'''Remus Span'''(nascut in data de 4 septembrie 1969 - judetul Maramures), seful Politiei Baia Sprie(1997-1999), seful Serviciului Informatii si Protectie Interna Satu Mare(2001-2003), director general adjunct al Directiei Generale Anticoruptie(2006-2007).
== Primii ani ==
Remus Vasile Span s-a nascut in data de 4 septembrie 1969, judetul Maramures.
A absolvit Liceul Industrial nr.5 Baia Mare, in anul 1987.
A urmat apoi cursurile Academiei de Politie „Al. I. Cuza”, obtinand, in anul 1994, diploma de licenta, specializarea - studii juridice. In acelasi an a absolvit si un curs postuniveritar de drept penal la Facultatea de Drept din cadrul Universitatii Bucuresti.
Doi ani mai tarziu, in 1996, a urmat cursurile FBI, cu specializarea „Aplicarea legii in comunitate”, la Budapesta. In aceasta perioada era politist in cadrul Politiei municipiului Baia Mare din IPJ Maramures.
== Activitate publica ==
Incepand cu anul 1997, pana in 1999, a detinut functia de Seful politiei Baia Sprie din cadrul IPJ Maramures, apoi, pana in anul 2001 a fost Seful Serviciului Informatii si Protectie Interna Maramures- MI. In acest timp, (1999 - 2001) a urmat cursurile de master ale Universitatii Bucuresti - specializarea „Administrarea comunitara a justitiei”.
Din 2001 pana in 2003 a fost seful Serviciului Informatii si Protectie Interna Satu Mare din cadrul Ministerului de Interne, apoi, pana in anul 2005 a fost seful politiei judiciare – Parchetul National Anticoruptie. Pe acesta perioada, 2004 – 2005, a urmat cursurile de masterat la Academia Diplomatica Bucuresti.
In anul 2006 a devenit doctor in specializarea „Drept penal” - Univesitatea de Drept Timisoara si in specializarea „Ordine si siguranta publica” - Academia de Politie „Al.I. Cuza”
Un an mai tarziu, devine absolvent al Colegiului National de Aparare - Universitatea Nationala de Aparare „Carol I” - Ministerul Apararii Nationale.
In aceeasi perioada, (2005 - 2006) detine functia de director general adjunct al Directiei Generale Anticoruptie din cadrul MAI, apoi pe cea de consilier pe ordine si siguranta publica in Ministerul Administratiei si Internelor (2006 - 2007).
In aprilie 2007, comisarul sef Remus Vasile Span a fost numit in functia de adjunct al inspectorului general al Inspectoratului General al Politiei de Frontiera, chestorul Nelu Pop.
Acesta a fost numit adjunct al chestorului Nelu Pop, dupa ce in data de 5 aprilie a fost declarat admis, in urma examenului sustinut pentru aceasta functie.
Remus Span este doctor in Drept Penal, curs absolvit la Universitatea de Drept Timisoara, iar pana in 12 aprilie 2007 a fost consilier in Ministerul Internelor si Reformei Administrative (fost MAI).
Dupa numai opt luni a plecat ca sef de diviziune - Diviziunea Tehnic din cadrul Directiei Generale de Informatii si Protectie Interna, fosta “doi s-un sfert” a Ministerului Administratiei si Internelor.
Dupa mai bine de un an in aceasta functie, unde a schimbat intr-o proportie foarte mare modul
'''Remus Span'''(nascut in data de 4 septembrie 1969 - judetul Maramures), seful Politiei Baia Sprie(1997-1999), seful Serviciului Informatii si Protectie Interna Satu Mare(2001-2003), director general adjunct al Directiei Generale Anticoruptie(2006-2007).
== Primii ani ==
Remus Vasile Span s-a nascut in data de 4 septembrie 1969, judetul Maramures.
A absolvit Liceul Industrial nr.5 Baia Mare, in anul 1987.
A urmat apoi cursurile Academiei de Politie „Al. I. Cuza”, obtinand, in anul 1994, diploma de licenta, specializarea - studii juridice. In acelasi an a absolvit si un curs postuniveritar de drept penal la Facultatea de Drept din cadrul Universitatii Bucuresti.
Doi ani mai tarziu, in 1996, a urmat cursurile FBI, cu specializarea „Aplicarea legii in comunitate”, la Budapesta. In aceasta perioada era politist in cadrul Politiei municipiului Baia Mare din IPJ Maramures.
== Activitate publica ==
Incepand cu anul 1997, pana in 1999, a detinut functia de Seful politiei Baia Sprie din cadrul IPJ Maramures, apoi, pana in anul 2001 a fost Seful Serviciului Informatii si Protectie Interna Maramures- MI. In acest timp, (1999 - 2001) a urmat cursurile de master ale Universitatii Bucuresti - specializarea „Administrarea comunitara a justitiei”.
Din 2001 pana in 2003 a fost seful Serviciului Informatii si Protectie Interna Satu Mare din cadrul Ministerului de Interne, apoi, pana in anul 2005 a fost seful politiei judiciare – Parchetul National Anticoruptie. Pe acesta perioada, 2004 – 2005, a urmat cursurile de masterat la Academia Diplomatica Bucuresti.
In anul 2006 a devenit doctor in specializarea „Drept penal” - Univesitatea de Drept Timisoara si in specializarea „Ordine si siguranta publica” - Academia de Politie „Al.I. Cuza”
Un an mai tarziu, devine absolvent al Colegiului National de Aparare - Universitatea Nationala de Aparare „Carol I” - Ministerul Apararii Nationale.
In aceeasi perioada, (2005 - 2006) detine functia de director general adjunct al Directiei Generale Anticoruptie din cadrul MAI, apoi pe cea de consilier pe ordine si siguranta publica in Ministerul Administratiei si Internelor (2006 - 2007).
In aprilie 2007, comisarul sef Remus Vasile Span a fost numit in functia de adjunct al inspectorului general al Inspectoratului General al Politiei de Frontiera, chestorul Nelu Pop.
Acesta a fost numit adjunct al chestorului Nelu Pop, dupa ce in data de 5 aprilie a fost declarat admis, in urma examenului sustinut pentru aceasta functie.
Remus Span este doctor in Drept Penal, curs absolvit la Universitatea de Drept Timisoara, iar pana in 12 aprilie 2007 a fost consilier in Ministerul Internelor si Reformei Administrative (fost MAI).
Dupa numai opt luni a plecat ca sef de diviziune - Diviziunea Tehnic din cadrul Directiei Generale de Informatii si Protectie Interna, fosta “doi s-un sfert” a Ministerului Administratiei si Internelor.
Dupa mai bine de un an in aceasta functie, unde a schimbat intr-o proportie foarte mare modul
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
3. They live ruled lives, always monitored
by prison guards.
For the social rehabilitation,
inmates have some job
trainings.
4.
5. At the prefectural level, each
prefecture can set its own
ordinance.
So a certain ordinance can be
uncommon to the people in other
areas or prefectures.