.
This document provides guidance on politely asking for favors and giving orders. It introduces the phrases "Do you mind if" to ask for favors and "Would you mind" to give orders politely. Examples are given of using these phrases in conversations. Partners are instructed to practice asking for permission to take or do something at each other's houses using these polite phrases.
This document discusses verbs and subjects in English grammar. It defines a subject as the noun or pronoun that performs the verb and provides examples. It also defines a verb as a word that shows action or state of being and gives examples. Additionally, it notes that a subject will come before a phrase beginning with "of" and that if a verb follows "to", it is an infinitive phrase and not the main verb, with the main verb coming before or after.
The document provides guidance on sequencing events when telling a story. It lists common transition words and phrases used to indicate the beginning, continuation, interruptions, getting back on topic, and ending of a story when speaking or writing. These include words like firstly, then, suddenly, anyway, and finally to link ideas and events in the order they happened.
The document provides tips for agreeing with others in a group project. It recommends explaining your ideas clearly, listening without interrupting, cooperating with group members, considering others' ideas, allowing everyone to share their thoughts, compromising where possible, speaking respectfully, and ensuring your ideas are sensible to help reach agreements.
Cindy introduces her house and describes its various rooms. The upstairs contains two bedrooms and a bathroom, while downstairs are the living room, kitchen, and dining room. She asks for help arranging the furniture and appliances in the rooms, providing a list of items to organize.
The document is a PowerPoint presentation about prepositions of place. It provides examples of different prepositions and where they are used, such as "behind", "in front of", "on", "under", etc. It then gives students practice identifying the location of objects using these prepositions, asking them to identify where characters or animals are located in images.
This document provides an overview of communicative grammar topics including the use of pronouns, questions with how many, and articles. It discusses using there is/there are to talk about singular or plural nouns, examples of subject and object pronouns as well as direct and indirect objects, the difference between count and non-count nouns, how to form negative statements, and the proper uses of the definite and indefinite articles. The document aims to teach grammar through examples for various topics.
This document provides an overview of communicative grammar topics including the use of pronouns, questions with how many, and articles. It discusses using there is/there are to talk about singular or plural nouns, examples of subject and object pronouns as well as direct and indirect objects, the difference between count and non-count nouns, how to form negative statements, and the proper uses of the definite and indefinite articles. The document aims to teach grammar through examples for various topics.
The document provides guidance on expressing opinions in American English. It explains that an opinion is how an individual feels about something and should not be stated as a fact. It offers phrases to introduce personal opinions like "In my opinion" or "Personally, I think." The document also suggests starting a general opinion with phrases like "It is thought that" and providing reasons and details to support opinions. Finally, it notes that in responding to opinions, one can agree or disagree and provides examples of language for both.
The document outlines various phrases used to express different points of view. It provides phrases for expressing a personal point of view, a generally accepted point of view, agreeing with an opinion, and disagreeing with an opinion.
The document discusses different types of noun clauses. It explains that noun clauses can be introduced by question words like who, what, when, where; by whether or if; or by the word that. It provides examples of each type of noun clause and discusses the word order and grammatical rules associated with different noun clauses. The document also notes that question words and whether can be followed by an infinitive in a noun clause.
This document provides guidance on analyzing characters' personalities based on their responses to major events in stories. It uses the example of Goldilocks and the Three Bears, noting that the bears' gentle reaction to finding Goldilocks shows they are caring, trusting and slow to anger. In contrast, Goldilocks' panicked response to waking in their home without permission reveals her to be rude, selfish, reckless and disrespectful. The document instructs readers to identify major story events, analyze characters' responses, and determine what those responses suggest about their personalities.
This document provides an agenda and notes for a grammar lesson on simple present tense. The agenda includes a warm-up activity, reviewing the syllabus, simple present tense through examples and exercises, discussing Americans and their pets, and homework reviewing the covered material. Discussion techniques like stating opinions, asking questions, and agreeing/disagreeing are also reviewed. An online article about pet care in State College is shared and exercises have students practice simple present tense.
This document provides a list and definitions of common modal verbs in English. It discusses modal verbs such as can, may, must, have to, need, dare, and others. It explains that modal verbs are helping verbs used with other verbs to express ideas like ability, obligation, permission, or necessity. It also categorizes the different modal verbs based on how they are used to express ideas like possibility, prohibition, obligation, permission, and more. Examples are provided to illustrate the usage of each modal verb.
The document discusses the present simple tense in English, including its affirmative and negative forms. It provides examples of the present simple used with I, you, we, they and he/she. For the third person singular, it notes that the verb takes an -s ending in the affirmative (she plays). It also highlights the use of "does/do" in the negative third person singular form (she doesn't play). Finally, it gives additional examples of the present simple tense used with various verbs.
This document provides suggestions for effectively structuring an essay. It recommends beginning with an anecdote, scene, profile, background information, quotation, or dialogue to engage the reader. The body of the essay should explore the topic through specific examples and lesser known details while relating it back to the central question. The conclusion should avoid generic phrases and leave the reader with a final idea to reflect on rather than simply restating points.
The document provides lesson plans and materials for a first grade classroom. It includes a read aloud about a student named Alex who moves to a new town and feels nervous, scared, lonely and sad. It also covers phonics, spelling, characters and settings from stories, comprehension questions about the read aloud, vocabulary, grammar and a writing activity. The lessons aim to help students understand characters' feelings, identify story elements, practice phonics and work on descriptive writing.
Pip was training to be a guide dog at Canine University. While she struggled at first due to her short height, feeling overwhelmed in class, Pip did not give up and gradually improved. On exam day, Pip encountered a blind woman in need of assistance and helped guide her to safety, demonstrating that she had what it takes to be a successful guide dog.
This document provides examples of question words and answers to questions using those words. It begins by listing common question words like what, who, when, where, how, why, and which. It then provides short sentences answering who questions about what different people like Mr Lee, Mrs Lee, Chee Seng, and Meng Yee are doing.
Group discussions test a variety of skills including quick thinking, logical reasoning, public speaking ability, leadership potential, and how well one can interact with others in a group setting. When participating, address others formally by title or name, refer to the group as a whole to avoid subgroups, and gain attention by continuing the discussion rather than passing it on. Maintain a professional demeanor through formal dress, posture, and language while establishing rapport by making eye contact, speaking to all members, and facilitating but not dominating the conversation.
The document provides word search hints related to Halloween including ghosts, mummies, witches, and vampires. It also asks questions about Halloween plans and provides examples of sequencing activities using words like first, then, after that, and finally.
This document provides guidance on politely asking for favors and giving orders. It introduces the phrases "Do you mind if" to ask for favors and "Would you mind" to give orders politely. Examples are given of using these phrases in conversations. Partners are instructed to practice asking for permission to take or do something at each other's houses using these polite phrases.
This document discusses verbs and subjects in English grammar. It defines a subject as the noun or pronoun that performs the verb and provides examples. It also defines a verb as a word that shows action or state of being and gives examples. Additionally, it notes that a subject will come before a phrase beginning with "of" and that if a verb follows "to", it is an infinitive phrase and not the main verb, with the main verb coming before or after.
The document provides guidance on sequencing events when telling a story. It lists common transition words and phrases used to indicate the beginning, continuation, interruptions, getting back on topic, and ending of a story when speaking or writing. These include words like firstly, then, suddenly, anyway, and finally to link ideas and events in the order they happened.
The document provides tips for agreeing with others in a group project. It recommends explaining your ideas clearly, listening without interrupting, cooperating with group members, considering others' ideas, allowing everyone to share their thoughts, compromising where possible, speaking respectfully, and ensuring your ideas are sensible to help reach agreements.
Cindy introduces her house and describes its various rooms. The upstairs contains two bedrooms and a bathroom, while downstairs are the living room, kitchen, and dining room. She asks for help arranging the furniture and appliances in the rooms, providing a list of items to organize.
The document is a PowerPoint presentation about prepositions of place. It provides examples of different prepositions and where they are used, such as "behind", "in front of", "on", "under", etc. It then gives students practice identifying the location of objects using these prepositions, asking them to identify where characters or animals are located in images.
The document is a PowerPoint presentation about prepositions of place. It provides examples of different prepositions and where they are used, such as "behind", "in front of", "on", "under", etc. It then gives students practice identifying the location of objects using these prepositions, asking them to identify where characters or animals are in pictures.
Práctica para presentarse en inglés: what is your name?rosevilla1995
This document contains a list of names and professions, examples of ways to greet and say goodbye to someone, commands that can be given to an assistant, examples of using "to be" verbs, examples of writing practice with "a" and "an", and images of common household items. The document provides vocabulary and language structures for basic communication, identification, and describing objects.
The document describes different parts of a house including where various rooms and objects are located. It asks questions about where items like toys, chairs, and people are in relation to rooms. It also lists objects that can be seen in rooms like the toilet, bath, and window in one room. Finally, it discusses the location of upstairs rooms like the bedroom next to the bathroom and the attic above the bathroom, while the kitchen is downstairs below the study room.
This document contains questions about various topics including physical descriptions, activities, opinions, dates, subjects in school, clothing, and locations. The questions are grouped under different headings and would be used to elicit responses in English on general topics for language practice.
This document provides information about different rooms and structures in a house. It asks and answers questions about where various objects and people are located, such as a night table being in the bedroom. Details are given about rooms upstairs, including the bedroom next to the bathroom and the attic above the bathroom. Rooms downstairs are also mentioned, with the kitchen located below the study room.
This document provides information about different rooms and structures in a house. It asks and answers questions about where various objects and people are located, such as a night table being in the bedroom. Details are given about what can be seen in different rooms, like a toilet and bath in the bathroom. The upstairs areas of the house are described as containing a bedroom, bathroom, attic and kitchen, while the kitchen is located downstairs below the study room.
The document lists various items found in a home, classroom, and sports equipment including a mirror, wardrobe, bin, picture, plant, computer, comb, plates, towels, garage, cupboard, shampoo, toothbrush, toothpaste, blankets, broom, pots, pans, shower, and balcony. It then asks a series of questions about the location of these items relative to each other using prepositions like "in", "on", "under", "next to", etc. and expects the answer to be either "yes" or "no".
The document provides information about alligators including where they live, facts about their size and teeth, and includes a children's song. It also discusses vocabulary related to family members and emotions. Various exercises are presented including describing pictures, discussing people admired, and a reading about a celebrity interview.
This document discusses semantics and the philosophical debate around the nature of concepts and meaning. It covers various perspectives from Plato, Aristotle, William of Ockham, Immanuel Kant, Georg Wilhelm Friedrich Hegel, and William James on whether concepts truly exist or are just tools created by language and the mind. Modern semantics has not resolved these issues, and scientists do not understand what meaning looks like physically in the brain. The document encourages thinking about these questions without definitive answers.
- The document discusses semantics and how meaning is derived from words, concepts, and objects in the real world. It explores different theories of word meaning, including referential semantics which relates words to objects, and lexical semantics which relates words to other words. The document also discusses semantic fields which group related words together, and componential analysis which breaks down meaning into semantic primitives or features.
- The document discusses semantics and how meaning is derived from words, concepts, and objects in the real world. It explores different theories of word meaning, including referential semantics which relates words to objects, and lexical semantics which relates words to other words.
- Componential analysis and semantic feature analysis are introduced as ways to decompose meaning into more basic components or semantic primitives. These should be binary (on/off) and apply universally across cultures.
- Examples show how words can be broken down into semantic features to define their meaning, such as [+human] for concepts like "man" and "woman".
The document discusses prepositions and provides examples of sentences using prepositional phrases. It begins by asking the reader to identify prepositions in sample sentences describing locations. It then asks the reader to write their own sentences using prepositional phrases and shares examples. It concludes by listing common prepositions and asking the reader to write three original sentences using a prepositional phrase in each.
The document describes various objects that are present or not present in different photos using phrases like "there is/are". It notes the location and colors of balls, trousers, furniture, books, and numbers in photos. It also asks and answers questions about whether certain items are present or not.
The document discusses the use of the words "some" and "any" when referring to quantities greater than one. It notes that "some" should be used for positive statements and "any" for negative statements or questions. Examples are provided to illustrate the proper usage of "some" and "any" depending on whether the statement is positive or negative, or a question.
This document provides examples of questions, answers and descriptions related to rooms in a house, locations of objects within rooms, people's locations and favorite rooms. It also provides examples of describing a house and giving directions to locations like the post office. The questions and answers cover topics like the types of rooms in a house, what objects can be found in each room, how many people and rooms are in one's house, and whether specific objects are located in certain rooms. Directions are also provided as examples to ask for and give directions to places like the post office or bookstore by referencing nearby streets and landmarks.
This document discusses the different WH questions in English used to ask about time, things, options, people, possession, reasons, location, manner, and quantity. It provides examples for each WH question word, including when, what, which, who, whose, why, where, how. Common WH questions are listed such as "When is your birthday?", "What do you want to eat?", "Which do you prefer?", "Who is this?", "Whose book is this?", "Why do you like it?", "Where do you go?", "How do you make it?", and "How many are there?".
California institute of integral studies p4 mh-q - 4.13.21 - presentation (1)Alex Reynolds
This document outlines an online poetry workshop on exploring LGBTQIA+ stories and mental health. It introduces the facilitator, 1990s Chris, and provides an agenda for the workshop which includes immersing in short films, exploring themes through discussion and polls, and expressing thoughts through writing exercises. Participants are encouraged to discuss their experiences and struggles in a supportive environment. The goal is for participants to find ways to make positive change through open discussion and creative expression.
The document provides examples of filling in blanks in sentences with present progressive verb tenses and questions about present actions. It then has exercises to write questions using the present progressive tense.
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
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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 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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
12. In front of
• A: Where is the iPhone?
• B: It’s in front of the cubby.
13. Practice
• What are all the prepositions you learned today?
• Tell me where the object is using the prepositions
you learned today!
• We will do this as a class.
• Write in your answers on your paper!
14. 01. Where is the fan?
• It’s ___________________the box.
16. 02. Where is the Peppero box?
• It’s _______________________the ceiling.
17. 02. Where is the Peppero box?
• It’s on top of the ceiling.
18. 03. Where is the Black Panther?
• He’s _____________________the table.
19. 03. Where is the Black Panther?
• He’s under the table.
20. 04. Where are the earphones?
• They’re _______________the cubby.
21. 04. Where are the earphones?
• They’re behind the cubby.
22. 05. Where is the mirror?
• It’s __________________the cabinet.
23. 05. Where is the mirror?
• It’s across from the cabinet.
24. 06. Where is Rap Monster?
• He’s______________________the books.
25. 06. Where is Rap Monster?
• He’s in between the books.
26. 07. Where is the Peppero Box?
• It’s _________the calendar.
27. 07. Where is the Peppero Box?
• It’s next to the calendar.
28. What’s a… SCAVENGER HUNT?
• A scavenger hunt is a
game where people
have to find things.
• The first person to find
everything wins.
• …and that’s what we
are going to do today!
29. SCAVENGER HUNT
• How to play:
– You will work in pairs (2’s).
– Use the list with everything on
it.
– Write down where you found
the object…in a sentence!
• Example:
– A: Where is the hat?
– B: It’s on top of the desk.
30. SCAVENGER HUNT
• The things can be anywhere in the classroom!
• Look up, down, right, left, inside, under, on
top of….EVERYWHERE!
31. SCAVENGER HUNT
• What you need to
look for…
– Blue fork
– iPhone 4 cable
– Green comb
– Captain America
head
– Little rectangle
mirror
– Green jump rope
– Sketchbook
(notebook)
– Black Panther figure
– Peppero box
– Darth Vader helmet
– Hand fan
– Black Phone Charger