The document discusses strategies for teaching English to young learners, focusing on developing their vocabulary, pronunciation, and writing skills through engaging activities. It emphasizes using meaningful contexts, chants, drills, speaking practice, and games to reinforce new language in a fun way. Student-centered activities are recommended to accommodate different learning styles and keep students active. Proper planning considers the goal of each activity and balances high-energy and focused work.
This document provides information about figures of speech and examples. It begins with a definition of figures of speech as uses of language that enhance clarity, force, beauty or vividness of expression. It distinguishes between literal and figurative language. There are then three types of figures of speech described: similes which use "like" or "as" to compare two unlike things, metaphors which imply a comparison without using "like" or "as", and personification which gives human qualities to non-human or abstract things. Several examples of each are given. The document concludes with exercises identifying figures of speech in sample sentences.
The document discusses different modal verbs used to express obligation, prohibition, and recommendation in English. It provides examples of must, have to, don't have to, mustn't, and should. It then has exercises for the reader to practice filling in sentences with the appropriate modal verb based on whether an action is obligatory, prohibited, or recommended.
The document provides reading and writing prompts for students in Week 3. It includes an extract from the book "Mr Majeika - Chapter One" to read. There are also activities on grammar, spelling, and handwriting that involve practicing capital letters, verbs in simple past tense, punctuation, spelling words, and writing words neatly. Students are encouraged to be creative in practicing the spelling words and to email any completed work to their teachers.
Here are some possible showing sentences that could replace the telling sentence:
- The man stared at a photo of his late wife, tears welling in his eyes.
- With downcast eyes and slumped shoulders, the man shuffled down the street alone after visiting her grave.
- As the rain fell outside, the man sat by the window with a faraway look, lost in memories of happier times.
The showing sentences provide more vivid details and imagery to convey the man's sadness rather than just stating he was sad. They help the reader visualize and feel what the character is experiencing through sensory details.
ENGLISH 3 Q1 W2 KINDS OF SENTEncesNCES.pptxAnalizaNomar1
The document discusses different types of sentences and provides examples. It begins by stating the learning objectives which are to use different sentence types like declarative, interrogative, imperative and exclamatory sentences in a dialogue. It then provides examples of sentences and phrases, the four types of sentences, and exercises identifying sentence types and writing sentences based on pictures. Key details include defining sentences as containing a subject and verb while phrases do not, and examples of each sentence type - declarative makes a statement, interrogative asks a question, imperative gives a command, and exclamatory expresses strong feelings.
This document provides exercises to practice English vocabulary related to rooms in a house, household objects, weather, demonstrative adjectives, and describing cities. It includes 10 exercises where the learner must identify rooms and objects in images, use vocabulary words to complete sentences, answer questions based on passages, and describe a city in Colombia based on given adjectives. The goal is to expand the learner's English vocabulary through interactive exercises on common topics.
The document discusses strategies for teaching English to young learners, focusing on developing their vocabulary, pronunciation, and writing skills through engaging activities. It emphasizes using meaningful contexts, chants, drills, speaking practice, and games to reinforce new language in a fun way. Student-centered activities are recommended to accommodate different learning styles and keep students active. Proper planning considers the goal of each activity and balances high-energy and focused work.
This document provides information about figures of speech and examples. It begins with a definition of figures of speech as uses of language that enhance clarity, force, beauty or vividness of expression. It distinguishes between literal and figurative language. There are then three types of figures of speech described: similes which use "like" or "as" to compare two unlike things, metaphors which imply a comparison without using "like" or "as", and personification which gives human qualities to non-human or abstract things. Several examples of each are given. The document concludes with exercises identifying figures of speech in sample sentences.
The document discusses different modal verbs used to express obligation, prohibition, and recommendation in English. It provides examples of must, have to, don't have to, mustn't, and should. It then has exercises for the reader to practice filling in sentences with the appropriate modal verb based on whether an action is obligatory, prohibited, or recommended.
The document provides reading and writing prompts for students in Week 3. It includes an extract from the book "Mr Majeika - Chapter One" to read. There are also activities on grammar, spelling, and handwriting that involve practicing capital letters, verbs in simple past tense, punctuation, spelling words, and writing words neatly. Students are encouraged to be creative in practicing the spelling words and to email any completed work to their teachers.
Here are some possible showing sentences that could replace the telling sentence:
- The man stared at a photo of his late wife, tears welling in his eyes.
- With downcast eyes and slumped shoulders, the man shuffled down the street alone after visiting her grave.
- As the rain fell outside, the man sat by the window with a faraway look, lost in memories of happier times.
The showing sentences provide more vivid details and imagery to convey the man's sadness rather than just stating he was sad. They help the reader visualize and feel what the character is experiencing through sensory details.
ENGLISH 3 Q1 W2 KINDS OF SENTEncesNCES.pptxAnalizaNomar1
The document discusses different types of sentences and provides examples. It begins by stating the learning objectives which are to use different sentence types like declarative, interrogative, imperative and exclamatory sentences in a dialogue. It then provides examples of sentences and phrases, the four types of sentences, and exercises identifying sentence types and writing sentences based on pictures. Key details include defining sentences as containing a subject and verb while phrases do not, and examples of each sentence type - declarative makes a statement, interrogative asks a question, imperative gives a command, and exclamatory expresses strong feelings.
This document provides exercises to practice English vocabulary related to rooms in a house, household objects, weather, demonstrative adjectives, and describing cities. It includes 10 exercises where the learner must identify rooms and objects in images, use vocabulary words to complete sentences, answer questions based on passages, and describe a city in Colombia based on given adjectives. The goal is to expand the learner's English vocabulary through interactive exercises on common topics.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
This English lesson teaches about reflective pronouns. Reflective pronouns are when the object of a sentence is the same as the subject. Some common reflective pronouns are myself, yourself, himself, herself, and itself. The lesson provides examples of sentences using reflective pronouns and concludes with a short exercise for students to practice filling in the correct reflective pronouns.
This document discusses using context clues to understand unfamiliar words when reading. It provides reasons why context clues are a useful reading strategy, such as being able to understand texts independently and remember words better. The document outlines how to use context clues like surrounding words and grammar, and advises being content with a general understanding rather than an exact definition. An exercise is included to practice using context clues, and partners are instructed to further practice with worksheets.
This document is a module on possessive adjectives from Interamerican University in Guayama, Puerto Rico. The module objectives are for students to identify, recognize, and use possessive adjectives correctly in sentences. It provides an overview and time frame for students to work through pre-tests, activities, and a post-test to reinforce their knowledge of possessive adjectives. The module explains what possessive adjectives are, provides examples of singular and plural forms, and includes exercises for students to practice identifying and using possessive adjectives.
ENGLISH 5 PPT Q3 W1 Day 1-5 - Distinguishing Fact from Opinion, Compound Word...ANNAMELIZAOLVIDA
This persuasive essay argues that the school should install automatic hand dryers in the restrooms instead of using paper towels. It provides three main reasons to support this argument. First, automatic hand dryers are more sanitary than paper towels since students won't touch levers that many others have touched. This could improve attendance by preventing the spread of germs. Second, automatic dryers are cheaper than paper towels in the long run due to waste of paper towels. The money saved could be used for other purposes. Third, automatic dryers would keep the restrooms cleaner since there would no longer be paper towel litter on the floors. The essay concludes by stating that health, cost savings, and cleanliness are strong reasons for the school
This persuasive essay argues that the school should install automatic hand dryers in the restrooms instead of using paper towels. It provides three main reasons to support this argument. First, automatic hand dryers are more sanitary than paper towels since students won't touch levers that many others have touched. This could improve attendance by preventing the spread of germs. Second, automatic dryers are cheaper than paper towels in the long run due to waste of paper towels. The money saved could be used for other purposes. Third, automatic dryers would keep the restrooms cleaner since there would no longer be paper towel litter on the floors. The essay concludes by stating that health, cost savings, and cleanliness are strong reasons for the school
The document discusses types of methodology questions and the methodology used in class. The class begins by relating vocabulary to its equivalent in another language. Students then take notes and key information to later compare what was seen in class through different activities. The class is 50% oral and participative, so students must listen and pay close attention to adequately develop the topic.
This document contains a daily lesson log for a Grade 2 Mother Tongue class taught by Myrna M. De Sola from September 5 to September 9, 2022. The objectives for each day were to recognize common action words in retelling stories and conversations. Lesson plans included identifying action words, recognizing them in examples, and supplying action words to complete sentences. Assessment questions tested understanding of action words. The teacher reflected on student performance and strategies for improvement.
This document provides an English lesson on using correct time expressions to describe actions in the present tense. It includes examples of sentences using time expressions like "every day", "every morning", and "now" to indicate habitual or regular present tense actions. Students are asked to fill in blanks in sentences with appropriate time expressions. The document emphasizes that time expressions help establish whether an action occurs regularly or habitually in the present.
1) The story is about a boy who is asked to feed his aunt's cat Tiger while his aunt is away on holiday. However, Tiger does not come when called for dinner.
2) Later, the boy hears strange noises and finds Tiger in the hall eating with three other cats from the neighborhood.
3) The best title for the story is "Tiger's dinner party".
The document provides instructions for an online grammar class. Students are told to introduce themselves on the discussion forum by Thursday and respond to two other students by Sunday. They are also instructed to get their classroom response devices and textbooks, and begin studying prepositions for an upcoming quiz. The class will cover various grammar topics like subjects, the writing process, and how to follow directions.
Here are three sentences from the passage separated into simple, compound, and complex:
Simple: He has done me a favor.
Compound: Peeta is bleeding too heavily, and Portia leads him off for medical treatment.
Complex: By the time we’ve finished, they’re back.
This document discusses the four kinds of sentences: declarative, interrogative, exclamatory, and imperative. It provides examples of each kind of sentence and their proper punctuation. Learners complete activities that involve identifying the sentence type in given statements and writing their own sentences in different styles. The goal is for learners to understand and be able to use the four sentence types in dialogues.
This document provides an overview of using conjunctions in argumentative writing. It defines conjunctions as words that connect or link other words, phrases, and clauses. The document outlines three main types of conjunctions - coordinating, subordinating, and correlative - and provides examples of how each type is used. It also includes exercises for learners to practice identifying and using different conjunctions to complete sentences in argumentative contexts.
This document is an English lesson for grade 2 students. It focuses on recognizing and using common action words. The lesson defines verbs as words that indicate actions or states of being. It provides examples of common action words and has students identify verbs in sentences. The lesson includes practice tasks where students underline verbs, choose the correct verb, complete sentences with verbs, and reflect on what they learned.
The document provides lessons and exercises for students to develop characters and stories. It includes instructions for creating characters through observations of photos and imagining their thoughts, developing mundane situations for characters, using dialogue and strong verbs, and creating problems and rising action. The lessons guide students to experiment with two characters and use details, dialogue and more to show how characters act in different situations.
This PowerPoint presentation covers various topics related to vocabulary, grammar, listening, reading, and exercises about house and home furniture vocabulary. By the end of the presentation, learners will be able to widen their vocabulary about houses and home furniture, express existence and non-existence, and use English demonstrative adjectives appropriately. The presentation includes exercises where learners click on rooms and objects in a house to learn their names, complete sentences using house vocabulary, write positive, negative and interrogative sentences describing a room, and answer questions about Bill Gates' house based on a description. It also covers uses of "this", "that", "these" and "those" as demonstrative adjectives and includes exercises using weather
This document provides instructions and exercises for students to practice identifying verbs, subjects, and objects in sentences. It explains that verbs are action words and form the core of sentences. The subject is whoever or whatever is performing the verb, which can be a name, pronoun, or thing. The object has something done to it by the subject and verb. The exercises have students box verbs, underline subjects in one color and objects in another color for sets of sentences. The final exercise has students make new sentences using given verbs.
English 6 dlp 34 cause and effect relationshipAlice Failano
1. The document discusses cause and effect relationships, providing examples of situations where one event causes another to happen.
2. It teaches learners to identify the cause and effect in sentences using clue words like "because", "so", and "as a result". Exercises are included for learners to practice identifying causes and effects.
3. The document emphasizes that understanding cause and effect relationships is important for comprehending why things happen.
This document discusses dependent clauses and how to use them effectively in writing. It defines dependent clauses as clauses that add more meaning to a sentence but do not make sense on their own. There are two main types of dependent clauses: noun clauses, which provide information about who or what did something, and adjective clauses, which provide information about when, why, or where something occurred. The document provides examples of each and activities to practice identifying and creating dependent clauses.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Post Webinar Tasks
1. Create a riddle and share it with the group in comments. (Don’t forget to tag me in the comment).
2. Make a timeline for certain tenses use or to illustrate a story (by using the tenses). (You can find some suggested tools in the presentation).
3. Find a MadLib on Google, use it in class, take a picture of one of the filled in MadLibs and post it in the comments.
4. Create a set of cards for a certain grammar topic and share it with the rest in comments or in a separate post.
Note! Don’t forget to tag me and Irina in the posts and comments with the accomplished tasks.
Alternative ways of teaching grammar
This English lesson teaches about reflective pronouns. Reflective pronouns are when the object of a sentence is the same as the subject. Some common reflective pronouns are myself, yourself, himself, herself, and itself. The lesson provides examples of sentences using reflective pronouns and concludes with a short exercise for students to practice filling in the correct reflective pronouns.
This document discusses using context clues to understand unfamiliar words when reading. It provides reasons why context clues are a useful reading strategy, such as being able to understand texts independently and remember words better. The document outlines how to use context clues like surrounding words and grammar, and advises being content with a general understanding rather than an exact definition. An exercise is included to practice using context clues, and partners are instructed to further practice with worksheets.
This document is a module on possessive adjectives from Interamerican University in Guayama, Puerto Rico. The module objectives are for students to identify, recognize, and use possessive adjectives correctly in sentences. It provides an overview and time frame for students to work through pre-tests, activities, and a post-test to reinforce their knowledge of possessive adjectives. The module explains what possessive adjectives are, provides examples of singular and plural forms, and includes exercises for students to practice identifying and using possessive adjectives.
ENGLISH 5 PPT Q3 W1 Day 1-5 - Distinguishing Fact from Opinion, Compound Word...ANNAMELIZAOLVIDA
This persuasive essay argues that the school should install automatic hand dryers in the restrooms instead of using paper towels. It provides three main reasons to support this argument. First, automatic hand dryers are more sanitary than paper towels since students won't touch levers that many others have touched. This could improve attendance by preventing the spread of germs. Second, automatic dryers are cheaper than paper towels in the long run due to waste of paper towels. The money saved could be used for other purposes. Third, automatic dryers would keep the restrooms cleaner since there would no longer be paper towel litter on the floors. The essay concludes by stating that health, cost savings, and cleanliness are strong reasons for the school
This persuasive essay argues that the school should install automatic hand dryers in the restrooms instead of using paper towels. It provides three main reasons to support this argument. First, automatic hand dryers are more sanitary than paper towels since students won't touch levers that many others have touched. This could improve attendance by preventing the spread of germs. Second, automatic dryers are cheaper than paper towels in the long run due to waste of paper towels. The money saved could be used for other purposes. Third, automatic dryers would keep the restrooms cleaner since there would no longer be paper towel litter on the floors. The essay concludes by stating that health, cost savings, and cleanliness are strong reasons for the school
The document discusses types of methodology questions and the methodology used in class. The class begins by relating vocabulary to its equivalent in another language. Students then take notes and key information to later compare what was seen in class through different activities. The class is 50% oral and participative, so students must listen and pay close attention to adequately develop the topic.
This document contains a daily lesson log for a Grade 2 Mother Tongue class taught by Myrna M. De Sola from September 5 to September 9, 2022. The objectives for each day were to recognize common action words in retelling stories and conversations. Lesson plans included identifying action words, recognizing them in examples, and supplying action words to complete sentences. Assessment questions tested understanding of action words. The teacher reflected on student performance and strategies for improvement.
This document provides an English lesson on using correct time expressions to describe actions in the present tense. It includes examples of sentences using time expressions like "every day", "every morning", and "now" to indicate habitual or regular present tense actions. Students are asked to fill in blanks in sentences with appropriate time expressions. The document emphasizes that time expressions help establish whether an action occurs regularly or habitually in the present.
1) The story is about a boy who is asked to feed his aunt's cat Tiger while his aunt is away on holiday. However, Tiger does not come when called for dinner.
2) Later, the boy hears strange noises and finds Tiger in the hall eating with three other cats from the neighborhood.
3) The best title for the story is "Tiger's dinner party".
The document provides instructions for an online grammar class. Students are told to introduce themselves on the discussion forum by Thursday and respond to two other students by Sunday. They are also instructed to get their classroom response devices and textbooks, and begin studying prepositions for an upcoming quiz. The class will cover various grammar topics like subjects, the writing process, and how to follow directions.
Here are three sentences from the passage separated into simple, compound, and complex:
Simple: He has done me a favor.
Compound: Peeta is bleeding too heavily, and Portia leads him off for medical treatment.
Complex: By the time we’ve finished, they’re back.
This document discusses the four kinds of sentences: declarative, interrogative, exclamatory, and imperative. It provides examples of each kind of sentence and their proper punctuation. Learners complete activities that involve identifying the sentence type in given statements and writing their own sentences in different styles. The goal is for learners to understand and be able to use the four sentence types in dialogues.
This document provides an overview of using conjunctions in argumentative writing. It defines conjunctions as words that connect or link other words, phrases, and clauses. The document outlines three main types of conjunctions - coordinating, subordinating, and correlative - and provides examples of how each type is used. It also includes exercises for learners to practice identifying and using different conjunctions to complete sentences in argumentative contexts.
This document is an English lesson for grade 2 students. It focuses on recognizing and using common action words. The lesson defines verbs as words that indicate actions or states of being. It provides examples of common action words and has students identify verbs in sentences. The lesson includes practice tasks where students underline verbs, choose the correct verb, complete sentences with verbs, and reflect on what they learned.
The document provides lessons and exercises for students to develop characters and stories. It includes instructions for creating characters through observations of photos and imagining their thoughts, developing mundane situations for characters, using dialogue and strong verbs, and creating problems and rising action. The lessons guide students to experiment with two characters and use details, dialogue and more to show how characters act in different situations.
This PowerPoint presentation covers various topics related to vocabulary, grammar, listening, reading, and exercises about house and home furniture vocabulary. By the end of the presentation, learners will be able to widen their vocabulary about houses and home furniture, express existence and non-existence, and use English demonstrative adjectives appropriately. The presentation includes exercises where learners click on rooms and objects in a house to learn their names, complete sentences using house vocabulary, write positive, negative and interrogative sentences describing a room, and answer questions about Bill Gates' house based on a description. It also covers uses of "this", "that", "these" and "those" as demonstrative adjectives and includes exercises using weather
This document provides instructions and exercises for students to practice identifying verbs, subjects, and objects in sentences. It explains that verbs are action words and form the core of sentences. The subject is whoever or whatever is performing the verb, which can be a name, pronoun, or thing. The object has something done to it by the subject and verb. The exercises have students box verbs, underline subjects in one color and objects in another color for sets of sentences. The final exercise has students make new sentences using given verbs.
English 6 dlp 34 cause and effect relationshipAlice Failano
1. The document discusses cause and effect relationships, providing examples of situations where one event causes another to happen.
2. It teaches learners to identify the cause and effect in sentences using clue words like "because", "so", and "as a result". Exercises are included for learners to practice identifying causes and effects.
3. The document emphasizes that understanding cause and effect relationships is important for comprehending why things happen.
This document discusses dependent clauses and how to use them effectively in writing. It defines dependent clauses as clauses that add more meaning to a sentence but do not make sense on their own. There are two main types of dependent clauses: noun clauses, which provide information about who or what did something, and adjective clauses, which provide information about when, why, or where something occurred. The document provides examples of each and activities to practice identifying and creating dependent clauses.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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
4. Guess the missing word
1. The dog ran to fetch the __________ .
2. The students ___________ about the course because they
complained
were so dissatisfied.
stick
3. I thought British food would be gross, but actually I found it
delicious
to be quite __________.
once
4. “Come to the kitchen at __________,” shouted his brother.
5. It was so cold in the classroom that I put on my coat, ________
and gloves.
6. Look how __________ that dog is! I think that’s the smallest dog
I’ve ever seen!
7. The crowd _________ as the home team entered the field.
8. They __________ a lot of time whatsapping on their phone
when they should have been working.
hat
tiny
cheered
wasted
5. Context clues
• Context clues are words or sentences around unknown words.
• Context clues help us work out unknown words because they
help us realize what makes sense in the sentence.
6. Context clues
Make a list of reasons why using context clues
is an excellent reading strategy.
• You can use this strategy when no one else is around to help.
• It might be quicker.
• It’s a strategy you will use your whole life.
• It helps you understand the text better.
• It helps you to remember the word better if you work it out yourself.
• You don’t have to put your text down and go look it up.
• You don’t have to spend time looking it up in a dictionary and trying
to understand which is the correct definition.
7. Context clues practice
The underlined words in the following sentences are French words.
Use the context clues to work out the meaning of each word.
1. That pen is broken. Throw it in the corbeille.
2. The dentist told me I had a cavity. He said I should brosser
my teeth twice a day.
3. Write this down because I don’t want you to oublier it.
4. She cleaned up her room so lentement that I thought
it would take her all day to get the job done.
= bin
= brush
= forget
= slowly
8. Context clues practice
Now work with a partner and study the worksheet
on context clues practice.
9. Context clues practice
Now work with a partner and make your own
Context clues exercise.
Then test another pair.
You could use the social work article from lesson 3,
or a news article from one of the news sites suggested
in the previous lesson.
Example from the social work article:
“Meeting his mother really shed some light on
his behaviour at school.”
10. Take-home message
Using context clues can help you guess unknown words,
and thereby become a more independent and efficient reader.