Manushree investigated different materials to see which would make the best curtains to block light. She tested samples with torches and screens and found that multiple layers blocked more light than single layers. In her news report presentation, Manushree explained that thicker and darker materials like blackout curtains allowed less light to pass through. She recommended these for the Buckingham Palace security guard's bedroom to help him sleep during the day. Manushree's investigation showed she could plan a fair test, make observations, and present her conclusions to answer a real-world problem.
Zoe is a high-achieving student who excels in literacy and mathematics. The document provides examples of six assessments of Zoe's work in primary science. The assessments show that Zoe is able to explain scientific concepts using evidence and appropriate terminology. She can design investigations and analyze data. Zoe requires some development in fully explaining phenomena and considering all variables in investigations. Overall, the assessments demonstrate Zoe's strong science skills and understanding beyond her year level.
This document contains information about a student named Luke and assessments of his work in a primary science class. The assessments describe five activities:
1. Luke helped identify that water evaporates when heated and struggled to verbally explain reversible state changes, but understood hazards during demonstrations.
2. In an experiment on evaporation, Luke's group changed their method after observing others and concluded faster airflow dried paper towels more quickly.
3. Luke made a prediction about saltier water and recorded data in a table, linking his reasoning to observations.
4. Luke solved a challenge to remove air from a test tube by observing another student's method using water displacement.
5. Luke interpreted rainfall data to make a
Christopher is making good progress in level 4 of primary science. Evidence of his work includes investigations into keeping ice lollies cool, bones, the relationship between arm length and head size, friction, and habitats and adaptations. He can design investigations, collect and present data, draw conclusions, and explain scientific concepts clearly. Next steps suggest extending his work with data analysis and considering how scientists and designers collaborate.
Ciaran is a student performing at a high level 4 to low level 5 in primary science. The document provides an assessment of Ciaran's performance across 6 practical investigations involving light reflection, healthy eating, filtering, air resistance, friction, and scientific viewpoints. For each investigation, evidence of Ciaran's work and the teacher's analysis is presented. Overall, Ciaran is able to think scientifically, understand applications of science, communicate collaboratively, use investigative approaches, and work critically with evidence at a level between 4 and 5.
Joshua is a Year 2 student being assessed in primary science. He showed the following abilities:
1. Joshua could identify sounds he heard from far away like traffic and dog barking. He suggested ways to investigate how sounds carry over distance.
2. When investigating materials to make a raft, Joshua predicted metal would sink and selected materials like fabric and styrofoam to test. He observed which materials floated.
3. In exploring "ice balloons", Joshua knew they came from the freezer. He observed salt made cracks in the ice and heard it crackling.
So in summary, Joshua demonstrated skills in making observations, suggestions investigations, and reporting results, though he sometimes needed support applying
Zoe is a high-achieving student who excels in literacy and mathematics. The document provides examples of six assessments of Zoe's work in primary science. The assessments show that Zoe is able to explain scientific concepts using evidence and appropriate terminology. She can design investigations and analyze data. Zoe requires some development in fully explaining phenomena and considering all variables in investigations. Overall, the assessments demonstrate Zoe's strong science skills and understanding beyond her year level.
This document contains information about a student named Luke and assessments of his work in a primary science class. The assessments describe five activities:
1. Luke helped identify that water evaporates when heated and struggled to verbally explain reversible state changes, but understood hazards during demonstrations.
2. In an experiment on evaporation, Luke's group changed their method after observing others and concluded faster airflow dried paper towels more quickly.
3. Luke made a prediction about saltier water and recorded data in a table, linking his reasoning to observations.
4. Luke solved a challenge to remove air from a test tube by observing another student's method using water displacement.
5. Luke interpreted rainfall data to make a
Christopher is making good progress in level 4 of primary science. Evidence of his work includes investigations into keeping ice lollies cool, bones, the relationship between arm length and head size, friction, and habitats and adaptations. He can design investigations, collect and present data, draw conclusions, and explain scientific concepts clearly. Next steps suggest extending his work with data analysis and considering how scientists and designers collaborate.
Ciaran is a student performing at a high level 4 to low level 5 in primary science. The document provides an assessment of Ciaran's performance across 6 practical investigations involving light reflection, healthy eating, filtering, air resistance, friction, and scientific viewpoints. For each investigation, evidence of Ciaran's work and the teacher's analysis is presented. Overall, Ciaran is able to think scientifically, understand applications of science, communicate collaboratively, use investigative approaches, and work critically with evidence at a level between 4 and 5.
Joshua is a Year 2 student being assessed in primary science. He showed the following abilities:
1. Joshua could identify sounds he heard from far away like traffic and dog barking. He suggested ways to investigate how sounds carry over distance.
2. When investigating materials to make a raft, Joshua predicted metal would sink and selected materials like fabric and styrofoam to test. He observed which materials floated.
3. In exploring "ice balloons", Joshua knew they came from the freezer. He observed salt made cracks in the ice and heard it crackling.
So in summary, Joshua demonstrated skills in making observations, suggestions investigations, and reporting results, though he sometimes needed support applying
Luke is able to plan and conduct simple science investigations independently. He can identify variables, make observations, and draw basic conclusions from data. Luke requires scaffolding such as writing frames to fully communicate methods and results in writing. He understands key science concepts like life cycles and the importance of dental hygiene. Further practice with data presentation and comparing results would strengthen Luke's investigative skills.
- The document discusses a study that examined the effects of chewing gum on memory and concentration.
- 16 participants performed memory and concentration tasks both with and without chewing gum, in randomized trials.
- Results showed that participants displayed more distracted behaviors and lower memory test scores in the non-chewing gum trial compared to the chewing gum trial, where they remained focused and had higher test scores.
- This suggests a positive relationship between chewing gum and both memory and concentration. However, the authors note that the results were not statistically significant and more research is needed.
Emma showed progress from level 1 to level 2 in primary science. She was able to describe and sort materials using scientific vocabulary. She planned and conducted investigations into waterproof materials and magnetic materials, recording her observations and drawing conclusions. Emma was able to work collaboratively, contributing ideas and ensuring others participated. She displayed developing skills in observing, comparing, predicting and explaining.
Holly is a high-achieving student working at level 4 in primary science. Evidence shows her ability to:
1) Thoughtfully investigate coastal erosion and suggest methods to protect coastlines.
2) Relate scientific ideas to everyday contexts like cola cans and fridges.
3) Conduct an independent experiment on parachutes that identified patterns in data to reach a valid conclusion.
4) Apply knowledge of materials and friction to design an absorbent, non-slip bath mat and plan a fair test to compare mat samples.
5) Explain circuit diagrams and whether they would work based on understanding of electricity.
Trenyce, a Year 1 student, is assessed over a period of two terms in primary science. Evidence is provided from six activities covering light and dark, life cycles of humans and butterflies, properties of materials, investigating how to keep things dry, and growing plants. Trenyce makes progress from low level 1 to secure level 1. She asks questions, describes observations, and communicates findings. With support, Trenyce makes suggestions for investigations and recognizes changes in living things. Overall, the evidence shows development in Trenyce's scientific thinking and skills over the assessment period.
This document summarizes an evaluation of Kent Wildlife Trust's extended Forest School program conducted by researchers from Canterbury Christ Church University. Data was collected over four school terms from weekly teacher observations of participating children, researcher observations, and activities where children shared their perspectives through photography and drawing. Analysis found positive impacts on children's relationships with themselves, each other, and the natural environment. Children developed autonomy as learners and ownership over their learning. The role of adults and what remains unobserved in evaluations are discussed. Five recommendations are made to further support the forest school program.
- Reaction time is the time it takes to detect a stimulus and respond to it. The average for an undistracted driver is 1.5 seconds, but distractions can increase it to 3 seconds.
- Speed affects braking distance - the faster a vehicle is going, the longer it takes to stop. Road and vehicle conditions also impact safety for pedestrians in the event of a collision.
- Design features like crumple zones are implemented to minimize fatalities from car accidents. Reaction time is an important factor that influences safety.
2109 20 primary science session 1 what is science me (003)MariaElsam
This document provides an overview of a session on teaching science in primary classrooms. It discusses introducing the primary science module and interrogating perceptions of science. It introduces the concept of scientific enquiry and focuses on observation skills. Groups create mind maps of what science means and the goals of science are discussed. Developing children's scientific thinking through activities like prediction and hypothesis is covered. The difference between predictions, hypotheses and theories is explained. The document provides a curriculum overview of science themes by year group and discusses developing observational skills through different activities.
1. The module discusses population and sampling methods for quantitative research. It reviews research designs and introduces the concepts of target population and sampling.
2. There are two main types of sampling methods: probability sampling and non-probability sampling. Probability sampling allows inferences to be made about the population and includes techniques like simple random sampling. Non-probability sampling does not allow for generalization to the population.
3. As a student researcher, it is important to understand sampling to select an appropriate method for a study in order to collect a sample from the target population. The goal is often to generalize results back to the larger population.
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
The document summarizes an oral health education presentation given to a third grade class at West Kearns Elementary School. It describes the three centers set up to teach brushing, flossing, and nutrition. Formative feedback found areas for improvement like providing mirrors and explaining flossing technique. Pre- and post-tests showed knowledge improved. The researchers concluded the goal of increasing oral health knowledge was achieved through this interactive presentation.
This document discusses how to write an abstract for a research paper. It identifies the key elements that should be included in an abstract, such as the focus, scope, methodology, results, and implications or conclusions of the study. The elements are illustrated with example text from abstracts. Additionally, the document outlines the different types of abstract structures, including unstructured paragraphs and structured formats like OMRaC and IMRaD that organize the elements under objectives, method, results, and conclusion or introduction, method, results, and discussion sections. The goal is to teach students how to effectively summarize their research in a short yet informative abstract.
The document discusses research methods used in psychology, including experiments, observations, questionnaires, interviews, and case studies. It provides examples of how to identify independent and dependent variables, operationalize variables, and design observational studies. Key terms are defined, such as aims, hypotheses, reliability, and ethics. Research methods each have advantages and disadvantages for different types of studies.
This document discusses different methods of data collection, including surveys, experiments, and observations. It provides examples of each method and guidelines for properly conducting surveys, experiments, and observations. Surveys collect data through questionnaires from a sample population. Experiments impose a treatment on subjects and observe the results. Observations describe behaviors by direct observation without manipulation. The document aims to help readers identify and properly apply different data collection methods.
The document outlines a first grade science curriculum that is aligned with national standards. It focuses on developing students' skills in asking questions, making observations, and conducting simple investigations about patterns in nature. The curriculum covers earth science topics like weather and seasons, physical science topics like sound and magnets, and life science topics like the basic needs of plants and animals. It emphasizes hands-on, inquiry-based learning and using tools to explore scientific concepts.
A Survey on Hong Kong Secondary School Students’ Knowledge of Emergency Manag...Cecilia Young 楊幽幽
A Survey on Hong Kong Secondary School Students’ Knowledge of Emergency Management of Dental Trauma
Cecilia Young1*, Kin Yau Wong2, Lim K. Cheung3,4
1 Private Practice, Hong Kong, 2 Department of Biostatistics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America, 3 BDS (Glasgow), FFDRCS (Ireland), FDSRCPS (Glasgow), FRACDS (Australia), FRACDS (OMS) (Australia), PhD (HK), Hon FDSRCS (Edin), FHKAM (Dental Surgery), FCDSHK (Oral and Maxillofacial Surgery), 4 Chair Professor, Oral and Maxillofacial Surgery, Faculty of Dentistry, The University of Hong Kong, Hong Kong
This document discusses how a kindergarten teacher, Ms. Randall, assesses her students during a unit on conservation. She uses a formative assessment approach involving feeding up, feedback, and feed forward. She establishes the purpose of the unit to engage students and guide assessments. Through observation and student work, she provides feedback to understand student learning and inform next steps. Her assessment allows for adjustments to instruction to meet evolving student needs.
The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. It is meant to engage students by allowing them to choose a candy they like. The follow up questions ask students to reflect on how this activity relates to their subject area.
Exploring differentiated assessment by student interestJeremy
The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. The document also provides examples of formative assessments differentiated by student interest in various topics like paratroopers, trampolines and foosball. It encourages gaining information on student interests and using that to create formative assessments with interest-based options.
The document discusses strategies for teaching sustainability and climate change concepts to early childhood students. It outlines a 5Es lesson plan focused on the greenhouse effect, engaging students with videos, having them do a hands-on experiment to explore temperature changes inside jars with different conditions, explaining concepts like climate change and its future impacts, elaborating on how these issues apply personally and generating ideas to help the environment, and evaluating student understanding of key takeaways about the importance of addressing climate change. Resources like books and websites are also provided to support teaching sustainability and climate change topics to early learners.
The document discusses the design inspiration for the Burj Khalifa tower. The base of the world's tallest building was inspired by a specific flower. The document asks readers to identify parts of a flower like the leaf, petal, stem and root, and to choose a flower that inspires their own design ideas.
Luke is able to plan and conduct simple science investigations independently. He can identify variables, make observations, and draw basic conclusions from data. Luke requires scaffolding such as writing frames to fully communicate methods and results in writing. He understands key science concepts like life cycles and the importance of dental hygiene. Further practice with data presentation and comparing results would strengthen Luke's investigative skills.
- The document discusses a study that examined the effects of chewing gum on memory and concentration.
- 16 participants performed memory and concentration tasks both with and without chewing gum, in randomized trials.
- Results showed that participants displayed more distracted behaviors and lower memory test scores in the non-chewing gum trial compared to the chewing gum trial, where they remained focused and had higher test scores.
- This suggests a positive relationship between chewing gum and both memory and concentration. However, the authors note that the results were not statistically significant and more research is needed.
Emma showed progress from level 1 to level 2 in primary science. She was able to describe and sort materials using scientific vocabulary. She planned and conducted investigations into waterproof materials and magnetic materials, recording her observations and drawing conclusions. Emma was able to work collaboratively, contributing ideas and ensuring others participated. She displayed developing skills in observing, comparing, predicting and explaining.
Holly is a high-achieving student working at level 4 in primary science. Evidence shows her ability to:
1) Thoughtfully investigate coastal erosion and suggest methods to protect coastlines.
2) Relate scientific ideas to everyday contexts like cola cans and fridges.
3) Conduct an independent experiment on parachutes that identified patterns in data to reach a valid conclusion.
4) Apply knowledge of materials and friction to design an absorbent, non-slip bath mat and plan a fair test to compare mat samples.
5) Explain circuit diagrams and whether they would work based on understanding of electricity.
Trenyce, a Year 1 student, is assessed over a period of two terms in primary science. Evidence is provided from six activities covering light and dark, life cycles of humans and butterflies, properties of materials, investigating how to keep things dry, and growing plants. Trenyce makes progress from low level 1 to secure level 1. She asks questions, describes observations, and communicates findings. With support, Trenyce makes suggestions for investigations and recognizes changes in living things. Overall, the evidence shows development in Trenyce's scientific thinking and skills over the assessment period.
This document summarizes an evaluation of Kent Wildlife Trust's extended Forest School program conducted by researchers from Canterbury Christ Church University. Data was collected over four school terms from weekly teacher observations of participating children, researcher observations, and activities where children shared their perspectives through photography and drawing. Analysis found positive impacts on children's relationships with themselves, each other, and the natural environment. Children developed autonomy as learners and ownership over their learning. The role of adults and what remains unobserved in evaluations are discussed. Five recommendations are made to further support the forest school program.
- Reaction time is the time it takes to detect a stimulus and respond to it. The average for an undistracted driver is 1.5 seconds, but distractions can increase it to 3 seconds.
- Speed affects braking distance - the faster a vehicle is going, the longer it takes to stop. Road and vehicle conditions also impact safety for pedestrians in the event of a collision.
- Design features like crumple zones are implemented to minimize fatalities from car accidents. Reaction time is an important factor that influences safety.
2109 20 primary science session 1 what is science me (003)MariaElsam
This document provides an overview of a session on teaching science in primary classrooms. It discusses introducing the primary science module and interrogating perceptions of science. It introduces the concept of scientific enquiry and focuses on observation skills. Groups create mind maps of what science means and the goals of science are discussed. Developing children's scientific thinking through activities like prediction and hypothesis is covered. The difference between predictions, hypotheses and theories is explained. The document provides a curriculum overview of science themes by year group and discusses developing observational skills through different activities.
1. The module discusses population and sampling methods for quantitative research. It reviews research designs and introduces the concepts of target population and sampling.
2. There are two main types of sampling methods: probability sampling and non-probability sampling. Probability sampling allows inferences to be made about the population and includes techniques like simple random sampling. Non-probability sampling does not allow for generalization to the population.
3. As a student researcher, it is important to understand sampling to select an appropriate method for a study in order to collect a sample from the target population. The goal is often to generalize results back to the larger population.
mamali national high school
mamali lambayong sultan kudarat
entrep week 1 las 1
entrep week 1 las 2
entrep week 1 las 3
entrep week 2 las 1
entrep week 2 las 2
entrep week 2 las 3
The document summarizes an oral health education presentation given to a third grade class at West Kearns Elementary School. It describes the three centers set up to teach brushing, flossing, and nutrition. Formative feedback found areas for improvement like providing mirrors and explaining flossing technique. Pre- and post-tests showed knowledge improved. The researchers concluded the goal of increasing oral health knowledge was achieved through this interactive presentation.
This document discusses how to write an abstract for a research paper. It identifies the key elements that should be included in an abstract, such as the focus, scope, methodology, results, and implications or conclusions of the study. The elements are illustrated with example text from abstracts. Additionally, the document outlines the different types of abstract structures, including unstructured paragraphs and structured formats like OMRaC and IMRaD that organize the elements under objectives, method, results, and conclusion or introduction, method, results, and discussion sections. The goal is to teach students how to effectively summarize their research in a short yet informative abstract.
The document discusses research methods used in psychology, including experiments, observations, questionnaires, interviews, and case studies. It provides examples of how to identify independent and dependent variables, operationalize variables, and design observational studies. Key terms are defined, such as aims, hypotheses, reliability, and ethics. Research methods each have advantages and disadvantages for different types of studies.
This document discusses different methods of data collection, including surveys, experiments, and observations. It provides examples of each method and guidelines for properly conducting surveys, experiments, and observations. Surveys collect data through questionnaires from a sample population. Experiments impose a treatment on subjects and observe the results. Observations describe behaviors by direct observation without manipulation. The document aims to help readers identify and properly apply different data collection methods.
The document outlines a first grade science curriculum that is aligned with national standards. It focuses on developing students' skills in asking questions, making observations, and conducting simple investigations about patterns in nature. The curriculum covers earth science topics like weather and seasons, physical science topics like sound and magnets, and life science topics like the basic needs of plants and animals. It emphasizes hands-on, inquiry-based learning and using tools to explore scientific concepts.
A Survey on Hong Kong Secondary School Students’ Knowledge of Emergency Manag...Cecilia Young 楊幽幽
A Survey on Hong Kong Secondary School Students’ Knowledge of Emergency Management of Dental Trauma
Cecilia Young1*, Kin Yau Wong2, Lim K. Cheung3,4
1 Private Practice, Hong Kong, 2 Department of Biostatistics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America, 3 BDS (Glasgow), FFDRCS (Ireland), FDSRCPS (Glasgow), FRACDS (Australia), FRACDS (OMS) (Australia), PhD (HK), Hon FDSRCS (Edin), FHKAM (Dental Surgery), FCDSHK (Oral and Maxillofacial Surgery), 4 Chair Professor, Oral and Maxillofacial Surgery, Faculty of Dentistry, The University of Hong Kong, Hong Kong
This document discusses how a kindergarten teacher, Ms. Randall, assesses her students during a unit on conservation. She uses a formative assessment approach involving feeding up, feedback, and feed forward. She establishes the purpose of the unit to engage students and guide assessments. Through observation and student work, she provides feedback to understand student learning and inform next steps. Her assessment allows for adjustments to instruction to meet evolving student needs.
The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. It is meant to engage students by allowing them to choose a candy they like. The follow up questions ask students to reflect on how this activity relates to their subject area.
Exploring differentiated assessment by student interestJeremy
The document provides instructions for a candy observation activity. Students are asked to choose a candy, observe and measure it, then write qualitative and quantitative observations and inferences. They must measure the candy's length in centimeters and convert it to inches rounded to two decimal places. The activity relates to learning qualitative vs. quantitative observations, inferences, measurements, conversions and rounding. The document also provides examples of formative assessments differentiated by student interest in various topics like paratroopers, trampolines and foosball. It encourages gaining information on student interests and using that to create formative assessments with interest-based options.
The document discusses strategies for teaching sustainability and climate change concepts to early childhood students. It outlines a 5Es lesson plan focused on the greenhouse effect, engaging students with videos, having them do a hands-on experiment to explore temperature changes inside jars with different conditions, explaining concepts like climate change and its future impacts, elaborating on how these issues apply personally and generating ideas to help the environment, and evaluating student understanding of key takeaways about the importance of addressing climate change. Resources like books and websites are also provided to support teaching sustainability and climate change topics to early learners.
The document discusses the design inspiration for the Burj Khalifa tower. The base of the world's tallest building was inspired by a specific flower. The document asks readers to identify parts of a flower like the leaf, petal, stem and root, and to choose a flower that inspires their own design ideas.
This document provides an overview of Assessing Pupils' Progress (APP), a structured approach used by teachers in England to periodically assess pupils' progress in key subjects like mathematics, reading, writing, and science. APP aims to help teachers track pupil progress, identify strengths and weaknesses, and make reliable judgements about attainment levels. It is based on assessment focuses derived from the National Curriculum and uses pupil work exemplars and assessment guidelines. Teachers report benefits like a clearer picture of progress, opportunities for professional development, and information to directly inform teaching and learning. The document discusses key aspects of APP including assessment focuses, planning, making judgements, and securing those judgements.
This document provides assessment guidelines for levels 4 and 5 of the APP Primary Science assessment framework. It outlines the key assessment focuses (AFs) in science including thinking scientifically, understanding applications and implications, communicating and collaborating, using investigative approaches, and working critically with evidence. For each AF, it describes the skills and knowledge pupils should demonstrate at levels 4 and 5.
This document outlines the assessment framework for primary science in the UK. It describes 5 attainment frameworks (AF1-AF5) that cover key science skills such as thinking scientifically, understanding applications of science, communicating ideas, using investigative approaches, and working critically with evidence. Each framework is described in more detail for pupils operating at Level 2 and Level 3.
This document outlines the assessment framework for primary science in the UK. It describes 5 attainment frameworks (AF1-AF5) that cover different science skills. For each framework, it lists the types of skills and knowledge students should demonstrate at different levels (Level 1 and Level 2) across various contexts and practical situations. The frameworks focus on skills like thinking scientifically, understanding applications of science, communicating collaborating, using investigative approaches, and working critically with evidence.
This document outlines assessment criteria for science across five attainment frameworks (AF1-AF5). Each framework describes skills pupils should demonstrate at different levels, including describing processes, evaluating evidence, choosing investigation methods, and communicating ideas. The highest level involves skills like critically analyzing theories, judging developments, and suggesting improvements to experiments.
This document provides assessment guidelines for levels 5 and 6 of the APP Primary Science assessment framework in the UK. It outlines 5 assessment focuses (AF): thinking scientifically, understanding applications and implications, communicating and collaborating, using investigative approaches, and working critically with evidence. For each level and focus, it lists several abilities pupils should demonstrate across contexts and practical situations, such as using abstract ideas to explain phenomena, recognizing ethical issues with developments, and drawing valid conclusions using evidence.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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 ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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 Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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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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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.