Students final evaluation II
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Erasmus+ project "My Everest Your Molehill" evaluation. A selection of the students' comments on the question: Which aspects of the project/meeting were most difficult for you?
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Students final evaluation i
Erasmus+ project "My Everest Your Molehill" evaluation
Students answering to the question: "Which were the most positive aspects of the project / meeting for you? What did you learn?"
Teachers final evaluation iii
Teachers at a school shared the positive impacts of a project involving meetings and experience sharing with Belgian colleagues. Some impacts included implementing outdoor activities and free learning explored in other schools. The project helped complete inadequacies in teaching areas and provided new ideas that could be adapted to their reality. Students who participated learned about life and school in other European countries and some teachers tried techniques like free learning in their own lessons.
Teachers final evaluation ii
A selection of teacher comments on the positive aspects of the "My Everest Your Molehill" Erasmus+ project
Elena's comment from spain
A Comenius project provided a great experience for the author by allowing them to improve their English skills through researching a topic, translating information, and creating a presentation with students from other countries including Poland, Luxembourg, Italy and Sweden. The long effort required was rewarding, as the author was able to meet new people and make friends across cultures that they have maintained contact with, which was the best outcome of the project.
Dear mr comenius
The document appears to be a self-evaluation from students at Istituto Comprensivo di Castel del Piano in Italy about their experiences in the Comenius Project, which aimed to teach students about violence and finding solutions. Through activities with partner schools in other European countries, the students learned that diversity is beautiful, the importance of working as a group, and traditions in other cultures. They felt a stronger sense of friendship and European identity, learned to say no to violence and bullying, and feel they now have an extended family through the partner schools.
dulce´s presentation
The document discusses the author's experiences teaching English to students of various ages using different methodologies. It covers challenges in their first year teaching, such as maintaining energy levels and balancing safety with engaging work. Resources mentioned include educational websites, books, songs, puppets, games and technology like smart boards to enhance learning in a developmentally appropriate way for each age group.
Translation journal form
This document provides guidelines for students working on a translation journal assignment. It specifies that students should translate one page per week from English to Vietnamese and vice versa, for a total of five pages in each direction. The journal should be in Times New Roman font, size 13, with 1.5 line spacing and specific margin sizes. Students can choose what to translate but must bring their journal daily and understand that teachers may collect them randomly to review for plagiarism, which is not permitted.
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Recommended
Students final evaluation i
Erasmus+ project "My Everest Your Molehill" evaluation
Students answering to the question: "Which were the most positive aspects of the project / meeting for you? What did you learn?"
Teachers final evaluation iii
Teachers at a school shared the positive impacts of a project involving meetings and experience sharing with Belgian colleagues. Some impacts included implementing outdoor activities and free learning explored in other schools. The project helped complete inadequacies in teaching areas and provided new ideas that could be adapted to their reality. Students who participated learned about life and school in other European countries and some teachers tried techniques like free learning in their own lessons.
Teachers final evaluation ii
A selection of teacher comments on the positive aspects of the "My Everest Your Molehill" Erasmus+ project
Elena's comment from spain
A Comenius project provided a great experience for the author by allowing them to improve their English skills through researching a topic, translating information, and creating a presentation with students from other countries including Poland, Luxembourg, Italy and Sweden. The long effort required was rewarding, as the author was able to meet new people and make friends across cultures that they have maintained contact with, which was the best outcome of the project.
Dear mr comenius
The document appears to be a self-evaluation from students at Istituto Comprensivo di Castel del Piano in Italy about their experiences in the Comenius Project, which aimed to teach students about violence and finding solutions. Through activities with partner schools in other European countries, the students learned that diversity is beautiful, the importance of working as a group, and traditions in other cultures. They felt a stronger sense of friendship and European identity, learned to say no to violence and bullying, and feel they now have an extended family through the partner schools.
dulce´s presentation
The document discusses the author's experiences teaching English to students of various ages using different methodologies. It covers challenges in their first year teaching, such as maintaining energy levels and balancing safety with engaging work. Resources mentioned include educational websites, books, songs, puppets, games and technology like smart boards to enhance learning in a developmentally appropriate way for each age group.
Translation journal form
This document provides guidelines for students working on a translation journal assignment. It specifies that students should translate one page per week from English to Vietnamese and vice versa, for a total of five pages in each direction. The journal should be in Times New Roman font, size 13, with 1.5 line spacing and specific margin sizes. Students can choose what to translate but must bring their journal daily and understand that teachers may collect them randomly to review for plagiarism, which is not permitted.
Duska Mamlic, Zagreb - Croatia
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Italy diary
The first international students' exchange of the Erasmus+ READ in Europe project took place from February 21-27, 2016 in Tomelloso, Spain. Students and teachers from multiple countries had the opportunity to collaborate, visit local libraries and landmarks, including a wine factory, and look forward to future exchanges that promote international cooperation.
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This document provides information about English language courses offered by Lexis London, including full-time year-round courses and summer programs. It details course content, levels, durations and includes testimonial from a past student. Biographies of the teaching staff are also included, highlighting their qualifications and experience teaching English. Facts about the school such as its history, student body and accreditation are listed.
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A bief introduction of our school and project for a Comenius Project on Books, Languages and Cultures.
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The document describes a pilot project that involved students from the University of Groningen and the University of Padova collaborating through online meetings via Skype. The goals of the project were to examine how online collaborative tasks could be integrated into language courses and to test the use of self-assessment using the WebCEF platform. Students completed three tasks that involved interviewing partners, comparing cities, and role plays. Their Skype sessions were recorded and uploaded to WebCEF for self-assessment. Most students found the experience positive for practicing their language skills and learning about another culture, though some noted difficulties when partner language levels differed. The project provided experience with telecollaboration and self-assessment using CEF descriptors.
Diversity in the classroom
Diversity is important. All of us are different and we live in the same world.
It is very important for children to understand we have to share lots of things with classmates, friends, different people around us…. These differences should be understood and appreciated.
Supporting Langua-technocultural Competence through Virtual Exchange
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
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The document discusses library services and resources for international students at Yorkshire and Humberside University Librarians’ International Student Support (YHULISS). It provides statistics on international students in England and feedback from international students on their library experiences. It also describes library sessions conducted for MSc Engineering students on research skills, referencing, plagiarism, and EndNote Web. Feedback from international students indicates that the "Library Language: words and definitions" booklet has been very helpful for understanding library terms and references.Denmark ECML 2016
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1. Lack of time (Mentioned by 49/98 practitioners)
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3. Concerns about assessment/recognition of telecollaboration in the curriculum (Mentioned by 20/98 practitioners)
Presentation of a model of project
This etwinning project involves pupils from 8 countries learning about each other's cultures. Over two years, pupils will create audio and video materials describing cultural customs and events from their countries. All materials will be shared on the project TwinSpace and translated into English. The goals are for pupils to learn about other cultures, communicate in English, and understand cultural differences rather than stereotypes. Pupils will work individually, in pairs, and in groups to research and develop presentations using ICT tools like videoconferencing, blogs, and multimedia software.
Evaluation Czech Republic Jitka Aradszká
This document summarizes a student's experience participating in the Comenius project. The student describes their initial excitement at learning about the opportunity from their teacher and getting permission from their mother to participate. As part of the project, the student's group created a fake travel agency and presentations about travel destinations. They also volunteered at a kindergarten and rehearsed a song and dance. A highlight was the trip to Turkey where they shared their work, explored the culture, and practiced English. The student felt the project gave them confidence, responsibility, and life-changing experiences meeting new friends. They hope to continue participating in Comenius in the future.
Evaluation forms Turkey
The evaluation forms from participants who visited Turkey for a workshop as part of a student exchange program provided feedback on their experiences. Several participants noted that the agenda and activities were interesting and the Turkish hosts were very welcoming and ensured participants faced no logistical issues. However, some mentioned there was not enough time allotted for students to share work between schools due to language barriers and a few activities could have been improved, such as making school visits less boring. Looking ahead to the next visit in Spain, one participant hoped for more student integration and involvement in project presentations along with additional time devoted directly to the project.
Use of technology_in_global_education[1][1]
1. The document discusses using technology to enhance global education opportunities at Cascadia Community College through international video conferences and language exchanges.
2. Students participated in video conferences with universities in Indonesia and the United Arab Emirates to discuss differences in government systems and gain new cultural perspectives.
3. The college also implemented a language exchange program where Japanese and American students communicated weekly in English and Japanese to practice language skills and learn about each other's cultures.
Northumbria University - Catherine Montgomery
This document discusses developing intercultural skills in student group work at university. It presents a case study analyzing how students from different cultures interacted in mixed-nationality group projects. The study found that intercultural interaction created both tensions from differences in communication and ways of thinking, but also opportunities for personal transformation as students learned to work together across cultures and changed their approaches. Productive learning environments for developing intercultural skills were found to be those with open-ended, authentic tasks and opportunities for prior experience working together.
icEurope ELF (Vienna) Engl for intercultural purposes_warth
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Connecting Learners Online: New Challenges and Opportunities for Teachers
The document discusses the challenges and opportunities of online learning for teachers and learners, noting that while teachers recognize the importance of digital skills, most only use technology to prepare lessons rather than during class. It also outlines examples of virtual exchange projects connecting classes internationally and the competencies teachers need to successfully implement such projects.
Focus Introduction
Today! is a four-level English course for young learners ages 9-14. It uses a communicative approach to teach grammar and vocabulary through everyday situations. Each level features British students interacting in domestic and school settings to present useful language in context. Lessons include input on grammar, vocabulary, and expressions, followed by activities to develop speaking, listening, and writing skills through tasks like role plays and writing descriptions. The course also introduces aspects of British culture and includes cross-curricular content.
Classroom project talk together
Proyecto de Clase para Aplicar con estudiantes del grado quinto de la Institución Educativa Santa María Goretti de la Ciudad de Bucaramanga, Santander.
ECML Presentation
This document discusses bringing language learners together through virtual collaboration and exchange in both formal and informal learning contexts. It identifies challenges in foreign language education in Europe that telecollaboration can help address. Examples are provided of telecollaboration projects between pre-primary students in Spain and the US, and between university students in Spain and the US. Both formal exchanges within classrooms and informal exchanges through social media are discussed. Support for educators to facilitate such exchanges is also covered.
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The document summarizes the Comenius program, which funds educational exchanges across the European Union. Specifically, it discusses the Comenius Assistantship, where future teachers can spend 3-10 months assisting in a school abroad. The author shares her experience as an Italian assistant teaching English in a Catalan school in Spain. She helped improve students' English skills while also introducing them to Italian culture through activities like cooking demonstrations, traditions, and a pub quiz. The assistantship improved her language skills and cultural understanding as well.
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The first international students' exchange of the Erasmus+ READ in Europe project took place from February 21-27, 2016 in Tomelloso, Spain. Students and teachers from multiple countries had the opportunity to collaborate, visit local libraries and landmarks, including a wine factory, and look forward to future exchanges that promote international cooperation.
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Similar to Students final evaluation II
Telecollaboration and CEF-based Assessment
The document describes a pilot project that involved students from the University of Groningen and the University of Padova collaborating through online meetings via Skype. The goals of the project were to examine how online collaborative tasks could be integrated into language courses and to test the use of self-assessment using the WebCEF platform. Students completed three tasks that involved interviewing partners, comparing cities, and role plays. Their Skype sessions were recorded and uploaded to WebCEF for self-assessment. Most students found the experience positive for practicing their language skills and learning about another culture, though some noted difficulties when partner language levels differed. The project provided experience with telecollaboration and self-assessment using CEF descriptors.
Diversity in the classroom
Diversity is important. All of us are different and we live in the same world.
It is very important for children to understand we have to share lots of things with classmates, friends, different people around us…. These differences should be understood and appreciated.
Supporting Langua-technocultural Competence through Virtual Exchange
Virtual exchange, a teaching practice that incorporates online communication technologies to link remotely located partner classes for interaction and collaboration, is a rich site for fostering second language development, intercultural competence, and digital skills (EVALUATE report, 2019). A crucial component in virtual exchange is the role of the teacher as a pedagogical mentor to support students’ learning during these rich and often complex intercultural projects (O’Dowd, Sauro & Spector-Cohen, under review) where the continually shifting nature of communication technologies mediates the linguistic and cultural competences demanded of learners, also referred to as langua-technocultural competence (Sauro & Chapelle, 2017).
Accordingly, in this paper, we explore how pedagogical mentoring during a three-country virtual exchange for foreign language teacher candidates supported the langua-technocultural competence of participants by examining three incidents illustrative of the following themes: (1) resolving conflict around the selection of digital communication tools whose use and accessibility varied in the respective partner countries, (2) disambiguating the different culturally-situated meanings ascribed to emojis, (3) fostering awareness of different cultural norms regarding code-switching.
References
The EVALUATE Group (2019). Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment. Available from: https://www.evaluateproject.eu/
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (under review). The role of pedagogical mentoring in virtual exchange.
Sauro, S., & Chapelle, C.A. (2017). Toward langua-technocultural competences. In C.A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 459-472). Oxford: Wiley-Blackwell.
Carver & North - ‘Library language: words and their definitions’: supporting ...
Carver & North - ‘Library language: words and their definitions’: supporting ...IL Group (CILIP Information Literacy Group)
The document discusses library services and resources for international students at Yorkshire and Humberside University Librarians’ International Student Support (YHULISS). It provides statistics on international students in England and feedback from international students on their library experiences. It also describes library sessions conducted for MSc Engineering students on research skills, referencing, plagiarism, and EndNote Web. Feedback from international students indicates that the "Library Language: words and definitions" booklet has been very helpful for understanding library terms and references.Denmark ECML 2016
Telecollaborative exchange involves groups of students engaging in online intercultural interaction and collaboration with partner classes from other cultures or locations, guided by educators. Effective tasks go beyond superficial exchanges, instead providing opportunities for genuine collaboration, such as jointly creating presentations. Tasks should also introduce intercultural interaction gradually and provide opportunities for reflection on the online interaction.
Telecollaboration: Past Present Future
The top three reasons mentioned by practitioners for why telecollaborative exchange was not more popular in university education were:
1. Lack of time (Mentioned by 49/98 practitioners)
2. Technical issues/lack of support (Mentioned by 28/98 practitioners)
3. Concerns about assessment/recognition of telecollaboration in the curriculum (Mentioned by 20/98 practitioners)
Presentation of a model of project
This etwinning project involves pupils from 8 countries learning about each other's cultures. Over two years, pupils will create audio and video materials describing cultural customs and events from their countries. All materials will be shared on the project TwinSpace and translated into English. The goals are for pupils to learn about other cultures, communicate in English, and understand cultural differences rather than stereotypes. Pupils will work individually, in pairs, and in groups to research and develop presentations using ICT tools like videoconferencing, blogs, and multimedia software.
Evaluation Czech Republic Jitka Aradszká
This document summarizes a student's experience participating in the Comenius project. The student describes their initial excitement at learning about the opportunity from their teacher and getting permission from their mother to participate. As part of the project, the student's group created a fake travel agency and presentations about travel destinations. They also volunteered at a kindergarten and rehearsed a song and dance. A highlight was the trip to Turkey where they shared their work, explored the culture, and practiced English. The student felt the project gave them confidence, responsibility, and life-changing experiences meeting new friends. They hope to continue participating in Comenius in the future.
Evaluation forms Turkey
The evaluation forms from participants who visited Turkey for a workshop as part of a student exchange program provided feedback on their experiences. Several participants noted that the agenda and activities were interesting and the Turkish hosts were very welcoming and ensured participants faced no logistical issues. However, some mentioned there was not enough time allotted for students to share work between schools due to language barriers and a few activities could have been improved, such as making school visits less boring. Looking ahead to the next visit in Spain, one participant hoped for more student integration and involvement in project presentations along with additional time devoted directly to the project.
Use of technology_in_global_education[1][1]
1. The document discusses using technology to enhance global education opportunities at Cascadia Community College through international video conferences and language exchanges.
2. Students participated in video conferences with universities in Indonesia and the United Arab Emirates to discuss differences in government systems and gain new cultural perspectives.
3. The college also implemented a language exchange program where Japanese and American students communicated weekly in English and Japanese to practice language skills and learn about each other's cultures.
Northumbria University - Catherine Montgomery
This document discusses developing intercultural skills in student group work at university. It presents a case study analyzing how students from different cultures interacted in mixed-nationality group projects. The study found that intercultural interaction created both tensions from differences in communication and ways of thinking, but also opportunities for personal transformation as students learned to work together across cultures and changed their approaches. Productive learning environments for developing intercultural skills were found to be those with open-ended, authentic tasks and opportunities for prior experience working together.
icEurope ELF (Vienna) Engl for intercultural purposes_warth
The document discusses the icEurope project, which studied how students from four European countries used English as a lingua franca in online intercultural collaboration. The project found that students employed various intercultural communication strategies, such as imitating language features, avoiding sensitive topics, directly stating thoughts, comparing concepts, mitigating statements, asking for clarification, and code-switching to introduce cultural facts. The study provided insights into how English is used for intercultural purposes and highlighted pedagogical implications for teaching intercultural web collaboration.
Connecting Learners Online: New Challenges and Opportunities for Teachers
The document discusses the challenges and opportunities of online learning for teachers and learners, noting that while teachers recognize the importance of digital skills, most only use technology to prepare lessons rather than during class. It also outlines examples of virtual exchange projects connecting classes internationally and the competencies teachers need to successfully implement such projects.
Focus Introduction
Today! is a four-level English course for young learners ages 9-14. It uses a communicative approach to teach grammar and vocabulary through everyday situations. Each level features British students interacting in domestic and school settings to present useful language in context. Lessons include input on grammar, vocabulary, and expressions, followed by activities to develop speaking, listening, and writing skills through tasks like role plays and writing descriptions. The course also introduces aspects of British culture and includes cross-curricular content.
Classroom project talk together
Proyecto de Clase para Aplicar con estudiantes del grado quinto de la Institución Educativa Santa María Goretti de la Ciudad de Bucaramanga, Santander.
ECML Presentation
This document discusses bringing language learners together through virtual collaboration and exchange in both formal and informal learning contexts. It identifies challenges in foreign language education in Europe that telecollaboration can help address. Examples are provided of telecollaboration projects between pre-primary students in Spain and the US, and between university students in Spain and the US. Both formal exchanges within classrooms and informal exchanges through social media are discussed. Support for educators to facilitate such exchanges is also covered.
Sample Detailed Lesson Plan
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn about other cultures, practice English, and make new international friends. They particularly enjoyed the sports day activities and visiting new places. The project helped improve their language skills and cultural understanding while allowing them to experience an amazing adventure.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic. The students felt the project gave them valuable opportunities to learn about other societies while strengthening their English skills.
Bulgarian comments (1)
Bulgarian students commented on their experiences participating in a Comenius project involving cultural and sports exchanges with students from Turkey and the Czech Republic. The students found the project to be a fun and engaging way to learn English, experience new cultures, and make international friends. Key activities mentioned included a sports day with Turkish students and visits to see sights in Bulgaria and the Czech Republic.
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Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Contains guides on answering questions on the specimens provided
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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
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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.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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- 1. My Everest Your Molehill (meym1517) Students final evaluation (II)
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- 3. “Getting along with the cultural differences.” (a student from Hungary ) “Changing myself in their culture. My house is completely different than the house where I could stay for a week. I needed 2 days till I felt myself comfortable with my host and her family but than it felt like home.” (a student from Belgium)
- 4. ”The five-day period is short. It should be 2 weeks. When I started to get used to the people and place, time was over.” (a student from Turkey) ”The most difficult was our presentation in front of all teachers and students because I had never been speaking in front of so many people before the project. But now I can speak in front of many people and it is no problem for me..” (a student from Germany)
- 5. “I had some difficulty in communication as my English is not so good, neither was my host’s. But we overcame that small problem by other communication tools such as body language or we used our mobile phones dictionaries..” (A student from Turkey) “It was difficult to say goodbye to my host and the friends I made..” (A student from Belgium)
- 6. “Getting involved my host's everyday routine.” (A student from Hungary) “Working with the other countries. It was difficult to say things. Sometimes you didn't understand them and sometimes it was the opposite.” (A student from Belgium) “There is no so much difficulty except missing my family.” (A student from Turkey)
- 7. “The most difficult was to speak for one week only in English, because we sometimes didn’t understand each other so well.” (A student from Spain) “None :D, I hope I can do this again one time. It was so much fun!!.” (A student from Belgium)