How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Exposition: (page 31)
What can you tell from the following:
Martin is a twelve-year old boy who is “uncomfortable in elevators”.
(line 4)
He fears that they might fall.
“bullied at school” (line 25) and “always picked last” (lines 25-26) He is not very popular with
his classmates.
“get used to it” (line 24) He will try to deal with his fear of elevators.
3. State 2 external conflicts in the exposition:
1. Martin vs. his dad
2. Martin vs. the bullies at school
3. Martin vs. the elevator
4. What is the main conflict?
The main conflict will probably involve the elevator. He has a “fear of being
trapped” in the elevator (lines 34-35), and he dislikes being “too close to any
other rider” (line 36). The story’s conflict will probably involve Matrin confronting
his fear.
5. Rising action: (lines 41-174)
A large woman gets on the elevator at the fourteenth floor and stares
at Martin after the doors close (lines 41-49). This event forces Martin
to confront his worst fears and sets the rising action in motion.
State 1 internal conflict in the rising action:
Martin’s decision to either take the elevator or not.
6. One of the literary devices/techniques is
foreshadowing which means:
Foreshadowing is a hint of what is to come later in the story. It often
appears at the beginning of a story, or a chapter, and helps the reader
develop expectations about the coming events in a story.
8. One of the literary devices/techniques is
suspense which means:
The intense feeling that an audience goes through while waiting for the
outcome of certain events. It basically leaves the reader holding their
breath and wanting more information. The amount of intensity in a
suspenseful moment is why it is hard to put a book down.
9. Which lines in the story helped build
suspense?
• “blue eyes already fixed on him as though she knew he’d be there
(line 89)
• “it was like a nightmare” (line 90)
• “The elevator trembled” (line 94)
• “The fat lady watched him” (line 95)
• “What was she doing? Had she been waiting for him? Was she riding
with him on purpose?” (lines 98-99)
• “What is if got stuck between floors? What if it fell?” (line 105)
Etc.
10. Climax: (line 175)
Martin is in danger.
How did we figure this out?
• The lady gets on the elevator at the tenth floor (line 172) as if she knew
that Martin would be alone on the elevator at that moment.
• She “]moves[ in quickly” (line 173), as if wanting to take advantage of
his vulnerability on the crutches.
• The phrase “the door sealed them in” (line 174) suggests that he is trapped.
• She knows his name, she laughs, and she pushes the stop button (line 175).
11. Falling action and resolution:
The story had an open ending so that we can come up with our own
resolution to the conflict.
12. Protagonist:
A protagonist is the central character or leading figure in poetry,
narrative novel or any other story. A protagonist is something called a
“hero” by the audience or readers. The word originally came from
Greek language which refers to the person who led the chorus.
The protagonist in our story is:
Martin
13. Antagonist:
In literature, an antagonist is a character, group of characters, or other force
that presents an obstacle or is in direct conflict with the protagonist. The
antagonist is most often one character who has a goal that opposes the
protagonist’s goal and will try to stop the protagonist from getting what he
or she wants.
The word “antagonist” comes from the Greek for “a competitor, rival, or
opponent.
The antagonist in our story is:
The fat lady
14. Difference Between Antagonist and Villain
The definition of antagonist states that this
character or characters works in opposition to
the protagonist. This does not mean, however,
that the antagonist is necessarily a villain or that
the antagonist’s motives are inherently evil.