Sdg 4
•Download as PPTX, PDF•
0 likes•266 views
This document outlines a classroom lesson plan on the United Nations' 17 Sustainable Development Goals. It instructs students to take notes on the goals, discuss times they have failed and persevered, and complete homework on an action project related to the goals. The lesson plan has students read about and write 3-4 development goals, and complete reflective journaling and work on an action report. Key goals discussed include eliminating poverty and hunger, ensuring health, education, gender equality, clean water and sanitation, affordable energy, economic growth, innovation, sustainable cities, responsible consumption, climate action, life below and on land, and partnerships.
Report
Share
Report
Share
Recommended
Sdg 3
This document provides an agenda and lesson plan for teaching students about the United Nations' Sustainable Development Goals (SDGs). The plan instructs students to split a page into eight boxes and write the eight Millennium Development Goals from a reading, adding a symbol for each. Volunteers will read paragraphs aloud, and students will complete a reflective journal entry. The objectives are to examine the U.N.'s campaign for change and understand when large organizations can make mistakes.
Sdg 2
This document outlines a lesson plan that examines overconsumption and tackles producing and using more than is needed. It involves defining overconsumption, discussing examples of things that could be used in simpler or cheaper ways, and examining how to help the environment through technology. Students will read passages on raw materials in phones and their components and degradation. They will take notes and discuss images. The lesson also involves completing journal reflections on an action project and homework relating to the reflective journal and skills used in the project.
F 2 a campaign for change 1 mdg
This document provides an outline for a lesson on the United Nations' Millennium Development Goals campaign. It instructs students to read pages 160-162 of their textbook about the UN's first attempt to address global issues like extreme poverty and hunger. Students are asked to take notes on the goals, targets, results and reasons for failure. After reading, students will write a reflective journal entry noting the aims and outcomes of the Millennium Development Goals in more detail.
D climate change 4 posters introduce project midterm
The document provides instructions for students to create posters about climate change and choose a global issue to research over the summer. Students will first write 1-2 sentences about their poster idea and share with the class. They will also learn about the summer research report which requires a 200-word paper on a global issue like poverty, climate change, racism, gender inequality, war, or world hunger. The objectives are to create informative posters and understand what the summer grade will be based on.
Human dignity 2
The document provides instructions for an activity examining human dignity. Students will first pass their homework around the room for collection. They will then read passages explaining discrimination, prejudice, and stereotyping. Next, students will participate in a "Lifeboat" activity in their reflective journals where they must choose which fictional people from a scenario live or die. Finally, students are assigned a homework task involving questions about the profiles they read.
Human rights 10
The document outlines the plan for a Human Rights class that will examine sample action project ideas and have students comment on other classes' projects. Students will read about and discuss two examples of action projects in detail, answering comprehension questions. They will also brainstorm and write down additional action project ideas. There is no other homework assigned for the day.
Human dignity 10 (Needs and Wants)
This document outlines the objectives and plan for a class on needs and wants. The objectives are to finish chapter three of the reading and draw and examine Maslow's pyramid. The plan is to have 6 volunteers read passages from pages 32-34 of the green book aloud. As a class, they will then look at Maslow's pyramid and pictures to understand the different levels of needs. Students will draw the pyramid on their own page and fill in the top triangle with 10 large words. They will then complete two reflective journal activities individually and then compare their responses with classmates.
Sdg 1
This document provides an overview of a classroom lesson on sustainable development goals (SDGs). It includes:
1. Definitions for consumption, production, and infinity.
2. A discussion on times students didn't eat food.
3. Plans to examine overconsumption and waste, and introduce the SDGs.
The lesson will include reading about and discussing the SDGs, noting ways for families to reduce waste, and assigning a reflective journal entry on skills used in an action project.
Recommended
Sdg 3
This document provides an agenda and lesson plan for teaching students about the United Nations' Sustainable Development Goals (SDGs). The plan instructs students to split a page into eight boxes and write the eight Millennium Development Goals from a reading, adding a symbol for each. Volunteers will read paragraphs aloud, and students will complete a reflective journal entry. The objectives are to examine the U.N.'s campaign for change and understand when large organizations can make mistakes.
Sdg 2
This document outlines a lesson plan that examines overconsumption and tackles producing and using more than is needed. It involves defining overconsumption, discussing examples of things that could be used in simpler or cheaper ways, and examining how to help the environment through technology. Students will read passages on raw materials in phones and their components and degradation. They will take notes and discuss images. The lesson also involves completing journal reflections on an action project and homework relating to the reflective journal and skills used in the project.
F 2 a campaign for change 1 mdg
This document provides an outline for a lesson on the United Nations' Millennium Development Goals campaign. It instructs students to read pages 160-162 of their textbook about the UN's first attempt to address global issues like extreme poverty and hunger. Students are asked to take notes on the goals, targets, results and reasons for failure. After reading, students will write a reflective journal entry noting the aims and outcomes of the Millennium Development Goals in more detail.
D climate change 4 posters introduce project midterm
The document provides instructions for students to create posters about climate change and choose a global issue to research over the summer. Students will first write 1-2 sentences about their poster idea and share with the class. They will also learn about the summer research report which requires a 200-word paper on a global issue like poverty, climate change, racism, gender inequality, war, or world hunger. The objectives are to create informative posters and understand what the summer grade will be based on.
Human dignity 2
The document provides instructions for an activity examining human dignity. Students will first pass their homework around the room for collection. They will then read passages explaining discrimination, prejudice, and stereotyping. Next, students will participate in a "Lifeboat" activity in their reflective journals where they must choose which fictional people from a scenario live or die. Finally, students are assigned a homework task involving questions about the profiles they read.
Human rights 10
The document outlines the plan for a Human Rights class that will examine sample action project ideas and have students comment on other classes' projects. Students will read about and discuss two examples of action projects in detail, answering comprehension questions. They will also brainstorm and write down additional action project ideas. There is no other homework assigned for the day.
Human dignity 10 (Needs and Wants)
This document outlines the objectives and plan for a class on needs and wants. The objectives are to finish chapter three of the reading and draw and examine Maslow's pyramid. The plan is to have 6 volunteers read passages from pages 32-34 of the green book aloud. As a class, they will then look at Maslow's pyramid and pictures to understand the different levels of needs. Students will draw the pyramid on their own page and fill in the top triangle with 10 large words. They will then complete two reflective journal activities individually and then compare their responses with classmates.
Sdg 1
This document provides an overview of a classroom lesson on sustainable development goals (SDGs). It includes:
1. Definitions for consumption, production, and infinity.
2. A discussion on times students didn't eat food.
3. Plans to examine overconsumption and waste, and introduce the SDGs.
The lesson will include reading about and discussing the SDGs, noting ways for families to reduce waste, and assigning a reflective journal entry on skills used in an action project.
Development 2
This document outlines a lesson plan that examines poverty and financial crises. Students will take notes while reading about Greece's financial crisis, then answer comprehension questions and create a poster representing poverty or a crisis. Key terms are defined, such as humanitarian crisis, impoverished, insurance, and paediatrician. After reading, students will complete activities in their reflective journals and create a poster depicting homelessness or a financial crisis.
E human rights 14 test
This document provides instructions and questions for an open book test on civic studies and human rights. It directs students to answer questions about how they prepared for the test, their rights and responsibilities, examples of active citizenship and human rights violations, a human rights champion, the Universal Declaration of Human Rights, opinions on the death penalty, and to draw a poster on helping human rights. It concludes by assigning homework to plan a poster representing what was covered during the year.
Sustainable development 3
1. The document outlines objectives and plans for a class project on sustainable development and raising awareness of social issues.
2. Students will design posters advertising proposed events or activities to raise awareness and pitch their ideas to the class.
3. The homework assignment is to read a passage and answer questions in their reflective journal.
Democracy 1, 3A and 3D
1. The document outlines the seating plan and agenda for a class on democracy and creating a class constitution.
2. It discusses that most homework this year will be linked to completing action project reports by the deadline in December.
3. The class objectives are to examine democracy, discuss the class action projects and year plan, create a class constitution, and focus more on note-taking.
Human dignity 4
This document provides an agenda and lesson plan for a class that examines human dignity and disabilities. It includes the following:
1. Students will read passages and answer questions about discrimination faced by people with disabilities.
2. They will analyze an infographic and complete a reflective journal activity.
3. The teacher will introduce a one-page Christmas report assignment where students describe their experiences in the class.
Development 4
This document outlines the plan for a class that will discuss national debt and poverty. The class will begin with a warm-up activity defining national debt. Students will then read pages 130-131 about debt forgiveness and enforcement. Working in pairs, students will write articles explaining what they read in a simple tone. Finally, students will complete activities in their reflective journals answering questions and summarizing the key terms and links to poverty.
2. getting started ppt 09 24 2012
This document provides guidance on setting goals and managing time effectively. It discusses establishing SMART goals, tracking time usage through a time matrix framework, and prioritizing important but not urgent tasks in Quadrant II. The goal is to focus on critical activities that further long-term vision and values over dealing constantly with urgent but unimportant tasks. Effective time management requires setting priorities to accomplish major goals.
E 5 responsible consumpttion and production 3 posters and easter
The document provides instructions for an assignment to create a poster expressing responsible consumption and production, with the opportunity to present the poster the following week for a reward. Students are asked to write 1-2 sentences describing their poster idea and share with the class to help improve others' ideas. The document also reminds students to ask any questions about their research reports during class. Finally, it outlines requirements for a 200-word research report on a global issue due before summer exams and provides examples of global issues to choose from.
E media 6 look for video or documentary
Chances are slim that this class will not be interrupted for other matters. As a reward for making it to the end of class, the teacher plans to show a video or documentary. The teacher wishes the students good luck on their upcoming Junior Cert exams.
E media 2 sceptical and fake news
This document provides an outline for a class that examines media ownership and influence. It includes notes on reading assignments from pages 250-252 of the Green Book about who owns various news media companies in Ireland and globally. The class will discuss how media ownership can impact bias and the portrayal of "normal" views, and will define terms like "fake news" and "clickbait." Students are assigned to take notes during readings and complete an exercise drawing a pie chart in their Blue reflective journal. They are also reminded to bring in a newspaper for the next class.
D law 8 mock trial
This mock trial lesson plan outlines the steps that will be followed, including opening statements by both barristers, witnesses providing evidence, closing statements, and a verdict from the jury. Students will fulfill roles like barrister and witness from their regular seats, with the exception of the judge. At the end, students will write a 100-word summary of the trial to review what happened.
B democracy 16 christmas video
This 3 sentence summary provides the high level information from the document:
The document discusses plans for the last class before the Christmas break, noting that it will involve watching a relaxing video or movie as a reward for students. It notes that the specific video or movie watched will depend on what is available.
B democracy 13 seanad
The document provides information about the Seanad Eireann, Ireland's upper house of parliament. It explains that the Seanad features debates and discussions on issues affecting Ireland. Senators are often angry when arguing about human rights and freedoms. The document then outlines how the Seanad is formed, with 43 senators chosen by politicians, 6 by university graduates, and 11 by the Prime Minister. Students take notes while reading about this and watch video clips of the Seanad debating issues like bigotry and Northern Ireland. They are then asked to give their opinion on whether the Seanad is important for discussing issues.
B democracy 11 parties
1) The document discusses an upcoming lesson on the Irish parliament (Dail Eireann) and political parties. Students will read about the Dail, TDs, and parties in their textbooks.
2) They will then split into groups to create their own political party based on a common interest, hobby, or issue. The goal is to get other classes to vote for their party.
3) Finally, students are instructed to continue working on their Christmas reports with no homework assigned for the evening.
A democracy 5 school democracy 2 management
This document outlines a lesson plan on democracy and school governance. It instructs students to:
1) Examine their school's mission statement and copy the first line.
2) Read about how the parents' council, board of management, and trustee influence how the school is run.
3) Take notes on these groups and their roles before completing an activity in their reflective journal.
4) Be prepared in a few weeks to write a 300-word Christmas report on a political party in Ireland.
D climate change 1 global issue causes
The document outlines a lesson plan on climate change that examines its causes, consequences, and solutions over three classes. Students will read passages on greenhouse gases and the greenhouse effect, take notes, and draw a diagram. They will also write a half page response in their reflective journals refuting arguments made by "climate change deniers." The lesson introduces climate change as an issue dealt with by individuals and governments, and discusses how greenhouse gases naturally trap heat but excessive human-caused emissions are increasing global temperatures.
A sustainability 0 first day back
This document outlines the plan and objectives for a class on sustainable living. It includes a seating plan, supplies needed, and topics to be covered over the year like climate change and poverty. The main activity is having students complete a 15 question survey about their lifestyle and environmental impact. They are instructed to note their answers and later enter them into a footprint calculator website to determine how many planet Earths it would take to support everyone living like them. The homework is to go to the website and get their ecological footprint result.
B sustainable development 3 4 r's
This document outlines a lesson plan on sustainable development and the 4 R's - reduce, reuse, replace, and recycle. Students will read pages about the 4 R's, take notes, and complete activities in their reflective journals. Their homework includes practicing the 3 R's and choosing an image for a poster presentation in the next class. The lesson aims to teach students how to explain the 4 R's and help save the planet through sustainable practices.
B sustainable development 2 debate theme park
This document outlines an in-class activity where students will be split into groups to debate whether a theme park should be built. Each group will represent a stakeholder with differing perspectives on the issue. They will have 10 minutes to prepare arguments, then each group will have 2 minutes to present their perspective. One group will represent the planning committee that will vote on the issue at the end. Students are provided guidance on preparing their arguments and the process. They will then record the results of the planning committee vote in their reflective journals as homework.
A sustainability 3 poster class
The document provides instructions for students to create posters on topics related to sustainability for new first year students. It outlines that the posters should represent one of the topics of climate change, child labor, or fair trade and give information on environmental issues and solutions. Students are encouraged to include words, pictures from textbook pages, or key words splattered across the page. The best posters will be presented to the class next week.
E human rights 14 test 1st year
The document announces an open-book test in CSPE (Civic, Social and Political Education) starting the week of May 13th. Students may prepare answers to bring on the test day. The test will consist of 7 questions to be answered in 35 minutes, with each question worth 10 marks except the final poster question worth 40 marks. The document lists the 7 questions and indicates the relevant page numbers in the textbook where students can find answers. It notes that the test will take place during the second last week of May, and any class interruptions during the last two weeks will require students to submit pre-prepared answers or they will fail the CSPE course.
D human rights 7 sheets walking debate
This document contains 7 sections labeled with letters A through G, but without any other context or information provided about the content of each section. The order of the sections is A, B, C, D, E, F, G.
More Related Content
Similar to Sdg 4
Development 2
This document outlines a lesson plan that examines poverty and financial crises. Students will take notes while reading about Greece's financial crisis, then answer comprehension questions and create a poster representing poverty or a crisis. Key terms are defined, such as humanitarian crisis, impoverished, insurance, and paediatrician. After reading, students will complete activities in their reflective journals and create a poster depicting homelessness or a financial crisis.
E human rights 14 test
This document provides instructions and questions for an open book test on civic studies and human rights. It directs students to answer questions about how they prepared for the test, their rights and responsibilities, examples of active citizenship and human rights violations, a human rights champion, the Universal Declaration of Human Rights, opinions on the death penalty, and to draw a poster on helping human rights. It concludes by assigning homework to plan a poster representing what was covered during the year.
Sustainable development 3
1. The document outlines objectives and plans for a class project on sustainable development and raising awareness of social issues.
2. Students will design posters advertising proposed events or activities to raise awareness and pitch their ideas to the class.
3. The homework assignment is to read a passage and answer questions in their reflective journal.
Democracy 1, 3A and 3D
1. The document outlines the seating plan and agenda for a class on democracy and creating a class constitution.
2. It discusses that most homework this year will be linked to completing action project reports by the deadline in December.
3. The class objectives are to examine democracy, discuss the class action projects and year plan, create a class constitution, and focus more on note-taking.
Human dignity 4
This document provides an agenda and lesson plan for a class that examines human dignity and disabilities. It includes the following:
1. Students will read passages and answer questions about discrimination faced by people with disabilities.
2. They will analyze an infographic and complete a reflective journal activity.
3. The teacher will introduce a one-page Christmas report assignment where students describe their experiences in the class.
Development 4
This document outlines the plan for a class that will discuss national debt and poverty. The class will begin with a warm-up activity defining national debt. Students will then read pages 130-131 about debt forgiveness and enforcement. Working in pairs, students will write articles explaining what they read in a simple tone. Finally, students will complete activities in their reflective journals answering questions and summarizing the key terms and links to poverty.
2. getting started ppt 09 24 2012
This document provides guidance on setting goals and managing time effectively. It discusses establishing SMART goals, tracking time usage through a time matrix framework, and prioritizing important but not urgent tasks in Quadrant II. The goal is to focus on critical activities that further long-term vision and values over dealing constantly with urgent but unimportant tasks. Effective time management requires setting priorities to accomplish major goals.
E 5 responsible consumpttion and production 3 posters and easter
The document provides instructions for an assignment to create a poster expressing responsible consumption and production, with the opportunity to present the poster the following week for a reward. Students are asked to write 1-2 sentences describing their poster idea and share with the class to help improve others' ideas. The document also reminds students to ask any questions about their research reports during class. Finally, it outlines requirements for a 200-word research report on a global issue due before summer exams and provides examples of global issues to choose from.
Similar to Sdg 4 (8)
E 5 responsible consumpttion and production 3 posters and easter
E 5 responsible consumpttion and production 3 posters and easter
More from jasonwastaken2
E media 6 look for video or documentary
Chances are slim that this class will not be interrupted for other matters. As a reward for making it to the end of class, the teacher plans to show a video or documentary. The teacher wishes the students good luck on their upcoming Junior Cert exams.
E media 2 sceptical and fake news
This document provides an outline for a class that examines media ownership and influence. It includes notes on reading assignments from pages 250-252 of the Green Book about who owns various news media companies in Ireland and globally. The class will discuss how media ownership can impact bias and the portrayal of "normal" views, and will define terms like "fake news" and "clickbait." Students are assigned to take notes during readings and complete an exercise drawing a pie chart in their Blue reflective journal. They are also reminded to bring in a newspaper for the next class.
D law 8 mock trial
This mock trial lesson plan outlines the steps that will be followed, including opening statements by both barristers, witnesses providing evidence, closing statements, and a verdict from the jury. Students will fulfill roles like barrister and witness from their regular seats, with the exception of the judge. At the end, students will write a 100-word summary of the trial to review what happened.
B democracy 16 christmas video
This 3 sentence summary provides the high level information from the document:
The document discusses plans for the last class before the Christmas break, noting that it will involve watching a relaxing video or movie as a reward for students. It notes that the specific video or movie watched will depend on what is available.
B democracy 13 seanad
The document provides information about the Seanad Eireann, Ireland's upper house of parliament. It explains that the Seanad features debates and discussions on issues affecting Ireland. Senators are often angry when arguing about human rights and freedoms. The document then outlines how the Seanad is formed, with 43 senators chosen by politicians, 6 by university graduates, and 11 by the Prime Minister. Students take notes while reading about this and watch video clips of the Seanad debating issues like bigotry and Northern Ireland. They are then asked to give their opinion on whether the Seanad is important for discussing issues.
B democracy 11 parties
1) The document discusses an upcoming lesson on the Irish parliament (Dail Eireann) and political parties. Students will read about the Dail, TDs, and parties in their textbooks.
2) They will then split into groups to create their own political party based on a common interest, hobby, or issue. The goal is to get other classes to vote for their party.
3) Finally, students are instructed to continue working on their Christmas reports with no homework assigned for the evening.
A democracy 5 school democracy 2 management
This document outlines a lesson plan on democracy and school governance. It instructs students to:
1) Examine their school's mission statement and copy the first line.
2) Read about how the parents' council, board of management, and trustee influence how the school is run.
3) Take notes on these groups and their roles before completing an activity in their reflective journal.
4) Be prepared in a few weeks to write a 300-word Christmas report on a political party in Ireland.
D climate change 1 global issue causes
The document outlines a lesson plan on climate change that examines its causes, consequences, and solutions over three classes. Students will read passages on greenhouse gases and the greenhouse effect, take notes, and draw a diagram. They will also write a half page response in their reflective journals refuting arguments made by "climate change deniers." The lesson introduces climate change as an issue dealt with by individuals and governments, and discusses how greenhouse gases naturally trap heat but excessive human-caused emissions are increasing global temperatures.
A sustainability 0 first day back
This document outlines the plan and objectives for a class on sustainable living. It includes a seating plan, supplies needed, and topics to be covered over the year like climate change and poverty. The main activity is having students complete a 15 question survey about their lifestyle and environmental impact. They are instructed to note their answers and later enter them into a footprint calculator website to determine how many planet Earths it would take to support everyone living like them. The homework is to go to the website and get their ecological footprint result.
B sustainable development 3 4 r's
This document outlines a lesson plan on sustainable development and the 4 R's - reduce, reuse, replace, and recycle. Students will read pages about the 4 R's, take notes, and complete activities in their reflective journals. Their homework includes practicing the 3 R's and choosing an image for a poster presentation in the next class. The lesson aims to teach students how to explain the 4 R's and help save the planet through sustainable practices.
B sustainable development 2 debate theme park
This document outlines an in-class activity where students will be split into groups to debate whether a theme park should be built. Each group will represent a stakeholder with differing perspectives on the issue. They will have 10 minutes to prepare arguments, then each group will have 2 minutes to present their perspective. One group will represent the planning committee that will vote on the issue at the end. Students are provided guidance on preparing their arguments and the process. They will then record the results of the planning committee vote in their reflective journals as homework.
A sustainability 3 poster class
The document provides instructions for students to create posters on topics related to sustainability for new first year students. It outlines that the posters should represent one of the topics of climate change, child labor, or fair trade and give information on environmental issues and solutions. Students are encouraged to include words, pictures from textbook pages, or key words splattered across the page. The best posters will be presented to the class next week.
E human rights 14 test 1st year
The document announces an open-book test in CSPE (Civic, Social and Political Education) starting the week of May 13th. Students may prepare answers to bring on the test day. The test will consist of 7 questions to be answered in 35 minutes, with each question worth 10 marks except the final poster question worth 40 marks. The document lists the 7 questions and indicates the relevant page numbers in the textbook where students can find answers. It notes that the test will take place during the second last week of May, and any class interruptions during the last two weeks will require students to submit pre-prepared answers or they will fail the CSPE course.
D human rights 7 sheets walking debate
This document contains 7 sections labeled with letters A through G, but without any other context or information provided about the content of each section. The order of the sections is A, B, C, D, E, F, G.
C human rights 5 mid term posters
The document provides instructions for students to create posters expressing human rights. It asks students to write 1-2 sentences planning their poster and share with the class. The homework assignment is to complete page 31 in the Blue Book. The objectives are for students to create posters representing the last 3 chapters and practice teamwork by combining two or more ideas. The note also lists the skills of being creative.
C human rights 4 child rights
This document provides instructions for a classroom lesson on the UN Convention on the Rights of the Child. The lesson involves students reading about and taking notes on the four categories of children's rights outlined in the Convention: survival rights, development rights, participation rights, and protection rights. Students will note down specific rights from a list in their workbook and then do a drawing exercise representing each category of rights in their journal. Next week's class will involve making posters related to children's rights.
C human rights 1 hr timeline
1. The class will create a large poster with contributions from each student to examine the "Road to Human Rights" timeline.
2. Students will work in pairs to create displays for one of 16 important dates/events in the history of human rights, such as the Magna Carta or the Universal Declaration of Human Rights.
3. The individual displays will then be combined into a single large poster to illustrate the progression of human rights over time.
B human dignity 6 bullying
This document provides information about types of bullying and how to deal with it. It discusses physical, verbal, social, and cyber bullying. The causes of bullying include seeking to harm or intimidate vulnerable people, often due to issues in the bully's own life. Students are asked to explain different types of bullying, understand the main causes, and provide ways to deal with bullying situations. The homework is to review information about sign language and Braille.
B human dignity 5 sheet braille +sign
The document instructs the reader to write their name and date at the top, then communicate their name and a simple message like lunch plans to someone else without directly speaking. It ends with a note that a joke will follow below.
B human dignity 3 racism + christmas report
The document outlines the plan for a class that discusses racism and the Christmas report. The class will first introduce the Christmas report and take questions. They will then read a passage from the green book about racism and discuss questions related to the reading. For homework, students will design an anti-racism t-shirt. The Christmas report requirements include a 100-word reflection on CSPE, a personal reflection/summary/report, and extra marks for typed, multi-colored pen paragraphs.
More from jasonwastaken2 (20)
Recently uploaded
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A Strategic Approach: GenAI in Education
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Top five deadliest dog breeds in America
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!
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Sdg 4
- 1. Warm-up – pens, paper, journal, books Take down the definitions, then raise your hand and answer the question: The 17 Sustainable Development Goals 1. No Poverty 2. Zero Hunger 3. Good Health and Well-Being. (Discuss) Can anyone give an example of a time they failed and kept going? Homework: action project Skills: Literacy, managing information, being creative Objectives: 1. Examine the failings of the MDG and introduce the SDG’s as their replacements. Heading: SDG’s 4 Date:
- 2. We’re going to read through page 162 and 163, which examine the SDG’s. I shall get you to write 3-4 SDG’s after each reading rather than pile them all on at once. We’ll then do page 98 - 99 in your reflective journal which are two infographics. Page 100 is then the last thing to do in 2nd Year CSPE other than the project reports. Plan for today SDG’s 2 Date:
- 3. I shall need eleven volunteers to read. Raise hands at the end of each paragraph (or line I should say). 4. Quality Education 5. Gender Equality 6. Clean Water and Sanitation 7. Affordable and Clean Energy 8. Decent Work and Growth 9. Industry, Innovation and Infrastructure 10. Sustainable Cities and Communities Page 162 Reading and writing Date: 11. Responsible Consumption and Production 12. Climate Action 13. Life Below Water 14. Life on Land 15. Peace, Justice and Strong Institutions 16. Partnerships for the Goals.
- 4. Complete page 98-100 of your Reflective Journal. Work on Action report. Reflective journal – page 98-100