This document provides instructions for observing and assessing a preschool classroom using the Teaching Pyramid Observation Tool (TPOT). The TPOT is used to assess implementation of the Teaching Pyramid model. The summary is:
1. The TPOT provides a checklist to assess teaching practices associated with components of the Teaching Pyramid intervention model during a classroom observation and teacher interview.
2. The observation should last at least 2 hours and include one teacher-directed activity and one free play period.
3. Items are scored based on observation and teacher responses, with higher scores indicating greater implementation of Teaching Pyramid practices.
This document discusses problem-based learning and its implementation in a classroom action research study. It provides background information on problem-based learning and discusses its benefits. The study aimed to enhance learning outcomes and group cooperation through problem-based learning. It was conducted in an 8th grade class over multiple cycles. Data was collected through observation and tests to analyze student achievement and cooperation. The criteria for success was achieving a good rating on observations of student activity and an 85% pass rate with average scores above the minimum requirements.
IEPPI - Gauteng East Underperforming High Schoolsguestc756a7
This document discusses underperforming high schools in Gauteng East District. Some key points:
- The success rate of learners attaining what the education system promises is only 8.1%, with only 1 out of every 12 learners starting grade 1 attaining success.
- Schools are categorized into three levels of functionality - non-functioning, low-functioning, and high-functioning - based on how well they support learning.
- A questionnaire is used to assess different aspects of school functionality, such as school ethos, leadership, decision-making, relationships, and more. Results are analyzed to determine a school's overall functionality level.
- Different aspects of teaching quality and
Preschoolers between ages 6-7 experience significant development but also challenging behaviors. Typical behaviors include improved attention spans, seeking reassurance, showing off skills, enjoying sharing but also conflicts, recognizing emotions and testing limits. Effective discipline strategies include providing routine and structure, ignoring mild misbehavior, praising positive behaviors, using time outs, rewards for good behavior, modeling appropriate behaviors, logical and natural consequences. Acceptable ways to deal with problems are verbal and non-verbal reinforcement of good behavior, private conferences, and allowing expression of feelings. Unacceptable methods include harsh words, nagging, detention, denying privileges, ridicule and affecting grades for behavior.
Using the Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms Brookes Publishing
The Teaching Pyramid Observation Tool (TPOT) is an observation and interview tool used to assess teachers' implementation of practices from the Pyramid model, which promotes social-emotional competence and addresses challenging behaviors. The TPOT was developed to measure fidelity of Pyramid model implementation. It provides information to describe implementation quality, compare practices across teachers, and identify training needs. The TPOT includes subscales for key practices, red flags, and strategies for responding to challenging behaviors. Studies show the TPOT has good psychometric properties and its scores correlate with other measures of classroom quality. Coaching using TPOT data can help teachers improve their Pyramid model implementation over time.
This document discusses discipline techniques for preschoolers. It describes typical preschooler behavior such as seeking attention through new skills, enjoying peer interaction but also conflicts, and fluctuating emotions. It then outlines common discipline methods like establishing classroom rules and consequences, rewarding good behavior, and ignoring minor misbehavior. Specific strategies are modeling appropriate behavior, providing praise and structure, implementing logical consequences, and using time-outs. The document cautions against ineffective discipline like harsh words, long lectures, humiliation, or denying privileges.
The document outlines techniques for better classroom discipline including focusing students' attention at the start, providing clear instruction, monitoring progress, modeling good behavior, using non-verbal cues, varying the classroom environment, discreetly intervening in misbehavior, recognizing appropriate behavior, using clear and respectful language to explain expectations, expressing feelings to students, establishing positive classroom rules, and reinforcing positive steps and progress.
This free 45-minute webinar, hosted by the developers of the TPITOS program, will cover the relationship between the Pyramid Model, TPITOS, and TPOT as well as explore the unique features and functions of the TPITOS program. A live-during-recording Q&A will be hosted by developers Kathryn Bigelow and Dwight Irvin following the webinar.
This document discusses problem-based learning and its implementation in a classroom action research study. It provides background information on problem-based learning and discusses its benefits. The study aimed to enhance learning outcomes and group cooperation through problem-based learning. It was conducted in an 8th grade class over multiple cycles. Data was collected through observation and tests to analyze student achievement and cooperation. The criteria for success was achieving a good rating on observations of student activity and an 85% pass rate with average scores above the minimum requirements.
IEPPI - Gauteng East Underperforming High Schoolsguestc756a7
This document discusses underperforming high schools in Gauteng East District. Some key points:
- The success rate of learners attaining what the education system promises is only 8.1%, with only 1 out of every 12 learners starting grade 1 attaining success.
- Schools are categorized into three levels of functionality - non-functioning, low-functioning, and high-functioning - based on how well they support learning.
- A questionnaire is used to assess different aspects of school functionality, such as school ethos, leadership, decision-making, relationships, and more. Results are analyzed to determine a school's overall functionality level.
- Different aspects of teaching quality and
Preschoolers between ages 6-7 experience significant development but also challenging behaviors. Typical behaviors include improved attention spans, seeking reassurance, showing off skills, enjoying sharing but also conflicts, recognizing emotions and testing limits. Effective discipline strategies include providing routine and structure, ignoring mild misbehavior, praising positive behaviors, using time outs, rewards for good behavior, modeling appropriate behaviors, logical and natural consequences. Acceptable ways to deal with problems are verbal and non-verbal reinforcement of good behavior, private conferences, and allowing expression of feelings. Unacceptable methods include harsh words, nagging, detention, denying privileges, ridicule and affecting grades for behavior.
Using the Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms Brookes Publishing
The Teaching Pyramid Observation Tool (TPOT) is an observation and interview tool used to assess teachers' implementation of practices from the Pyramid model, which promotes social-emotional competence and addresses challenging behaviors. The TPOT was developed to measure fidelity of Pyramid model implementation. It provides information to describe implementation quality, compare practices across teachers, and identify training needs. The TPOT includes subscales for key practices, red flags, and strategies for responding to challenging behaviors. Studies show the TPOT has good psychometric properties and its scores correlate with other measures of classroom quality. Coaching using TPOT data can help teachers improve their Pyramid model implementation over time.
This document discusses discipline techniques for preschoolers. It describes typical preschooler behavior such as seeking attention through new skills, enjoying peer interaction but also conflicts, and fluctuating emotions. It then outlines common discipline methods like establishing classroom rules and consequences, rewarding good behavior, and ignoring minor misbehavior. Specific strategies are modeling appropriate behavior, providing praise and structure, implementing logical consequences, and using time-outs. The document cautions against ineffective discipline like harsh words, long lectures, humiliation, or denying privileges.
The document outlines techniques for better classroom discipline including focusing students' attention at the start, providing clear instruction, monitoring progress, modeling good behavior, using non-verbal cues, varying the classroom environment, discreetly intervening in misbehavior, recognizing appropriate behavior, using clear and respectful language to explain expectations, expressing feelings to students, establishing positive classroom rules, and reinforcing positive steps and progress.
This free 45-minute webinar, hosted by the developers of the TPITOS program, will cover the relationship between the Pyramid Model, TPITOS, and TPOT as well as explore the unique features and functions of the TPITOS program. A live-during-recording Q&A will be hosted by developers Kathryn Bigelow and Dwight Irvin following the webinar.
This document discusses ESL learning strategies for mathematics for elementary school students. It identifies metacognitive strategies like planning, monitoring, and evaluating their learning. It also discusses cognitive strategies where students interact with information, like taking notes, grouping ideas, making inferences, and using images. Finally, it discusses social/affective strategies like asking questions for clarification and cooperating with others. The document provides examples for each type of strategy.
This copy from the DepEd is the same copy available on the Expereincial Learning Book developed by the DepEd in collaboration with the Academe and other experts all over the country.
This document summarizes a training on promoting children's social and emotional success. It discusses reflecting on relationship building and environment strategies from Modules 1 and 2. It reviews conducting functional behavior assessments to understand the meaning and function of challenging behaviors, in order to develop individualized interventions for children with persistent issues. The training focuses on building positive relationships, creating supportive environments, and teaching social-emotional skills to benefit all children.
This document summarizes a study on strategies used by teachers to handle troubling kids in the classroom. The study collected data from 270 teachers in India through a questionnaire. It found that common strategies teachers use include persuading students, encouraging normal behavior, punishing based on reason, reducing participation in activities, making students stand, keeping them busy elsewhere, and calling parents to school. The study recommends providing training to teachers on counseling and handling troubling kids. While teachers think some strategies are ideal, they need patience to implement them. The findings can help improve how teachers are trained to deal with troubling students.
This document is a teacher checklist used to evaluate a teacher's classroom skills and interactions. It collects information on the teacher's education and role, and rates their performance on a scale from 1 to 5 in various categories related to behavior management, teaching skills, and interactions. The ratings are analyzed to determine if there are low, moderate, or high levels of concern in each category that may require further attention. The overall goal is to assess the teacher's abilities and identify any areas for improvement.
Developing expertise to meet the teachers' standards ts 5 differentiation(1)Lee Hazeldine
This document discusses differentiating instruction to meet the needs of all learners. It defines differentiation as identifying the most effective strategies for achieving learning goals for each student. The document outlines ways teachers can differentiate the process, product, content, and grouping based on students' readiness, interests, and learning styles. Teachers are encouraged to use assessments to understand students' prior knowledge and tailor instruction accordingly. Examples of differentiation strategies include varying activities, resources, support, tasks, and outcomes. The benefits and challenges of differentiation are discussed.
Education World Global ECE Conference Workshops.
Workshop 1: Right Time, Right Strategy: The Importance of Observation in ECCE Settings, 22 January 2016.
This document outlines the requirements for Assignment 2 which involves observing and analyzing the development of secure attachments between a child under 2 years old and their parent(s) and other caregiver. The assignment requires students to observe a target child interacting with a parent on two occasions and another caregiver on two occasions. Students must record their observations and interpret how factors impact the child's relationships and development. Based on their analysis, students must provide two recommendations for supporting the child's relationships, including proposed strategies and the role of adults.
The document outlines a new project called Mathematics Enhancement Through Oral Drill (METhOD) being implemented in Iligan City, Philippines in response to poor math performance on international assessments. The project will use timed oral drills covering various math topics to improve student skills in computation, mental alertness, and conceptual understanding. It provides the rationale, objectives, timeline, highlights of activities like flashcards, chants and songs, and the key math skills to be covered each quarter by grade level from grades 1 through 11.
Benefits in implementing a Social Emotional Skills ProgramJose Rios
Implementing a social/emotional skills program in schools would provide many benefits to students. It would help students develop important social and emotional skills to prevent future problems, build competence, and guide them to become well-balanced individuals. Regular lessons on social skills taught by teachers could be easily incorporated into the normal school day. Role playing activities allow students to practice appropriate behaviors and responses to different situations. Meeting regularly to choose skills and coordinate lessons ensures all students receive consistent instruction. While some students may need extra support, overall a social/emotional program can help students, improve behavior, and assist teachers.
This document summarizes Zoo U, an online game designed to assess and teach social skills to children aged 7-12. Zoo U was developed by 3C Institute with funding from the U.S. Department of Education. In Zoo U, children take on the role of students at a virtual zookeeper school and navigate social scenarios. Research shows Zoo U is effective at improving children's social skills like communication and cooperation. It also identifies children who may have issues like bullying. Zoo U provides benefits over traditional assessment methods by being low-cost, time efficient, and reducing bias. It engages both children and educators by making social skills learning fun. Ongoing research continues to evaluate Zoo U's effectiveness in helping children develop important social
This document provides guidance on managing classroom behavior so teachers can focus on teaching. It discusses that behaviors are learned and serve a purpose, and are related to context. It recommends evidence-based practices like positively interacting with students, monitoring behavior, preparing effective lessons, arranging the classroom, and explicitly teaching expectations. These practices can help address a variety of behaviors and improve student outcomes.
1. Jeannette was happy to go to a water sports show but was concerned when she heard a weather report predicting temperatures over 100 degrees.
2. Despite her concerns about the hot weather, Jeannette went to the show anyway to watch water skiers perform difficult routines.
3. The hot weather made the experience of watching the show difficult for Jeannette.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Understand how to plan to meet the needsHCEfareham
This document discusses planning to meet the needs of developing children. It explains that early years practitioners observe and assess children to check their development, help with planning, and address any problems. Practitioners plan activities and routines to meet individual children's needs based on observations. They track children's progress to support this planning process and ensure children are developing as expected. The document provides guidance on objective observation, identifying children's interests, and using information from assessments to create plans that support each child's needs and progress.
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) which focuses on proactive support strategies to reduce problem behaviors and allow students to be independent and successful in school. PBIS uses a multi-tiered continuum including universal, targeted, and intensive interventions supporting different percentages of students. The document then discusses how PBIS and the Problem Solving Model align in areas such as data collection, problem definition, intervention design and implementation, progress monitoring, and evaluation. It provides examples of informal and formal data collection tools and methods as well as how to organize, analyze, and use data to design evidence-based interventions and evaluate their impact on behaviors.
This document outlines several teaching strategies that can be used in early childhood education. It discusses strategies for problem solving, incorporating multiple intelligences, using technology, classroom management through jobs and labeling, and getting to know students. Examples are provided for each strategy. The strategies aim to engage different types of learners and teach important skills like responsibility, organization, and socialization through hands-on activities and classroom structure.
Developing the Scientific Temperament in the Children at Early Schooling Ageijtsrd
Teaching learning process is the most important pillar of any school which defines the academic success of the school. Monotonous ways of completion of syllabus and homework leads the majority of the students taking the studies as a burden and no way helps them out in their knowledge building. In the present research, the researcher discusses about the strategies that has been implemented in a school, which has rationale for each and every classroom teaching subject and topic. The researcher identifies the ways of various type of skill improvisation techniques that articulates the learning and adds on many related topics to know without any burden. The school, that implements such practices at very early age of schooling, definitely directs the students’ engagement positively for the learning. Mr. Dhaval B. Solanki | Dr. Dharmistha Panchal "Developing the Scientific Temperament in the Children at Early Schooling Age" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38545.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38545/developing-the-scientific-temperament-in-the-children-at-early-schooling-age/mr-dhaval-b-solanki
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document discusses ESL learning strategies for mathematics for elementary school students. It identifies metacognitive strategies like planning, monitoring, and evaluating their learning. It also discusses cognitive strategies where students interact with information, like taking notes, grouping ideas, making inferences, and using images. Finally, it discusses social/affective strategies like asking questions for clarification and cooperating with others. The document provides examples for each type of strategy.
This copy from the DepEd is the same copy available on the Expereincial Learning Book developed by the DepEd in collaboration with the Academe and other experts all over the country.
This document summarizes a training on promoting children's social and emotional success. It discusses reflecting on relationship building and environment strategies from Modules 1 and 2. It reviews conducting functional behavior assessments to understand the meaning and function of challenging behaviors, in order to develop individualized interventions for children with persistent issues. The training focuses on building positive relationships, creating supportive environments, and teaching social-emotional skills to benefit all children.
This document summarizes a study on strategies used by teachers to handle troubling kids in the classroom. The study collected data from 270 teachers in India through a questionnaire. It found that common strategies teachers use include persuading students, encouraging normal behavior, punishing based on reason, reducing participation in activities, making students stand, keeping them busy elsewhere, and calling parents to school. The study recommends providing training to teachers on counseling and handling troubling kids. While teachers think some strategies are ideal, they need patience to implement them. The findings can help improve how teachers are trained to deal with troubling students.
This document is a teacher checklist used to evaluate a teacher's classroom skills and interactions. It collects information on the teacher's education and role, and rates their performance on a scale from 1 to 5 in various categories related to behavior management, teaching skills, and interactions. The ratings are analyzed to determine if there are low, moderate, or high levels of concern in each category that may require further attention. The overall goal is to assess the teacher's abilities and identify any areas for improvement.
Developing expertise to meet the teachers' standards ts 5 differentiation(1)Lee Hazeldine
This document discusses differentiating instruction to meet the needs of all learners. It defines differentiation as identifying the most effective strategies for achieving learning goals for each student. The document outlines ways teachers can differentiate the process, product, content, and grouping based on students' readiness, interests, and learning styles. Teachers are encouraged to use assessments to understand students' prior knowledge and tailor instruction accordingly. Examples of differentiation strategies include varying activities, resources, support, tasks, and outcomes. The benefits and challenges of differentiation are discussed.
Education World Global ECE Conference Workshops.
Workshop 1: Right Time, Right Strategy: The Importance of Observation in ECCE Settings, 22 January 2016.
This document outlines the requirements for Assignment 2 which involves observing and analyzing the development of secure attachments between a child under 2 years old and their parent(s) and other caregiver. The assignment requires students to observe a target child interacting with a parent on two occasions and another caregiver on two occasions. Students must record their observations and interpret how factors impact the child's relationships and development. Based on their analysis, students must provide two recommendations for supporting the child's relationships, including proposed strategies and the role of adults.
The document outlines a new project called Mathematics Enhancement Through Oral Drill (METhOD) being implemented in Iligan City, Philippines in response to poor math performance on international assessments. The project will use timed oral drills covering various math topics to improve student skills in computation, mental alertness, and conceptual understanding. It provides the rationale, objectives, timeline, highlights of activities like flashcards, chants and songs, and the key math skills to be covered each quarter by grade level from grades 1 through 11.
Benefits in implementing a Social Emotional Skills ProgramJose Rios
Implementing a social/emotional skills program in schools would provide many benefits to students. It would help students develop important social and emotional skills to prevent future problems, build competence, and guide them to become well-balanced individuals. Regular lessons on social skills taught by teachers could be easily incorporated into the normal school day. Role playing activities allow students to practice appropriate behaviors and responses to different situations. Meeting regularly to choose skills and coordinate lessons ensures all students receive consistent instruction. While some students may need extra support, overall a social/emotional program can help students, improve behavior, and assist teachers.
This document summarizes Zoo U, an online game designed to assess and teach social skills to children aged 7-12. Zoo U was developed by 3C Institute with funding from the U.S. Department of Education. In Zoo U, children take on the role of students at a virtual zookeeper school and navigate social scenarios. Research shows Zoo U is effective at improving children's social skills like communication and cooperation. It also identifies children who may have issues like bullying. Zoo U provides benefits over traditional assessment methods by being low-cost, time efficient, and reducing bias. It engages both children and educators by making social skills learning fun. Ongoing research continues to evaluate Zoo U's effectiveness in helping children develop important social
This document provides guidance on managing classroom behavior so teachers can focus on teaching. It discusses that behaviors are learned and serve a purpose, and are related to context. It recommends evidence-based practices like positively interacting with students, monitoring behavior, preparing effective lessons, arranging the classroom, and explicitly teaching expectations. These practices can help address a variety of behaviors and improve student outcomes.
1. Jeannette was happy to go to a water sports show but was concerned when she heard a weather report predicting temperatures over 100 degrees.
2. Despite her concerns about the hot weather, Jeannette went to the show anyway to watch water skiers perform difficult routines.
3. The hot weather made the experience of watching the show difficult for Jeannette.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Understand how to plan to meet the needsHCEfareham
This document discusses planning to meet the needs of developing children. It explains that early years practitioners observe and assess children to check their development, help with planning, and address any problems. Practitioners plan activities and routines to meet individual children's needs based on observations. They track children's progress to support this planning process and ensure children are developing as expected. The document provides guidance on objective observation, identifying children's interests, and using information from assessments to create plans that support each child's needs and progress.
This document discusses data collection and progress monitoring for behaviors. It begins with an overview of Positive Behavioral Interventions and Supports (PBIS) which focuses on proactive support strategies to reduce problem behaviors and allow students to be independent and successful in school. PBIS uses a multi-tiered continuum including universal, targeted, and intensive interventions supporting different percentages of students. The document then discusses how PBIS and the Problem Solving Model align in areas such as data collection, problem definition, intervention design and implementation, progress monitoring, and evaluation. It provides examples of informal and formal data collection tools and methods as well as how to organize, analyze, and use data to design evidence-based interventions and evaluate their impact on behaviors.
This document outlines several teaching strategies that can be used in early childhood education. It discusses strategies for problem solving, incorporating multiple intelligences, using technology, classroom management through jobs and labeling, and getting to know students. Examples are provided for each strategy. The strategies aim to engage different types of learners and teach important skills like responsibility, organization, and socialization through hands-on activities and classroom structure.
Developing the Scientific Temperament in the Children at Early Schooling Ageijtsrd
Teaching learning process is the most important pillar of any school which defines the academic success of the school. Monotonous ways of completion of syllabus and homework leads the majority of the students taking the studies as a burden and no way helps them out in their knowledge building. In the present research, the researcher discusses about the strategies that has been implemented in a school, which has rationale for each and every classroom teaching subject and topic. The researcher identifies the ways of various type of skill improvisation techniques that articulates the learning and adds on many related topics to know without any burden. The school, that implements such practices at very early age of schooling, definitely directs the students’ engagement positively for the learning. Mr. Dhaval B. Solanki | Dr. Dharmistha Panchal "Developing the Scientific Temperament in the Children at Early Schooling Age" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38545.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38545/developing-the-scientific-temperament-in-the-children-at-early-schooling-age/mr-dhaval-b-solanki
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.