1. The document discusses strategies for wine tasting based on a project that analyzed the internal processes of expert tasters.
2. It was found that expert tasters use consistent starting positions, eye movements, and internal images when tasting wine. They form "image maps" of the aromas in a wine.
3. Strategies are presented for beginners, like establishing a starting eye position and using a "basic set" of common aromas to develop olfactory memory and the connection to internal images. Strategies for advanced tasters include using structured "image maps" and analyzing the "submodalities" of one's internal representations.
This document summarizes a presentation by Tim Gaiser on modeling the internal strategies of expert wine tasters. The presentation discussed a project where Gaiser modeled the strategies of top wine tasters, finding that they use consistent eye positions, olfactory-image connections, unique internal image maps, and visual constructs to calibrate wine structures. The findings were aimed to improve how wine tasting is taught by helping students utilize their own neurology through these strategic approaches.
This document outlines modules for improving wine aroma identification and tasting abilities. The goals are to improve memory of common wine aromas using associations between smells and mental images. Module I focuses on connecting words and images of common fruit, floral, herb, spice, and earthy aromas. Participants visualize past experiences with each aroma and intensify those memories. Module II involves only visualizing the aromas without words. The document lists many common wine aromas and provides an example memory exercise for apple. It encourages purchasing unfamiliar aromas and practicing identification to form stronger memories over time.
This document outlines exercises to improve wine tasting abilities through developing strong olfactory memories. It consists of four modules: 1) associating words and images; 2) images alone; 3) recalling aromas from words; and 4) contrastive analysis by attempting to transform one aroma memory into another. Module III instructs the reader to intensely recall aroma memories when presented with words. Module IV guides contrastive analysis through pairs of aromas, instructing the reader to try merging the memories and observe where they differ. The goal is to precisely memorize individual aromas and distinguish them from one another.
Tg tasting strategies of genius ppt swe pdfTim Gaiser
The document outlines strategies for wine tasting from beginner to advanced levels. It discusses establishing a consistent starting point through glassware stance and eye position. For beginners, it recommends "front loading" with common aromas and flavors to make the connection between smell and internal images. More advanced strategies include using submodalities like image brightness and size to analyze wines. Experienced tasters also use internal "maps" and calibration scales to structure their assessments of acidity, tannin, and other qualities. The goal is to teach tasting in a way that improves memory and allows students to analyze wines using their own experiences.
Here's the PPT I used for the recent SWE Conference in Seattle. It's the latest on my tasting project researching the internal strategies used by Master Sommeliers, Masters of Wine and other top wine industry professionals.
This document provides information about the five senses - taste, touch, smell, hearing, and sight. It discusses the organs and body parts involved in each sense. For taste, it describes how the tongue contains taste buds that identify flavors. For touch, it notes that the skin and nerves receive sensory information. For smell, it explains how the nose and olfactory nerve detect scents. For hearing, it mentions the ear and how sound vibrations are perceived. And for sight, it outlines how light enters the eye and the retina forms images that the optic nerve relays to the brain. The document includes questions and activities to help teach about each of the five senses.
The document discusses the five senses - taste, touch, smell, hearing, and sight. It provides information about each sense, including the organ involved and examples of how each sense works. For taste, it describes how the tongue contains taste buds that identify flavors. For touch, it explains how nerves in the skin receive information about what is touched. For smell, it notes that air enters the nose and the olfactory nerve receives information and sends it to the brain. The document also includes suggested activities to teach about each sense.
This document outlines the key points of an effective presentation workshop. The workshop objectives are to explain the importance of preparation, describe behaviors of successful presenters, and state the importance of audience participation. The document emphasizes that preparation is key, as presentations are 90% preparation and 10% the actual presentation. It provides tips for preparing, including understanding the audience, objectives, content, timing, and delivery method. Additional tips include using visual aids simply and effectively, keeping messages short and simple, engaging the audience's senses, and being comfortable with questions. The overall message is that success comes from thorough preparation and an engaging delivery that involves the audience.
This document summarizes a presentation by Tim Gaiser on modeling the internal strategies of expert wine tasters. The presentation discussed a project where Gaiser modeled the strategies of top wine tasters, finding that they use consistent eye positions, olfactory-image connections, unique internal image maps, and visual constructs to calibrate wine structures. The findings were aimed to improve how wine tasting is taught by helping students utilize their own neurology through these strategic approaches.
This document outlines modules for improving wine aroma identification and tasting abilities. The goals are to improve memory of common wine aromas using associations between smells and mental images. Module I focuses on connecting words and images of common fruit, floral, herb, spice, and earthy aromas. Participants visualize past experiences with each aroma and intensify those memories. Module II involves only visualizing the aromas without words. The document lists many common wine aromas and provides an example memory exercise for apple. It encourages purchasing unfamiliar aromas and practicing identification to form stronger memories over time.
This document outlines exercises to improve wine tasting abilities through developing strong olfactory memories. It consists of four modules: 1) associating words and images; 2) images alone; 3) recalling aromas from words; and 4) contrastive analysis by attempting to transform one aroma memory into another. Module III instructs the reader to intensely recall aroma memories when presented with words. Module IV guides contrastive analysis through pairs of aromas, instructing the reader to try merging the memories and observe where they differ. The goal is to precisely memorize individual aromas and distinguish them from one another.
Tg tasting strategies of genius ppt swe pdfTim Gaiser
The document outlines strategies for wine tasting from beginner to advanced levels. It discusses establishing a consistent starting point through glassware stance and eye position. For beginners, it recommends "front loading" with common aromas and flavors to make the connection between smell and internal images. More advanced strategies include using submodalities like image brightness and size to analyze wines. Experienced tasters also use internal "maps" and calibration scales to structure their assessments of acidity, tannin, and other qualities. The goal is to teach tasting in a way that improves memory and allows students to analyze wines using their own experiences.
Here's the PPT I used for the recent SWE Conference in Seattle. It's the latest on my tasting project researching the internal strategies used by Master Sommeliers, Masters of Wine and other top wine industry professionals.
This document provides information about the five senses - taste, touch, smell, hearing, and sight. It discusses the organs and body parts involved in each sense. For taste, it describes how the tongue contains taste buds that identify flavors. For touch, it notes that the skin and nerves receive sensory information. For smell, it explains how the nose and olfactory nerve detect scents. For hearing, it mentions the ear and how sound vibrations are perceived. And for sight, it outlines how light enters the eye and the retina forms images that the optic nerve relays to the brain. The document includes questions and activities to help teach about each of the five senses.
The document discusses the five senses - taste, touch, smell, hearing, and sight. It provides information about each sense, including the organ involved and examples of how each sense works. For taste, it describes how the tongue contains taste buds that identify flavors. For touch, it explains how nerves in the skin receive information about what is touched. For smell, it notes that air enters the nose and the olfactory nerve receives information and sends it to the brain. The document also includes suggested activities to teach about each sense.
This document outlines the key points of an effective presentation workshop. The workshop objectives are to explain the importance of preparation, describe behaviors of successful presenters, and state the importance of audience participation. The document emphasizes that preparation is key, as presentations are 90% preparation and 10% the actual presentation. It provides tips for preparing, including understanding the audience, objectives, content, timing, and delivery method. Additional tips include using visual aids simply and effectively, keeping messages short and simple, engaging the audience's senses, and being comfortable with questions. The overall message is that success comes from thorough preparation and an engaging delivery that involves the audience.
The document discusses observation skills and types of observation. It provides examples of different types of observation including scientific, natural, subjective/objective, direct/indirect, and structured/unstructured observation. Advantages of observation include being direct, providing immediate information, and being easy to complete. Disadvantages include potential for bias and misinterpretation. The document also discusses recording observations, observing verbal and nonverbal communication cues, and improving observation skills through curiosity and open-mindedness.
This document provides an agenda and overview for a video storytelling workshop. The workshop will cover using interviews for storytelling, best practices for interviewing, capturing interviews, basic editing, and uploading videos online. Participants will learn interview techniques like active listening and open-ended questions. They will also practice capturing interviews and basic editing during hands-on activities. The goal is to help participants hone their skills in using sound, images, and interviews to tell compelling stories through video.
This document discusses various communication and planning methods used in creative projects. It provides brief descriptions and evaluations of methods like mind maps, mood boards, style sheets, layout plans, brainstorming, pitches, sketches, and formal proposals. For each method, it summarizes the strengths, weaknesses, and whether the author liked using that particular method. Overall, the document evaluates different techniques for organizing ideas and presenting creative work.
This document outlines the steps of a presentation skills lesson for becoming a confident public speaker. It introduces the 4 steps for creating a presentation: purpose, introduction, main points, and conclusion. Interactive activities and quizzes are used to help the learner understand and apply each step. The lesson also covers other skills like warm-up exercises, identifying emotions, and concludes by having the learner create their own small presentation combining all four steps.
The document discusses the key elements of effective communication. It states that communication is 33% verbal, 33% vocal, and 33% visual. If the message is inconsistent, it is 7% verbal, 38% vocal, and 55% visual. It also discusses nine behavioral skills that are important for interpersonal communication, including eye contact, posture, gestures, dress, voice, language, listener involvement, humor, and being authentic. The document emphasizes that effective communication involves believing in your message and developing skills through practice and feedback.
Design thinking is a human-centered approach to innovation that draws from the designer’s toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success
The document provides tips and techniques for enhancing storytelling skills. It discusses using the five senses to make stories more vivid, following a narrative structure with a beginning, middle, and end, and using tone of voice, facial expressions, and body language to engage audiences. The key purpose of storytelling in this context is to connect with audiences and help them remember the story's message. Practicing storytelling skills and sourcing material from real experiences can help improve one's abilities.
Dr Aaron Jarden gave a presentation on workplace wellbeing and positive psychology. He began with a positive assessment where participants rated their current happiness on a scale and what they would be willing to do to increase their happiness. He then asked for any questions from participants. Next, he had participants pair up and take turns sharing stories about when they are at their best in their job. Later, he discussed the five ways to wellbeing: connect, be active, take notice, keep learning, and give. Finally, he covered peak-end theory which states that people's judgments of experiences are influenced by the peak moment and how it ended.
This document outlines an agenda and learning objectives for an introductory workshop on Neuro Linguistic Programming (NLP). The one-day workshop consists of 9 sessions that will define NLP, describe its key concepts and presuppositions, explain how people process sensory information, demonstrate techniques for interpreting body language and asking questions, and provide strategies for using enriched, hypnotic language. Attendees will learn how to model successful behaviors, communicate more effectively, and influence outcomes through principles of NLP.
This document provides guidance on developing effective presentation skills. It discusses key elements of presentations such as preparation, delivery, structure, and visual aids. Some best practices include practicing the presentation, keeping content concise and simple, maintaining good posture and eye contact, and engaging the audience. Nervousness during presentations is also addressed, with tips like mental visualization, relaxation techniques, and using nerves as positive energy. The document emphasizes the importance of preparation, customizing the presentation for the audience, and soliciting feedback to improve skills.
This is a workshop on presentation skills that I have designed and delivered to partner schools as part of Business in the Community's Skills@Work programme.
This workshop introduces students to the area of presentations, with a particular focus on:
- why presentations are so important to our careers and professional lives,
- the principles of planning, preparing and writing a great presentation,
- Learning how to conquer any nerves you might have about speaking in public,
- the basics of creating a new presentation in Microsoft Powerpoint
Engage with Assessment (Jo Szoke - IATEFL 2022)Joanna Szőke
When we think of student engagement, it’s usually games and exciting activities that come to mind. No wonder why because as Barkley (2010, pp. xi-xii) puts it “competing for the attention of our students and engaging them in meaningful learning is a profound and ongoing challenge,” and games tend to always save the day. But how can we provide meaningful learning as well as an enjoyable experience? Assessment is perhaps not something you would instantly think of since most of us believe it is always teacher-focused and students simply suffer it through. But testing is not the only way to find out more about our students’ knowledge and progress. There are plenty of formative assessment techniques that are less intimidating and more informative than a simple test. Moreover, if we involve our students in the assessment and feedback process by giving them the opportunity to evaluate themselves and each other, you can lay the grounds for a more successful learning journey that engages your teenage students at the same time. In this practical workshop, I will demonstrate different formative assessment activities that can boost your students’ engagement and improve their learning competencies, such as critical thinking, learning to learn, communication, and collaboration. After each demo activity, we are going to think through which competencies the particular activity develops and how it engages students. There will also be room for further discussion on how these tasks can be tailored to your own context.
This document provides guidance on giving effective presentations. It discusses four key elements to consider: the audience and purpose, content and structure, visual aids, and the presenter. For each element, it offers specific best practices. The audience and purpose section stresses understanding your audience's needs and desired outcome. Content and structure advises keeping content relevant and telling a story with an overview, core message, and summary. Visual aids should support, not replace, spoken content. As the presenter, it is important to appear confident through verbal, vocal, and visual cues like making eye contact and using hand gestures. The document concludes by noting the importance of practice and offers a checklist for self-evaluation.
The document discusses research conducted on existing photography products, including analyzing common features, aspects to include in future works, and evaluating research methods like product research, questionnaires, and interviews. Research strengths included strict tonal definitions and fuller interview responses, while weaknesses were limited questionnaire consumption and surveys only reaching specific people via group chats.
This document provides instructions and topics for an English language presentation and role play about changing eating habits. For the presentation, students are asked to discuss how food is produced and consumed in their country, using a short personal anecdote. They will present their views on whether modern choices and production methods make our food less healthy. For the role play, students must take on the role of people like a parent or nutritionist to debate whether modern eating habits have culturally and nutritionally disadvantaged people compared to past generations. Students are given cause and effect language and vocabulary to support their arguments.
The document provides examples of events from the author's life that highlighted their strengths and areas where they felt most fulfilled. The first example discusses their success with public speaking competitions in 4H as a child. The second example talks about making movies with friends in junior high and enjoying writing scripts and acting. The third example describes their role as goalkeeper for an elite soccer team and enjoying the pressure and leadership aspects of the position. The final example discusses coaching the soccer team after their playing career. The author finds satisfaction in expressing themselves, working with others on creative projects, performing under pressure, and being a leader.
This document outlines the process for conducting a user interview with a 65-year-old semi-retired business woman. It includes mind mapping her morning routine, checking assumptions about her breakfast and activities, preparing interview questions about her emotions, possessions, social interactions, locations and daily activities. The interview guide is organized around understanding her morning timeline from initial to late morning, and creating maps of her social interactions and walking through a typical morning. The goal is to gain insights into her morning experiences and what makes this time positive.
Bmc english language_composition(situational writing)_reflectionsAdrian Peeris
A new syllabus has been introduced for O and N level English Language candidates for the GCE Examinations. This new syllabus has expanded the scope of assessment to include text responses that assess a candidates ability to convey not only their points of view but also their emotions and feelings. This set of slides is designed to provide a form and structure to these candidates to help them craft written responses that help them capture their feelings about a given topic.
The document provides tips for improving learning and memory retention. It discusses different learning styles such as visual, auditory, and kinesthetic, and recommends using strategies that match one's preferred style. Specific techniques are outlined like concept mapping, using rhymes, acting out material, and walking while learning. The importance of visual memory is explained, along with exercises to develop this skill like associating words with pictures. Eating protein and omega-3 fatty acids is also suggested to boost brain function during exams.
Pearson professional attitudes_and_behaviours_ws_five sept14 (2)moduledesign
This document outlines a workshop on presentation skills and report writing. It discusses the structure and objectives of effective presentations, including introducing the topic, providing the main body, and giving a conclusion. Tips are provided on engaging the audience, practicing delivery, using visual aids, handling questions, and overcoming nerves. The document also reviews the typical format of a written report, including sections for an executive summary, background, main body, conclusions, and recommendations. Students will practice their presentation skills and prepare a group presentation to deliver in Workshop 6.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
The document discusses observation skills and types of observation. It provides examples of different types of observation including scientific, natural, subjective/objective, direct/indirect, and structured/unstructured observation. Advantages of observation include being direct, providing immediate information, and being easy to complete. Disadvantages include potential for bias and misinterpretation. The document also discusses recording observations, observing verbal and nonverbal communication cues, and improving observation skills through curiosity and open-mindedness.
This document provides an agenda and overview for a video storytelling workshop. The workshop will cover using interviews for storytelling, best practices for interviewing, capturing interviews, basic editing, and uploading videos online. Participants will learn interview techniques like active listening and open-ended questions. They will also practice capturing interviews and basic editing during hands-on activities. The goal is to help participants hone their skills in using sound, images, and interviews to tell compelling stories through video.
This document discusses various communication and planning methods used in creative projects. It provides brief descriptions and evaluations of methods like mind maps, mood boards, style sheets, layout plans, brainstorming, pitches, sketches, and formal proposals. For each method, it summarizes the strengths, weaknesses, and whether the author liked using that particular method. Overall, the document evaluates different techniques for organizing ideas and presenting creative work.
This document outlines the steps of a presentation skills lesson for becoming a confident public speaker. It introduces the 4 steps for creating a presentation: purpose, introduction, main points, and conclusion. Interactive activities and quizzes are used to help the learner understand and apply each step. The lesson also covers other skills like warm-up exercises, identifying emotions, and concludes by having the learner create their own small presentation combining all four steps.
The document discusses the key elements of effective communication. It states that communication is 33% verbal, 33% vocal, and 33% visual. If the message is inconsistent, it is 7% verbal, 38% vocal, and 55% visual. It also discusses nine behavioral skills that are important for interpersonal communication, including eye contact, posture, gestures, dress, voice, language, listener involvement, humor, and being authentic. The document emphasizes that effective communication involves believing in your message and developing skills through practice and feedback.
Design thinking is a human-centered approach to innovation that draws from the designer’s toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success
The document provides tips and techniques for enhancing storytelling skills. It discusses using the five senses to make stories more vivid, following a narrative structure with a beginning, middle, and end, and using tone of voice, facial expressions, and body language to engage audiences. The key purpose of storytelling in this context is to connect with audiences and help them remember the story's message. Practicing storytelling skills and sourcing material from real experiences can help improve one's abilities.
Dr Aaron Jarden gave a presentation on workplace wellbeing and positive psychology. He began with a positive assessment where participants rated their current happiness on a scale and what they would be willing to do to increase their happiness. He then asked for any questions from participants. Next, he had participants pair up and take turns sharing stories about when they are at their best in their job. Later, he discussed the five ways to wellbeing: connect, be active, take notice, keep learning, and give. Finally, he covered peak-end theory which states that people's judgments of experiences are influenced by the peak moment and how it ended.
This document outlines an agenda and learning objectives for an introductory workshop on Neuro Linguistic Programming (NLP). The one-day workshop consists of 9 sessions that will define NLP, describe its key concepts and presuppositions, explain how people process sensory information, demonstrate techniques for interpreting body language and asking questions, and provide strategies for using enriched, hypnotic language. Attendees will learn how to model successful behaviors, communicate more effectively, and influence outcomes through principles of NLP.
This document provides guidance on developing effective presentation skills. It discusses key elements of presentations such as preparation, delivery, structure, and visual aids. Some best practices include practicing the presentation, keeping content concise and simple, maintaining good posture and eye contact, and engaging the audience. Nervousness during presentations is also addressed, with tips like mental visualization, relaxation techniques, and using nerves as positive energy. The document emphasizes the importance of preparation, customizing the presentation for the audience, and soliciting feedback to improve skills.
This is a workshop on presentation skills that I have designed and delivered to partner schools as part of Business in the Community's Skills@Work programme.
This workshop introduces students to the area of presentations, with a particular focus on:
- why presentations are so important to our careers and professional lives,
- the principles of planning, preparing and writing a great presentation,
- Learning how to conquer any nerves you might have about speaking in public,
- the basics of creating a new presentation in Microsoft Powerpoint
Engage with Assessment (Jo Szoke - IATEFL 2022)Joanna Szőke
When we think of student engagement, it’s usually games and exciting activities that come to mind. No wonder why because as Barkley (2010, pp. xi-xii) puts it “competing for the attention of our students and engaging them in meaningful learning is a profound and ongoing challenge,” and games tend to always save the day. But how can we provide meaningful learning as well as an enjoyable experience? Assessment is perhaps not something you would instantly think of since most of us believe it is always teacher-focused and students simply suffer it through. But testing is not the only way to find out more about our students’ knowledge and progress. There are plenty of formative assessment techniques that are less intimidating and more informative than a simple test. Moreover, if we involve our students in the assessment and feedback process by giving them the opportunity to evaluate themselves and each other, you can lay the grounds for a more successful learning journey that engages your teenage students at the same time. In this practical workshop, I will demonstrate different formative assessment activities that can boost your students’ engagement and improve their learning competencies, such as critical thinking, learning to learn, communication, and collaboration. After each demo activity, we are going to think through which competencies the particular activity develops and how it engages students. There will also be room for further discussion on how these tasks can be tailored to your own context.
This document provides guidance on giving effective presentations. It discusses four key elements to consider: the audience and purpose, content and structure, visual aids, and the presenter. For each element, it offers specific best practices. The audience and purpose section stresses understanding your audience's needs and desired outcome. Content and structure advises keeping content relevant and telling a story with an overview, core message, and summary. Visual aids should support, not replace, spoken content. As the presenter, it is important to appear confident through verbal, vocal, and visual cues like making eye contact and using hand gestures. The document concludes by noting the importance of practice and offers a checklist for self-evaluation.
The document discusses research conducted on existing photography products, including analyzing common features, aspects to include in future works, and evaluating research methods like product research, questionnaires, and interviews. Research strengths included strict tonal definitions and fuller interview responses, while weaknesses were limited questionnaire consumption and surveys only reaching specific people via group chats.
This document provides instructions and topics for an English language presentation and role play about changing eating habits. For the presentation, students are asked to discuss how food is produced and consumed in their country, using a short personal anecdote. They will present their views on whether modern choices and production methods make our food less healthy. For the role play, students must take on the role of people like a parent or nutritionist to debate whether modern eating habits have culturally and nutritionally disadvantaged people compared to past generations. Students are given cause and effect language and vocabulary to support their arguments.
The document provides examples of events from the author's life that highlighted their strengths and areas where they felt most fulfilled. The first example discusses their success with public speaking competitions in 4H as a child. The second example talks about making movies with friends in junior high and enjoying writing scripts and acting. The third example describes their role as goalkeeper for an elite soccer team and enjoying the pressure and leadership aspects of the position. The final example discusses coaching the soccer team after their playing career. The author finds satisfaction in expressing themselves, working with others on creative projects, performing under pressure, and being a leader.
This document outlines the process for conducting a user interview with a 65-year-old semi-retired business woman. It includes mind mapping her morning routine, checking assumptions about her breakfast and activities, preparing interview questions about her emotions, possessions, social interactions, locations and daily activities. The interview guide is organized around understanding her morning timeline from initial to late morning, and creating maps of her social interactions and walking through a typical morning. The goal is to gain insights into her morning experiences and what makes this time positive.
Bmc english language_composition(situational writing)_reflectionsAdrian Peeris
A new syllabus has been introduced for O and N level English Language candidates for the GCE Examinations. This new syllabus has expanded the scope of assessment to include text responses that assess a candidates ability to convey not only their points of view but also their emotions and feelings. This set of slides is designed to provide a form and structure to these candidates to help them craft written responses that help them capture their feelings about a given topic.
The document provides tips for improving learning and memory retention. It discusses different learning styles such as visual, auditory, and kinesthetic, and recommends using strategies that match one's preferred style. Specific techniques are outlined like concept mapping, using rhymes, acting out material, and walking while learning. The importance of visual memory is explained, along with exercises to develop this skill like associating words with pictures. Eating protein and omega-3 fatty acids is also suggested to boost brain function during exams.
Pearson professional attitudes_and_behaviours_ws_five sept14 (2)moduledesign
This document outlines a workshop on presentation skills and report writing. It discusses the structure and objectives of effective presentations, including introducing the topic, providing the main body, and giving a conclusion. Tips are provided on engaging the audience, practicing delivery, using visual aids, handling questions, and overcoming nerves. The document also reviews the typical format of a written report, including sections for an executive summary, background, main body, conclusions, and recommendations. Students will practice their presentation skills and prepare a group presentation to deliver in Workshop 6.
Similar to T Gaiser TEXSOM Tasting Seminar Notes (20)
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
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).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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 🙏🤓🤔🥰
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
26. Goals for the Project
• To deconstruct internal strategies of top
tasters
• To replicate and use the best strategies in
order to teach more effectively
27. Goals for the Project
• Ultimately to improve how we teach tasting:
–Students learn to taste with more ease in a
shorter period of time
–Students learn to taste using their own
memories and internal maps
28. Project Participants:
• Karen MacNeil
• Evan Goldstein MS
• Tracy Kamens Ed.D.,
DWS, CWE
• Emily Wines MS
• Doug Frost MS MW
• Peter Marks MW
• Brian Cronin MS
• Tim Gaiser MS
• Sur Lucero MS
• Thomas Price MS
• Roland Micu MS
• Emily Papach MS
• Gilian Handelman
• Yosh Han
• Alyssa Harrad
39. Exercise I: Glassware Stance
• Criteria:
–Resting point
–Glass angle: finding the sweet spot
–Passive vs. active inhalation
* Inhalation patterns/angles – where are
you smelling in the glass?
43. Eye Accessing Cues
• Visual memory: up and to the left
• Visual imagination: up and to the right
• Auditory memory: lateral eye movements to
the left
• Auditory imagination: lateral eye movements
to the right
• Internal dialogue: down and to the left
• Kinesthetic (either physical or emotional
sensations): down and to the right
44. Importance of Starting Eye Position
• Consistent start to the sequence of smelling
and tasting wine
• Focus – shutting the world out!
• Coupled with an auditory prompt
• Literally knowing exactly HOW to start
45. Auditory Prompts
• “What’s there?”
• “What am I smelling?”
• “What’s in the glass?”
• “What kind of fruit (etc.) is it?”
• What is this on the end of my fork?”
47. Exercise:
• Start by looking down in front and/or to
the left/right
• As you smell the wine move your eyes side
to side slowly
• Use your free hand to point EXACTLY
where your eyes are looking
• Find your zone - the place that feels the
most comfortable WHILE you talk to
yourself
48. Tips
• Use SOFT eyes!
• Keep smelling the wine!
• Repetition: practice going to your spot multiple
times
• Finally: play around with smelling the wine and
looking at horizon level and above— see what
happens!
49. Other Eye Positions and Patterns
• Other eye positions used to access:
–Internal imaging “field ” for creating or
comparing images (one’s “IMAX theater”)
–Side: auditory memories about a wine
–Up: using a tasting “grid” as a guide
55. Concept: Front Loading
Using the Basic Set to bring awareness
to the image/olfactory connection
AND improve one’s olfactory memory
56. What is the Basic Set?
The 25-30 most common
aromas/flavors in wine
57. Using the Basic Set
• Working with words and images to:
–Make the image/olfactory connection
–Improve memory of the list
components
–Use sight and auditory to prompt
personal memories*
• *Multi- memory learning vs. visual
memory
66. II
Recall a time when you
smelled and/or tasted the
given fruit, spice, etc.
67. III
In your mind’s “eye” reach out,
pick up a slice of the fruit (etc.)
and take a bite of it …
68. IV
Make your experience of the fruit,
spice or other component as
complete and intense as possible
down to the aromas, flavors and
the texture/mouthfeel
69. V
Intensify your experience of the memory
by doing the following:
a. Make your images (or movie) larger
b. Make your images closer
c. Make the colors brighter
d. Make any sounds louder
e. Intensify any physical/tactile sensations
86. All project tasters represented aromas
in wine with internal images or a
combination of images and words
Both still images or movies
87. Images vary not only in content but
structure: size, proximity, color,
brightness etc.
88. There is an relationship to the
intensity of the aroma and the
structure of the image
89. Exercise VI: Making the
Olfactory-Image Connection
“Seeing” what’s in the glass
90. Instructions
I. With your partner find at least 3 aromas in
the glass (or more!)
II. As you ID an aroma be aware of the image
of it in your mind’s eye
III. Show your partner precisely where they
are in your “mind’s eye”
IV. Partners: keep track!
91. Explorers: Show Your Partners:
- Proximity (how close or far away)
- Location
- Size
- Brightness
- Color vs. black & white
- 2D vs. 3D
- Still image vs. movie
95. Tasting Maps
• All tasters in the project formed an
internal map of the images of the aromas
in a given wine
• The image maps or grids differ--
sometimes radically --from person to
person
104. Exercise VI: Review Your Image Map
1. Review your previous aromas/images
2. Find more if there
3. Questions:
- What happens to the images once you
create them?
- Do they move?
- Can you find them again if you need them?
4. Map image location
106. What are Submodalities?
• Moda: Greek term for the five senses
• Modalities: the inner representation of the five
senses: visual (V), auditory (A), kinesthetic (K),
olfactory and gustatory
• Submodalities: the structural qualities that
each internal modality can possess
107. Common Submodalities: Visual
• Black & white or color*
• Proximity: near or far*
• Location*
• Brightness*
• Location*
• Size of image*
• Three dimensional or
flat image*
• Associated /
Dissociated
• Focused or Defocused
• Framed or Unframed
• Movie or still image
• If a Movie-
Fast/Normal/Slow
*Driver Submodality
108. Auditory
• Volume: loud or soft
• Distance: near or far
• Internal or external
• Location
• Stereo or mono
• Fast or slow
• Pitch: high or low
• Verbal or tonal
• Rhythm
• Clarity
• Pauses
109. Kinesthetic
• Intensity: strong or
weak
• Area: large vs. small
• Weight: heavy or
light
• Location
• Texture: smooth,
rough or other
• Constant or
intermittent
• Temperature: hot or
cold
• Size
• Shape
• Pressure
• Vibration
111. • With your partner:
• Taste the wine
–Note how the flavors change from nose to
palate – do the images change?
–Does the image structure change too?
– Size, brightness, color, proximity,
dimensionality
–Does your map of the wine change as well?
113. • Choose one aroma/flavor
• Experiment with the following while smelling
the wine:
–Size: smaller vs. larger
–Closer vs. farther away
–Brightness
–Color vs. black and white
–2D vs. 3D
• How does each change affect the wine?
• Change one thing at a time! Then Reset It
114. Submodalities Check List
• Size: smaller vs. larger
• Closer vs. farther away
• Brightness
• Color vs. black and white
• 2D vs. 3D
116. Tasters in the project use internal visual
constructs or cues to calibrate the
structure of wine
117. Structural Calibration: Emily Wines
• Uses different internal scales for structural
elements.
• Acid: yellow ruler about 12” long with markers
for low, medium, etc.
– Tastes wine and then points to a mark on the
ruler
• Alcohol: 24” blue ruler with a “level”-like
bubble that moves to the appropriate mark
118. Structural Calibration: Emily Wines
• Tannin: piece of wool stretched out, thin
at one end and much thicker and larger
at the other.
–Texture combined with amount of
tannin
• Finish: image of the horizon
–The longer the finish the farther down
the horizon can be seen
119. Structural Calibration: Tim Gaiser
• All structural components calibrated with a 3-
4’ “slide rule”-like device with a red button in
the middle resting at “medium”
• As I taste the wine the button moves until it
matches the amount of acid, alcohol etc., I’m
sensing on my palate.
• Internally I point to the marker on the ruler
and say “it’s medium-plus” or whatever
• If I’m not sure I bring the ruler in closer to me
and more increments on the ruler appear
120. Exercise XI: Installing Your
Calibration Scale
• With your partner:
• Create your scale: use a ruler, dial or
whatever works best, easiest – make it
BIG!
• Locate “low,” “medium” and “high” on
the scale (also med- and med+)
• Place calibration “button” or “marker”
etc. at medium
121.
122.
123. Installation Cont.
• Calibrate for acidity, alcohol, tannin
• Use EXTREMES!
• Examples:
–Acidity: lemon juice for high and water for low
–Alcohol: port for high vs. Moscato di Asti for
low
–Tannin: Barolo (Fernet Branca?) for high vs.
Nouveau Beaujolais for low
124. Exercise XII: calibrate the structural
elements of the Terlano Lagrein
Acidity
Alcohol
Tannin
125. The Future …
• Open source project
• This presentation and the Basic Set will be
available at slideshare.com; link on Facebook
and link in my blog
• Experiment! Have fun with it!
• Report in!
• Funding wanted …
126. Thanks
• To JamesandDrew!
• Richard Bandler and John Grinder for the
principles behind this work.
• Tim and Kris Hallbom, Robert Dilts and Suzi Smith
for their superb instruction and guidance.
• Taryn Voget of the Every Day Genius Institute for
her help and guidance in the DVD project
127. Project Participants:
• Karen MacNeil
• Evan Goldstein MS
• Tracy Kamens Ed.D.,
DWS, CWE
• Emily Wines MS
• Doug Frost MS MW
• Peter Marks MW
• Brian Cronin MS
• Tim Gaiser MS
• Sur Lucero MS
• Thomas Price MS
• Roland Micu MS
• Emily Papach MS
• Gilian Handelman
• Yosh Han
• Alyssa Harrad