This document provides the syllabus for the Lean Launchpad course at NYU ITP. The course will be held on Mondays from 6-8:55 PM from January to April. It will be taught by Jen van der Meer and Josh Knowles and will use the Business Model Generation text. The course uses an iterative approach combining business model design, customer development, and agile development to help student teams develop their business ideas and products over the course of the semester.
National Science Foundation - Innovation Network Meeting 041114Stanford University
This document outlines the development of the Lean LaunchPad methodology for teaching entrepreneurship. It began with Steve Blank realizing startups need their own process for searching for a business model rather than executing a known model. This led to developing the Customer Development process. Others expanded on this by integrating the Business Model Canvas and Agile Engineering. The Lean LaunchPad class was created to teach this experientially. It has since expanded to many universities and added features like domain-specific cohorts and centralized data tracking. The goal is a nationwide network of innovators sharing best practices to accelerate commercialization.
This document provides 10 tips and a bonus tip for assessing project-based learning. It begins by describing a project presented by 9th grade students to design a model city of the future. It notes that authentic assessment strategies are needed to adequately evaluate real-world learning experiences like this. The tips are organized around the stages of a project: planning, active learning, presentation, and reflection. The first tip emphasizes planning authentic products for students to demonstrate their learning. Subsequent tips provide formative assessment strategies, focusing on teamwork, tracking progress, growing audiences, and professional development around assessment. The document encourages sharing assessment ideas and discusses how project-based assessments align with current reforms.
This document provides an overview of an entrepreneurship course at NYU ITP that uses the Lean LaunchPad methodology. The course will be taught by Jen van der Meer and Josh Knowles and will guide student teams through developing business models and minimum viable products over the semester. The class will include exercises on the business model canvas, guest speakers, and mentors who will coach individual student teams. Students will be expected to conduct customer interviews and iterate their ideas based on feedback.
The document discusses fostering innovation to achieve mission critical goals. It provides an agenda for the discussion, including introducing innovation in government contexts, how team leaders and members can foster and engage in innovation, and how to use technology to drive innovation. The discussion emphasizes creating a culture that supports new ideas, using frameworks to guide the innovation process, identifying problems to solve, gaining approval for solutions, and leveraging tools like project management and collaboration software. The goal is to encourage innovation as a means of improving processes and outcomes in pursuit of important objectives.
Edutopia's top ten tips for assessing Project Based LearningJoanna Huang
This document provides 10 tips and a bonus tip for assessing project-based learning. It discusses the importance of planning assessment strategies from the beginning of a project to guide teaching and learning. Authentic products that reflect real-world tasks are recommended over traditional tests to demonstrate what students have learned. Formative assessment throughout the project and feedback from audiences during culminating presentations are also emphasized. The tips are meant to inspire new approaches to comprehensive assessment of student learning in project-based models.
Building prototyping confidence in innovation process John Yeo
This document summarizes a workshop on building prototyping confidence in the innovation process. The workshop covered defining prototyping, identifying problems, conducting prototyping exercises, and providing feedback to improve prototypes. Attendees worked through examples of problem identification, developing prototypes, and receiving feedback to refine their ideas. The goal was to help participants improve their prototyping mindsets and skills to facilitate innovation.
This document provides information about Product Development Projects (PDP) organized by HAMK Design Factory and inno.space - Design Factory Mannheim. PDP is a joint course where multidisciplinary student teams work on real company problems. The teams develop prototypes and test them with users to iteratively improve solutions. Design Factories provide workspaces and resources to support this process. Key aspects of PDP include empathizing with users, defining problems, ideating solutions, prototyping, and testing ideas. The schedule outlines the process over several weeks with topics like user research, idea generation and presentation preparation.
Syllabus - Entrepreneurship and Design ThinkingJoseph Strick
This document provides an overview of an entrepreneurship and design thinking course offered at Harvard Summer School. The course teaches students cutting edge entrepreneurship methods including design thinking, lean startup methodology, and customer development. Students work in teams to identify problems, develop solutions, test assumptions, and iterate their ideas. The course culminates with student teams pitching their business ideas to the class. Overall, the course aims to not only teach entrepreneurship concepts and skills, but also develop abilities like problem solving, public speaking, and perseverance that will benefit students in their further studies and careers.
National Science Foundation - Innovation Network Meeting 041114Stanford University
This document outlines the development of the Lean LaunchPad methodology for teaching entrepreneurship. It began with Steve Blank realizing startups need their own process for searching for a business model rather than executing a known model. This led to developing the Customer Development process. Others expanded on this by integrating the Business Model Canvas and Agile Engineering. The Lean LaunchPad class was created to teach this experientially. It has since expanded to many universities and added features like domain-specific cohorts and centralized data tracking. The goal is a nationwide network of innovators sharing best practices to accelerate commercialization.
This document provides 10 tips and a bonus tip for assessing project-based learning. It begins by describing a project presented by 9th grade students to design a model city of the future. It notes that authentic assessment strategies are needed to adequately evaluate real-world learning experiences like this. The tips are organized around the stages of a project: planning, active learning, presentation, and reflection. The first tip emphasizes planning authentic products for students to demonstrate their learning. Subsequent tips provide formative assessment strategies, focusing on teamwork, tracking progress, growing audiences, and professional development around assessment. The document encourages sharing assessment ideas and discusses how project-based assessments align with current reforms.
This document provides an overview of an entrepreneurship course at NYU ITP that uses the Lean LaunchPad methodology. The course will be taught by Jen van der Meer and Josh Knowles and will guide student teams through developing business models and minimum viable products over the semester. The class will include exercises on the business model canvas, guest speakers, and mentors who will coach individual student teams. Students will be expected to conduct customer interviews and iterate their ideas based on feedback.
The document discusses fostering innovation to achieve mission critical goals. It provides an agenda for the discussion, including introducing innovation in government contexts, how team leaders and members can foster and engage in innovation, and how to use technology to drive innovation. The discussion emphasizes creating a culture that supports new ideas, using frameworks to guide the innovation process, identifying problems to solve, gaining approval for solutions, and leveraging tools like project management and collaboration software. The goal is to encourage innovation as a means of improving processes and outcomes in pursuit of important objectives.
Edutopia's top ten tips for assessing Project Based LearningJoanna Huang
This document provides 10 tips and a bonus tip for assessing project-based learning. It discusses the importance of planning assessment strategies from the beginning of a project to guide teaching and learning. Authentic products that reflect real-world tasks are recommended over traditional tests to demonstrate what students have learned. Formative assessment throughout the project and feedback from audiences during culminating presentations are also emphasized. The tips are meant to inspire new approaches to comprehensive assessment of student learning in project-based models.
Building prototyping confidence in innovation process John Yeo
This document summarizes a workshop on building prototyping confidence in the innovation process. The workshop covered defining prototyping, identifying problems, conducting prototyping exercises, and providing feedback to improve prototypes. Attendees worked through examples of problem identification, developing prototypes, and receiving feedback to refine their ideas. The goal was to help participants improve their prototyping mindsets and skills to facilitate innovation.
This document provides information about Product Development Projects (PDP) organized by HAMK Design Factory and inno.space - Design Factory Mannheim. PDP is a joint course where multidisciplinary student teams work on real company problems. The teams develop prototypes and test them with users to iteratively improve solutions. Design Factories provide workspaces and resources to support this process. Key aspects of PDP include empathizing with users, defining problems, ideating solutions, prototyping, and testing ideas. The schedule outlines the process over several weeks with topics like user research, idea generation and presentation preparation.
Syllabus - Entrepreneurship and Design ThinkingJoseph Strick
This document provides an overview of an entrepreneurship and design thinking course offered at Harvard Summer School. The course teaches students cutting edge entrepreneurship methods including design thinking, lean startup methodology, and customer development. Students work in teams to identify problems, develop solutions, test assumptions, and iterate their ideas. The course culminates with student teams pitching their business ideas to the class. Overall, the course aims to not only teach entrepreneurship concepts and skills, but also develop abilities like problem solving, public speaking, and perseverance that will benefit students in their further studies and careers.
De H&M Designer collecties - een overzicht van alle samenwerkingen Stylight
De H&M Designer collecties - een overzicht van alle samenwerkingen van 2004 tot en met de laatste Isabel Marant collectie.
Content en design door STYLIGHT.
http://www.stylight.nl/
This document provides information about a Certificate Course in Digital Marketing/Internet Marketing offered by the Internet And Mobile Association of India (IAMAI).
The 15 session, 2 hour per session course covers practical aspects of digital marketing tools and techniques, including search engine optimization, pay-per-click advertising, analytics, social media, email marketing and more. Industry professionals provided input on the course content.
Successful participants will be certified by IAMAI and prepared for roles in digital marketing management. The course can be completed flexibly within 6 months. It aims to address the needs of the growing digital marketing industry in India.
Final Purposeful iGIP Strategies for Asia PacificCole Wirpel
The document discusses strategies for implementing purposeful global internship programs (GIPs) in Asia Pacific. It recommends focusing GIPs on the tourism and skill development/education industries. For tourism, interns could help promote countries and increase inbound/outbound travel. For education, interns could teach languages/skills and help develop curricula. Implementing entities include developing countries in South/Southeast Asia. Training is needed to understand these markets and industries. Experiences would develop intercultural leadership as interns address real needs. The strategies aim to boost national economies and develop human capital through meaningful internships.
WGBH Media Library and Archives presentation from New England Archivists Spring 2014 conference. Covers 2 grants we're completing: The Boston TV News Digital Library and the Mellon Participatory Cataloging Project.
This short poem bids farewell to a dear friend and says they will see each other up above, suggesting the friend has passed away. It expresses sadness at their parting but comfort that they will meet again in heaven.
De H&M Designer collecties - een overzicht van alle samenwerkingen Stylight
De H&M Designer collecties - een overzicht van alle samenwerkingen van 2004 tot en met de laatste Isabel Marant collectie.
Content en design door STYLIGHT.
http://www.stylight.nl/
This document provides information about a Certificate Course in Digital Marketing/Internet Marketing offered by the Internet And Mobile Association of India (IAMAI).
The 15 session, 2 hour per session course covers practical aspects of digital marketing tools and techniques, including search engine optimization, pay-per-click advertising, analytics, social media, email marketing and more. Industry professionals provided input on the course content.
Successful participants will be certified by IAMAI and prepared for roles in digital marketing management. The course can be completed flexibly within 6 months. It aims to address the needs of the growing digital marketing industry in India.
Final Purposeful iGIP Strategies for Asia PacificCole Wirpel
The document discusses strategies for implementing purposeful global internship programs (GIPs) in Asia Pacific. It recommends focusing GIPs on the tourism and skill development/education industries. For tourism, interns could help promote countries and increase inbound/outbound travel. For education, interns could teach languages/skills and help develop curricula. Implementing entities include developing countries in South/Southeast Asia. Training is needed to understand these markets and industries. Experiences would develop intercultural leadership as interns address real needs. The strategies aim to boost national economies and develop human capital through meaningful internships.
WGBH Media Library and Archives presentation from New England Archivists Spring 2014 conference. Covers 2 grants we're completing: The Boston TV News Digital Library and the Mellon Participatory Cataloging Project.
This short poem bids farewell to a dear friend and says they will see each other up above, suggesting the friend has passed away. It expresses sadness at their parting but comfort that they will meet again in heaven.
The document summarizes an information session for Lean Launchpad at NYU ITP. It introduces Jen van der Meer and Josh Knowles, the teaching team, and describes Lean Launchpad's approach of applying customer development and the lean startup methodology to help students launch products. Students will work in teams over the semester to develop business models, conduct customer interviews, and build minimum viable products. The session outlines the class schedule and expectations for applying to participate in the course.
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
This document provides information about the Lean Launchpad course at NYU's ITP program. The course is designed to teach students entrepreneurship and customer development skills based on the Lean Launchpad methodology developed at Stanford and Berkeley. Students will work in self-formed teams over the semester to develop business models and minimum viable products, with a focus on conducting customer interviews to define problems and opportunities. The course aims to combine Lean Launchpad practices with ITP's culture of creative and collaborative making.
This document discusses applying lean startup principles from Startup Weekend to innovation and entrepreneurship education in Norway. It notes that a student learned more from Startup Weekend in 54 hours than six months of classes. It questions how to reinvent education around Startup Weekend thinking and apply its principles like customer interviews. It argues current models are too rational versus enabling strategic imagination, and asks how to develop students' innovation skills and motivation to succeed rather than just teaching models.
This document discusses igniting innovation through management by shifting organizational culture. It outlines a process for project teams to follow that involves planning, engaging the team, team conversations, implementation, and continual improvement. The program includes face-to-face training and a supporting online course. It highlights the importance of management leading an "innovation culture" by nurturing innovators, facilitating innovation, and capturing innovative ideas. A case study describes applying this process to a Moodle project in the Philippines.
Lloyd Gutteridge BIO information for Creativity SymposiumLloyd Gutteridge
- Lloyd Gutteridge has 25 years of teaching experience in business education and economics across three continents. He aims to engage students through creative teaching methods that center students in their learning.
- As a business and creativity teacher, he takes risks, reflects on his practice annually, seeks feedback, and adapts his approach to develop an entrepreneurial mindset in himself and his students.
- His talk at the symposium will focus on attempts to foster curiosity, experimentation, and creativity in his business students, though there is no single accepted way to do so. The goal is to develop a growth mindset to prepare students for an uncertain world.
Elon University: Design Thinking Studio in Social InnovationWilliam J. Moner
If you could design a social innovation course that addressed your local community’s wicked problems, what would it look like? For us, we wanted motivated problem-finders. We wanted to use design thinking and sprints to build quickly and often. We wanted to do away with grades. We wanted students to focus only on our course, nothing more. We wanted students who brought disciplinary knowledge to work across majors. So, in Spring 2017, a faculty team from Elon University designed a huge 16-credit-hour “social innovation lab” course with the goal of enacting real social change in the local community. We succeeded, we failed, and we’re ready to share our lessons learned from when we tried to break free from the structures of academia.
This document advertises a 5-day remote certification program to teach the essentials of innovation. The program will provide tools and methods to help students work effectively on remote innovation teams, including frameworks for aligning ideas, building concepts, communicating/testing solutions, applying systems thinking, and pitching ideas. Each day focuses on a different step of the innovation process and includes lectures, group work on real problems, and feedback opportunities. The goal is to help students stand out and get hired for remote innovation internships.
I offer a variety of tailor-made workshops to groups of entrepreneurs.
In the pitching workshops I prepare entrepreneurs to most effectively communicate their ideas and win support.
This document provides an overview of innovation in K-12 education. It discusses the need for innovation to prepare students for an uncertain future. Key challenges schools face include equipping students with 21st century skills and providing equity and access. Factors that can promote innovation include autonomy, collaboration, and a culture open to mistakes. The document also outlines examples of current innovative practices in schools, such as personalized learning, project-based learning and global partnerships. Finally, it proposes that an "Innovation Playbook" could provide a framework to guide schools in developing innovative teaching and learning through approaches like connecting students in global communities and using technologies creatively. The overall purpose of innovation in education is to develop students who are knowledgeable, networked, digital
Our extremely successful 2 day accelerated learning workshop - new dates just released 14th - 15th April at the offices of net a porter - a great opportunity to tool up and network with wonderful, like minded people in a stimulating environment.
5 Day Remote Innovation Certification ProgramBryan Cassady
This document summarizes a 5-day remote certification program on innovation. The program teaches the essentials of innovation using a framework called the ABCS of Innovation: Alignment, Build, Communicate and Check, Systems. Each day focuses on one element and combines lectures, group work applying concepts, and real-world projects. Upon completing the program, students will have the skills and tools to work effectively on remote innovation teams and stand out to companies looking to hire. The program is led by an experienced professor and includes other experts in areas like creativity, change management, and remote work.
This document provides information about the 4th Annual New Generation Learning Space Design Conference taking place on March 17-18, 2015 in Sydney, Australia. The conference will focus on designing and evaluating innovative and flexible student-centric learning spaces. It will feature 16 education and design expert speakers and cover topics such as how to design learning spaces within budgets, what design elements make the biggest difference, and personalizing learning strategies. Pre-conference workshops will address participatory engagement strategies, evaluating learning spaces, and creating a blueprint for resilient management of learning spaces. A site visit to UNSW's flipped classroom space is also included.
This document provides an overview of the Lean LaunchPad Educators Program, which teaches an evidence-based approach to entrepreneurship. It discusses key principles of the Lean Startup methodology, including using a business model canvas to form hypotheses and customer development to test assumptions. The document outlines the program's theory, pedagogy involving experiential learning, and curriculum details like class structure and team formation guidelines. It also provides sample syllabi and materials to help instructors implement the Lean LaunchPad class.
This document outlines the agenda for the iZone360 Design Showcase on June 14, 2011 in New York City. The showcase featured presentations from principals of several innovative schools in the NYC school system. It also included breakout challenge sessions on topics related to school design such as building support for change, engaging parents and students, and transitioning to competency-based learning. The document provides details on the session times, locations, and facilitators.
Why do we start startups? A good question for the inaugural class of the NYC Media Lab: The Combine. Covering Motivation, Lean, Business Model Canvas, the Rich/King Dilemma, and Scale Outcomes
This document describes a 2-week Lean Startup workshop at NYU ITP in January 2016. The workshop will introduce participants to Lean startup methodology through lectures, videos, role plays, customer interviews and mentorship. Participants will form teams around ideas and problems, conduct customer development activities like 30 customer interviews per team per week, and present hypotheses and learning daily. The goal is for participants to learn how to validate ideas, build and test minimum viable products, and develop scalable and sustainable business models. Mentors from startups, venture capital and NYU will provide guidance and feedback to help participants supercharge their network capital.
The document summarizes an upcoming experiential 2-week Lean Startup workshop at NYU's ITP program from January 11-22, 2016. The workshop will teach students entrepreneurship and customer development skills through hands-on exercises like customer interviews, business model design, and prototype testing. Led by instructors Jen van der Meer and Christin Roman, students will work in teams to identify problems, design solutions, gather customer feedback, and iterate on their ideas. The goal is to help students prepare for entrepreneurship by developing a customer-focused mindset and business model skills. The workshop is open to all NYU students and will provide mentorship, networking opportunities, and a $200 tuition to fund customer testing.
This document outlines the agenda and lessons learned from a Lean LaunchPad class at NYU. The agenda shows that the class covered topics like business models, customer development, and product development over multiple sessions from February to May. For the last session, the document discusses that it was a "Lessons Learned" day where student teams shared major insights, pivots, and metrics from building their businesses. It then outlines five key lessons learned from running the class: 1) Asking for help from mentors; 2) Preparing for being wrong in hypotheses; 3) Viewing pivots as getting closer to vision, not flip-flopping; 4) Incorporating more UX help earlier; 5) Keeping track
This document contains notes from a Lean LaunchPad class at NYU, including:
1) An agenda for the class covering activities, resources, costs, financials, and presentations.
2) A calendar of class topics for 2015 covering business models, customer development, and product development.
3) Discussions of different types of startups, funding sources for for-profit and non-profit organizations, and key resources including financial, physical, human, and intellectual resources.
- The document summarizes a class about lean launchpad at NYU ITP that covered customer relationships, partnerships, and testing marketing strategies before having a product.
- It discusses the roles of customer relationships, archetypes, physical vs digital strategies, and the viral loop. Metrics like CAC ratio were explained.
- Finally, it provides preparation for the next class, including refining customer segments, reviewing the business model canvas, and proposing marketing experiments to test hypotheses.
Lean at ITP - customer relationships and channels, always a fun discussion with students who can elegantly pivot between hardware and software and high end jewelry.
This document outlines the agenda for a Lean LaunchPad class at NYU ITP on February 23, 2015. It includes times for team presentations, an overview of the class topics, and breaks. The class will focus on customer segments and research tools. It provides a timeline of the course stretching into April that covers additional topics like product development, UI/UX design, and product MVP. Students are instructed to prepare for next week by interviewing 5 customers and presenting their business model canvas with changes marked from the interviews alongside market size estimates and proposed experiments to test their value proposition.
This document summarizes a Lean LaunchPad class at NYU ITP. The class covered value propositions and research tools. Guest speakers included Chris Milne from Sacrificial Prototypes and Travis Hardman from Daily Voice. The document discusses the Lean approach of getting out of the building to do customer research. It emphasizes that founders must do research themselves to truly understand customer pain points. Various design research methods are presented to help teams discover hidden customer needs, such as empathy exercises, brain dumps, contrasting questions, and observation techniques like tours and AEIOU analysis. The summary cautions that research should not be done forever and that eventually business models must be validated quantitatively through customer creation and scaling up sales.
This document appears to be from a lecture course on bodies and buildings. It discusses concepts like governmentality, how architecture regulates lives, and how food and transportation systems shape cities. It addresses topics such as urban planning history, housing development, homelessness, and sustainable solutions. The assignment is to map a system, identify a problem within it, and propose pulling a lever to address the problem by accessing necessary resources.
This document appears to be a lecture course on bodies and buildings from Fall 2014. It discusses various paradigms that changed thinking, including Donella Meadows and Rachel Carson. It also discusses smart cities, with criticisms that they are prioritizing technology over public needs, similarly to how cities were redesigned for cars in the 20th century. Generative architecture and design is mentioned, using computer modeling and simulation to optimize building design and performance.
This document summarizes Lean Launchpad, a class at NYU ITP that teaches students to develop business models and launch products. It is taught by Jen van der Meer and Josh Knowles.
The class takes students through the full business model canvas over the course of a semester, with a focus on iterative development and pivoting based on customer feedback. In past years, most student teams continued working on their projects after the class, with some incorporating and developing their businesses.
The document reflects on lessons learned, like managing tensions between makers and managers, and encouraging collaboration over competition between teams. It outlines the class schedule and activities for both 2014 and 2015, which include developing value propositions, customer relationships, and minimum viable
This document discusses paradigms and systems related to buildings and bodies. It begins by outlining 12 places to intervene in a system, including the mindset or paradigm from which the system arises. It then discusses how paradigms shape systems through goals, rules and culture. The document presents passive house as an attempt to change paradigms around building design by emphasizing a measured and verified methodology focused on energy efficiency and comfort. It concludes by discussing how paradigm changes occur through pointing out failures in the existing paradigm and asserting a new one with examples of historical scientific paradigm shifts.
This document summarizes the history of the environmental movement and green building movement. It discusses key events like Rachel Carson's Silent Spring which sparked the modern environmental movement in the 1960s. It also discusses the growth of green building organizations in the 1980s and 1990s and the development of standards like LEED. Finally, it describes the clean tech boom of the 2000s, fueled by concerns over climate change, and why many clean tech startups ultimately failed due to the long timelines required to commercialize new energy technologies.
This document summarizes a lecture on buildings and health. It discusses sick building syndrome, which refers to situations where building occupants experience acute health and comfort effects that appear to be linked to time spent in a building. The document outlines various sources of indoor air pollution in buildings, including volatile organic compounds from materials used in construction. It examines rules and standards established by organizations like ASHRAE to regulate indoor air quality. Overall, the summary focuses on the relationship between buildings and occupant health, and factors involved in diagnosing and addressing sick building syndrome.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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.