The document discusses matching pictures to related nouns describing hardships like pain, cold, injury, fear, war, violence, disaster, hunger, disease, and poverty. It then provides the Spanish translations for each word. Some example sentences are given to contextualize the meanings and reinforce learning. Finally, verbs and prepositions commonly used with these nouns are listed. The overall purpose is to teach vocabulary related to difficulties, challenges, and crises through visual association and language practice.
This document provides biographies of several prominent leaders and advocates of nonviolent resistance in India and around the world. It discusses Mohandas Gandhi's pioneering use of nonviolent civil disobedience in India, as well as Martin Luther King Jr.'s leadership of the American civil rights movement through nonviolence. Cesar Chavez and others also led nonviolent campaigns to advance workers' rights. The document presents brief overviews of additional Indian figures who resisted British colonial rule, some through nonviolent means and others through armed rebellion.
This document discusses different forms of political violence throughout modern history. It examines state-initiated violence like revolutionary terror during the French Revolution as well as violence against the state, such as terrorism. Revolutionary terror during the French Revolution involved public executions and mass arrests to intimidate the population. The Bolsheviks also used terror against internal and external enemies after their revolution. Terrorism has taken on new forms in modernity due to new ideologies, technologies, and political causes. However, interpretations of violence and terrorism differ, with some viewing it as a rational political strategy and others seeing terrorists as criminals.
This document contains an exam for a Life of Christ mid-semester course. The exam has two sections, with the first section containing 5 short answer questions about Jesus' life and ministry from which students must choose two. The second section contains 11 multiple choice and short answer questions testing students' recall of information from class lectures and presentations.
This document summarizes a presentation on breaking the intergenerational cycle of violence. It discusses how childhood exposure to violence can increase the risk of adult perpetration, and the impact of violence on brain development and mental health. Interventions like trauma-informed care and cognitive behavioral therapy aim to treat trauma and break the cycle. Data is presented on programs in Ohio that serve at-risk youth using evidence-based models like multi-systemic therapy and wraparound services.
The document discusses the cycle of violence and provides a template for individuals to fill out describing their personal situation. The template prompts users to explain what was happening to them, how they reacted or felt, and what the outcome was in order to understand patterns in their experiences with violence.
Effects of war or violence on human behaviorJessica_pb
The document discusses the effects of war and violence on human behavior using Afghanistan as an example context. It notes Afghanistan has experienced nearly constant civil war and conflict since 1929. Violence has long been ingrained in Afghan culture and religion. The document then examines how violence can create weak, courageous, or monstrous individuals through examples like Mariam, Laila, and Rasheed from the novel "The Kite Runner." It explores if Rasheed's abusive actions can be justified by his upbringing in violence and whether violence ultimately strengthened or weakened Mariam and Laila.
Today, after 5 years of struggle, more than half of Syria's population is displaced. The Syrian refugee catastrophe is not the result of a natural disaster, but rather the outcome of systematic policies aimed at suppressing a popular uprising, the inaction of world powers and inability of the international community to respond to the largest humanitarian catastrophe of our generation.
This document provides biographies of several prominent leaders and advocates of nonviolent resistance in India and around the world. It discusses Mohandas Gandhi's pioneering use of nonviolent civil disobedience in India, as well as Martin Luther King Jr.'s leadership of the American civil rights movement through nonviolence. Cesar Chavez and others also led nonviolent campaigns to advance workers' rights. The document presents brief overviews of additional Indian figures who resisted British colonial rule, some through nonviolent means and others through armed rebellion.
This document discusses different forms of political violence throughout modern history. It examines state-initiated violence like revolutionary terror during the French Revolution as well as violence against the state, such as terrorism. Revolutionary terror during the French Revolution involved public executions and mass arrests to intimidate the population. The Bolsheviks also used terror against internal and external enemies after their revolution. Terrorism has taken on new forms in modernity due to new ideologies, technologies, and political causes. However, interpretations of violence and terrorism differ, with some viewing it as a rational political strategy and others seeing terrorists as criminals.
This document contains an exam for a Life of Christ mid-semester course. The exam has two sections, with the first section containing 5 short answer questions about Jesus' life and ministry from which students must choose two. The second section contains 11 multiple choice and short answer questions testing students' recall of information from class lectures and presentations.
This document summarizes a presentation on breaking the intergenerational cycle of violence. It discusses how childhood exposure to violence can increase the risk of adult perpetration, and the impact of violence on brain development and mental health. Interventions like trauma-informed care and cognitive behavioral therapy aim to treat trauma and break the cycle. Data is presented on programs in Ohio that serve at-risk youth using evidence-based models like multi-systemic therapy and wraparound services.
The document discusses the cycle of violence and provides a template for individuals to fill out describing their personal situation. The template prompts users to explain what was happening to them, how they reacted or felt, and what the outcome was in order to understand patterns in their experiences with violence.
Effects of war or violence on human behaviorJessica_pb
The document discusses the effects of war and violence on human behavior using Afghanistan as an example context. It notes Afghanistan has experienced nearly constant civil war and conflict since 1929. Violence has long been ingrained in Afghan culture and religion. The document then examines how violence can create weak, courageous, or monstrous individuals through examples like Mariam, Laila, and Rasheed from the novel "The Kite Runner." It explores if Rasheed's abusive actions can be justified by his upbringing in violence and whether violence ultimately strengthened or weakened Mariam and Laila.
Today, after 5 years of struggle, more than half of Syria's population is displaced. The Syrian refugee catastrophe is not the result of a natural disaster, but rather the outcome of systematic policies aimed at suppressing a popular uprising, the inaction of world powers and inability of the international community to respond to the largest humanitarian catastrophe of our generation.
The Civil War had many contributing causes over several decades relating to the issues of states' rights and slavery. Key events included the Missouri Compromise of 1820 allowing slavery in some new western territories, the passage of the Fugitive Slave Act as part of the Compromise of 1850 requiring Northern states to return escaped slaves, and the Kansas-Nebraska Act of 1854 which repealed the Missouri Compromise and led to violent conflicts over whether new states would allow slavery. Tensions escalated further with the Dred Scott decision of 1857 and John Brown's raid in 1859, and finally erupted into war with South Carolina's secession and bombardment of Fort Sumter in 1861 after the election of Abraham Lincoln, who southern
The document discusses the ongoing Syrian refugee crisis resulting from the country's civil war. Over half of Syria's population has been killed or forced to flee their homes, with millions becoming refugees in neighboring countries and thousands risking their lives to reach Europe. There is a lack of safe routes for refugees to find sanctuary, and many languish for years without proper housing, food, healthcare or education. While most refugees want to return home, world leaders must address the crisis by providing better refugee support and solutions or increased instability and human suffering will likely continue.
The document discusses the ongoing Syrian refugee crisis. It began in 2011 with citizens seeking economic rights, which escalated into a civil war involving foreign powers. As conditions deteriorated, many Syrians fled the country to escape the deadly conflict. The document presents images showing Syrian refugee children arriving at borders and being visited by Angelina Jolie. It suggests ways to help refugees such as donating supplies, acknowledging their plight, and supporting aid organizations working in Syria.
This PowerPoint presentation describes, in a nutshell, the Syrian crisis. This was my first PowerPoint presentation which I along with my team members presented to the English professor.
Syrian civil war: Impact on Global Peace and Stability Sajid Karim
The document summarizes the key impacts and implications of the ongoing Syrian civil war. At the national level, the war has devastated Syria and its people, resulting in over 470,000 deaths, over half the population being displaced, severe damage to infrastructure and the economy. Regionally, the war has increased tensions and the refugee crisis has financially and security burdened neighboring countries. Globally, the political vacuum has increased Russian influence, the refugee crisis is one of the largest since WWII, and the rise of extremist groups impacts global security. For Bangladesh, instability in the Middle East poses challenges but also opportunities for post-conflict reconstruction.
This document discusses peace education and a holistic understanding of peace. It defines negative peace as the absence of direct violence, and positive peace as a presence of well-being and just relationships across various levels from personal to global. Peace education is presented as an ethical imperative and transformative education that uses a three phase process of cognitive awareness, affective concern, and taking practical action. The goal of peace education is to transform current human conditions and change social structures and patterns of thought that have created issues.
Ottoman rule over Syria ended in 1918 and Emir Feisal briefly ruled as King of Syria until 1920 when France took control under a mandate. French rule faced nationalist uprisings and protests for independence which Syria achieved in 1946. However, political instability continued and Hafez al-Assad seized power in 1970, establishing an authoritarian Ba'athist regime that favored the Alawite minority. When Bashar al-Assad succeeded his father in 2000, he initially allowed some reforms but soon returned to the repressive status quo. Anti-government protests in 2011 demanding democratic change and end to emergency law sparked a violent crackdown and eventual civil war as the opposition took up arms.
The document summarizes the key parties in the ongoing Syrian civil war. It outlines that the war began in 2011 as popular protests against President Bashar al-Assad and Ba'ath party rule. It then describes the main factions supporting the Syrian government and opposition forces.
Peace has traditionally been defined as the absence of war or direct violence. However, in the 1960s an alternative view emerged that peace also requires the absence of structural violence in societies. Structural violence refers to indirect ways that people suffer due to social, political, and economic injustices built into systems. Johan Galtung argued for defining peace positively as both the absence of direct and structural violence, and the presence of social justice. Educating for peace is now seen as an ethical imperative and a way to challenge beliefs that war cannot be avoided, with the goal of cultivating non-violent and just societies.
A terror attack occurred at an undisclosed location on an unknown date, resulting in deaths and 319 injuries. The perpetrator and type of attack are unknown. The document is dedicated to those who lost loved ones in the terror attack.
The document discusses global terrorism in several countries and regions. It outlines terrorist groups and their goals in Sri Lanka, China, Pakistan, and parts of India. In India, it mentions religious, left-wing, and regional terrorist groups and their activities in Bihar, Assam, Andhra Pradesh, and Jammu and Kashmir. It concludes with safety tips for recognizing and responding to suspicious packages and bomb threats, and preparing for explosions.
Terrorism is defined as the unlawful use of violence against people or property to intimidate or coerce a government for political or social goals. It is a tactic that has been used throughout history to make a point through instilling fear psychologically. There are different types of terrorist groups and motives, and terrorism can involve the use of explosives, firearms, or biological, chemical, and nuclear materials to carry out attacks. While terrorism poses risks, preventing it involves reducing root causes like cultural misunderstandings, promoting human rights, and establishing surveillance and protective systems.
The Syrian refugee situation, has become one of the biggest humanitarian crisis’ in the last decade. An estimated 9 million Syrians have fled their homes since the outbreak of civil war in March 2011. We see it on tv. We read about it in the news…but do we understand who and what a refugee is?
Terrorism causes, effects, and solutionsSrun Sakada
This document defines terrorism and discusses its causes and impacts. Terrorism is defined by the FBI and US Department of Defense as the unlawful use or threat of violence against people or property to intimidate for political goals. It discusses two types of terrorism: national (directed internally without foreign influence) and international (foreign-based or directed). Causes mentioned include social/political injustice, belief that violence achieves goals, religion, illiteracy, and injustice. Impacts involve economic losses from death/damage, societal fear and suspicion, and complicated international politics. Solutions proposed are education to understand cultural differences, eliminating root causes like funding sources, and addressing injustices that radicalize individuals.
This document discusses different types of terrorism and examples of terrorist attacks. It defines civil disorder, political terrorism, non-political terrorism, quasi terrorism, limited political terrorism, and official or state terrorism. It also discusses the 2008 Mumbai attacks where Islamist attackers received assistance and support from Pakistan's intelligence agency. The coordinated attacks lasted three days and killed 164 people across several locations in Mumbai, including the Chhatrapati Shivaji Terminus train station, Oberoi Trident hotel, Taj Mahal Palace hotel, Leopold Cafe, and Nariman House Jewish community center.
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
This document provides instructions on how to write an essay reporting an incident. It includes sections on brainstorming the key details of the incident, identifying important linguistic elements to include, creating a draft outline, revising the draft, and writing the final essay. As an example, it provides a draft outline and essay about a car accident involving the author and their boyfriend. The three-paragraph essay describes how their car fell into a hole while swerving to avoid a pedestrian, the arrival of police and medical assistance, and concludes by noting they were unharmed after being examined.
The document discusses the passive voice. It defines the passive voice as when the subject of the sentence receives the action rather than performs it. A passive sentence consists of the subject, a form of the verb "to be", the past participle of the main verb, and sometimes the agent. The passive voice is used when the recipient of the action is more important than the performer, the performer is unknown, or when the subject is indefinite like "someone". Both active and passive sentences can be changed between active and passive forms by changing which element is the subject and adding or removing the agent.
The document provides information on direct and reported speech. It explains that direct speech uses quotation marks to report the exact words said, while reported speech does not use quotation marks and reports the general meaning using reporting verbs like say and tell. It also describes the common verb tense changes that occur when changing from direct to reported speech such as present to past tense. Pronouns and possessives are also changed to reflect the new subject of the reporting clause in reported speech.
The document provides an introduction to the passive voice, including when and how it is used. It notes that the passive voice is used when the action is more important than the person performing it, the person is unknown, or the person performing it is obvious or unimportant. It explains that the passive voice uses some form of "to be" plus the past participle of the main verb, and that "by" can be used to specify who performed the action. Examples are given of converting sentences from active to passive voice and vice versa. The tenses of the passive voice, including present, past and future, are outlined by using forms of "to be" plus the past participle.
The document discusses the past perfect tense and the third conditional. It explains that the past perfect is used to talk about an action that occurred before another past action. It is formed with subject + had + past participle. The third conditional expresses hypothetical scenarios about the past, and is formed with if + subject + past perfect + would/wouldn't have + past participle. Both tenses are used to discuss past events and their consequences.
1. A boy met a girl and they fell in love. The boy asked the girl out and they started dating.
2. Things were going well for a while as the girl got along with the boy. However, the boy later discovered the girl was cheating on him.
3. This led to an argument between the boy and girl, and they ultimately split up because the girl fell in love with another boy.
The Civil War had many contributing causes over several decades relating to the issues of states' rights and slavery. Key events included the Missouri Compromise of 1820 allowing slavery in some new western territories, the passage of the Fugitive Slave Act as part of the Compromise of 1850 requiring Northern states to return escaped slaves, and the Kansas-Nebraska Act of 1854 which repealed the Missouri Compromise and led to violent conflicts over whether new states would allow slavery. Tensions escalated further with the Dred Scott decision of 1857 and John Brown's raid in 1859, and finally erupted into war with South Carolina's secession and bombardment of Fort Sumter in 1861 after the election of Abraham Lincoln, who southern
The document discusses the ongoing Syrian refugee crisis resulting from the country's civil war. Over half of Syria's population has been killed or forced to flee their homes, with millions becoming refugees in neighboring countries and thousands risking their lives to reach Europe. There is a lack of safe routes for refugees to find sanctuary, and many languish for years without proper housing, food, healthcare or education. While most refugees want to return home, world leaders must address the crisis by providing better refugee support and solutions or increased instability and human suffering will likely continue.
The document discusses the ongoing Syrian refugee crisis. It began in 2011 with citizens seeking economic rights, which escalated into a civil war involving foreign powers. As conditions deteriorated, many Syrians fled the country to escape the deadly conflict. The document presents images showing Syrian refugee children arriving at borders and being visited by Angelina Jolie. It suggests ways to help refugees such as donating supplies, acknowledging their plight, and supporting aid organizations working in Syria.
This PowerPoint presentation describes, in a nutshell, the Syrian crisis. This was my first PowerPoint presentation which I along with my team members presented to the English professor.
Syrian civil war: Impact on Global Peace and Stability Sajid Karim
The document summarizes the key impacts and implications of the ongoing Syrian civil war. At the national level, the war has devastated Syria and its people, resulting in over 470,000 deaths, over half the population being displaced, severe damage to infrastructure and the economy. Regionally, the war has increased tensions and the refugee crisis has financially and security burdened neighboring countries. Globally, the political vacuum has increased Russian influence, the refugee crisis is one of the largest since WWII, and the rise of extremist groups impacts global security. For Bangladesh, instability in the Middle East poses challenges but also opportunities for post-conflict reconstruction.
This document discusses peace education and a holistic understanding of peace. It defines negative peace as the absence of direct violence, and positive peace as a presence of well-being and just relationships across various levels from personal to global. Peace education is presented as an ethical imperative and transformative education that uses a three phase process of cognitive awareness, affective concern, and taking practical action. The goal of peace education is to transform current human conditions and change social structures and patterns of thought that have created issues.
Ottoman rule over Syria ended in 1918 and Emir Feisal briefly ruled as King of Syria until 1920 when France took control under a mandate. French rule faced nationalist uprisings and protests for independence which Syria achieved in 1946. However, political instability continued and Hafez al-Assad seized power in 1970, establishing an authoritarian Ba'athist regime that favored the Alawite minority. When Bashar al-Assad succeeded his father in 2000, he initially allowed some reforms but soon returned to the repressive status quo. Anti-government protests in 2011 demanding democratic change and end to emergency law sparked a violent crackdown and eventual civil war as the opposition took up arms.
The document summarizes the key parties in the ongoing Syrian civil war. It outlines that the war began in 2011 as popular protests against President Bashar al-Assad and Ba'ath party rule. It then describes the main factions supporting the Syrian government and opposition forces.
Peace has traditionally been defined as the absence of war or direct violence. However, in the 1960s an alternative view emerged that peace also requires the absence of structural violence in societies. Structural violence refers to indirect ways that people suffer due to social, political, and economic injustices built into systems. Johan Galtung argued for defining peace positively as both the absence of direct and structural violence, and the presence of social justice. Educating for peace is now seen as an ethical imperative and a way to challenge beliefs that war cannot be avoided, with the goal of cultivating non-violent and just societies.
A terror attack occurred at an undisclosed location on an unknown date, resulting in deaths and 319 injuries. The perpetrator and type of attack are unknown. The document is dedicated to those who lost loved ones in the terror attack.
The document discusses global terrorism in several countries and regions. It outlines terrorist groups and their goals in Sri Lanka, China, Pakistan, and parts of India. In India, it mentions religious, left-wing, and regional terrorist groups and their activities in Bihar, Assam, Andhra Pradesh, and Jammu and Kashmir. It concludes with safety tips for recognizing and responding to suspicious packages and bomb threats, and preparing for explosions.
Terrorism is defined as the unlawful use of violence against people or property to intimidate or coerce a government for political or social goals. It is a tactic that has been used throughout history to make a point through instilling fear psychologically. There are different types of terrorist groups and motives, and terrorism can involve the use of explosives, firearms, or biological, chemical, and nuclear materials to carry out attacks. While terrorism poses risks, preventing it involves reducing root causes like cultural misunderstandings, promoting human rights, and establishing surveillance and protective systems.
The Syrian refugee situation, has become one of the biggest humanitarian crisis’ in the last decade. An estimated 9 million Syrians have fled their homes since the outbreak of civil war in March 2011. We see it on tv. We read about it in the news…but do we understand who and what a refugee is?
Terrorism causes, effects, and solutionsSrun Sakada
This document defines terrorism and discusses its causes and impacts. Terrorism is defined by the FBI and US Department of Defense as the unlawful use or threat of violence against people or property to intimidate for political goals. It discusses two types of terrorism: national (directed internally without foreign influence) and international (foreign-based or directed). Causes mentioned include social/political injustice, belief that violence achieves goals, religion, illiteracy, and injustice. Impacts involve economic losses from death/damage, societal fear and suspicion, and complicated international politics. Solutions proposed are education to understand cultural differences, eliminating root causes like funding sources, and addressing injustices that radicalize individuals.
This document discusses different types of terrorism and examples of terrorist attacks. It defines civil disorder, political terrorism, non-political terrorism, quasi terrorism, limited political terrorism, and official or state terrorism. It also discusses the 2008 Mumbai attacks where Islamist attackers received assistance and support from Pakistan's intelligence agency. The coordinated attacks lasted three days and killed 164 people across several locations in Mumbai, including the Chhatrapati Shivaji Terminus train station, Oberoi Trident hotel, Taj Mahal Palace hotel, Leopold Cafe, and Nariman House Jewish community center.
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
This document provides instructions on how to write an essay reporting an incident. It includes sections on brainstorming the key details of the incident, identifying important linguistic elements to include, creating a draft outline, revising the draft, and writing the final essay. As an example, it provides a draft outline and essay about a car accident involving the author and their boyfriend. The three-paragraph essay describes how their car fell into a hole while swerving to avoid a pedestrian, the arrival of police and medical assistance, and concludes by noting they were unharmed after being examined.
The document discusses the passive voice. It defines the passive voice as when the subject of the sentence receives the action rather than performs it. A passive sentence consists of the subject, a form of the verb "to be", the past participle of the main verb, and sometimes the agent. The passive voice is used when the recipient of the action is more important than the performer, the performer is unknown, or when the subject is indefinite like "someone". Both active and passive sentences can be changed between active and passive forms by changing which element is the subject and adding or removing the agent.
The document provides information on direct and reported speech. It explains that direct speech uses quotation marks to report the exact words said, while reported speech does not use quotation marks and reports the general meaning using reporting verbs like say and tell. It also describes the common verb tense changes that occur when changing from direct to reported speech such as present to past tense. Pronouns and possessives are also changed to reflect the new subject of the reporting clause in reported speech.
The document provides an introduction to the passive voice, including when and how it is used. It notes that the passive voice is used when the action is more important than the person performing it, the person is unknown, or the person performing it is obvious or unimportant. It explains that the passive voice uses some form of "to be" plus the past participle of the main verb, and that "by" can be used to specify who performed the action. Examples are given of converting sentences from active to passive voice and vice versa. The tenses of the passive voice, including present, past and future, are outlined by using forms of "to be" plus the past participle.
The document discusses the past perfect tense and the third conditional. It explains that the past perfect is used to talk about an action that occurred before another past action. It is formed with subject + had + past participle. The third conditional expresses hypothetical scenarios about the past, and is formed with if + subject + past perfect + would/wouldn't have + past participle. Both tenses are used to discuss past events and their consequences.
1. A boy met a girl and they fell in love. The boy asked the girl out and they started dating.
2. Things were going well for a while as the girl got along with the boy. However, the boy later discovered the girl was cheating on him.
3. This led to an argument between the boy and girl, and they ultimately split up because the girl fell in love with another boy.
The document lists and pairs different personality types without descriptions. It suggests looking at the paired words to guess their meanings and understand the types of people depicted without further context.
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
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
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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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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.
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
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heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
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heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
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o
Let’s match them
pain fear disaster
cold war
injury violence
18. Look at the pictures and some nouns that can be related to them:
L
l
heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
o
Let’s match them
pain fear disaster
cold war hunger
injury violence
19. Look at the pictures and some nouns that can be related to them:
L
l
heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
o
Let’s match them
pain fear disaster
cold war hunger
injury violence
20. Look at the pictures and some nouns that can be related to them:
L
l
heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
o
Let’s match them
pain fear disaster
cold war hunger
injury violence disease
21. Look at the pictures and some nouns that can be related to them:
L
l
heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
o
Let’s match them
pain fear disaster
cold war hunger
injury violence disease
22. Look at the pictures and some nouns that can be related to them:
L
l
heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
o
Let’s match them
pain fear disaster
cold war hunger
injury violence disease
poverty
23. Look at the pictures and some nouns that can be related to them:
L
l
heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
o
Let’s match them
pain fear disaster
cold war hunger
injury violence disease
poverty
24. Look at the pictures and some nouns that can be related to them:
L
l
heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
o
Let’s match them
pain fear disaster heat
cold war hunger
injury violence disease
poverty
25. Look at the pictures and some nouns that can be related to them:
L
l
heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
o
Let’s match them
pain fear disaster heat
cold war hunger
injury violence disease
poverty
26. Look at the pictures and some nouns that can be related to them:
L
l
heat,fear, war, violence, pain, thirst, disaster, cold, hunger, injury, poverty, disease
o
Let’s match them
pain fear disaster heat
cold war hunger thirst
injury violence disease
poverty
30. These are their meanings in Spanish
Pain Cold Injury
Dolor Frio
31. These are their meanings in Spanish
Pain Cold Injury
Dolor Frio Herida
32. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida
33. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo
34. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra
35. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
36. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty
37. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty
Desastre
38. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty
Desastre Hambre
39. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty
Desastre Hambre Enfermedad
40. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty
Desastre Hambre Enfermedad
41. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty
Desastre Hambre Enfermedad Pobreza
42. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty
Desastre Hambre Enfermedad Pobreza
43. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty Heat
Desastre Hambre Enfermedad Pobreza
44. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty Heat
Desastre Hambre Enfermedad Pobreza Calor
45. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty Heat Thirst
Desastre Hambre Enfermedad Pobreza Calor
46. These are their meanings in Spanish
Pain Cold Injury Fear War Violence
Dolor Frio Herida Miedo Guerra Violencia
Disaster Hunger Disease Poverty Heat Thirst
Desastre Hambre Enfermedad Pobreza Calor Sed
47. Can you remember the names?
Let’s complete the sentences.
1. There is hunger when there isn’t any food.
2. There is poverty when people haven’t got any money.
3. Desease develops when there isn’t any clean water or
medicine.
4. People suffer from fear and violence when there is war.
5. People suffer from injury if they have an accident.
6. People suffer from heat and thirst if they are lost in the
desert.
48. Can you remember the names?
Let’s complete the sentences.
1. There is hunger when there isn’t any food.
2. There is poverty when people haven’t got any money.
3. Desease develops when there isn’t any clean water or
medicine.
4. People suffer from fear and violence when there is war.
5. People suffer from injury if they have an accident.
6. People suffer from heat and thirst if they are lost in the
desert.
49. Can you remember the names?
Let’s complete the sentences.
1. There is hunger when there isn’t any food.
2. There is poverty when people haven’t got any money.
3. Desease develops when there isn’t any clean water or
medicine.
4. People suffer from fear and violence when there is war.
5. People suffer from injury if they have an accident.
6. People suffer from heat and thirst if they are lost in the
desert.
50. Can you remember the names?
Let’s complete the sentences.
1. There is hunger when there isn’t any food.
2. There is poverty when people haven’t got any money.
3. Disease develops when there isn’t any clean water or
medicine.
4. People suffer from fear and violence when there is war.
5. People suffer from injury if they have an accident.
6. People suffer from heat and thirst if they are lost in the
desert.
51. Can you remember the names?
Let’s complete the sentences.
1. There is hunger when there isn’t any food.
2. There is poverty when people haven’t got any money.
3. Disease develops when there isn’t any clean water or
medicine.
4. People suffer from fear and violence when there is war.
5. People suffer from injury if they have an accident.
6. People suffer from heat and thirst if they are lost in the
desert.
52. Can you remember the names?
Let’s complete the sentences.
1. There is hunger when there isn’t any food.
2. There is poverty when people haven’t got any money.
3. Disease develops when there isn’t any clean water or
medicine.
4. People suffer from fear and violence when there is war.
5. People suffer from injury if they have an accident.
6. People suffer from heat and thirst if they are lost in the
desert.
53. Can you remember the names?
Let’s complete the sentences.
1. There is hunger when there isn’t any food.
2. There is poverty when people haven’t got any money.
3. Disease develops when there isn’t any clean water or
medicine.
4. People suffer from fear and violence when there is war.
5. People suffer from injury if they have an accident.
6. People suffer from heat and thirst if they are lost in the
desert.
54. Verbs Prepositions
From
Suffer
With
Provide
For
Care
To
Allow
Of
Volunteer
Against
Die
To
Rescue
From
Protect
From
Inform
Of
Campaign
About
For
55. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
56. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
57. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
58. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
59. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
60. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
61. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
62. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
63. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
64. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
65. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
66. Verbs Prepositions
To
Suffer
From
Provide
With
Care
Against
Allow
For
Volunteer
Of
Die
To
Rescue
From
Protect
Of
Inform
About
Campaign
For
From
67. Suffer from
Provide with
Care for
Allow to
Volunteer to
Die of
Rescue from
Protect from
Inform of/about
Campaign for/against
68. Suffer from = Sufrir / padecer…
Provide with = Proveer de / suministrar …
Care for = Cuidar de…
Allow to = Permitir …
Volunteer to = Ofrecerse para …
Die of = Morir de …
Rescue from = Rescatar de …
Protect from = Proteger de …
Inform of/about = Informar de/sobre…
Campaign for/against = Hacer campaña a favor / en contra de …
69. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died from hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
70. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
71. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
72. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
73. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
74. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
75. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
76. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns againstt cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
77. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
78. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
79. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
80. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.
81. Can you remember the verbs?
Let’s complete the sentences.
1. Many children died of hunger.
2. The population suffers from poverty.
3. The Red Cross cares for the victims of war.
4. The doctors are allowed to work in zones of conflict.
5. This charity campaigns against cruelty to animals.
6. Some nurses volunteered to work for the Red Cross.
7. UNICEF provides poor children with a basic education.
8. Some organizations rescue animals from cruel owners.
9. This charity tries to inform the public about the problems
which they see.
10. They protect children from the dangers of war and
poverty.