Presentation3
•Download as PPTX, PDF•
0 likes•129 views
The document outlines the agenda for a class discussion on four sources of Catholic social teaching. The class will start with a think-pair-share exercise to analyze the four sources. Then students will identify blind spots in each source in small groups. The goals are to determine which sources are most appropriate for different ethical issues, uncover the limitations of each, and do a self-assessment of what each student contributed and learned.
Report
Share
Report
Share
Recommended
Pp1
The document outlines the schedule and learning outcomes for an ethics class. It includes a 30 minute quiz for prizes, a 40 minute discussion on "The Paralysis of Absolutophobia", identifying sources of moral relativism and evaluating objections to it. Students will do a 5 minute self-assessment on what they learned about morality and how it applies to their life, and provide feedback on the class for other students.
NELA Principal Academy Harnessing the Power of a Focus Group
Description:
This session explores the use of focus groups as powerful mechanism to elicit feedback from parents, teachers, students, and community members. In turn, the data collected can be used to inform data-driven decision making.
Objectives:
Participants will discuss how focus groups can be an effective way to collect information from stakeholders
Participants will learn to how to design focus group protocols and procedures
Participants will learn to how to conduct focus groups
Participants will learn how to analyze focus group data to
Student Voice Scholars June Presentation
Austin Beiermann discusses a research project they led at their university to analyze campus culture and student success. They used a student-directed model for their first project which empowered students and built community among participants. For their next project, they propose using a hybrid model that combines the student leadership from the first project with additional staff guidance. This hybrid approach will help institutionalize their work, plan effective presentations, and secure campus partnerships while maintaining student autonomy.
Collaborative learning with think pair -
Today is a knowledge age so that world needs to become a more richer palace for everyone. Students can
learn their lectures and students can do their exercises on the web as individually or collaboratively with
their peers like directed by the teacher by using the think-pair-share technique. The system provides the
ability to clear to decide on their choices about the questions. The K-means clustering method is used to
modify the pair state and support for determining students’ grade of classes. The main objective of this
study is to design a model for java programming learning system that facilitates the collaborative learning
activities in a virtual classroom.
Syllabus
This course examines the Catholic Church's teachings on social and political issues from abortion to war. Students will learn the Church's official positions on contemporary topics and consider them critically by examining theological, philosophical, and secular perspectives. The goal is for students to form their own well-reasoned positions informed by Catholic social thought. Requirements include class participation, online quizzes, discussion posts, two ethical analysis papers, a semester-long project, and a final essay demonstrating skills in critical thinking and problem solving.
370Syllabus
This document provides information about a philosophy and theology course taught by Prof. Joe Incandela. The course will examine the work of St. Thomas Aquinas and other theological thinkers who use reason to explore questions about God. Students will participate in seminar-style discussions and complete short writing assignments building toward a final project. Assessment will be based on participation in Voicethread discussions before class, in-class participation and self-evaluations, and two papers. The goal is for students to enlarge their minds by considering important theological questions.
Reciprocal teaching
Reciprocal Teaching is an instructional method that introduces students to strategies for deeply comprehending any text, including predicting, generating questions, clarifying, and summarizing. Students use these strategies to discuss texts in small groups, predicting what a text will be about before reading, asking questions about a section after reading it, clarifying any unclear parts with each other, and summarizing sections without just restating the main ideas. This helps improve both comprehension and communication skills.
Presentation28
The class will spend 50 minutes discussing case studies on Just War theory and having groups report out their findings. They will then discuss for 20 minutes the tensions between nonviolence and Just War positions. Students will self-assess their contributions to group discussions and what they learned about Christian responses to violence by discussing case studies.
Recommended
Pp1
The document outlines the schedule and learning outcomes for an ethics class. It includes a 30 minute quiz for prizes, a 40 minute discussion on "The Paralysis of Absolutophobia", identifying sources of moral relativism and evaluating objections to it. Students will do a 5 minute self-assessment on what they learned about morality and how it applies to their life, and provide feedback on the class for other students.
NELA Principal Academy Harnessing the Power of a Focus Group
Description:
This session explores the use of focus groups as powerful mechanism to elicit feedback from parents, teachers, students, and community members. In turn, the data collected can be used to inform data-driven decision making.
Objectives:
Participants will discuss how focus groups can be an effective way to collect information from stakeholders
Participants will learn to how to design focus group protocols and procedures
Participants will learn to how to conduct focus groups
Participants will learn how to analyze focus group data to
Student Voice Scholars June Presentation
Austin Beiermann discusses a research project they led at their university to analyze campus culture and student success. They used a student-directed model for their first project which empowered students and built community among participants. For their next project, they propose using a hybrid model that combines the student leadership from the first project with additional staff guidance. This hybrid approach will help institutionalize their work, plan effective presentations, and secure campus partnerships while maintaining student autonomy.
Collaborative learning with think pair -
Today is a knowledge age so that world needs to become a more richer palace for everyone. Students can
learn their lectures and students can do their exercises on the web as individually or collaboratively with
their peers like directed by the teacher by using the think-pair-share technique. The system provides the
ability to clear to decide on their choices about the questions. The K-means clustering method is used to
modify the pair state and support for determining students’ grade of classes. The main objective of this
study is to design a model for java programming learning system that facilitates the collaborative learning
activities in a virtual classroom.
Syllabus
This course examines the Catholic Church's teachings on social and political issues from abortion to war. Students will learn the Church's official positions on contemporary topics and consider them critically by examining theological, philosophical, and secular perspectives. The goal is for students to form their own well-reasoned positions informed by Catholic social thought. Requirements include class participation, online quizzes, discussion posts, two ethical analysis papers, a semester-long project, and a final essay demonstrating skills in critical thinking and problem solving.
370Syllabus
This document provides information about a philosophy and theology course taught by Prof. Joe Incandela. The course will examine the work of St. Thomas Aquinas and other theological thinkers who use reason to explore questions about God. Students will participate in seminar-style discussions and complete short writing assignments building toward a final project. Assessment will be based on participation in Voicethread discussions before class, in-class participation and self-evaluations, and two papers. The goal is for students to enlarge their minds by considering important theological questions.
Reciprocal teaching
Reciprocal Teaching is an instructional method that introduces students to strategies for deeply comprehending any text, including predicting, generating questions, clarifying, and summarizing. Students use these strategies to discuss texts in small groups, predicting what a text will be about before reading, asking questions about a section after reading it, clarifying any unclear parts with each other, and summarizing sections without just restating the main ideas. This helps improve both comprehension and communication skills.
Presentation28
The class will spend 50 minutes discussing case studies on Just War theory and having groups report out their findings. They will then discuss for 20 minutes the tensions between nonviolence and Just War positions. Students will self-assess their contributions to group discussions and what they learned about Christian responses to violence by discussing case studies.
Resources for Teaching Choose My Plate
This presentation is for the ACTEAZ conference July 2012 and will be given to FACS/Culinary teachers. The resources provided in the slideshow will assist in teaching the new USDA food guide: Choose My Plate.
Reciprocal Teaching
Reciprocal teaching is an instructional method that involves guided practice of reading comprehension using four concrete steps: paraphrasing, questioning, clarifying, and predicting. The teacher's role is to model, scaffold, and provide feedback to help students understand the material. Students take turns leading discussions with their peers, asking questions, and summarizing the key points. The goal is to increase student interaction and engagement with texts through collaborative discussion. Teachers are advised to clearly explain the purpose of reciprocal teaching and not to give up if initial attempts are unsuccessful.
Coupling coheshion tps
This document discusses the Think Pair Share activity and principles of cohesion and coupling in software design. It provides definitions and examples of different types of coupling (data, stamp, control, etc.) and levels of cohesion (functional, sequential, communicational, etc.). The key goals are to minimize coupling between modules to reduce dependencies, and maximize cohesion so elements within a module are strongly related and focused on a single task. High cohesion and low coupling lead to components that are more independent, flexible, and maintainable.
Think pair-share strategy
The document describes the think-pair-share strategy, which involves students thinking individually, pairing up to discuss their ideas, and then sharing with the larger group. It is designed to encourage participation and ensure all students share their thinking. The key steps are for students to first think alone about a given problem or question, then pair with one other student to discuss their ideas, and finally reconvene as a larger group where pairs report their conversations to the class. The goal is to provide opportunities for both individual and shared thinking.
Think pair-share
The document discusses strategies for differentiating instruction through tiered activities and lessons to accommodate students with varying levels of readiness, interests, and learning needs. Some examples of tiering include structuring lessons with different levels of challenge, complexity, required resources, expected outcomes, processes, and products. The goal is to provide multiple routes through the essential concepts and skills being taught so that all students are appropriately supported and engaged.
Teaching My Plate
This document provides information about the USDA's MyPlate food guidance system. It begins with an overview of MyPlate and how it replaced MyPyramid as the major nutrition icon used by the USDA. It then discusses the differences between MyPlate and previous food guide models. The majority of the document describes each component of MyPlate in detail, including fruits, vegetables, grains, proteins, dairy, and oils. It provides examples of foods that fall into each category and notes the health benefits and key nutrients found in each food group. The document concludes with messages about balancing calories and reducing saturated fats, added sugars, trans fats, and sodium.
Think pair-share
Think-Pair-Share is an equity pedagogical strategy developed by Dr. Frank Lyman in 1981 to increase student participation and discussion. It involves 3 steps: students think individually about a topic, pair with another student to discuss their ideas, and then share with the class. The strategy provides "think time" for students and allows them to practice discussing ideas in pairs before sharing. It can be used across grade levels and subjects to engage students, improve outcomes, and make passive learners more active. Research shows that employing Think-Pair-Share in an associate nursing program improved student engagement, preparation, and proficiency on assessments.
32 teaching strategies in math
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
Presentation27
The document outlines an agenda for a class that will discuss violence, nonviolence, and Christianity. It will assess how a commitment to nonviolence may impact one's relationship with their country and consider if nonviolence can be a practical strategy against evil. Students will do a self-assessment on their contributions and how their views on nonviolence may have changed from the class.
Presentation26
The class will first hear from those who corresponded with death row prisoners for 25 minutes. They will then discuss scenes, themes and the Church's teachings on the death penalty from the book Dead Man Walking for 45 minutes. Finally, students will do a 5 minute self-assessment on their contribution to class discussion and what questions they would ask Sr. Helen if she visited class.
Presentation25
The class will rotate through stations for 40 minutes, followed by a 30 minute whole class discussion and question time on women's ordination. Students will evaluate arguments against ordaining women, assess an analogy in a video about exclusion based on gender and race, and do a short self-assessment on their contributions and learnings.
Presentation24
The document outlines the schedule and learning outcomes for a class that will involve mind-mapping the concept of "Everything is connected" from Pope Francis' Laudato Sí encyclical, evaluating reactions to the encyclical, and self-assessing contributions to group discussions, including having students take on the role of Jeb Bush to re-evaluate his views on religion in politics after reading the text.
Presentation23
The document outlines the agenda for a class discussing Catholic teachings on healthcare access and the Affordable Care Act. The class will assess how aligned the ACA is with Catholic principles, evaluate arguments about deaths from repealing the ACA, and have students self-reflect on their views. It also provides background from the Catholic Bishops supporting universal healthcare as a basic human right and the government's role in ensuring access.
Presentation22
The document outlines the schedule and learning outcomes for a class that will discuss kinds of rights, access to health care as a social justice issue, and Catholic teachings on access to health care. The class will spend 25 minutes on kinds of rights, 45 minutes discussing what aspects of health care access are and aren't under individual control, and 5 minutes doing a self-assessment. Students will also write a paragraph from the perspective of Pope Francis summarizing the predicted Catholic position on preferential access to health care for the poor.
Presentation21
The document outlines the agenda for a class discussion that will apply Catholic teachings on economic justice and immigration to topics like a local immigration center and the policies of a college regarding undocumented students. It includes prompts for a 5-minute self-assessment at the end to reflect on contributions to the discussion and what most impacted the students' views on immigration.
Presentation20
The document outlines a class discussion that will focus on how Archbishop Romero changed from a stance of neutrality to supporting the poor in El Salvador, and how Pope Francis's teachings in The Joy of the Gospel emphasize reducing inequality as a way to remedy social ills. Students will analyze these themes in Romero and identify links between Romero and Pope Francis, and self-assess their contribution to the class discussion.
Presentation19
This document outlines the schedule and learning outcomes for a class that will involve group work designing depictions of Jesus's care for the poor, a discussion on whether Jesus was a revolutionary, and self-assessment on contributions to the group and how the class changed views on Jesus. Students will imagine representations of Jesus's political significance, determine if describing him as a revolutionary is fitting, and self-reflect on learning.
Presentation18
The document outlines the agenda for a class discussion that will:
1) Debrief a visit to a Center for the Homeless and define homelessness.
2) Apply Catholic social teaching from the visit, a video, and reading to analyze the relationship between justice and equality, with a focus on the Church's preference for the poor.
3) Include a self-assessment of student contributions and conclusions about justice for the poor and homeless.
Presentation17
We will spend 25 minutes doing an exercise about privilege, 25 minutes composing a chart about factors within and outside our control, and 20 minutes examining and explaining negative attitudes towards the poor. The class aims to consider how external factors compound disadvantages, hypothesize why the poor face anger and stereotypes, and do a self-assessment of discussion contributions and understanding of privilege and stereotypes.
Presentation16
We will discuss the Nancy Cruzan case and whether removing her feeding tube would be morally permissible based on Catholic teachings on euthanasia. Students will consider if her feeding tube constitutes basic care or unnecessary treatment and reflect on how class discussions changed their views on this case. A chart is presented on whether removing Nancy Cruzan's feeding tube would be allowing her to die or taking a life.
Presentation15
The document outlines the agenda for a class discussion on physician-assisted suicide, including analyzing an ethical paper, discussing reasons for and against PAS, examining the Oregon Death with Dignity Act forms, and considering how to respond if a qualifying patient in Oregon requests assistance ending their life.
Presentation14
We will discuss the Vatican Declaration on Euthanasia for 40 minutes, then do a Think-Pair-Share activity on Advance Directives for 30 minutes. Students will complete a Living Will to inform discussion on end-of-life decisions, connecting it to Christian values, and self-assess their contributions and remaining questions about the Church's teachings on euthanasia.
More Related Content
Viewers also liked
Resources for Teaching Choose My Plate
This presentation is for the ACTEAZ conference July 2012 and will be given to FACS/Culinary teachers. The resources provided in the slideshow will assist in teaching the new USDA food guide: Choose My Plate.
Reciprocal Teaching
Reciprocal teaching is an instructional method that involves guided practice of reading comprehension using four concrete steps: paraphrasing, questioning, clarifying, and predicting. The teacher's role is to model, scaffold, and provide feedback to help students understand the material. Students take turns leading discussions with their peers, asking questions, and summarizing the key points. The goal is to increase student interaction and engagement with texts through collaborative discussion. Teachers are advised to clearly explain the purpose of reciprocal teaching and not to give up if initial attempts are unsuccessful.
Coupling coheshion tps
This document discusses the Think Pair Share activity and principles of cohesion and coupling in software design. It provides definitions and examples of different types of coupling (data, stamp, control, etc.) and levels of cohesion (functional, sequential, communicational, etc.). The key goals are to minimize coupling between modules to reduce dependencies, and maximize cohesion so elements within a module are strongly related and focused on a single task. High cohesion and low coupling lead to components that are more independent, flexible, and maintainable.
Think pair-share strategy
The document describes the think-pair-share strategy, which involves students thinking individually, pairing up to discuss their ideas, and then sharing with the larger group. It is designed to encourage participation and ensure all students share their thinking. The key steps are for students to first think alone about a given problem or question, then pair with one other student to discuss their ideas, and finally reconvene as a larger group where pairs report their conversations to the class. The goal is to provide opportunities for both individual and shared thinking.
Think pair-share
The document discusses strategies for differentiating instruction through tiered activities and lessons to accommodate students with varying levels of readiness, interests, and learning needs. Some examples of tiering include structuring lessons with different levels of challenge, complexity, required resources, expected outcomes, processes, and products. The goal is to provide multiple routes through the essential concepts and skills being taught so that all students are appropriately supported and engaged.
Teaching My Plate
This document provides information about the USDA's MyPlate food guidance system. It begins with an overview of MyPlate and how it replaced MyPyramid as the major nutrition icon used by the USDA. It then discusses the differences between MyPlate and previous food guide models. The majority of the document describes each component of MyPlate in detail, including fruits, vegetables, grains, proteins, dairy, and oils. It provides examples of foods that fall into each category and notes the health benefits and key nutrients found in each food group. The document concludes with messages about balancing calories and reducing saturated fats, added sugars, trans fats, and sodium.
Think pair-share
Think-Pair-Share is an equity pedagogical strategy developed by Dr. Frank Lyman in 1981 to increase student participation and discussion. It involves 3 steps: students think individually about a topic, pair with another student to discuss their ideas, and then share with the class. The strategy provides "think time" for students and allows them to practice discussing ideas in pairs before sharing. It can be used across grade levels and subjects to engage students, improve outcomes, and make passive learners more active. Research shows that employing Think-Pair-Share in an associate nursing program improved student engagement, preparation, and proficiency on assessments.
32 teaching strategies in math
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
Viewers also liked (8)
More from Joseph Incandela
Presentation27
The document outlines an agenda for a class that will discuss violence, nonviolence, and Christianity. It will assess how a commitment to nonviolence may impact one's relationship with their country and consider if nonviolence can be a practical strategy against evil. Students will do a self-assessment on their contributions and how their views on nonviolence may have changed from the class.
Presentation26
The class will first hear from those who corresponded with death row prisoners for 25 minutes. They will then discuss scenes, themes and the Church's teachings on the death penalty from the book Dead Man Walking for 45 minutes. Finally, students will do a 5 minute self-assessment on their contribution to class discussion and what questions they would ask Sr. Helen if she visited class.
Presentation25
The class will rotate through stations for 40 minutes, followed by a 30 minute whole class discussion and question time on women's ordination. Students will evaluate arguments against ordaining women, assess an analogy in a video about exclusion based on gender and race, and do a short self-assessment on their contributions and learnings.
Presentation24
The document outlines the schedule and learning outcomes for a class that will involve mind-mapping the concept of "Everything is connected" from Pope Francis' Laudato Sí encyclical, evaluating reactions to the encyclical, and self-assessing contributions to group discussions, including having students take on the role of Jeb Bush to re-evaluate his views on religion in politics after reading the text.
Presentation23
The document outlines the agenda for a class discussing Catholic teachings on healthcare access and the Affordable Care Act. The class will assess how aligned the ACA is with Catholic principles, evaluate arguments about deaths from repealing the ACA, and have students self-reflect on their views. It also provides background from the Catholic Bishops supporting universal healthcare as a basic human right and the government's role in ensuring access.
Presentation22
The document outlines the schedule and learning outcomes for a class that will discuss kinds of rights, access to health care as a social justice issue, and Catholic teachings on access to health care. The class will spend 25 minutes on kinds of rights, 45 minutes discussing what aspects of health care access are and aren't under individual control, and 5 minutes doing a self-assessment. Students will also write a paragraph from the perspective of Pope Francis summarizing the predicted Catholic position on preferential access to health care for the poor.
Presentation21
The document outlines the agenda for a class discussion that will apply Catholic teachings on economic justice and immigration to topics like a local immigration center and the policies of a college regarding undocumented students. It includes prompts for a 5-minute self-assessment at the end to reflect on contributions to the discussion and what most impacted the students' views on immigration.
Presentation20
The document outlines a class discussion that will focus on how Archbishop Romero changed from a stance of neutrality to supporting the poor in El Salvador, and how Pope Francis's teachings in The Joy of the Gospel emphasize reducing inequality as a way to remedy social ills. Students will analyze these themes in Romero and identify links between Romero and Pope Francis, and self-assess their contribution to the class discussion.
Presentation19
This document outlines the schedule and learning outcomes for a class that will involve group work designing depictions of Jesus's care for the poor, a discussion on whether Jesus was a revolutionary, and self-assessment on contributions to the group and how the class changed views on Jesus. Students will imagine representations of Jesus's political significance, determine if describing him as a revolutionary is fitting, and self-reflect on learning.
Presentation18
The document outlines the agenda for a class discussion that will:
1) Debrief a visit to a Center for the Homeless and define homelessness.
2) Apply Catholic social teaching from the visit, a video, and reading to analyze the relationship between justice and equality, with a focus on the Church's preference for the poor.
3) Include a self-assessment of student contributions and conclusions about justice for the poor and homeless.
Presentation17
We will spend 25 minutes doing an exercise about privilege, 25 minutes composing a chart about factors within and outside our control, and 20 minutes examining and explaining negative attitudes towards the poor. The class aims to consider how external factors compound disadvantages, hypothesize why the poor face anger and stereotypes, and do a self-assessment of discussion contributions and understanding of privilege and stereotypes.
Presentation16
We will discuss the Nancy Cruzan case and whether removing her feeding tube would be morally permissible based on Catholic teachings on euthanasia. Students will consider if her feeding tube constitutes basic care or unnecessary treatment and reflect on how class discussions changed their views on this case. A chart is presented on whether removing Nancy Cruzan's feeding tube would be allowing her to die or taking a life.
Presentation15
The document outlines the agenda for a class discussion on physician-assisted suicide, including analyzing an ethical paper, discussing reasons for and against PAS, examining the Oregon Death with Dignity Act forms, and considering how to respond if a qualifying patient in Oregon requests assistance ending their life.
Presentation14
We will discuss the Vatican Declaration on Euthanasia for 40 minutes, then do a Think-Pair-Share activity on Advance Directives for 30 minutes. Students will complete a Living Will to inform discussion on end-of-life decisions, connecting it to Christian values, and self-assess their contributions and remaining questions about the Church's teachings on euthanasia.
Presentation13
The document outlines an agenda for a class discussion that will diagram formal and material cooperation with wrongdoing, discuss examples using these moral categories, suggest public policy for embryonic stem cells and complicity in vaccine development, and include a self-assessment of class contributions and remaining questions. It will also have students diagram and locate examples of cooperation on a scale of immediacy.
Presentation12
The document outlines the schedule and learning outcomes for a class session. It will include drawing up and negotiating a sample surrogacy contract in small groups, discussing the activity and readings, and an example surrogacy scenario. Students will roleplay a surrogacy arrangement, examine the morality of surrogacy and potential exploitation of women, and do a self-assessment of their contributions and takeaways from negotiating a surrogacy contract.
Presentation11
Today's class will involve a 25-minute activity on reproductive technology where students simulate shopping at a sperm bank or filling out forms for embryo cryopreservation. Students will then share their conclusions with the other half of the class for 20 minutes. Finally, students will evaluate the Church's teaching on assisted reproduction using this activity and an email from a Saint Mary's alum over 25 minutes.
Presentation10
The document outlines the plan for a class which includes taking a moral stance on abortion, applying Church teachings to positions held by Cuomo and Pacholczyk, evaluating their views for an upcoming paper, and a self-assessment where students reflect on their contributions and if the class changed their paper perspective.
Presentation9
This document outlines an agenda for a class discussion that will include nudging both the pro-life and pro-choice sides on their perspectives. It will focus on considering implications of twinning and Warren's criteria for personhood from the pro-life side, and assessing Callahan's critique of choice and its implications for feminism from the pro-choice side. Students will also self-assess their contributions and whether the discussion made their views on abortion less black and white.
Presentation8
The document outlines the agenda for an ethics class that will: 1) do a name quiz and discuss a paper assignment, 2) examine the principle of double effect and how it defines some abortions as indirect, 3) analyze cases comparing direct and indirect killing, 4) assess Church teaching on indirect abortion and a conjoined twins case analogy, and 5) have a self-assessment on class discussion and the distinction between direct and indirect killing.
More from Joseph Incandela (20)
Recently uploaded
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Hindi varnamala | hindi alphabet PPT.pdf
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
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
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.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
Recently uploaded (20)
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Presentation3
- 1. What we’ll do today: ‘Think-Pair-Share’ exercise on the 4 sources (30 minutes) Identify some blind spots or deficits in each of the 4 sources (40 minutes) In-class Learning Outcomes Derive which of the four sources are most appropriate for which ethical issues Uncover limitations of each of the 4 sources Self-Assessment (5 minutes) What did you contribute to class discussion today? What did you think were the most important points that emerged in class today for why different sources for Catholic social teaching are needed?