The document describes Beverly High School's new Senior Internship Program called REACH (Respect, Enthusiasm, Achievement, Citizenship, Hard-work). The program aims to provide seniors with real-world career experiences through internships in the local community. It will take place from April to May after seniors' college plans are finalized. The program is designed to help students develop 21st century skills and explore potential career paths before graduating. Parents' common questions about logistics, requirements, and evaluations are addressed. The program is not mandatory but is intended as a capstone experience to support students' college and career readiness.
This document provides mentoring advice for upper level students. It discusses course selection, such as when to take honors and AP classes as well as online college courses. It also covers topics like taking the SATs/ACTs, getting involved in extracurricular activities and community service, developing strong interview skills, applying for scholarships, researching colleges and majors, and meeting application deadlines. The overall document encourages mentors to continue advising and supporting upper level students despite their achievements, as they still need guidance through the college planning process.
This event provided an opportunity for a diverse group to consider ways in which teacher training courses in England can best meet the needs of trainees on matters relating to the behaviour of pupils. The day will be spent discussing ideas (both conceptual and practical) offered by our three keynote presenters and how these might be of benefit to both trainers and trainees.
Managing the classroom while teaching small groupssherrick10
For the 2012-13 school year, one of my professional development goals is to create self-regulated learners so I can intervene and be proactive with my struggling learners. Creating this PowerPoint presentation encouraged me to process gathered information regarding managing the classroom while teaching small groups.
This workshop focused on all the "how to's" to plan a summer experience for high school students focused on college & career readiness. This was facilitated at the NCCEP 2015 Conference for GEAR UP by Anna Batie from WA GEAR UP and Lyndsey Howe from FOCUS Training.
This document provides information on classroom management strategies for teachers. It discusses Whole Brain Teaching and CHAMPs approaches, which both aim to support student behavior and instruction. CHAMPs focuses on setting clear expectations for student conversation, help-seeking, activities, movement, and participation for different classroom contexts. The document also emphasizes the importance of proactive classroom management through planning, teaching rules and routines, scanning the classroom, and positively interacting with students. Reactive discipline is less effective than establishing structures and incentives to encourage appropriate behavior.
This document provides guidance for planning a summer camp to expose students to college readiness skills and campus life. It recommends beginning by deciding on the number of days, students, goals and cost requirements. Key aspects to plan include recruitment, site selection ensuring accessibility, selecting engaging programming content balanced with free time, and establishing a timeline starting months in advance. Details like evaluations, certificates and balancing activities help make the camp a positive experience for students.
Online learning is in its infant stages in our region and both the student and teacher have yet to fully comprehend its dynamics, demands and the pedagogies associated with this mode of learning. The Orientation Activity in UU204 was designed (using standard Moodle tools) to alleviate this problem and also address the issues encountered in the previous offerings; it provides students with a preview of what to expect in this online course in an innovative and fun way. The orientation package uses a game based approach (Amazing Race). When a student has finished unpacking it, they would have answered most of their queries about the course and online learning. Students would also have accessed the support structures available within the course and the University, acquired the skills required of an online learner, and had a hands-on experience for the core Moodle tools that will be extensively used in the course. Preliminary findings via a survey in Moodle suggest that the anticipated outcomes when playing the game are achieved at the end.
The document describes Beverly High School's new Senior Internship Program called REACH (Respect, Enthusiasm, Achievement, Citizenship, Hard-work). The program aims to provide seniors with real-world career experiences through internships in the local community. It will take place from April to May after seniors' college plans are finalized. The program is designed to help students develop 21st century skills and explore potential career paths before graduating. Parents' common questions about logistics, requirements, and evaluations are addressed. The program is not mandatory but is intended as a capstone experience to support students' college and career readiness.
This document provides mentoring advice for upper level students. It discusses course selection, such as when to take honors and AP classes as well as online college courses. It also covers topics like taking the SATs/ACTs, getting involved in extracurricular activities and community service, developing strong interview skills, applying for scholarships, researching colleges and majors, and meeting application deadlines. The overall document encourages mentors to continue advising and supporting upper level students despite their achievements, as they still need guidance through the college planning process.
This event provided an opportunity for a diverse group to consider ways in which teacher training courses in England can best meet the needs of trainees on matters relating to the behaviour of pupils. The day will be spent discussing ideas (both conceptual and practical) offered by our three keynote presenters and how these might be of benefit to both trainers and trainees.
Managing the classroom while teaching small groupssherrick10
For the 2012-13 school year, one of my professional development goals is to create self-regulated learners so I can intervene and be proactive with my struggling learners. Creating this PowerPoint presentation encouraged me to process gathered information regarding managing the classroom while teaching small groups.
This workshop focused on all the "how to's" to plan a summer experience for high school students focused on college & career readiness. This was facilitated at the NCCEP 2015 Conference for GEAR UP by Anna Batie from WA GEAR UP and Lyndsey Howe from FOCUS Training.
This document provides information on classroom management strategies for teachers. It discusses Whole Brain Teaching and CHAMPs approaches, which both aim to support student behavior and instruction. CHAMPs focuses on setting clear expectations for student conversation, help-seeking, activities, movement, and participation for different classroom contexts. The document also emphasizes the importance of proactive classroom management through planning, teaching rules and routines, scanning the classroom, and positively interacting with students. Reactive discipline is less effective than establishing structures and incentives to encourage appropriate behavior.
This document provides guidance for planning a summer camp to expose students to college readiness skills and campus life. It recommends beginning by deciding on the number of days, students, goals and cost requirements. Key aspects to plan include recruitment, site selection ensuring accessibility, selecting engaging programming content balanced with free time, and establishing a timeline starting months in advance. Details like evaluations, certificates and balancing activities help make the camp a positive experience for students.
Online learning is in its infant stages in our region and both the student and teacher have yet to fully comprehend its dynamics, demands and the pedagogies associated with this mode of learning. The Orientation Activity in UU204 was designed (using standard Moodle tools) to alleviate this problem and also address the issues encountered in the previous offerings; it provides students with a preview of what to expect in this online course in an innovative and fun way. The orientation package uses a game based approach (Amazing Race). When a student has finished unpacking it, they would have answered most of their queries about the course and online learning. Students would also have accessed the support structures available within the course and the University, acquired the skills required of an online learner, and had a hands-on experience for the core Moodle tools that will be extensively used in the course. Preliminary findings via a survey in Moodle suggest that the anticipated outcomes when playing the game are achieved at the end.
Northern Collaboration Conference 2014: Peer Assisted Study Sessions by Sue M...northerncollaboration
'The PASS programme has been fundamental to my experience as a first year' - Introducing peer support at Teesside University library. Delivered at The Northern Collaboration 2014 conference, 5th September 2014.
This document provides information about transitioning from the Middle Years Program (MYP) to the Diploma Program (DP) at the International Baccalaureate (IB). It outlines the core requirements of the DP including taking courses across 6 subject groups, completing an extended essay, Theory of Knowledge courses, and CAS hours. It notes that the DP is a rigorous two-year program that prepares students for university and success beyond. Completing the full DP leads to benefits like higher college acceptance and persistence rates compared to similar students without the DP.
MJHS Rising 8th Grade Parent Registration Night Information (2-3-15)Andy Lombardo
MJHS Rising 8th Grade Parent Registration Night Information (2-3-15). For more details, visit mjhsrebels.org and click on "2015-16 Registration" under Quick Links.
This document provides incoming 9th grade students at Prosper High School with information about graduation requirements, course offerings, scheduling, and important dates. It outlines the recommended and distinguished achievement graduation programs, describes available core academic, elective, and CTE courses, and provides guidance on course selection and scheduling for the upcoming school year.
Learn how the experts plan summer camp programs for students. This particular topic is for grant programs such as GEAR UP and TRIO. FOCUS Training is a leadership development company based in Milwaukee, WI. All rights reserved related to content.
Student teacher convocation spring 2013 presentationFieldOffice
The document provides information for student teachers, including contact details for field placement office staff, guidelines for the student teaching experience, procedures for recording absences, the outline of weekly responsibilities and goals over the 15 week placement, details on cooperating teacher evaluations, clarification on arrival/departure times, a reminder about submitting negative Mantoux test results, and a list of social media sites.
Class of 2018 - Parent Meeting - 08.26.2014brandongrummer
This document summarizes key information from the Freshman Parent Meeting at Etowah High School on August 26, 2014. It introduces the administration and counseling staff, provides an overview of graduation requirements and the 9th grade course schedule, and discusses policies on attendance, technology use, extracurricular activities, tutoring, and credit recovery options. Parents are encouraged to check the student agenda and contact counselors with any questions about supporting their student's success at Etowah High School.
Year 11 Supporting Success 2013-14 Presentationcountesthorpecc
The document provides information for Year 11 students and parents about various subjects and exams. It discusses:
- The pastoral support system and who students can contact for help.
- The 5 data inputs that will track student progress over 9 months and be available online.
- The assertive mentoring program where students will meet monthly with mentors to discuss targets.
- Key exam dates for subjects like math, English, and science as well as controlled assessments and mock exams.
- Tips for studying like using online resources, attending extra help sessions, and checking planners.
This document summarizes the agenda and objectives for Day 3 of a district-wide Math 1 training. The objectives are to organize the math team's vision, instructional plans, and content in a consistent manner across the district. This will be achieved through a collaborative 4-phase planning process, beginning with developing common unit plans and assessments. Teams will unpack standards, map units, and plan timelines. Future phases will involve developing performance tasks, formative assessments, and daily lessons. The training will guide teams through collaborative work and discussions to establish a shared foundation for math instruction district-wide.
This document is a reflection from a student, Kyla Neely, on her performance in a teaching methods course. She evaluates herself on 5 dispositions that are important for teachers: reliability & dependability, initiative, communication skills, professionalism & ethical behavior, and diversity. For each disposition, she describes why it is important for teachers, how she met it through her coursework, and she gives herself a grade of 3 on a scale, noting there is always room for improvement. In the overall reflection, she believes she successfully met all the dispositions but recognizes the need for continuous growth and improvement as a teacher.
The document outlines an agenda for a final course meeting for a PG Cert in ULT program. It discusses preparing portfolios, reviewing learning, and the submission/review process. It provides guidance on portfolio contents and what assessors will look for, including critical engagement, development over time, and clear presentation. The document also covers refining topics, writing teaching philosophies, references, plagiarism, and next steps like the Diploma program.
This document provides an agenda and notes for a seminar and practicum in literacy professional development. It outlines the topics to be discussed, including cultural diversity, differentiation, interventions, assessment, and progress monitoring. It also provides deadlines and instructions for students graduating in spring or later, including submitting a final philosophy paper. The agenda includes time for small group discussions on assigned readings and reviewing student reflection drafts. A panel will discuss preparing for and taking the PLACE exam. The session will conclude by looking ahead to an upcoming online session and video coaching assignments.
This document provides guidance and timelines for students completing their Extended Essay (EE). It outlines important deadlines and meetings for researching, writing, and revising the EE. Key dates include generating a title by January 31st, having a detailed plan by June 6th, submitting a first draft by September 19th, and submitting the final copy by October 31st. The document also lists potential issues students may face, such as poor time management, lack of sources, and plagiarism. Supervisors are expected to provide regular feedback and assess students' progress.
This document outlines UT Austin's efforts to promote holistic admissions practices across its graduate programs. It discusses hosting forums with faculty to identify strengths and weaknesses in current practices. Key findings included confusion around appropriate use of admissions criteria and a lack of consistency. The Graduate School then developed workshops, videos, and handouts to provide guidance on best practices like conducting unbiased, holistic reviews and avoiding overreliance on any single metric. The response was largely positive, but ongoing efforts are needed to increase participation and continue the important conversations around admissions.
The O'Kelly Library at Winston-Salem State University implemented the O'Kelly Fellows Institute in 2008 to provide faculty training on information literacy and collaborating with librarians. The program offered a $900 stipend for 40 faculty members to attend workshops on modifying assignments, combating plagiarism, and using library resources. The goals were to have one-third of faculty participate by 2012 and ensure students receive information literacy training across disciplines. As a result, library instruction sessions, faculty consultations, database searches, and student consultations all increased substantially. Faculty reported better understanding library services and students said they felt prepared for graduate school. The program helped increase information literacy across the curriculum.
This document summarizes the key points discussed in a seminar about an action research project and reflective journal assignment. It outlines:
1) The seminar involved presenting action research projects, discussing the reflective journal assignment which involves reflection on experience, reading and conclusions, and the structure of the final written assignment.
2) The written assignment involves synthesizing reflections from the journal and linking them to teaching assistance, action research, and theory. It will be peer assessed in draft form and finally submitted for assessment.
3) The work will be assessed based on synthesis of theory and practice, critical evaluation, understanding of architecture education, and clarity of writing. Findings may also be published or presented at a conference.
Introduction to the extended essay for supervisorslindatw
The document provides an introduction to the Extended Essay (EE) process for teachers supervising students. It outlines the key components of the EE including developing a research question, meeting regularly with a supervisor over 40 hours, submitting reflection forms, following academic honesty guidelines, and being formally assessed based on 5 criteria. The EE is a mandatory core component of the Diploma Programme intended to allow students an opportunity to engage in independent research.
1. Staff will learn how to develop interventions to help struggling students, set goals for student progress, and monitor student progress toward goals.
2. The document discusses the Student Intervention Team (SIT) process which utilizes a team approach to develop intervention plans for students who are not responding to Tier 1 and Tier 2 supports.
3. The SIT process involves recommending students for intervention, completing forms to describe the student's needs and concerns, designing and implementing intervention plans with goals and monitoring procedures, and following up to evaluate intervention effectiveness and make adjustments if needed.
This document summarizes an internship workshop for anthropology students at GVSU. It defines internships as supervised career experiences that provide classroom training in a workplace setting. The workshop discusses the skills anthropologists gain and why internships are important for demonstrating competency. Several local internship opportunities are presented, including at refugee services, homeless shelters, farmers markets, and more. The steps for obtaining an internship are outlined, including defining goals, meeting with the internship coordinator, finding a placement, and completing required academic work. Students are encouraged to self-assess their interests and consider spring 2017 placements.
TCSoA - Curriculum Info Evening - 5th March 2014: Nationals & HighersTheCSoA
Presentation deliver on 5th March 2014 to parents of S2, S4 & S5 pupils of The Community School of Auchterarder. We explain some of the most prevalent features of The new Nation Qualifications.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Northern Collaboration Conference 2014: Peer Assisted Study Sessions by Sue M...northerncollaboration
'The PASS programme has been fundamental to my experience as a first year' - Introducing peer support at Teesside University library. Delivered at The Northern Collaboration 2014 conference, 5th September 2014.
This document provides information about transitioning from the Middle Years Program (MYP) to the Diploma Program (DP) at the International Baccalaureate (IB). It outlines the core requirements of the DP including taking courses across 6 subject groups, completing an extended essay, Theory of Knowledge courses, and CAS hours. It notes that the DP is a rigorous two-year program that prepares students for university and success beyond. Completing the full DP leads to benefits like higher college acceptance and persistence rates compared to similar students without the DP.
MJHS Rising 8th Grade Parent Registration Night Information (2-3-15)Andy Lombardo
MJHS Rising 8th Grade Parent Registration Night Information (2-3-15). For more details, visit mjhsrebels.org and click on "2015-16 Registration" under Quick Links.
This document provides incoming 9th grade students at Prosper High School with information about graduation requirements, course offerings, scheduling, and important dates. It outlines the recommended and distinguished achievement graduation programs, describes available core academic, elective, and CTE courses, and provides guidance on course selection and scheduling for the upcoming school year.
Learn how the experts plan summer camp programs for students. This particular topic is for grant programs such as GEAR UP and TRIO. FOCUS Training is a leadership development company based in Milwaukee, WI. All rights reserved related to content.
Student teacher convocation spring 2013 presentationFieldOffice
The document provides information for student teachers, including contact details for field placement office staff, guidelines for the student teaching experience, procedures for recording absences, the outline of weekly responsibilities and goals over the 15 week placement, details on cooperating teacher evaluations, clarification on arrival/departure times, a reminder about submitting negative Mantoux test results, and a list of social media sites.
Class of 2018 - Parent Meeting - 08.26.2014brandongrummer
This document summarizes key information from the Freshman Parent Meeting at Etowah High School on August 26, 2014. It introduces the administration and counseling staff, provides an overview of graduation requirements and the 9th grade course schedule, and discusses policies on attendance, technology use, extracurricular activities, tutoring, and credit recovery options. Parents are encouraged to check the student agenda and contact counselors with any questions about supporting their student's success at Etowah High School.
Year 11 Supporting Success 2013-14 Presentationcountesthorpecc
The document provides information for Year 11 students and parents about various subjects and exams. It discusses:
- The pastoral support system and who students can contact for help.
- The 5 data inputs that will track student progress over 9 months and be available online.
- The assertive mentoring program where students will meet monthly with mentors to discuss targets.
- Key exam dates for subjects like math, English, and science as well as controlled assessments and mock exams.
- Tips for studying like using online resources, attending extra help sessions, and checking planners.
This document summarizes the agenda and objectives for Day 3 of a district-wide Math 1 training. The objectives are to organize the math team's vision, instructional plans, and content in a consistent manner across the district. This will be achieved through a collaborative 4-phase planning process, beginning with developing common unit plans and assessments. Teams will unpack standards, map units, and plan timelines. Future phases will involve developing performance tasks, formative assessments, and daily lessons. The training will guide teams through collaborative work and discussions to establish a shared foundation for math instruction district-wide.
This document is a reflection from a student, Kyla Neely, on her performance in a teaching methods course. She evaluates herself on 5 dispositions that are important for teachers: reliability & dependability, initiative, communication skills, professionalism & ethical behavior, and diversity. For each disposition, she describes why it is important for teachers, how she met it through her coursework, and she gives herself a grade of 3 on a scale, noting there is always room for improvement. In the overall reflection, she believes she successfully met all the dispositions but recognizes the need for continuous growth and improvement as a teacher.
The document outlines an agenda for a final course meeting for a PG Cert in ULT program. It discusses preparing portfolios, reviewing learning, and the submission/review process. It provides guidance on portfolio contents and what assessors will look for, including critical engagement, development over time, and clear presentation. The document also covers refining topics, writing teaching philosophies, references, plagiarism, and next steps like the Diploma program.
This document provides an agenda and notes for a seminar and practicum in literacy professional development. It outlines the topics to be discussed, including cultural diversity, differentiation, interventions, assessment, and progress monitoring. It also provides deadlines and instructions for students graduating in spring or later, including submitting a final philosophy paper. The agenda includes time for small group discussions on assigned readings and reviewing student reflection drafts. A panel will discuss preparing for and taking the PLACE exam. The session will conclude by looking ahead to an upcoming online session and video coaching assignments.
This document provides guidance and timelines for students completing their Extended Essay (EE). It outlines important deadlines and meetings for researching, writing, and revising the EE. Key dates include generating a title by January 31st, having a detailed plan by June 6th, submitting a first draft by September 19th, and submitting the final copy by October 31st. The document also lists potential issues students may face, such as poor time management, lack of sources, and plagiarism. Supervisors are expected to provide regular feedback and assess students' progress.
This document outlines UT Austin's efforts to promote holistic admissions practices across its graduate programs. It discusses hosting forums with faculty to identify strengths and weaknesses in current practices. Key findings included confusion around appropriate use of admissions criteria and a lack of consistency. The Graduate School then developed workshops, videos, and handouts to provide guidance on best practices like conducting unbiased, holistic reviews and avoiding overreliance on any single metric. The response was largely positive, but ongoing efforts are needed to increase participation and continue the important conversations around admissions.
The O'Kelly Library at Winston-Salem State University implemented the O'Kelly Fellows Institute in 2008 to provide faculty training on information literacy and collaborating with librarians. The program offered a $900 stipend for 40 faculty members to attend workshops on modifying assignments, combating plagiarism, and using library resources. The goals were to have one-third of faculty participate by 2012 and ensure students receive information literacy training across disciplines. As a result, library instruction sessions, faculty consultations, database searches, and student consultations all increased substantially. Faculty reported better understanding library services and students said they felt prepared for graduate school. The program helped increase information literacy across the curriculum.
This document summarizes the key points discussed in a seminar about an action research project and reflective journal assignment. It outlines:
1) The seminar involved presenting action research projects, discussing the reflective journal assignment which involves reflection on experience, reading and conclusions, and the structure of the final written assignment.
2) The written assignment involves synthesizing reflections from the journal and linking them to teaching assistance, action research, and theory. It will be peer assessed in draft form and finally submitted for assessment.
3) The work will be assessed based on synthesis of theory and practice, critical evaluation, understanding of architecture education, and clarity of writing. Findings may also be published or presented at a conference.
Introduction to the extended essay for supervisorslindatw
The document provides an introduction to the Extended Essay (EE) process for teachers supervising students. It outlines the key components of the EE including developing a research question, meeting regularly with a supervisor over 40 hours, submitting reflection forms, following academic honesty guidelines, and being formally assessed based on 5 criteria. The EE is a mandatory core component of the Diploma Programme intended to allow students an opportunity to engage in independent research.
1. Staff will learn how to develop interventions to help struggling students, set goals for student progress, and monitor student progress toward goals.
2. The document discusses the Student Intervention Team (SIT) process which utilizes a team approach to develop intervention plans for students who are not responding to Tier 1 and Tier 2 supports.
3. The SIT process involves recommending students for intervention, completing forms to describe the student's needs and concerns, designing and implementing intervention plans with goals and monitoring procedures, and following up to evaluate intervention effectiveness and make adjustments if needed.
This document summarizes an internship workshop for anthropology students at GVSU. It defines internships as supervised career experiences that provide classroom training in a workplace setting. The workshop discusses the skills anthropologists gain and why internships are important for demonstrating competency. Several local internship opportunities are presented, including at refugee services, homeless shelters, farmers markets, and more. The steps for obtaining an internship are outlined, including defining goals, meeting with the internship coordinator, finding a placement, and completing required academic work. Students are encouraged to self-assess their interests and consider spring 2017 placements.
TCSoA - Curriculum Info Evening - 5th March 2014: Nationals & HighersTheCSoA
Presentation deliver on 5th March 2014 to parents of S2, S4 & S5 pupils of The Community School of Auchterarder. We explain some of the most prevalent features of The new Nation Qualifications.
Similar to Senior Internship Presentation January (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
Senior Internship Presentation January
1. Hard-work
School & Career Readiness Committee Members
Julie Angelo, Johanna Borsetti, Paula Borsetti, Barb Fecteau, Ellie Henebury Nancy Schalch,
Matt Smith, Megan Sudak
•Program Requirements
2. REACH Program Participation requirements
On track to graduate - Enough credits (Guidance Sign Off)
Passing all courses - Through quarter 3 (Teacher Sign Off)
Not qualify stay in courses until May 22nd
Good behavior - no discipline issues; Suspensions or
attendance. (Assistant Principal Sign Off)
Sign out procedure - Obligations, Teacher signatures,
Guidance signatures, Assistant Principal signature
Parent/Guardian Permission (Proposal)
3. Time Frame for REACH Program
• Feb 13 - Extended Advisory - Work on
proposal
• March 11 - Submit of proposal for
evaluation.
• April 17, 2015- Complete Sign-Out process
• April 27th (4 weeks) - Begin Internship
• May 22nd - Completion of Internship
• May 26, 27, 28 - Panels (One session)
• May 29th - REACH Exhibition
4. REACH Expectations
• 4th Quarter - Internship Begins (April 27th)
• 6 Hours per day - 30 Hours per week (School Day)
• Mid-point check in with Mentor
• Blogs/Journal of weekly internship activities
• Panel Presentations - May 26th-28th
• Presentation (BHS Fieldhouse) - May 29th
5. Adjustments - Based on 4th Quarter Internship Program
• AP Students - finish AP class (5 hours reduced per week - for each AP Course)
• Second semester electives - factor grade on 3rd quarter
• Senior Finals - last week of quarter 3
• Full year courses - factor grade on 3 quarters
• Performing Arts - treat like AP course (reduction of internship & attend rehearsals)
• Athletics - full participation
• Music Trip - make adjustment after trip with Internship hours
6. AP Testing Dates - 2015
• English - May 6
• Chemistry - May 4
• Calculus - May 5
• US History - May 8
• Biology & Physics - May 11
**About 2 weeks before end of Internship program
7. What if I am Stuck - Not Sure What to do?
• What are your interests?
• Where could you intern? Project Option?
• Go online - Look for resources
• Very soon - List of potential opportunities (BHSonline)
• Talk to your Advisory Teacher - BHS Mentor
• Talk to Guidance Counselor - Talk to Mr. Bauer
8. Yellow Commitment Card
• Give to potential site guide
• Site Guide brochure (Expectations)
• Turn Yellow card into Guidance -
• Cards available in Advisory, Guidance or 2nd Floor Office
9. What does the Site Guide need to Do?
• Yellow Commitment Post Card
• Guide Brochure (Expectations)
• Forms on BHSonline
• Cori Form
• Non-Discrimination Form
• Mid-Point Evaluation
•
10. Reach Forms Needed
• Available - BHSonline (Students tab - Senior Internship
program
• Proposal
• Teacher Approval Form
• Guidance Approval Form
• Release Form
• Cori Form/Non-Discrimination Form
11. • Parental/Guardian signature
• Specific proposal - goal
• Site Guide & BHS mentor
• Location of Internship, Key contact information
• Proposed schedule
• AP or Performing Arts Courses
BHS Reach Proposal - March 11th
12. Proposal - Description Portion
• Word-processed description of your internship
• Describe the work you will be doing with your guide
• Where you will be interning
• Expected project or outcomes
• You may also include reasons for selecting this internship
• Submitted proposals will be reviewed by the Committee
13. Project Option?
• How does project connect to your potential career or
college program?
• Who will be your site guide?
• Is there enough to do for length of time (4 weeks)?
• Location for project work?
• Any other help needed beside guide? Specialist?
• Materials or equipment needed
14. Once Proposal is Done - What now?
• Examine final exhibition expectations
• Length of presentation
• Type of presentation
• Set up weekly blog
• Examine panel expectations
15. Sign out Procedure
• April 17th (Friday before April Vacation)
• Teacher Approval Form
• Guidance & Assistant Principal Approval Form
• Obligations - Books, materials, library books, uniforms
• Laptop
16. Wrap up of Courses
• Last week of classes - April 13-17
• Senior Finals during class blocks (will not come back to
take finals in May)
• Final grade - Quarters 1,2,3 & Final exam
• Quarter 4 - Complete REACH Program (AP & Performing
Arts Courses)
17. How does REACH work with Guidance?
1. Final grades for Quarter 4 courses to equal the third quarter
grade.
2. The fourth quarter course "Intern Study Program" will be added
to each participant's schedule. This “course”will not calculated
toward the GPA or Credits.
3. “Intern Study Program” be completed in order to receive full
year credits
18. How will I Be evaluated?
• Site Attendance
• Weekly Blog/Journal Entries (Will review expectations
during advisory)
• Final Presentation (Expectations will be reviewed during
advisory)
• Panel (Expectations will be reviewed during advisory)
• Site Evaluation (Will be submitted by May 22nd)
• Pass/Fail - Final grade
19. Reach Panels
• May 26th, 27th, 28th
• BHS Library
• Part of your evaluation
• Appointment will be assigned
• 10 Minute presentation about your experience - What did
you gain by the experience, what did you learn?
• Committee Member, Teacher and Administrator on Panel
20. Reach Exhibition
• May 29th (Friday before Senior Week)
• BHS Field House
• 12pm-2pm
• Part of your evaluation
• Video description, tri-fold presentation, can be creative
• Open to Public - Parents, community members, guides,
junior class
21. Will I Graduate if the Internship not completed?
• Safeguards - Midpoint check in, talk to Site Supervisor
• If mid-point problem - either make correction or back to
BHS
• Will work individually with Assistant Principal to ensure
student completes Internship requirements
• Remediation time - 1st Week of June if needed
22. REACH Program - Community Connections
• Beverly Chamber of Commerce
• Beverly Senior Center
• Beverly Library
• Beverly Police Department
• Beverly Hospital
• Beverly Fire Department
• Local Colleges - NSCC, Salem State, Montserat, Gordon, Endicott
23. Examples of Internships
• Elementary Schools
• Business office
• Research labs
• Children’s Center
• Senior Center
• YMCA
• City Hall