The document contains instructions for an English test on relative pronouns, with 5 multiple choice questions about which relative pronoun is correct in each sentence. It also provides contact information for any questions about the test.
This document contains a test on relative pronouns, with 5 multiple choice questions about which relative pronoun is correct in different sentences. It also provides contact information at the end for any questions about the test. The document quizzes the user on distinguishing between relative pronouns such as who, whom, whose, which, and that in different contexts.
1. Peaw asks Boky for directions to the Meena Home office but has difficulty understanding. Boky offers to accompany Peaw to the office instead.
2. Chutakan takes a phone call from Tittayawat asking to be connected to Mr. Chiya but Chiya is busy so Chutakan takes a message to have Chiya call back.
3. Peaw calls Boky to make an appointment with the Product Manager. They agree to meet at 3pm the next day at the Rose coffee shop.
The document provides a test on identifying noun clauses. It contains 4 multiple choice questions about identifying the subject, type, and examples of noun clauses. It also provides contact information at the end for any additional questions.
This document discusses competency standards and basic competencies related to speaking skills. It specifically discusses competency standard 3, which involves conveying meaning in transactional and interpersonal conversations in everyday life contexts. Basic competency 3.2 involves accurately, fluently and appropriately conveying meaning in conversations involving speech acts like apologizing, promising, blaming, accusing, expressing curiosity and desires, and stating attitudes. It provides examples of conversations involving blaming/accusing, denying accusations, confessing/apologizing, and asking for and making promises. It also includes a matching activity and a multiple choice activity to assess comprehension.
This document provides examples of how to politely ask for and give permission in social situations. It lists common phrases to use when asking for permission such as "Can I...", "May I...", and "Do you mind if I..." and phrases to use when giving permission like "Yes, please do" and "Sure, go ahead." Examples are given of short dialogues where one person asks for permission and the other responds by either granting or refusing permission.
The document contains instructions for a test with 5 multiple choice questions. It provides the questions and 3 possible answer choices for each question. It concludes by providing contact information for any additional questions.
Modiehi Tlome is an English teacher who enjoys watching TV, reading magazines, and listening to music. She is inspired by hard workers who believe in themselves and strives to achieve her goals in life, though she does not always have solutions. She dislikes negative people.
The document discusses vocabulary and grammar related to expressing permission in English. It provides examples of asking for and granting permission using modal verbs like "can", "may", "allow" as well as expressions like "do you mind if". It also gives examples of denying permission with responses like "no, you may not". The document concludes with examples of dialogues where one person asks for permission and the other grants or denies it, such as asking to borrow a ruler.
This document contains a test on relative pronouns, with 5 multiple choice questions about which relative pronoun is correct in different sentences. It also provides contact information at the end for any questions about the test. The document quizzes the user on distinguishing between relative pronouns such as who, whom, whose, which, and that in different contexts.
1. Peaw asks Boky for directions to the Meena Home office but has difficulty understanding. Boky offers to accompany Peaw to the office instead.
2. Chutakan takes a phone call from Tittayawat asking to be connected to Mr. Chiya but Chiya is busy so Chutakan takes a message to have Chiya call back.
3. Peaw calls Boky to make an appointment with the Product Manager. They agree to meet at 3pm the next day at the Rose coffee shop.
The document provides a test on identifying noun clauses. It contains 4 multiple choice questions about identifying the subject, type, and examples of noun clauses. It also provides contact information at the end for any additional questions.
This document discusses competency standards and basic competencies related to speaking skills. It specifically discusses competency standard 3, which involves conveying meaning in transactional and interpersonal conversations in everyday life contexts. Basic competency 3.2 involves accurately, fluently and appropriately conveying meaning in conversations involving speech acts like apologizing, promising, blaming, accusing, expressing curiosity and desires, and stating attitudes. It provides examples of conversations involving blaming/accusing, denying accusations, confessing/apologizing, and asking for and making promises. It also includes a matching activity and a multiple choice activity to assess comprehension.
This document provides examples of how to politely ask for and give permission in social situations. It lists common phrases to use when asking for permission such as "Can I...", "May I...", and "Do you mind if I..." and phrases to use when giving permission like "Yes, please do" and "Sure, go ahead." Examples are given of short dialogues where one person asks for permission and the other responds by either granting or refusing permission.
The document contains instructions for a test with 5 multiple choice questions. It provides the questions and 3 possible answer choices for each question. It concludes by providing contact information for any additional questions.
Modiehi Tlome is an English teacher who enjoys watching TV, reading magazines, and listening to music. She is inspired by hard workers who believe in themselves and strives to achieve her goals in life, though she does not always have solutions. She dislikes negative people.
The document discusses vocabulary and grammar related to expressing permission in English. It provides examples of asking for and granting permission using modal verbs like "can", "may", "allow" as well as expressions like "do you mind if". It also gives examples of denying permission with responses like "no, you may not". The document concludes with examples of dialogues where one person asks for permission and the other grants or denies it, such as asking to borrow a ruler.
The contract outlines the responsibilities of a cast member for the 'Ben' music video, including attending all scheduled rehearsals on time, being prepared, learning material by the third rehearsal, focusing during rehearsals without distractions, not changing appearances without permission, contacting producers if missing a rehearsal, not inviting guests without approval, assisting with other production tasks as needed, supplying their own makeup and undergarments, and maintaining a professional attitude. The cast member signs the contract to agree to these terms.
The document contains responses from students in Mrs. Anderson's class about what they love about their moms. Many of the students mentioned loving their mom's hugs, kisses, and cooking, as well as enjoying activities like being tucked into bed, going to fun places, and receiving love and care from their moms.
1) Good telephone manners are important for making positive impressions at work and home.
2) When answering the phone, speak clearly and politely, take messages if the caller needs to reach someone else, and offer to help or pass the message along.
3) Be respectful of others on the phone by waiting for their call to end before interrupting, and remember that while being polite, you do not need to sacrifice your own time if a call is too demanding.
The document provides examples of expressions used for asking permission, giving permission, and denying permission. It then provides two sample dialogues that use these expressions, and prompts the reader to create their own dialogue based on a given situation involving a student borrowing a typewriter from their roommate.
This document provides phone etiquette lessons for teens. It teaches three main skills: how to greet the caller by saying hello and identifying yourself, how to speak loudly enough to be heard during the call, and how to say goodbye and end the call properly. The lessons are interactive, prompting the user to select the correct responses that demonstrate greeting, speaking, and ending a phone call politely.
This document provides guidance on making and receiving telephone calls in both formal and informal situations. It outlines best practices for introducing oneself, stating the purpose of a call, leaving and receiving messages, and using polite phrases. Sample dialogs demonstrate scheduling appointments, inviting someone to an event, and changing or confirming plans over the phone. Key details include introducing one's name and company, asking to be transferred to the appropriate person, and offering alternative times to reconnect if the call cannot be taken.
Asking for permission and Making a Request ESLGeorge Ramos
The document provides examples of asking for permission and making requests in English. It gives common phrases used for asking permission, such as "Can I borrow your pen?" and responses like "Sure." Examples of making requests are also given, such as "Could you please get me some coffee?" along with potential responses like "Yes, of course." The document then provides practice conversations and activities to help readers learn how to properly ask for permission and make requests in English.
The document contains 4 conversations between different people. The first conversation between two people is informal, with one person asking how the other's day is going. The second conversation is more formal, with one person introducing another by their title and last name. The third conversation between two women named Jane and an unknown person is also informal, with one commenting on the hot weather. The fourth conversation involves one person addressing a group formally, apologizing for starting late and requesting to begin.
This document discusses ways to ask for permission, request something, and respond to requests in English. It provides examples of how to:
1) Politely ask for permission using "can", "could", or "may" followed by a question (e.g. "Can I ask a question?").
2) Ask for permission more politely using "do you think I could" or "is it OK if I".
3) Give permission by saying "Yes, of course" or "Sure, go ahead".
4) Refuse permission politely by giving a reason and using "sorry" or "actually".
5) Make requests using "can you" or "will you
This document provides common phrases used when answering the phone, introducing oneself, asking callers to wait, connecting calls or providing explanations, and taking messages. Some key phrases included are "Hello, who's calling please?", "Thank you for holding, I'll put you through", "Sorry, he's not here at the moment", and "Could you leave a message?". The phrases are grouped by common phone call situations and provide essential language for basic phone interactions.
The document contains a speaking test with multiple choice questions to complete short conversations. The conversations are about one person asking for another's phone number, borrowing a pen, commenting on someone being strong but then told they were crying, and asking for directions to a barber shop. The test-taker must choose the most appropriate response from the given options to correctly complete each conversation.
The document discusses asking, giving, and denying permission in various contexts. It provides examples of phrases used for each, including "Can I...", "Sure, go ahead", and "No, you may not". It then presents 3 scenarios involving people asking for and granting/denying permission: 1) Paul asks Terry to borrow a ruler and calculator in the office, 2) Butet asks Unang for a ride in his car, and 3) Anton offers Sita a ride home on his motorcycle.
This document provides guidance on best practices for phone etiquette and customer service. It recommends answering the phone promptly within 3 rings, being courteous and helpful, asking permission before placing callers on hold, and thanking callers for their patience. It also advises informing callers where they are being transferred and ensuring the recipient can help the caller. Representatives are told to listen carefully, prioritize calls, and say they will find out information rather than saying no or placing blame.
Jenni realizes she is pregnant which explains why she has been feeling sick and throwing up. She tells Ben she is pregnant. The chapter ends with Jenni resting on the couch for the day as she recovers from illness, looking forward to sharing more of her story in the next chapter.
This document is a cover letter from Donna J. Burress applying for a position. She describes herself as energetic, dedicated, and able to prioritize and meet deadlines. She emphasizes her strong communication and people skills, ability to work well under pressure on a team, and dedication to providing excellent customer service and exceeding expectations. Burress is looking to utilize her skills and qualities to benefit the company.
The document provides vocabulary and examples for common phrases used during phone calls and customer service interactions. It includes phrases for making contact, giving information, taking a call, asking for details, connecting callers, giving negative responses, dealing with technical issues, leaving messages, and sample phone call transcripts. Key phrases include "Who's calling please?", "Just a moment please", "I'll connect you now", "I'm afraid he's not available", "Could you repeat that?", and "Who shall I say is calling?".
Joseph Mountain is applying for a dresser position at Arley Hall for their upcoming dance show. He believes he is well
suited for the role because he is well-organized, enthusiastic, friendly, and good with timing. He has experience from
college productions with quick changes and handling pressure backstage. He can achieve the job requirements of
backstage experience, organization, time management, flexibility, and being helpful. He asks the recipient to review his
application and resume to see that he is a good fit for the role.
Bella takes a call from Intan who wants to make an appointment to see Mr. James from Disney Corporation to discuss a new product. Bella checks Mr. James' schedule and sees that he is busy this week, but offers to schedule Intan for 12pm the following Saturday. Intan agrees to the appointment time and thanks Bella before ending the call.
The document discusses relative pronouns, which introduce subordinate clauses known as relative clauses. It defines common relative pronouns like who, whom, that, which and whose. It provides examples of restrictive and non-restrictive relative clauses and explains when to use that versus which. The document also includes example questions about identifying relative clauses and selecting sentences meeting specific criteria related to relative pronouns.
Aim: To practice the use of relative clauses (who, which, that, when and where)
Interaction: Individually or in groups
Exercise type: Filling in the gaps
Language: B1
Time: 10-15 minutes
Materials: Slideshow, 5 pieces of paper for each student, markers
Procedure: 1. Give each student 5 pieces of paper.
2. Instruct the students to write down a different relative pronoun (that, who, which, when or where) on each of the 5 pieces of paper that they have. Recommend the students to use colorful markers and write in big letters that are visible from a distance.
3. You will be showing your students slides with sentences on them. Each sentence is missing a relative pronoun.
4. Display the slide with the first sentence on it. Allow some time for your students to read the sentence and to come up with a missing relative pronoun. The students need to raise the paper with a suitable relative pronoun up in the air as soon as possible.
5. In some cases two variants are possible. If this is the case, the students need to raise two pieces of paper.
6. The first three students to raise correct papers get an extra point.
7. The person with the top score at the end of the game wins!
The contract outlines the responsibilities of a cast member for the 'Ben' music video, including attending all scheduled rehearsals on time, being prepared, learning material by the third rehearsal, focusing during rehearsals without distractions, not changing appearances without permission, contacting producers if missing a rehearsal, not inviting guests without approval, assisting with other production tasks as needed, supplying their own makeup and undergarments, and maintaining a professional attitude. The cast member signs the contract to agree to these terms.
The document contains responses from students in Mrs. Anderson's class about what they love about their moms. Many of the students mentioned loving their mom's hugs, kisses, and cooking, as well as enjoying activities like being tucked into bed, going to fun places, and receiving love and care from their moms.
1) Good telephone manners are important for making positive impressions at work and home.
2) When answering the phone, speak clearly and politely, take messages if the caller needs to reach someone else, and offer to help or pass the message along.
3) Be respectful of others on the phone by waiting for their call to end before interrupting, and remember that while being polite, you do not need to sacrifice your own time if a call is too demanding.
The document provides examples of expressions used for asking permission, giving permission, and denying permission. It then provides two sample dialogues that use these expressions, and prompts the reader to create their own dialogue based on a given situation involving a student borrowing a typewriter from their roommate.
This document provides phone etiquette lessons for teens. It teaches three main skills: how to greet the caller by saying hello and identifying yourself, how to speak loudly enough to be heard during the call, and how to say goodbye and end the call properly. The lessons are interactive, prompting the user to select the correct responses that demonstrate greeting, speaking, and ending a phone call politely.
This document provides guidance on making and receiving telephone calls in both formal and informal situations. It outlines best practices for introducing oneself, stating the purpose of a call, leaving and receiving messages, and using polite phrases. Sample dialogs demonstrate scheduling appointments, inviting someone to an event, and changing or confirming plans over the phone. Key details include introducing one's name and company, asking to be transferred to the appropriate person, and offering alternative times to reconnect if the call cannot be taken.
Asking for permission and Making a Request ESLGeorge Ramos
The document provides examples of asking for permission and making requests in English. It gives common phrases used for asking permission, such as "Can I borrow your pen?" and responses like "Sure." Examples of making requests are also given, such as "Could you please get me some coffee?" along with potential responses like "Yes, of course." The document then provides practice conversations and activities to help readers learn how to properly ask for permission and make requests in English.
The document contains 4 conversations between different people. The first conversation between two people is informal, with one person asking how the other's day is going. The second conversation is more formal, with one person introducing another by their title and last name. The third conversation between two women named Jane and an unknown person is also informal, with one commenting on the hot weather. The fourth conversation involves one person addressing a group formally, apologizing for starting late and requesting to begin.
This document discusses ways to ask for permission, request something, and respond to requests in English. It provides examples of how to:
1) Politely ask for permission using "can", "could", or "may" followed by a question (e.g. "Can I ask a question?").
2) Ask for permission more politely using "do you think I could" or "is it OK if I".
3) Give permission by saying "Yes, of course" or "Sure, go ahead".
4) Refuse permission politely by giving a reason and using "sorry" or "actually".
5) Make requests using "can you" or "will you
This document provides common phrases used when answering the phone, introducing oneself, asking callers to wait, connecting calls or providing explanations, and taking messages. Some key phrases included are "Hello, who's calling please?", "Thank you for holding, I'll put you through", "Sorry, he's not here at the moment", and "Could you leave a message?". The phrases are grouped by common phone call situations and provide essential language for basic phone interactions.
The document contains a speaking test with multiple choice questions to complete short conversations. The conversations are about one person asking for another's phone number, borrowing a pen, commenting on someone being strong but then told they were crying, and asking for directions to a barber shop. The test-taker must choose the most appropriate response from the given options to correctly complete each conversation.
The document discusses asking, giving, and denying permission in various contexts. It provides examples of phrases used for each, including "Can I...", "Sure, go ahead", and "No, you may not". It then presents 3 scenarios involving people asking for and granting/denying permission: 1) Paul asks Terry to borrow a ruler and calculator in the office, 2) Butet asks Unang for a ride in his car, and 3) Anton offers Sita a ride home on his motorcycle.
This document provides guidance on best practices for phone etiquette and customer service. It recommends answering the phone promptly within 3 rings, being courteous and helpful, asking permission before placing callers on hold, and thanking callers for their patience. It also advises informing callers where they are being transferred and ensuring the recipient can help the caller. Representatives are told to listen carefully, prioritize calls, and say they will find out information rather than saying no or placing blame.
Jenni realizes she is pregnant which explains why she has been feeling sick and throwing up. She tells Ben she is pregnant. The chapter ends with Jenni resting on the couch for the day as she recovers from illness, looking forward to sharing more of her story in the next chapter.
This document is a cover letter from Donna J. Burress applying for a position. She describes herself as energetic, dedicated, and able to prioritize and meet deadlines. She emphasizes her strong communication and people skills, ability to work well under pressure on a team, and dedication to providing excellent customer service and exceeding expectations. Burress is looking to utilize her skills and qualities to benefit the company.
The document provides vocabulary and examples for common phrases used during phone calls and customer service interactions. It includes phrases for making contact, giving information, taking a call, asking for details, connecting callers, giving negative responses, dealing with technical issues, leaving messages, and sample phone call transcripts. Key phrases include "Who's calling please?", "Just a moment please", "I'll connect you now", "I'm afraid he's not available", "Could you repeat that?", and "Who shall I say is calling?".
Joseph Mountain is applying for a dresser position at Arley Hall for their upcoming dance show. He believes he is well
suited for the role because he is well-organized, enthusiastic, friendly, and good with timing. He has experience from
college productions with quick changes and handling pressure backstage. He can achieve the job requirements of
backstage experience, organization, time management, flexibility, and being helpful. He asks the recipient to review his
application and resume to see that he is a good fit for the role.
Bella takes a call from Intan who wants to make an appointment to see Mr. James from Disney Corporation to discuss a new product. Bella checks Mr. James' schedule and sees that he is busy this week, but offers to schedule Intan for 12pm the following Saturday. Intan agrees to the appointment time and thanks Bella before ending the call.
The document discusses relative pronouns, which introduce subordinate clauses known as relative clauses. It defines common relative pronouns like who, whom, that, which and whose. It provides examples of restrictive and non-restrictive relative clauses and explains when to use that versus which. The document also includes example questions about identifying relative clauses and selecting sentences meeting specific criteria related to relative pronouns.
Aim: To practice the use of relative clauses (who, which, that, when and where)
Interaction: Individually or in groups
Exercise type: Filling in the gaps
Language: B1
Time: 10-15 minutes
Materials: Slideshow, 5 pieces of paper for each student, markers
Procedure: 1. Give each student 5 pieces of paper.
2. Instruct the students to write down a different relative pronoun (that, who, which, when or where) on each of the 5 pieces of paper that they have. Recommend the students to use colorful markers and write in big letters that are visible from a distance.
3. You will be showing your students slides with sentences on them. Each sentence is missing a relative pronoun.
4. Display the slide with the first sentence on it. Allow some time for your students to read the sentence and to come up with a missing relative pronoun. The students need to raise the paper with a suitable relative pronoun up in the air as soon as possible.
5. In some cases two variants are possible. If this is the case, the students need to raise two pieces of paper.
6. The first three students to raise correct papers get an extra point.
7. The person with the top score at the end of the game wins!
Relative clauses with comics and jokes: who, which, that, when and where. Alina Dashkewitz
This document discusses relative clauses and how they are used to combine two sentences into one sentence by describing people, objects, places, or times. It notes that when using a relative clause, the definite article "the" should be used rather than "a" or "an". The document was created by Alina Dashkewitz to help teach English as a second language.
The document contains instructions and tests for an exit exam. It includes 5 multiple choice questions about grammar concepts like conjunctions, adverbs, and comparatives. It also provides contact information for test takers who need further assistance.
This document discusses interrogative pronouns which are used to ask questions. The main interrogative pronouns are who, whom, what, which, and whose. It provides examples of questions using these pronouns and the answers indicating what noun each interrogative pronoun represents. It also notes that whom is used as the object of a verb and that "-ever" can be added for emphasis when asking questions expressing confusion or surprise.
This document discusses and provides examples of different types of pronouns in English grammar: personal pronouns (subjective and objective), interrogative pronouns, relative pronouns, and reflexive pronouns. It defines each type and gives examples to illustrate their uses in sentences.
Interrogative pronouns are used to ask questions. Who, whom, whose, which, and what can all act as interrogative pronouns. The document provides examples of how to properly use who, what, which, whom, and whose in questions. It also discusses the differences between who and what as well as which and what when asking questions where choices are limited or unlimited.
The document defines the interrogative pronouns who, what, when, where, why, how, and whose and provides examples of how they are used to ask questions. It then provides exercises for learners to practice forming questions using these interrogative pronouns by matching them to answers, completing questions, choosing between who and whose, and forming questions from statements.
Interrogative and demonstrative pronounsjmurphy4650
The document summarizes interrogative and demonstrative pronouns. It discusses who and its subjective, objective, and possessive cases. It provides examples of when to use who versus whom based on whether it is the subject or object of a sentence. It also briefly introduces demonstrative pronouns such as this and that, giving examples of how to use them.
- Interrogative pronouns are used to ask questions to gain information and include who, whom, what, whose, and which.
- Who refers to people and functions as a subject. Whom also refers to people but functions as an object. Whose expresses belonging or possession.
- What refers to things. Which is used to ask between options or choices.
- The passage provides examples of sentences using each interrogative pronoun to demonstrate their functions.
This document defines and provides examples of common interrogative pronouns in English including: who, whom, whose, what, which, how, when, where, and why. It explains that who is used as a subject, whom as an object, and whose to indicate possession. What can refer to things, people, or situations. Which is used to choose between specific options. How is used to ask about manner, degree, frequency, quantity or duration. When asks about time and where asks about location. Why asks about reasons or causes.
The document discusses relative pronouns and how to form relative clauses. It explains that relative pronouns introduce relative clauses and connect information about a person or thing mentioned elsewhere in the sentence. The key relative pronouns are who, which, that, and whose. It also distinguishes between defining and non-defining relative clauses.
1) O documento discute o uso de pronomes relativos em inglês, como who, whom, that, which e whose.
2) Explica que who/whom são usados para pessoas e which/that para objetos e animais.
3) Fornece exemplos do uso correto desses pronomes relativos em diferentes funções sintáticas.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
The document discusses interrogative pronouns that can be found in a word search puzzle. It lists the interrogative pronouns as who, whose, whom, what, when, and where. It then provides examples of sentences using these interrogative pronouns, such as "Where is the book?" and "Who is the new girl in our class?".
This document discusses interrogative words known as "wh-" words that are used to ask questions. It notes that these words are found at the beginning of interrogative sentences and usually start with letters "wh-". It then lists common interrogative words like who, what, when, where, how and why and explains what type of information each asks about, such as person, object, time, place, manner or reason. It provides examples of questions using these interrogative words.
Relative pronouns are words used to relate a relative clause to its noun. They connect two clauses in a complex sentence. The main types are who for people, which for things or animals, whom for people as objects, whose for possession, and that for people, things, or animals. Examples are given for each type of relative pronoun.
A friend is someone who knows all about you and still loves you. This short quote defines a true friend as a person who is fully aware of who you are as a person but loves you unconditionally anyway. A friend accepts you for who you are.
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
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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).
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.