Whatif2
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This document presents excerpts from various sources over 200 years that express skepticism about new technologies used in education. The excerpts show how educators have historically doubted the usefulness of new technologies like paper, ink pens, ballpoint pens, calculators, computers, the internet, laptops, phones and questioned whether students should be allowed to use them for schoolwork. The final excerpt from 2015 questions what would have happened if educators had taken a more open approach to new technologies in education over the past 200+ years.
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Whatif
Students have become increasingly dependent on new technologies for learning over time, from slates and chalk, to ink pens, paper, calculators, and now digital devices. With each new technology introduced, there were concerns that students would not learn important skills or would become too reliant on the new technology. However, technologies that were once considered luxuries or distractions are now integrated into modern education.
My dream School (Projekt Anglisht)
The major stages of education in Albania are primary education lasting 9 years, secondary education which takes 3 additional years, and tertiary education offered at universities. Primary education is compulsory while most students continue to secondary. The academic year is divided into semesters from September/October to June/July. Vocational education provides an alternative to academic secondary programs, training students for the workforce. Universities are found in major cities like Tirana, with the largest being the public University of Tirana which was established in 1957.
China (1)
Mireia lives in China along the Asian coast near the Pacific Ocean with her economically well-off parents. She attends school daily except weekends and holidays, typically walking but taking a bus or car if it rains since she lives across from the bus stop. Her school day schedule is consistent, arriving at 8:00 and leaving at 4:00, with her classrooms being quite large and having fewer students per class than other schools.
Our ideal school - Slovakia
The students describe their ideal school, which would have two buildings - one smaller building and one larger building with two floors. It would be called a labyrinth and have a comfortable building with a large library, garden, and medical center. The classrooms would be large with windows, desks, and a whiteboard. There would be 7 lessons per day between short breaks and a 30 minute lunch break. The school would offer a variety of subjects to choose from and hold special events like sports competitions and field trips. The uniform would be neutral colors to avoid discrimination.
Italian school system
The Italian school system has both private and state schools. State schools are free but students must buy their own books and materials. Children start primary school at age 6 and have one teacher for each subject. At age 10 they go to middle school for 3 years, and at age 14 they go to high school for 5 years where they can choose different types of schools based on subjects. The school year runs from September to June with summer, Christmas, and Easter breaks.
What If
The document is a collection of quotes from various sources over 170 years that express skepticism about students' dependence on and use of new technologies in education. The quotes range from concerns in the early 1800s about students' reliance on slates and paper instead of using bark to do calculations, to worries in the 1990s-2000s about the use of graphing calculators, the internet, laptops, wireless networks, and cell phones and electronic devices in classrooms. The final line suggests considering what may have happened if these skeptical views had been listened to and the technologies were not adopted in education.
What if
The document is a collection of quotes from various sources over time expressing skepticism about students' dependence on and use of new technologies in education. The quotes range from the early 18th century expressing concerns about students' reliance on slates and paper instead of using bark to do calculations, to the early 2000s worrying about the use of calculators, computers, the internet, and personal electronic devices in schools. The final line suggests considering what may have happened if these skeptical views had been listened to and new technologies were not adopted in education.
Whatif
The document is a collection of quotes from various sources over 170 years that express skepticism about students' dependence on and use of new technologies in education. The quotes range from concerns in the early 1800s about students' reliance on slates and paper instead of using bark to do calculations, to worries in the 1990s-2000s about the use of graphing calculators, the internet, laptops, wireless networks, and cell phones and electronic devices in classrooms. The final line suggests considering what may have happened if educators had listened to and embraced these new technologies earlier.
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Whatif
Students have become increasingly dependent on new technologies for learning over time, from slates and chalk, to ink pens, paper, calculators, and now digital devices. With each new technology introduced, there were concerns that students would not learn important skills or would become too reliant on the new technology. However, technologies that were once considered luxuries or distractions are now integrated into modern education.
My dream School (Projekt Anglisht)
The major stages of education in Albania are primary education lasting 9 years, secondary education which takes 3 additional years, and tertiary education offered at universities. Primary education is compulsory while most students continue to secondary. The academic year is divided into semesters from September/October to June/July. Vocational education provides an alternative to academic secondary programs, training students for the workforce. Universities are found in major cities like Tirana, with the largest being the public University of Tirana which was established in 1957.
China (1)
Mireia lives in China along the Asian coast near the Pacific Ocean with her economically well-off parents. She attends school daily except weekends and holidays, typically walking but taking a bus or car if it rains since she lives across from the bus stop. Her school day schedule is consistent, arriving at 8:00 and leaving at 4:00, with her classrooms being quite large and having fewer students per class than other schools.
Our ideal school - Slovakia
The students describe their ideal school, which would have two buildings - one smaller building and one larger building with two floors. It would be called a labyrinth and have a comfortable building with a large library, garden, and medical center. The classrooms would be large with windows, desks, and a whiteboard. There would be 7 lessons per day between short breaks and a 30 minute lunch break. The school would offer a variety of subjects to choose from and hold special events like sports competitions and field trips. The uniform would be neutral colors to avoid discrimination.
Italian school system
The Italian school system has both private and state schools. State schools are free but students must buy their own books and materials. Children start primary school at age 6 and have one teacher for each subject. At age 10 they go to middle school for 3 years, and at age 14 they go to high school for 5 years where they can choose different types of schools based on subjects. The school year runs from September to June with summer, Christmas, and Easter breaks.
What If
The document is a collection of quotes from various sources over 170 years that express skepticism about students' dependence on and use of new technologies in education. The quotes range from concerns in the early 1800s about students' reliance on slates and paper instead of using bark to do calculations, to worries in the 1990s-2000s about the use of graphing calculators, the internet, laptops, wireless networks, and cell phones and electronic devices in classrooms. The final line suggests considering what may have happened if these skeptical views had been listened to and the technologies were not adopted in education.
What if
The document is a collection of quotes from various sources over time expressing skepticism about students' dependence on and use of new technologies in education. The quotes range from the early 18th century expressing concerns about students' reliance on slates and paper instead of using bark to do calculations, to the early 2000s worrying about the use of calculators, computers, the internet, and personal electronic devices in schools. The final line suggests considering what may have happened if these skeptical views had been listened to and new technologies were not adopted in education.
Whatif
The document is a collection of quotes from various sources over 170 years that express skepticism about students' dependence on and use of new technologies in education. The quotes range from concerns in the early 1800s about students' reliance on slates and paper instead of using bark to do calculations, to worries in the 1990s-2000s about the use of graphing calculators, the internet, laptops, wireless networks, and cell phones and electronic devices in classrooms. The final line suggests considering what may have happened if educators had listened to and embraced these new technologies earlier.
Whatif
The document is a collection of quotes from various sources over 170 years that express skepticism about students' dependence on and use of new technologies in education. The quotes range from concerns in the early 1800s about students' reliance on slates and paper instead of using bark to do calculations, to worries in the 1990s-2000s about the use of graphing calculators, the internet, laptops, wireless networks, and cell phones and electronic devices in classrooms. The final line suggests considering what may have happened if educators had listened to these past warnings about new educational technologies.
Whatif Uk
This document presents a collection of quotes from various educators over many decades expressing skepticism about new technologies that students were using or wanting to use. The quotes show teachers and administrators doubting that students would rely on or need technologies like slates, ink, fountain pens, ballpoint pens, calculators, the internet, email, networked computers, LCD projectors, laptops, wireless networks, and mobile devices. The final line suggests that if educators had listened to these doubts, students may have been restricted from using technologies that became mainstream.
What if
1) The document presents concerns from educators over many decades about students' dependence on new technologies for writing, calculating, and learning.
2) Each excerpt expresses doubt that the technologies students were beginning to use (such as paper, pencils, ink, calculators, computers, and mobile devices) would last or be useful for the future.
3) However, the technologies that were once considered luxuries or fads ultimately became integrated into modern education.
What If
This was shared with me by a friend when I was in the Bay Area. With all due respect & credit to the creator (wish I knew his/her name), sharing this.
What if
This document is a collection of quotes from various sources over a 150 year period expressing skepticism about students' dependence on and use of new educational technologies from slates and chalk, to paper, ink, pens, calculators, computers, the internet, and eventually mobile devices. Each expresses doubt that the new technology will last or that students will need or be allowed to use it, with many arguing the technology will hinder students' learning and abilities to function without it. The recurring theme is educators consistently expressing skepticism about new educational technologies throughout history that are now widely adopted.
Technology And Education
This document contains a series of quotes from various educational organizations spanning 1703 to 1985, each complaining about students' dependence on new technologies for writing and calculation and lack of skills with older technologies. While pens, pencils and calculators are still used today, computers now further facilitate tasks but also receive criticism as replacing important skills. Overall the document shows that each new generation's educational tools are criticized but ultimately adopted.
Mollie's technology and education
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pencils, ink, fountain pens, ballpoint pens, and calculators. Each generation worried that students no longer knew how to write with previous technologies and would not be able to function without the new technologies. The document concludes that computers now raise similar concerns but that new technologies will continue to be adopted regardless of complaints about their impact on education.
Mollie's technology and education
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pencils, ink, fountain pens, ballpoint pens, and calculators. Each generation worried that students no longer knew how to write with previous technologies and would not be able to function without the new technology. The document concludes that these concerns will likely always exist with new technologies but that technologies continue to make our lives easier.
Mollie's Technology and Education Powerpoint
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pencils, ink, fountain pens, ballpoint pens, and calculators. Each generation worried that students no longer knew how to write with previous technologies and would not be able to function without the new technology. The document concludes that computers now make lives even easier, and that new technologies will always be met with complaints, no matter what changes happen in the future.
Mollie's Technology and Education Powerpoint
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pencils, ink, fountain pens, ballpoint pens, and calculators. Each generation worried that students no longer knew how to write with previous technologies and would not be able to function without the new technology. The document concludes that these concerns will likely always exist with new technologies but that technologies continue to make our lives easier.
Mollie's Technology and Education Powerpoint
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pens, ink, pencils, fountain pens, ballpoint pens, and calculators. It suggests students in each era did not know how to write or do math without increasingly advanced tools and would not know what to do if they lost or ran out of the new technologies. The document concludes that while technologies change, people will always find things to complain about.
Technology And Education
This document presents a series of quotes from 1703 to 1985 that show how new technologies used in education were criticized at different points in history. Teachers and administrators complained that students had become too dependent on slates, paper, pen and ink, store-bought ink, fountain pens, ballpoint pens, and handheld calculators rather than learning older methods. While technologies changed over time, each new method was seen as detracting from learning. The concluding statement notes that despite complaints, these technologies became integrated into education and new complaints will arise for future technologies.
Technology And Education Tech Class
This document presents a series of quotes from 1703 to 1985 that criticize students' dependence on new technologies for writing and calculation. Each successive generation of educators complained that students relied too heavily on the latest devices like slates, paper, pens, ink, fountain pens, ballpoint pens, and calculators, rather than learning traditional methods. The concluding paragraph notes that while pens, pencils and calculators are still used today, computers now further facilitate our lives, and new technologies will likely continue to be criticized.
Technology And Education
This document contains quotes from various educational publications over 300 years criticizing students' dependence on new technologies for writing and calculation. Teachers in 1703 complained about students relying on slates instead of preparing bark to do calculations. In 1815, a principal criticized students' overreliance on paper. In 1907, a teachers' association said students were too dependent on ink and didn't know how to sharpen pencils. Similar criticisms were made of students' dependence on store-bought ink in 1929, fountain pens in 1941, ballpoint pens in 1950, and handheld calculators in 1985. The document concludes that while technologies change, people will always complain about new technologies.
Technology And Education
This document contains concerns from various educational organizations over the years about students' dependence on new technologies for writing and calculation. The organizations expressed worries that as technologies advanced from bark to slate to pen and ink to ballpoint pens to calculators, students were losing important life skills and the virtues of frugality. While new tools made tasks easier, some feared they would undermine education. However, the concluding statement notes that despite changes, pens, pencils and calculators remain in use today alongside computers, and that progress will always face criticism.
Technology & education
This document presents a series of quotes from various conferences and associations of teachers and principals spanning from 1703 to 1985. In each quote, the speakers complain about students' dependence on new technologies or writing tools that were just becoming common at the time, such as paper, pens, pencils, ink, and hand-held calculators. The document concludes by noting that while technologies change, people will always find something new to complain about. It suggests that no matter what changes happen in education in the future, someone will criticize it.
Technology and education
This document traces concerns over changing technology and education from 1703 to 1985. Early educators worried students relied too much on slates, paper, ink, and pens instead of traditional methods like preparing bark or sharpening quills. Later concerns included dependence on fountain pens, ballpoint pens, and handheld calculators. The document concludes that while tools change, people will always complain about new technologies and their impact on education, yet these technologies make life easier.
Technology and education
This document traces concerns over changing technology and education from 1703 to 1985. Early educators worried students relied too much on slates, paper, ink, and pens instead of traditional methods like preparing bark or sharpening quills. Later concerns included dependence on store-bought ink, fountain pens, ballpoint pens, and handheld calculators. Each new technology was seen as a detriment to learning despite their conveniences. The document concludes that technology will continue changing education but complaints about each new method are inevitable.
Creative Commons Power Point
The document summarizes concerns raised by teachers and administrators over several centuries about students' dependence on new technologies for writing and calculation. In 1703, some teachers were concerned that students relied too much on slates and would be unable to solve problems if their slates broke. In subsequent decades and centuries, others worried that students had become too dependent on paper, pen and ink, store-bought ink, fountain pens, ballpoint pens, and handheld calculators. However, the document notes that we still use many of these technologies today and that any new technologies will likely face similar complaints.
Creative Commons Power Point
The document summarizes concerns raised by teachers and administrators over several centuries about students' dependence on new technologies for writing and calculation. In 1703, some teachers were concerned that students relied too heavily on slates and would be unable to complete their work if the slates broke. Later criticisms focused on dependence on paper, pen and ink, store-bought ink, fountain pens, ballpoint pens, and handheld calculators. However, the document notes that we still use many of these technologies today and will likely continue adopting new technologies, despite inevitable complaints about each new innovation.
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This document provides guidance for inspectors on evaluating schools' provision for students' spiritual, moral, social, and cultural (SMSC) development. It outlines that inspectors should examine how the curriculum, activities, and ethos of the school promote SMSC. When considering the curriculum, inspectors must understand the school's reasons if it does not provide the national curriculum or religious education. The document also defines the four components of SMSC development and provides questions for schools to consider in strengthening their strategic leadership and resources for SMSC.
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Whatif
The document is a collection of quotes from various sources over 170 years that express skepticism about students' dependence on and use of new technologies in education. The quotes range from concerns in the early 1800s about students' reliance on slates and paper instead of using bark to do calculations, to worries in the 1990s-2000s about the use of graphing calculators, the internet, laptops, wireless networks, and cell phones and electronic devices in classrooms. The final line suggests considering what may have happened if educators had listened to these past warnings about new educational technologies.
Whatif Uk
This document presents a collection of quotes from various educators over many decades expressing skepticism about new technologies that students were using or wanting to use. The quotes show teachers and administrators doubting that students would rely on or need technologies like slates, ink, fountain pens, ballpoint pens, calculators, the internet, email, networked computers, LCD projectors, laptops, wireless networks, and mobile devices. The final line suggests that if educators had listened to these doubts, students may have been restricted from using technologies that became mainstream.
What if
1) The document presents concerns from educators over many decades about students' dependence on new technologies for writing, calculating, and learning.
2) Each excerpt expresses doubt that the technologies students were beginning to use (such as paper, pencils, ink, calculators, computers, and mobile devices) would last or be useful for the future.
3) However, the technologies that were once considered luxuries or fads ultimately became integrated into modern education.
What If
This was shared with me by a friend when I was in the Bay Area. With all due respect & credit to the creator (wish I knew his/her name), sharing this.
What if
This document is a collection of quotes from various sources over a 150 year period expressing skepticism about students' dependence on and use of new educational technologies from slates and chalk, to paper, ink, pens, calculators, computers, the internet, and eventually mobile devices. Each expresses doubt that the new technology will last or that students will need or be allowed to use it, with many arguing the technology will hinder students' learning and abilities to function without it. The recurring theme is educators consistently expressing skepticism about new educational technologies throughout history that are now widely adopted.
Technology And Education
This document contains a series of quotes from various educational organizations spanning 1703 to 1985, each complaining about students' dependence on new technologies for writing and calculation and lack of skills with older technologies. While pens, pencils and calculators are still used today, computers now further facilitate tasks but also receive criticism as replacing important skills. Overall the document shows that each new generation's educational tools are criticized but ultimately adopted.
Mollie's technology and education
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pencils, ink, fountain pens, ballpoint pens, and calculators. Each generation worried that students no longer knew how to write with previous technologies and would not be able to function without the new technologies. The document concludes that computers now raise similar concerns but that new technologies will continue to be adopted regardless of complaints about their impact on education.
Mollie's technology and education
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pencils, ink, fountain pens, ballpoint pens, and calculators. Each generation worried that students no longer knew how to write with previous technologies and would not be able to function without the new technology. The document concludes that these concerns will likely always exist with new technologies but that technologies continue to make our lives easier.
Mollie's Technology and Education Powerpoint
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pencils, ink, fountain pens, ballpoint pens, and calculators. Each generation worried that students no longer knew how to write with previous technologies and would not be able to function without the new technology. The document concludes that computers now make lives even easier, and that new technologies will always be met with complaints, no matter what changes happen in the future.
Mollie's Technology and Education Powerpoint
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pencils, ink, fountain pens, ballpoint pens, and calculators. Each generation worried that students no longer knew how to write with previous technologies and would not be able to function without the new technology. The document concludes that these concerns will likely always exist with new technologies but that technologies continue to make our lives easier.
Mollie's Technology and Education Powerpoint
The document presents concerns from teachers and administrators over several centuries about students' dependence on new writing technologies as they were introduced, such as paper, pens, ink, pencils, fountain pens, ballpoint pens, and calculators. It suggests students in each era did not know how to write or do math without increasingly advanced tools and would not know what to do if they lost or ran out of the new technologies. The document concludes that while technologies change, people will always find things to complain about.
Technology And Education
This document presents a series of quotes from 1703 to 1985 that show how new technologies used in education were criticized at different points in history. Teachers and administrators complained that students had become too dependent on slates, paper, pen and ink, store-bought ink, fountain pens, ballpoint pens, and handheld calculators rather than learning older methods. While technologies changed over time, each new method was seen as detracting from learning. The concluding statement notes that despite complaints, these technologies became integrated into education and new complaints will arise for future technologies.
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This document presents a series of quotes from 1703 to 1985 that criticize students' dependence on new technologies for writing and calculation. Each successive generation of educators complained that students relied too heavily on the latest devices like slates, paper, pens, ink, fountain pens, ballpoint pens, and calculators, rather than learning traditional methods. The concluding paragraph notes that while pens, pencils and calculators are still used today, computers now further facilitate our lives, and new technologies will likely continue to be criticized.
Technology And Education
This document contains quotes from various educational publications over 300 years criticizing students' dependence on new technologies for writing and calculation. Teachers in 1703 complained about students relying on slates instead of preparing bark to do calculations. In 1815, a principal criticized students' overreliance on paper. In 1907, a teachers' association said students were too dependent on ink and didn't know how to sharpen pencils. Similar criticisms were made of students' dependence on store-bought ink in 1929, fountain pens in 1941, ballpoint pens in 1950, and handheld calculators in 1985. The document concludes that while technologies change, people will always complain about new technologies.
Technology And Education
This document contains concerns from various educational organizations over the years about students' dependence on new technologies for writing and calculation. The organizations expressed worries that as technologies advanced from bark to slate to pen and ink to ballpoint pens to calculators, students were losing important life skills and the virtues of frugality. While new tools made tasks easier, some feared they would undermine education. However, the concluding statement notes that despite changes, pens, pencils and calculators remain in use today alongside computers, and that progress will always face criticism.
Technology & education
This document presents a series of quotes from various conferences and associations of teachers and principals spanning from 1703 to 1985. In each quote, the speakers complain about students' dependence on new technologies or writing tools that were just becoming common at the time, such as paper, pens, pencils, ink, and hand-held calculators. The document concludes by noting that while technologies change, people will always find something new to complain about. It suggests that no matter what changes happen in education in the future, someone will criticize it.
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This document traces concerns over changing technology and education from 1703 to 1985. Early educators worried students relied too much on slates, paper, ink, and pens instead of traditional methods like preparing bark or sharpening quills. Later concerns included dependence on fountain pens, ballpoint pens, and handheld calculators. The document concludes that while tools change, people will always complain about new technologies and their impact on education, yet these technologies make life easier.
Technology and education
This document traces concerns over changing technology and education from 1703 to 1985. Early educators worried students relied too much on slates, paper, ink, and pens instead of traditional methods like preparing bark or sharpening quills. Later concerns included dependence on store-bought ink, fountain pens, ballpoint pens, and handheld calculators. Each new technology was seen as a detriment to learning despite their conveniences. The document concludes that technology will continue changing education but complaints about each new method are inevitable.
Creative Commons Power Point
The document summarizes concerns raised by teachers and administrators over several centuries about students' dependence on new technologies for writing and calculation. In 1703, some teachers were concerned that students relied too much on slates and would be unable to solve problems if their slates broke. In subsequent decades and centuries, others worried that students had become too dependent on paper, pen and ink, store-bought ink, fountain pens, ballpoint pens, and handheld calculators. However, the document notes that we still use many of these technologies today and that any new technologies will likely face similar complaints.
Creative Commons Power Point
The document summarizes concerns raised by teachers and administrators over several centuries about students' dependence on new technologies for writing and calculation. In 1703, some teachers were concerned that students relied too heavily on slates and would be unable to complete their work if the slates broke. Later criticisms focused on dependence on paper, pen and ink, store-bought ink, fountain pens, ballpoint pens, and handheld calculators. However, the document notes that we still use many of these technologies today and will likely continue adopting new technologies, despite inevitable complaints about each new innovation.
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This document provides guidance for inspectors on evaluating schools' provision for students' spiritual, moral, social, and cultural (SMSC) development. It outlines that inspectors should examine how the curriculum, activities, and ethos of the school promote SMSC. When considering the curriculum, inspectors must understand the school's reasons if it does not provide the national curriculum or religious education. The document also defines the four components of SMSC development and provides questions for schools to consider in strengthening their strategic leadership and resources for SMSC.
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Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Wound healing PPT
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.
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ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Your Skill Boost Masterclass: Strategies for Effective Upskilling
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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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Whatif2
- 1. What if we’d listened?
- 2. Students today can't prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write!
- 4. Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?
- 6. Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.
- 7. National Association of American Teachers 1907
- 8. Students today depend on expensive fountain pens, they can no longer write with a straight pen. We parents must not allow children to wallow in such luxury to the detriment of learning to cope in the real business world which is not so extravagant!
- 10. Ballpoint pens will be the ruin of the country - students use these and then throw them away! Business and banks will never allow such expensive luxuries
- 11. US Federal Teachers meeting 1950
- 12. You can't let children use calculators on the test ... if you do that you wouldn't ever learn how to use the tables in the back of the book and the skill of interpolation to figure out your trig ratios
- 13. Secondary School Mathematics Teacher 1980
- 14. We can't let them use calculators in Year 7 - if we do they will not be able to multiple three digit numbers by 3 digit numbers ... what will they do when they do not have access to a calculator?
- 16. Why would you want the internet for school use? It's just a fad .. let them use the library.
- 17. Local Authority Support Officer 1995
- 18. Teachers will never use email.
- 19. Teacher on an LA committee 1996
- 20. Why would I want to put school stuff on the web? Who is going to look at it?
- 21. Governor in a secondary school 2005
- 22. Why are we talking about students having laptops in schools? I don't think that most parents will give their kids their old computer let alone buy them a new one
- 23. Teacher 2007
- 24. All phones, ipods and other electronic or mobile devices are banned in school and will be confiscated if being used in class.
- 25. The vast majority of schools' behaviour policy documents 2010-11
- 26. Section 550ZC (power to seize items found during search) ... apply to an item that ... is an electronic device ... the person who seized the item may examine any data or files on the device ... if the person has decided to return the item to its owner, retain it or dispose of it, the person may erase any data or files from the device.
- 27. The 2011 Education Act
- 29. Micheal Wilshaw, Head of Ofsted, 2015
- 30. What if we listened ...