The document provides adjectives and instructs the reader to write comparative sentences describing a picture using those adjectives. It lists adjectives for describing height, age, emotions, and body type but does not include any other context or details about the picture to be described.
This document is a job application form for Sonic Drive-In. It requests personal information such as name, address, phone number, eligibility to work in the US, and criminal history. It also asks for availability, desired position, education history, skills, and both current and previous employment details. References are requested. By signing, the applicant certifies the information is true and complete, and authorizes verification of the details provided.
The document contains questions about computer terms, components, and functions. It asks the reader to unscramble computer-related words, identify computer parts from hints, determine appropriate and inappropriate actions in a computer lab, label parts of a mouse diagram, list strengths and weaknesses of computers, and identify the functions of icons in a painting program. It also contains multiple choice questions testing knowledge of operating systems, the start menu, folders, and how to open desktop programs.
Here are some example questions with answers:
1. What color was the orange? (orange)
2. How did the orange make the writer feel? (It delighted their taste buds)
3. What was the texture of the orange compared to? (velvet - soft and smooth)
4. What food was the orange said to be better than? (caviar - expensive fish eggs)
5. How did the orange taste? (exquisite - extremely good)
Q: Now answer these questions about the passage:
1. What was unique about the orange?
It was the most exquisite orange the writer had ever tasted.
2. What was the orange compared to
This document contains questions about computer hardware, software, and common computer tasks. It tests knowledge of devices, file management, formatting text, and default settings. Multiple choice and true/false questions cover topics like creating folders, aligning text, screen savers, and using devices like scanners and printers.
This document provides a summary and planning form for couples who have completed pre-marriage counseling using the FOCCUS assessment. The form contains 14 sections for each partner to privately reflect on their relationship strengths and challenges, how they can better communicate, handle conflict, forgiveness, personality differences, values, finances, intimacy, careers, spirituality, commitment, and lifelong commitment. Partners are then instructed to discuss their responses together and with their facilitator to explore strengths and challenges and make plans to build their marriage.
The document provides adjectives and instructs the reader to write comparative sentences describing a picture using those adjectives. It lists adjectives for describing height, age, emotions, and body type but does not include any other context or details about the picture to be described.
This document is a job application form for Sonic Drive-In. It requests personal information such as name, address, phone number, eligibility to work in the US, and criminal history. It also asks for availability, desired position, education history, skills, and both current and previous employment details. References are requested. By signing, the applicant certifies the information is true and complete, and authorizes verification of the details provided.
The document contains questions about computer terms, components, and functions. It asks the reader to unscramble computer-related words, identify computer parts from hints, determine appropriate and inappropriate actions in a computer lab, label parts of a mouse diagram, list strengths and weaknesses of computers, and identify the functions of icons in a painting program. It also contains multiple choice questions testing knowledge of operating systems, the start menu, folders, and how to open desktop programs.
Here are some example questions with answers:
1. What color was the orange? (orange)
2. How did the orange make the writer feel? (It delighted their taste buds)
3. What was the texture of the orange compared to? (velvet - soft and smooth)
4. What food was the orange said to be better than? (caviar - expensive fish eggs)
5. How did the orange taste? (exquisite - extremely good)
Q: Now answer these questions about the passage:
1. What was unique about the orange?
It was the most exquisite orange the writer had ever tasted.
2. What was the orange compared to
This document contains questions about computer hardware, software, and common computer tasks. It tests knowledge of devices, file management, formatting text, and default settings. Multiple choice and true/false questions cover topics like creating folders, aligning text, screen savers, and using devices like scanners and printers.
This document provides a summary and planning form for couples who have completed pre-marriage counseling using the FOCCUS assessment. The form contains 14 sections for each partner to privately reflect on their relationship strengths and challenges, how they can better communicate, handle conflict, forgiveness, personality differences, values, finances, intimacy, careers, spirituality, commitment, and lifelong commitment. Partners are then instructed to discuss their responses together and with their facilitator to explore strengths and challenges and make plans to build their marriage.
Two girls are playing hide-and-seek in the garden while one counts with her eyes closed by the tree. One girl has hidden in the shed while the other is hiding behind the car. The seeking girl is counting down from 10 with her eyes closed to find her friends hiding somewhere in the garden.
This document is an application form for the Air Force Common Admission Test (AFCAT) in February 2012 for men. It requests basic personal information such as name, date of birth, contact details, education qualifications, and center preferences. The applicant must declare that all information provided is true, they have not been debarred from previous exams or training, and understand their candidature can be cancelled if found ineligible. The applicant must also provide a signature and left thumb impression.
This document assigns the copyright of a musical composition from the assignor to the assignee. It lists the names, addresses, and phone numbers of both parties. It also provides details of the original copyright registration such as the date registered and copyright number. The assignor transfers all rights, title, and interest in the composition to the assignee in exchange for monetary compensation.
The document contains 3 questions about the short story "The Scarlet Ibis" by James Hurst. Question 1 asks about the significance of the setting at the opening of the story. Question 2 asks about the symbolic meaning of the scarlet ibis. Question 3 asks how the narrator's feelings toward his brother change throughout the story. For each question, the document provides steps to restate the question, answer it with evidence from the text, explain the deeper meaning, and logically put the response together in complete sentences.
This document is an application for LPCiminelli's 2013 summer management internship program. It requests the applicant's contact information, school details including grade level and expected graduation year. It also asks if the applicant has participated in any prior LPCiminelli programs and lists their extracurricular activities. Applicants must submit this form along with a 250-word composition, latest transcript, and one letter of recommendation by May 31, 2013 to be considered for the internship.
Quasimodo was a hunchbacked bell ringer who lived alone in the bell tower of Notre Dame Cathedral in Paris. He was shunned by the rest of society due to his deformity. The film depicts how Quasimodo finds friendship and acceptance from Esmeralda, a beautiful gypsy, and the archdeacon of the cathedral. In the end, Quasimodo saves Esmeralda from the evil Judge Frollo, and the two live happily together.
The document is a registration form for a four-person scramble golf tournament being held on May 31st at Chena Bend Golf Course for active duty military, retirees, and DoD civilians. The $35 per person entry fee covers green fees, cart rental, and prizes. Teams will compete for a rotating trophy as well as prizes for each scramble event. Registration forms are due by May 24th and space is limited to the first 18 teams.
What you don't know will hurt you: designing with and for existing contentSara Wachter-Boettcher
Are you trying to make responsive design scale for a complex site? Building an app, but your organization doesn't have an API yet? If so, you've probably got legacy content—content that already exists, and that doesn't fit neatly into your new project.
What do you do? You could ignore it and end up with one of those responsive homepages that devolve into big content blobs after just one tap, or a one-off mobile site that no one can remember to maintain. You could put it off until it becomes the bane of your existence: the thing that "breaks" your design, because it's way messier than you’ve planned for.
Or, you could deal with it. If you take the time to make existing content work for you—by understanding what you've got, identifying patterns and relationships in its structure, and cutting the cruft along the way—you'll end up with a system that will not just support your content, but _enhance_ its meaning, message, and power.
This document provides questions for a worksheet about the film "Lord of the Flies" based on William Golding's novel of the same name. Students are asked to fill out information like the director, main characters, and general idea of the film. They are also prompted to analyze elements like the historical period, location, social groups, and allegorical representations of characters/items. Overall it presents topics for analyzing the film's content and comparing it to the original book.
This document contains an application form for the Air Force Common Admission Test (AFCAT) to be held in March 2011 for women. The application requests basic personal information such as name, father's name, date of birth, address, educational qualifications, and courses applied for. The applicant declares that the information provided is true and acknowledges that any false information could result in cancellation of candidature. The form also contains a section to be filled out by Air Force authorities for an admission card once the application is received.
This document provides instructions for a student to complete a scavenger hunt using the SIRS Researcher database. The student is directed to select a topic to research from the A-Z list, read the topic overview and definitions. They are then asked to find and list key events in the topic's timeline and global issues related to the topic. The student chooses a pro/con issue related to their topic and finds an article supporting one side of the issue. They summarize key points from the article and add citations to their growing works cited list. The document explains how the student can access articles again via email or printing.
Why are you networking? As in anything in life, people tend to be more effective and enthusiastic when they understand why they are doing things.
I believe the fundamental reason we give up our precious time to attend business-related events is to spot the ‘ahaa moment’.
It’s that moment when someone says something and you think…
This request for time off form collects information about an employee's request including their name, department, type of time off being requested such as paid time off, sick leave, or comp time. It asks for the dates and number of days or hours being requested for each type as well as space for further explanation of the request. The employee signs and dates the form which is then passed to the supervisor for their recommendation on approving, approving with modification, or unapproving the request along with any comments.
This document provides instructions for registering an Action Market with The Trump Network. Marketers must complete a registration form with their Action Market name, state, and contact information for the Action Market Leader(s) and their upline Platinum and Diamond leaders. Once completed, the form should be emailed or faxed to the provided contact. Action Market Leaders will then work with their upline leaders to set up the market and arrange travel for assistance from other Platinum and Diamond leaders.
This document contains a calendar listing dates from September to June. It includes important dates like the start of classes on September 10th, holidays, and other notable events. Each month lists the calendar by week with notes about important dates in that period.
The document contains a series of numbers separated by commas, with each line containing between 1-5 unique numbers. Most lines contain between 1-3 numbers, with a few containing 4 or 5 numbers, and some numbers like 1, 2, 3, 4, and 5 appearing on multiple lines.
Two girls are playing hide-and-seek in the garden while one counts with her eyes closed by the tree. One girl has hidden in the shed while the other is hiding behind the car. The seeking girl is counting down from 10 with her eyes closed to find her friends hiding somewhere in the garden.
This document is an application form for the Air Force Common Admission Test (AFCAT) in February 2012 for men. It requests basic personal information such as name, date of birth, contact details, education qualifications, and center preferences. The applicant must declare that all information provided is true, they have not been debarred from previous exams or training, and understand their candidature can be cancelled if found ineligible. The applicant must also provide a signature and left thumb impression.
This document assigns the copyright of a musical composition from the assignor to the assignee. It lists the names, addresses, and phone numbers of both parties. It also provides details of the original copyright registration such as the date registered and copyright number. The assignor transfers all rights, title, and interest in the composition to the assignee in exchange for monetary compensation.
The document contains 3 questions about the short story "The Scarlet Ibis" by James Hurst. Question 1 asks about the significance of the setting at the opening of the story. Question 2 asks about the symbolic meaning of the scarlet ibis. Question 3 asks how the narrator's feelings toward his brother change throughout the story. For each question, the document provides steps to restate the question, answer it with evidence from the text, explain the deeper meaning, and logically put the response together in complete sentences.
This document is an application for LPCiminelli's 2013 summer management internship program. It requests the applicant's contact information, school details including grade level and expected graduation year. It also asks if the applicant has participated in any prior LPCiminelli programs and lists their extracurricular activities. Applicants must submit this form along with a 250-word composition, latest transcript, and one letter of recommendation by May 31, 2013 to be considered for the internship.
Quasimodo was a hunchbacked bell ringer who lived alone in the bell tower of Notre Dame Cathedral in Paris. He was shunned by the rest of society due to his deformity. The film depicts how Quasimodo finds friendship and acceptance from Esmeralda, a beautiful gypsy, and the archdeacon of the cathedral. In the end, Quasimodo saves Esmeralda from the evil Judge Frollo, and the two live happily together.
The document is a registration form for a four-person scramble golf tournament being held on May 31st at Chena Bend Golf Course for active duty military, retirees, and DoD civilians. The $35 per person entry fee covers green fees, cart rental, and prizes. Teams will compete for a rotating trophy as well as prizes for each scramble event. Registration forms are due by May 24th and space is limited to the first 18 teams.
What you don't know will hurt you: designing with and for existing contentSara Wachter-Boettcher
Are you trying to make responsive design scale for a complex site? Building an app, but your organization doesn't have an API yet? If so, you've probably got legacy content—content that already exists, and that doesn't fit neatly into your new project.
What do you do? You could ignore it and end up with one of those responsive homepages that devolve into big content blobs after just one tap, or a one-off mobile site that no one can remember to maintain. You could put it off until it becomes the bane of your existence: the thing that "breaks" your design, because it's way messier than you’ve planned for.
Or, you could deal with it. If you take the time to make existing content work for you—by understanding what you've got, identifying patterns and relationships in its structure, and cutting the cruft along the way—you'll end up with a system that will not just support your content, but _enhance_ its meaning, message, and power.
This document provides questions for a worksheet about the film "Lord of the Flies" based on William Golding's novel of the same name. Students are asked to fill out information like the director, main characters, and general idea of the film. They are also prompted to analyze elements like the historical period, location, social groups, and allegorical representations of characters/items. Overall it presents topics for analyzing the film's content and comparing it to the original book.
This document contains an application form for the Air Force Common Admission Test (AFCAT) to be held in March 2011 for women. The application requests basic personal information such as name, father's name, date of birth, address, educational qualifications, and courses applied for. The applicant declares that the information provided is true and acknowledges that any false information could result in cancellation of candidature. The form also contains a section to be filled out by Air Force authorities for an admission card once the application is received.
This document provides instructions for a student to complete a scavenger hunt using the SIRS Researcher database. The student is directed to select a topic to research from the A-Z list, read the topic overview and definitions. They are then asked to find and list key events in the topic's timeline and global issues related to the topic. The student chooses a pro/con issue related to their topic and finds an article supporting one side of the issue. They summarize key points from the article and add citations to their growing works cited list. The document explains how the student can access articles again via email or printing.
Why are you networking? As in anything in life, people tend to be more effective and enthusiastic when they understand why they are doing things.
I believe the fundamental reason we give up our precious time to attend business-related events is to spot the ‘ahaa moment’.
It’s that moment when someone says something and you think…
This request for time off form collects information about an employee's request including their name, department, type of time off being requested such as paid time off, sick leave, or comp time. It asks for the dates and number of days or hours being requested for each type as well as space for further explanation of the request. The employee signs and dates the form which is then passed to the supervisor for their recommendation on approving, approving with modification, or unapproving the request along with any comments.
This document provides instructions for registering an Action Market with The Trump Network. Marketers must complete a registration form with their Action Market name, state, and contact information for the Action Market Leader(s) and their upline Platinum and Diamond leaders. Once completed, the form should be emailed or faxed to the provided contact. Action Market Leaders will then work with their upline leaders to set up the market and arrange travel for assistance from other Platinum and Diamond leaders.
This document contains a calendar listing dates from September to June. It includes important dates like the start of classes on September 10th, holidays, and other notable events. Each month lists the calendar by week with notes about important dates in that period.
The document contains a series of numbers separated by commas, with each line containing between 1-5 unique numbers. Most lines contain between 1-3 numbers, with a few containing 4 or 5 numbers, and some numbers like 1, 2, 3, 4, and 5 appearing on multiple lines.
This document provides an overview of the Speech Sound Pics (SSP) Approach for teaching literacy. It emphasizes that letters represent speech sounds, not the other way around. It describes the methodology, including using visual prompts to teach spelling, sound pic words to teach blending, and sentences to build fluency. Resources include online lessons, readers, and a monthly subscription program. The approach uses sound pic recognition, articulation, and formation to teach spelling and decoding in a structured multi-sensory manner from basic sounds to more advanced words and sentences.
The document does not contain any text to summarize. It only contains blank lines and numbers, which do not provide enough information to generate a meaningful 3 sentence summary.
This document lists book titles from Sets 2-6 of the SPELD SA phonics program. The books teach different spelling patterns, with Set 2 focusing on the short e sound, Set 3 on the short i sound, Set 4 on the short o sound, and Set 5 on the short u sound. Set 6 incorporates all spelling patterns taught so far.
This document provides a list of phonics activities and words for teaching different speech sounds to children. The activities include "Speech Sound Harry" which focuses on words using a child's speech sound, and "Speech Sound Detective" which includes scaffolded words so children can decode them. It then lists examples of words for different speech sounds including m, d, e, g, o, c, k, u, r, h, b, f, and l. The purpose is to help children learn early reading skills through phonics instruction and decoding practice.
These may seem boring and repetitive but allow children to systematically practice decoding and encoding skills at their level, every day.
www.readingteachertraining.com
This is a powerpoint, with animations, song
The document discusses "tricky words" at a yellow reading level. It focuses on commonly misspelled or confusing words for beginning readers such as "because," "people," and "through." Mastering these tricky words is an important part of developing reading skills.
Special Ed Expo - dyslexia presentationbenitaranzon
This document provides strategies for teaching students with dyslexia. It begins by defining dyslexia and discussing how it is diagnosed. Common co-occurring conditions are also identified. The document emphasizes the importance of explicit phonics instruction, developing phonological awareness, and using structured phonics readers. A variety of classroom accommodations and interventions are recommended for primary students with dyslexia, including systematic, multisensory instruction in letter-sound relationships, blending, and sight words.
This document provides grade level reading targets for primary grades in several reading assessment systems, including Fountas & Pinnell, DRA, PM Benchmark Levels, and Rigby Lit. It shows the expected reading level for the end of each grade from Senior Kindergarten to Grade 3. For example, the target for the end of Grade 1 is a Fountas & Pinnell level I, a DRA level 16-18, and a PM Benchmark level of 15-16. The document synthesizes reading targets across different reading level assessment tools.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
This document provides information about sorting decodable readers according to the Synthetic Phonics Spelling program (SSP). It recommends free readers from SPELD SA and Oxford Owl that have been sorted into SSP levels. It also lists the order of letters and sounds taught in the SSP program and notes that one decodable reader only contains words using the letters s, a, t, i, m, n, o, p. Instructions are given to look at the SSP teaching order to determine which code level box a reader belongs in, with examples provided.
Changes to the Australian Curriculum, including specific reference to decodable readers.
Free decodable, scaffolded readers - www.SSPReaders.com
Meeting and exceeding the new expectations
www.ReadAustralia.com
Immunisation Against Illiteracy Pack- All reading for pleasure before Year 2.
This shows what is included in the new teacher class pack for P- 2, and the tutor pack.
Working out pricing.
25 Posters
1 set clouds
5 keyrings
5 table top posters
400+ coded sight words booklet (7 duck levels)
1 green, 1 purple book
Handbook (pdf)
Training DVD
6 month access to members area.
Tutor pack- as above, 5 posters, 1 keyring and 1 table top cloud poster.
Video showing the phonics elements here https://www.youtube.com/watch?v=cWNw2BvijCk
This document provides guidance for implementing the Speech Sound Pics (SSP) reading program in schools. It outlines resources needed for each classroom, including printed materials, apps, and displays. It describes the three phases of SSP: Phase 1 focuses on phonemic awareness without letters; Phase 2 teaches the four code levels to develop reading, writing, and spelling; Phase 3 supports independent literacy. Key aspects of SSP are explicitly teaching the speech sounds and their connections to graphemes using visual prompts and a left-to-right approach.
- The Speech Sound Pics (SSP) literacy program is emerging and promising but lacks published research evidence. However, many successful literacy programs developed by teachers also lack published research initially.
- There is disagreement between advocates of SSP and those who believe only programs with published research should be used in schools. Published research is unrealistic as an initial requirement for education programs.
- Teachers are looking for evidence like student achievement data and testimonials from schools that have successfully used programs like SSP. Published research is only one useful piece of information and should not be the sole criteria for determining an education program's effectiveness.
The document discusses a speech therapist who tried to undermine the professional judgement of a teaching team using the Speech Sound Pics (SSP) Approach, which focuses on developing oral language and phonemic awareness. The author, who created SSP, has extensive qualifications in special education needs and dyslexia. However, some dyslexia awareness groups have been trying to discourage its use for months by distributing fliers. The author asks them to stop interfering and leave the teachers and parents who see results from SSP alone.
According to Reid Lyon and James Wendorf, ninety-five percent of the children that are struggling with reading are instructional casualties. That means THERE IS NOTHING WRONG WITH THE CHILD, THE ISSUE IS HOW THEY ARE BEING TAUGHT.
"It’s a consequence of an unnatural, overwhelming ambiguity forced upon the child while nobody is giving them a stairway through it before they shame-out to the process. The shame itself then impedes their cognitive ability to process it, as well as diminishes their self-esteem in general with all of its transferred effects.
So we have this massive problem that when we cut it down has to do with the social-educational paradigm-inertia."
http://www.childrenofthecode.org/interviews/moats.htm
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
The document is a list of words and concepts related to the Speech Sound Pics (SSP) Approach. It includes days of the week, months, colors, shapes, animals, and other common nouns. The approach involves using pictures to represent speech sounds and teach literacy.
Recent research shows that retaining students is generally not the best option and does more harm than good. While a temporary boost in performance may occur, benefits do not tend to last and retained students are 60% less likely to graduate high school. Instead of retention, schools should focus on implementing new interventions, teaching strategies, and learning supports tailored to students' needs. As a parent, it's important to be involved in discussions with the school about retention or alternative options that may help a struggling child succeed.
Wiring Brains for reading and spelling using the Speech Sound Pics (SSP) Approach. A sneak preview of the SSP Parent and Teacher Handbook.
http://www.WiringBrains.com
Spelling Code in a Box !
SSP spelling cloud keyring. Every spelling choice for every speech sound in the English language!
https://www.youtube.com/watch?v=FW3uU27oGxk
1) The document discusses concerns with using PM Benchmark assessments for students who have not completed the Speech Sound Pics (SSP) program, as PM Benchmark relies on whole language approaches removed from UK schools.
2) It provides suggestions for alternative assessments that test phonics skills more appropriately for different reading levels, such as the Motif, Castles and Coltheart, and TERC tests.
3) The author advocates using SSP to teach reading as an alternative to whole language approaches like PM Benchmark, which can demoralize students if used before phonics mastery.
The document discusses the SSP approach to teaching reading using a "skills acquisition process" to develop reading brains. It argues that SSP wiring reading and spelling brains simultaneously through a systematic progression of sound-picture mapping. In contrast, traditional "whole language" and PM readers ask children to guess words they cannot decode, slowing learning. SSP progresses through four color-coded levels of increasing complexity. Home readers should reinforce the sound-pictures being learned, using only decodable texts matching the child's current level. The goal is for children to authentically read texts they can fully decode by blending learned sound-pictures.
Code Mapped Songs - The Speech Sound Pics (SSP) Approach.
Let It Go (Frozen)
Let It Go (Frozen) - Song, Code Mapped, Coming very soon !! youtube.com/soundpics
If the kids know the words (my next door neighbour's 3 year old knows them very well) then USE this to help their brains link the speech sounds to sound pics. They can 'hear' the words in order along with the music, in their minds, so get mapping ! Play Speech Sound Pic Detective. Follow the words along with the music, and stop at one. Ask what the next word is, and then use Duck Hands, Lines and Numbers, and map the lines with the sound pics. They are already coded so doesn't matter what code level they are at, they will figure it out.
Kids LOVE doing this.
Miss Emma
www.wiringbrains.com
This document discusses the importance of phonemic awareness in learning to read and spells. It notes that without adequate phonemic awareness, readers must rely on guessing and visual memory rather than understanding sounds in words. Approximately 10-33% of people have difficulty with phonemic awareness, which can limit their ability to decode words and benefit from phonics instruction. The document stresses that phonemic awareness is the best predictor of early reading success more than other factors like IQ. It questions why Australia continues to use instructional approaches that have been shown to limit literacy development and notes alarming rates of functional illiteracy in the country.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.