The document discusses different methods for teaching mathematics to children with hearing impairments. It outlines play-way methods, the project method, centers of interest method, and the assignment system as approaches. It also discusses principles for remediation in math that involve involving the child, encouraging seeing math as construction, using real-life problems, teaching in small steps, and developing self-image. Materials and visual aids mentioned include flash cards and tangible/visible materials with different textures.
The document discusses the marshmallow experiment which studied children's ability to delay gratification. In the experiment, children were given a marshmallow and told they could eat it, but if they waited without eating it while the researcher stepped away, they would get an extra marshmallow. The experiment showed that children's ability to delay gratification, known as self-control, can be improved through strategies like imagination, distraction, self-talk, exercise, and breaking down complex tasks into smaller steps.
The document outlines 10 principles of brain-compatible education based on brain research. The principles are: 1) Provide an enriched multi-sensory environment, 2) Give meaningful feedback, 3) Include opportunities for emotional engagement, 4) Allow for social interaction, 5) Present developmentally appropriate curriculum, 6) Alternate teacher-directed and student-centered activities, 7) Introduce novel activities, 8) Repeat activities for retention, 9) Offer a holistic and sequential curriculum, and 10) Use these principles to create the most beneficial learning environment for students.
This document is a collection of photo credits from various photographers used in a Haiku Deck presentation on SlideShare. The photos were taken by photographers named Duncan, Laurence Vagner, MariskaR, Ecospc, TheNickster, Yannnik, Gwyrosydd, RoboM8, Ben Husmann, Nathan Russell, Dietmar Temps, Seif Alaya, Tim Caynes, Droetker0912, Sachac, and Peddhapati. The document encourages the reader to get inspired and create their own Haiku Deck presentation.
The document outlines a professional development session for teachers on brain-based instructional strategies. It discusses 13 strategies supported by research to improve long-term memory and recall in students. The strategies include utilizing passive attention, creating meaning, ensuring flow and fluency, connecting parts to wholes, generating illustrations, building on prior knowledge, encouraging student-generated learning, developing questions, incorporating movement, using small groups, applying emotion and elaboration, developing analogies and metaphors, and keeping the mind engaged. The goal is for teachers to learn about and apply at least one of the strategies in their classroom.
Brain based strategies are teaching methods based on scientific research about how the brain learns. They are important for 21st century classrooms. Some key brain based strategies discussed include brainstorming and discussion, drawings and artwork, field trips, games, and using graphic organizers, semantic maps, and word webs. Specific examples are provided for how each strategy could be used instructionally across various subjects and grade levels to engage students and support learning.
USING AND EVALUATING INSTRUCTIONAL MATERIALSjanehbasto
The document provides guidelines for selecting and using instructional materials. Teachers should understand the overall purpose of education and their teaching goals. When choosing materials, they should consider whether the materials accurately portray the ideas presented, contribute meaningful content, and are appropriate for the learners' ages and abilities. A teacher's guide can help ensure the optimal and effective use of instructional materials. Materials should help develop students' critical thinking and make the most of the time and resources required.
1. The document discusses principles for selecting effective teaching strategies, noting that learning is an active process and involving multiple senses maximizes retention.
2. It recommends an integrated approach that incorporates research-based brain-compatible techniques like using memory aids, building neural networks through different levels of learning, and leveraging the brain's strong visual processing capabilities.
3. Effective strategies discussed include involving students in authentic problems, projects, simulations, visuals, songs/mnemonics, hands-on activities, and reviewing material actively. The best method considers the objective, subject matter, learners, teacher, and school policies.
The document discusses different methods for teaching mathematics to children with hearing impairments. It outlines play-way methods, the project method, centers of interest method, and the assignment system as approaches. It also discusses principles for remediation in math that involve involving the child, encouraging seeing math as construction, using real-life problems, teaching in small steps, and developing self-image. Materials and visual aids mentioned include flash cards and tangible/visible materials with different textures.
The document discusses the marshmallow experiment which studied children's ability to delay gratification. In the experiment, children were given a marshmallow and told they could eat it, but if they waited without eating it while the researcher stepped away, they would get an extra marshmallow. The experiment showed that children's ability to delay gratification, known as self-control, can be improved through strategies like imagination, distraction, self-talk, exercise, and breaking down complex tasks into smaller steps.
The document outlines 10 principles of brain-compatible education based on brain research. The principles are: 1) Provide an enriched multi-sensory environment, 2) Give meaningful feedback, 3) Include opportunities for emotional engagement, 4) Allow for social interaction, 5) Present developmentally appropriate curriculum, 6) Alternate teacher-directed and student-centered activities, 7) Introduce novel activities, 8) Repeat activities for retention, 9) Offer a holistic and sequential curriculum, and 10) Use these principles to create the most beneficial learning environment for students.
This document is a collection of photo credits from various photographers used in a Haiku Deck presentation on SlideShare. The photos were taken by photographers named Duncan, Laurence Vagner, MariskaR, Ecospc, TheNickster, Yannnik, Gwyrosydd, RoboM8, Ben Husmann, Nathan Russell, Dietmar Temps, Seif Alaya, Tim Caynes, Droetker0912, Sachac, and Peddhapati. The document encourages the reader to get inspired and create their own Haiku Deck presentation.
The document outlines a professional development session for teachers on brain-based instructional strategies. It discusses 13 strategies supported by research to improve long-term memory and recall in students. The strategies include utilizing passive attention, creating meaning, ensuring flow and fluency, connecting parts to wholes, generating illustrations, building on prior knowledge, encouraging student-generated learning, developing questions, incorporating movement, using small groups, applying emotion and elaboration, developing analogies and metaphors, and keeping the mind engaged. The goal is for teachers to learn about and apply at least one of the strategies in their classroom.
Brain based strategies are teaching methods based on scientific research about how the brain learns. They are important for 21st century classrooms. Some key brain based strategies discussed include brainstorming and discussion, drawings and artwork, field trips, games, and using graphic organizers, semantic maps, and word webs. Specific examples are provided for how each strategy could be used instructionally across various subjects and grade levels to engage students and support learning.
USING AND EVALUATING INSTRUCTIONAL MATERIALSjanehbasto
The document provides guidelines for selecting and using instructional materials. Teachers should understand the overall purpose of education and their teaching goals. When choosing materials, they should consider whether the materials accurately portray the ideas presented, contribute meaningful content, and are appropriate for the learners' ages and abilities. A teacher's guide can help ensure the optimal and effective use of instructional materials. Materials should help develop students' critical thinking and make the most of the time and resources required.
1. The document discusses principles for selecting effective teaching strategies, noting that learning is an active process and involving multiple senses maximizes retention.
2. It recommends an integrated approach that incorporates research-based brain-compatible techniques like using memory aids, building neural networks through different levels of learning, and leveraging the brain's strong visual processing capabilities.
3. Effective strategies discussed include involving students in authentic problems, projects, simulations, visuals, songs/mnemonics, hands-on activities, and reviewing material actively. The best method considers the objective, subject matter, learners, teacher, and school policies.
This document discusses ways to engage students through technology integration and different learning styles. It begins by introducing learning styles like visual, auditory, reading/writing and kinesthetic. It then discusses the components of student engagement and provides 12 ideas for engaging students, such as connecting lessons to real life, differentiating assignments, using humor, and incorporating group work. The document emphasizes that technology should supplement, not replace, teaching and having backup plans when technology fails. It concludes by stating the importance of motivating and encouraging students to develop a lifelong love of learning.
Catering for Kinesthetic learners in the classroomdavchr
This document provides strategies for engaging students with learning disabilities in the classroom. It discusses using props, drama activities, and movement to help students develop skills and focus. Creative strategies suggested include using a "prop box" with items like fabrics, sunglasses, puppets and musical instruments. Group drama activities are recommended to develop communication and social skills. Specific activities described are "body moves" to warm up and focus students through controlled movement. The goal is to meet students at their developmental level and make learning fun through creative and kinesthetic methods.
1) The document describes an ICT lesson where Year 1 students used iPads and the Pic Collage app to create wedding invitations based on plans they had drafted.
2) The teacher demonstrated how to use Pic Collage and had students work in pairs to combine their invitation ideas into a single digital invitation.
3) Students were able to insert text, change backgrounds and fonts, and provided peer feedback using a "two stars and a wish" method to reflect on their work.
This document provides an overview of using the iPad and mobile technologies for speech therapy. It begins with introducing the presenter and their background and experience in speech pathology. It then lists the learner outcomes which include learning about telepractice, integrating the iPad with behavioral and academic components, and utilizing specific iPad apps for language, auditory processing, pragmatics, cognition and more. The document provides disclaimers about apps not replacing a speech therapist. It then covers topics like telepractice, the basics of using an iPad, strategies for using iPads in the classroom, apps for specific skills like behavior, literacy support, and common learning challenges for those on the autism spectrum.
This document discusses using iPad apps to support individualized education. It provides examples of how iPads can be used to assist students with special needs in the classroom and for individualized instruction. The iPad offers portable accessibility to academic, communication, motor skill, and other apps. Examples are given of three students - Lydia, Nathan, and Lexi - and how iPads help meet their specific needs.
High Incidence Learning Disabilities Part TwoKate Ahern
The document provides information on speech and language disorders, differentiated instruction, and universal design for learning. It discusses various types of speech and language disorders, challenges students with these disorders may face, and strategies teachers can use to support these students. These include using multi-modal communication, consulting with a speech therapist, and providing alternatives to oral reports. It also discusses differentiated instruction techniques like flexible grouping, learning contracts, and learning stations. Finally, it discusses principles of universal design for learning in providing multiple means of representation, action and expression, and engagement.
Teaching large classes, social justice and decoloniality Carina van Rooyen
This document discusses strategies for teaching large classes in a decolonized and socially just manner. It emphasizes making large classes feel small through personalizing the learning environment, being well-organized, managing disruptions, and teaching to student diversity. The workshop will focus on sharing experiences and challenges of teaching large classes, reflecting on ethical responsibilities to students, and considering how to value and understand students. Participants are encouraged to bring honest reflections to discuss challenges and opportunities for facilitating authentic student learning in large class settings.
The document discusses using iPads to provide individualized education for students with special needs. It provides examples of how three students (Lexi, Nathan, and Lydia) use iPads to work on academic, communication, social, and life skills goals. The iPad allows for portable access to customized lessons, activities, schedules, and assistive technologies. Apps help with areas like reading, writing, math, social language, fine motor skills, sensory needs, and independence. Teachers can also use iPad apps for classroom support, data collection, notes, and communication.
Among educational buzzwords this is for sure the one with the highest pitches nowadays. The flooding of classrooms with new technologies has led to new approaches to classic lectures and traditional educational strategies, and Flipped Classes can be a good one if applied with common sense.
This document discusses appropriate uses of technology in early childhood classrooms from birth to age 5. It provides examples of developmentally appropriate activities using technology for infants, toddlers, and preschoolers that promote learning through interaction. Technology should be used as a tool to enhance learning in ways that are interactive and encourage social engagement. Examples given include reading e-books to infants, apps that allow toddlers to follow directions, and letter-writing games on tablets for preschoolers. Guiding questions for appropriate technology use ask if it is developmentally matched, interactive, fosters social interaction, and prepares young children for further learning.
The document discusses an alternative approach to early childhood education called Aarohi. It focuses on empowering children through exploration, experience, and expression rather than pushing them into competitive school systems. Key aspects include catering to multiple intelligences, integrated learning through projects and workshops, and evaluating learning processes rather than testing children. The goal is to help children develop life skills and find their own pathways to success.
This document provides resources and discussion questions for developing student learning outcomes and effective use of technology in teaching. It lists a Dropbox folder and website with additional materials. It poses questions about how students access course materials and the purpose of homework assignments. It also discusses when higher-level learning or peer feedback would be appropriate for assignments. Finally, it provides examples of student learning outcomes from the University of Minnesota and discusses selecting and using technology tools to support writing, feedback, and revision in courses.
The document discusses several topics related to digital learning and intellectual development in children:
1. Younger children below age 7 benefit more from physical activities than screen time, as online sources at that age can hinder important developmental tasks.
2. Both Piaget and Dewey emphasized the importance of hands-on, active learning over passive learning for proper cognitive development in children.
3. While the internet can actively engage children if used properly, it often promotes passive sensory stimulation and superficial learning if overused as a replacement for traditional methods.
Students today are digital natives who are comfortable using technology. Traditional classrooms do not meet the needs of these students. Instead, new learning environments should actively engage students through interaction, hands-on learning, collaboration, and developing skills for the future workforce like problem-solving, digital skills, and communication. Teachers' roles are to cultivate students' curiosity and facilitate their own understanding. New pedagogical approaches focus on phenomenon-based and playful learning through innovative methods, facilities, and inspiring learning spaces that motivate students and emphasize their engagement in the process.
The document discusses using technology tools like iPads, smartphones, and interactive whiteboards to help ADHD students in Oregon public schools. It found that these tools help keep students engaged by allowing them to take notes, record lessons, and access information in ways that prevent distraction. The document also addresses factors like teacher training, administrative support, and differentiated learning styles that are important to consider when integrating technology into the classroom.
The document discusses using technology tools like iPads, smartphones, and interactive whiteboards to help ADHD students in Oregon public schools. It found that these tools help keep students engaged by allowing them to take notes and access information in ways that prevent distraction. The document also discusses factors like teacher training, administrative support, and differentiated learning models that are important to consider when integrating technology into classrooms.
Interactive Technologies In Teaching And Learning 2Alison Lydon
Alison Lydon discusses her experience using interactive whiteboard technologies and student response systems in her primary school classroom. She finds that these technologies engage students, allow for personalized learning and different learning styles, and can reduce teachers' workload. Lydon highlights how the technologies make learning interactive and allow students to manipulate texts and objects. She describes using student response systems to check understanding, collect feedback, and facilitate self-paced learning and formative assessment. While the pace of lessons can sometimes be slow, Lydon finds that students are highly motivated and concentrated when using these interactive technologies.
Perspectives on Teaching and Learning with ComputersAlaa Sadik
This document discusses perspectives on teaching and learning with computers. It covers learning theories like behaviorism and constructivism, types of intelligence including linguistic, logical-mathematical, and interpersonal, cooperative learning, perception, and assessment. Computers can be used to facilitate cooperative learning and teach to multiple intelligences. Assessment should be authentic and provide feedback to modify teaching and learning activities.
The document provides guidance on helping students and children reduce stress during the COVID-19 outbreak. It discusses both academic and non-academic strategies. Academically, it recommends providing robust online learning through clear communication and established schedules. Non-academically, it suggests activities like exercise, spending time with family, exploring hobbies, and maintaining routines. It also provides checklists for parents and students to promote healthy behaviors and reduce COVID-19 transmission through good hygiene practices.
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 ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document discusses ways to engage students through technology integration and different learning styles. It begins by introducing learning styles like visual, auditory, reading/writing and kinesthetic. It then discusses the components of student engagement and provides 12 ideas for engaging students, such as connecting lessons to real life, differentiating assignments, using humor, and incorporating group work. The document emphasizes that technology should supplement, not replace, teaching and having backup plans when technology fails. It concludes by stating the importance of motivating and encouraging students to develop a lifelong love of learning.
Catering for Kinesthetic learners in the classroomdavchr
This document provides strategies for engaging students with learning disabilities in the classroom. It discusses using props, drama activities, and movement to help students develop skills and focus. Creative strategies suggested include using a "prop box" with items like fabrics, sunglasses, puppets and musical instruments. Group drama activities are recommended to develop communication and social skills. Specific activities described are "body moves" to warm up and focus students through controlled movement. The goal is to meet students at their developmental level and make learning fun through creative and kinesthetic methods.
1) The document describes an ICT lesson where Year 1 students used iPads and the Pic Collage app to create wedding invitations based on plans they had drafted.
2) The teacher demonstrated how to use Pic Collage and had students work in pairs to combine their invitation ideas into a single digital invitation.
3) Students were able to insert text, change backgrounds and fonts, and provided peer feedback using a "two stars and a wish" method to reflect on their work.
This document provides an overview of using the iPad and mobile technologies for speech therapy. It begins with introducing the presenter and their background and experience in speech pathology. It then lists the learner outcomes which include learning about telepractice, integrating the iPad with behavioral and academic components, and utilizing specific iPad apps for language, auditory processing, pragmatics, cognition and more. The document provides disclaimers about apps not replacing a speech therapist. It then covers topics like telepractice, the basics of using an iPad, strategies for using iPads in the classroom, apps for specific skills like behavior, literacy support, and common learning challenges for those on the autism spectrum.
This document discusses using iPad apps to support individualized education. It provides examples of how iPads can be used to assist students with special needs in the classroom and for individualized instruction. The iPad offers portable accessibility to academic, communication, motor skill, and other apps. Examples are given of three students - Lydia, Nathan, and Lexi - and how iPads help meet their specific needs.
High Incidence Learning Disabilities Part TwoKate Ahern
The document provides information on speech and language disorders, differentiated instruction, and universal design for learning. It discusses various types of speech and language disorders, challenges students with these disorders may face, and strategies teachers can use to support these students. These include using multi-modal communication, consulting with a speech therapist, and providing alternatives to oral reports. It also discusses differentiated instruction techniques like flexible grouping, learning contracts, and learning stations. Finally, it discusses principles of universal design for learning in providing multiple means of representation, action and expression, and engagement.
Teaching large classes, social justice and decoloniality Carina van Rooyen
This document discusses strategies for teaching large classes in a decolonized and socially just manner. It emphasizes making large classes feel small through personalizing the learning environment, being well-organized, managing disruptions, and teaching to student diversity. The workshop will focus on sharing experiences and challenges of teaching large classes, reflecting on ethical responsibilities to students, and considering how to value and understand students. Participants are encouraged to bring honest reflections to discuss challenges and opportunities for facilitating authentic student learning in large class settings.
The document discusses using iPads to provide individualized education for students with special needs. It provides examples of how three students (Lexi, Nathan, and Lydia) use iPads to work on academic, communication, social, and life skills goals. The iPad allows for portable access to customized lessons, activities, schedules, and assistive technologies. Apps help with areas like reading, writing, math, social language, fine motor skills, sensory needs, and independence. Teachers can also use iPad apps for classroom support, data collection, notes, and communication.
Among educational buzzwords this is for sure the one with the highest pitches nowadays. The flooding of classrooms with new technologies has led to new approaches to classic lectures and traditional educational strategies, and Flipped Classes can be a good one if applied with common sense.
This document discusses appropriate uses of technology in early childhood classrooms from birth to age 5. It provides examples of developmentally appropriate activities using technology for infants, toddlers, and preschoolers that promote learning through interaction. Technology should be used as a tool to enhance learning in ways that are interactive and encourage social engagement. Examples given include reading e-books to infants, apps that allow toddlers to follow directions, and letter-writing games on tablets for preschoolers. Guiding questions for appropriate technology use ask if it is developmentally matched, interactive, fosters social interaction, and prepares young children for further learning.
The document discusses an alternative approach to early childhood education called Aarohi. It focuses on empowering children through exploration, experience, and expression rather than pushing them into competitive school systems. Key aspects include catering to multiple intelligences, integrated learning through projects and workshops, and evaluating learning processes rather than testing children. The goal is to help children develop life skills and find their own pathways to success.
This document provides resources and discussion questions for developing student learning outcomes and effective use of technology in teaching. It lists a Dropbox folder and website with additional materials. It poses questions about how students access course materials and the purpose of homework assignments. It also discusses when higher-level learning or peer feedback would be appropriate for assignments. Finally, it provides examples of student learning outcomes from the University of Minnesota and discusses selecting and using technology tools to support writing, feedback, and revision in courses.
The document discusses several topics related to digital learning and intellectual development in children:
1. Younger children below age 7 benefit more from physical activities than screen time, as online sources at that age can hinder important developmental tasks.
2. Both Piaget and Dewey emphasized the importance of hands-on, active learning over passive learning for proper cognitive development in children.
3. While the internet can actively engage children if used properly, it often promotes passive sensory stimulation and superficial learning if overused as a replacement for traditional methods.
Students today are digital natives who are comfortable using technology. Traditional classrooms do not meet the needs of these students. Instead, new learning environments should actively engage students through interaction, hands-on learning, collaboration, and developing skills for the future workforce like problem-solving, digital skills, and communication. Teachers' roles are to cultivate students' curiosity and facilitate their own understanding. New pedagogical approaches focus on phenomenon-based and playful learning through innovative methods, facilities, and inspiring learning spaces that motivate students and emphasize their engagement in the process.
The document discusses using technology tools like iPads, smartphones, and interactive whiteboards to help ADHD students in Oregon public schools. It found that these tools help keep students engaged by allowing them to take notes, record lessons, and access information in ways that prevent distraction. The document also addresses factors like teacher training, administrative support, and differentiated learning styles that are important to consider when integrating technology into the classroom.
The document discusses using technology tools like iPads, smartphones, and interactive whiteboards to help ADHD students in Oregon public schools. It found that these tools help keep students engaged by allowing them to take notes and access information in ways that prevent distraction. The document also discusses factors like teacher training, administrative support, and differentiated learning models that are important to consider when integrating technology into classrooms.
Interactive Technologies In Teaching And Learning 2Alison Lydon
Alison Lydon discusses her experience using interactive whiteboard technologies and student response systems in her primary school classroom. She finds that these technologies engage students, allow for personalized learning and different learning styles, and can reduce teachers' workload. Lydon highlights how the technologies make learning interactive and allow students to manipulate texts and objects. She describes using student response systems to check understanding, collect feedback, and facilitate self-paced learning and formative assessment. While the pace of lessons can sometimes be slow, Lydon finds that students are highly motivated and concentrated when using these interactive technologies.
Perspectives on Teaching and Learning with ComputersAlaa Sadik
This document discusses perspectives on teaching and learning with computers. It covers learning theories like behaviorism and constructivism, types of intelligence including linguistic, logical-mathematical, and interpersonal, cooperative learning, perception, and assessment. Computers can be used to facilitate cooperative learning and teach to multiple intelligences. Assessment should be authentic and provide feedback to modify teaching and learning activities.
The document provides guidance on helping students and children reduce stress during the COVID-19 outbreak. It discusses both academic and non-academic strategies. Academically, it recommends providing robust online learning through clear communication and established schedules. Non-academically, it suggests activities like exercise, spending time with family, exploring hobbies, and maintaining routines. It also provides checklists for parents and students to promote healthy behaviors and reduce COVID-19 transmission through good hygiene practices.
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 ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. Summer Institute Final Session “Igniting Learning: Brain-Based Strategies for Student Success” May 26-27, 2010
2.
3. What does this all mean for our students’ learning?
4.
5. Debrief/Sharing p2 Bingo, Music, Movement, card table group methods – stimulus connected to cognition; also use of social media Link to memory, prior knowledge iPad in student comfort zone, fun – non threatening so avoids flight, fight, freeze syndrome Portability, accessibility of images/text, ease of use iPad is an initial prop, novelty to get interest, the hook, curiosity Faculty and students working with each other in terms of brain and tech Get rid of 19th c model of “sage on the stage” Individual to group learning
6. Debrief/Sharing p3 Methods to help faculty get out of ingrained habits of teaching Group work using opposing views, can tap into prediction, work with undecided students Use of scaffolding to reach higher order thinking skills Ipad is DOPE! Societal change reflected in student attitude, democratization, effect of angry teachers – dopamine Inducing dopamine release – music, movement, etc., we as faculty also need to be in that state to do that effectively When the prediction is incorrect, if explanation is given, dopamine level still goes up. Idea is to go over things with them in a short time period