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The document discusses perspectives on teaching and learning. It emphasizes understanding other perspectives without agreement or judgment. Effective teaching requires applying concepts to new situations and constructing new meanings collectively. Interactions should be amenable to change rather than based on personality. Problem-solving classrooms cultivate creativity, critical thinking and intrinsic motivation in students. Teachers should design for likely transfer of learning and empower student independence through demanding teaching methods. Mistakes are opportunities to learn.
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The document summarizes key points from the book "The Power of Pull" about how accessing information and resources ("pull") can drive progress. It discusses three levels of pull: access, attract, and achieve. Access involves finding needed people and information. Attract refers to serendipitous encounters that come from preparedness and networking. Achieve means continually raising performance by pulling from complementary resources. The document translates these concepts to education, emphasizing the need for teachers and students to expand their networks and pull from diverse sources and groups to facilitate learning.
Tyrus L. Doctor & William Allan Kritsonis, PhD
This document discusses applying postmodern thinking through six realms of meaning to improve education. It summarizes how each realm - symbolics, empirics, ethics, synoptics, esthetics, and synnoetics - can guide instructional leadership, organizational mission and culture, safety, student and community relations, and organizational improvement. The goal is to provide students with strong academic skills through effective, strategic planning using postmodern frameworks.
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The document discusses how youth work practice is evolving in the digital age. It defines youth work as helping young people learn about themselves through voluntary, enjoyable activities. Youth work traditionally occurs in physical spaces like youth centers, but now also happens online. The relationship between youth workers and young people is key. Youth workers use social media like Facebook to promote events, share information, and communicate with young people. However, they must consider rules around safeguarding and their job responsibilities. Using social media allows for increased sharing and discussion, but requires navigating challenges to established practices. Activity theory and pragmatism provide frameworks for understanding how digital tools mediate learning experiences within social contexts.
Socialconstructivism
Constructivism suggests that learning is an active process where the learner constructs new understandings through interactions and experiences rather than passively receiving information. Social constructivism in particular emphasizes how learning occurs through social and cultural interactions. According to Vygotsky, cognitive development results from children internalizing knowledge and skills gained through problem solving with others, like parents, teachers, and peers. Scaffolding and the zone of proximal development are key concepts, with the latter referring to what a learner can achieve with guidance versus working alone. Assessment should consider both actual and potential development to fully understand a learner's abilities.
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The document criticizes current approaches in education that try to oversimplify and control complex systems through reductionist perspectives and managerialist principles. It argues that education has become increasingly driven by outdated neoliberal ideas that emphasize individualism, competition, and resilience over imagination. By only focusing on numeric data and simplistic accountability measures, the current system fails to see the complexity of education and works only "with the shadows". The document calls for embracing emergence and complexity in education and imagining alternative approaches focused on trust, growth, communities, and holistic assessment.
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The document summarizes key points from the book "The Power of Pull" about how accessing information and resources ("pull") can drive progress. It discusses three levels of pull: access, attract, and achieve. Access involves finding needed people and information. Attract refers to serendipitous encounters that come from preparedness and networking. Achieve means continually raising performance by pulling from complementary resources. The document translates these concepts to education, emphasizing the need for teachers and students to expand their networks and pull from diverse sources and groups to facilitate learning.
Tyrus L. Doctor & William Allan Kritsonis, PhD
This document discusses applying postmodern thinking through six realms of meaning to improve education. It summarizes how each realm - symbolics, empirics, ethics, synoptics, esthetics, and synnoetics - can guide instructional leadership, organizational mission and culture, safety, student and community relations, and organizational improvement. The goal is to provide students with strong academic skills through effective, strategic planning using postmodern frameworks.
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Education is important for leadership according to this document. Reading more provides knowledge that allows one to go further in life. Education should develop natural abilities to succeed in the world. For learning to occur, teaching must form trusting relationships where students feel safe and secure so that each student is known and understood.
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The document discusses how youth work practice is evolving in the digital age. It defines youth work as helping young people learn about themselves through voluntary, enjoyable activities. Youth work traditionally occurs in physical spaces like youth centers, but now also happens online. The relationship between youth workers and young people is key. Youth workers use social media like Facebook to promote events, share information, and communicate with young people. However, they must consider rules around safeguarding and their job responsibilities. Using social media allows for increased sharing and discussion, but requires navigating challenges to established practices. Activity theory and pragmatism provide frameworks for understanding how digital tools mediate learning experiences within social contexts.
Socialconstructivism
Constructivism suggests that learning is an active process where the learner constructs new understandings through interactions and experiences rather than passively receiving information. Social constructivism in particular emphasizes how learning occurs through social and cultural interactions. According to Vygotsky, cognitive development results from children internalizing knowledge and skills gained through problem solving with others, like parents, teachers, and peers. Scaffolding and the zone of proximal development are key concepts, with the latter referring to what a learner can achieve with guidance versus working alone. Assessment should consider both actual and potential development to fully understand a learner's abilities.
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The world is volatile and uncertain so how do we foster adaptive learning in children and adults? .
What is the difference between child and adult learning?
A conference key note from Mantle leaders in leadership and learning
Shared Epistemic Agency
This document discusses shared epistemic agency (SEA) in online collaborative learning. SEA refers to a group's ability to intentionally engage in sustained collaboration to create new shared knowledge. Key aspects of SEA include epistemic actions like identifying problems and creating shared understanding, and regulative actions like planning and monitoring progress. The document suggests instructional strategies to support SEA, such as having student groups establish expectations and review their understanding through metacognitive conversations. It also describes a proposed online nursing course that aims to incorporate SEA through a wiki shared knowledge object and student contracting and reflection activities.
Working with the shadows
The document criticizes current approaches in education that try to oversimplify and control complex systems through reductionist perspectives and managerialist principles. It argues that education has become increasingly driven by outdated neoliberal ideas that emphasize individualism, competition, and resilience over imagination. By only focusing on numeric data and simplistic accountability measures, the current system fails to see the complexity of education and works only "with the shadows". The document calls for embracing emergence and complexity in education and imagining alternative approaches focused on trust, growth, communities, and holistic assessment.
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Thank you for the summary. I will review the research studies in more detail and consider how to thoughtfully evaluate claims about social emotional learning programs. Proper research is important to determine what works best for students.
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[2] Conscious discipline is a comprehensive social-emotional program that empowers educators and parents through self-regulation. It recognizes three brain states (executive, emotional, survival) and teaches skills to connect children's behaviors to their internal states.
[3] The key principles of conscious discipline are focusing attention on desired behaviors, using assertive communication through clear commands and I-messages, and helping children develop self-
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Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
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This document provides information for Back to School Night 2014 for Ms. Hanna Brogren and Mr. Tom Seley's classroom. It begins with details about their presentation, then provides information about their teaching backgrounds and daily schedule. It also outlines the curriculum including subjects taught, technology integration, homework policies, and encouraging reading at home. Character education and classroom management strategies are discussed. Project-based learning initiatives and encouraging healthy snacks are also mentioned.
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La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo. El embargo prohibiría la importación de petróleo ruso a la UE y también prohibiría a los buques europeos transportar petróleo ruso a otros lugares. Sin embargo, Hungría se opone al embargo al petróleo, lo que podría retrasar la aprobación del paquete de sanciones de la UE.
Effective Resume &Cover letter
The document discusses resumes and cover letters. It begins by stating the purpose of a resume is to get an interview, not necessarily a job. It also discusses targeting a resume to an employer's needs, using different resume styles and formats, and tips for digital resumes. The document provides examples of how to describe work experience concisely using action verbs. It also discusses when to use chronological versus functional resume formats and provides resources for cover letter examples.
Review of conscious discipline slide show
Thank you for the summary. I will review the research studies in more detail and consider how to thoughtfully evaluate claims about social emotional learning programs. Proper research is important to determine what works best for students.
Conscious Discipline - Behavior and the Brain
The document discusses traditional discipline versus conscious discipline.
[1] Traditional discipline uses fear and punishment to obtain obedience through rule-following, while conscious discipline focuses on changing adult behaviors, uses brain science showing fear is detrimental, and sees conflicts as learning opportunities rather than disruptions.
[2] Conscious discipline is a comprehensive social-emotional program that empowers educators and parents through self-regulation. It recognizes three brain states (executive, emotional, survival) and teaches skills to connect children's behaviors to their internal states.
[3] The key principles of conscious discipline are focusing attention on desired behaviors, using assertive communication through clear commands and I-messages, and helping children develop self-
Dr. Becky Bailey
Dr. Becky Bailey is an internationally recognized expert in childhood education and developmental psychology. She is the founder of Loving Guidance, Inc. and has authored 14 books on positive guidance and discipline techniques. Her research-based method, Conscious Discipline, teaches social-emotional learning and self-regulation skills to both children and adults. It uses brain science to help teachers and students consciously respond to rather than react to conflicts. Key components include the Brain State Model, Seven Powers for Adults, School Family approach, and Seven Skills of Discipline. The S.T.A.R. technique from Conscious Discipline is highly effective for helping children calm down when upset.
Why Intuition Matters More Than You Think
The document discusses the power of intuition, asserting that it gives us the vision and imagination to create, emanates our purpose, and is how our consciousness communicates as the creator. Intuition is said to point the right way based on our choices, tell us why to go, reveal what's important, and keeps us curious.
Brain states parent involvement - belinda lorch
This document discusses different brain states and behaviors in children. It describes three main states: the survival state, emotional state, and executive state. The survival state involves fight, flight or freeze responses. The emotional state is seen from ages 15 months to 4 years and involves behaviors like complaining, judgment, blaming and name calling. The executive state involves problem solving skills that emerge later, like attention, time management, and impulse control. Stress can impair the executive state. The prefrontal cortex, involved in executive functions, develops gradually through adolescence.
Social
The document provides guidance for teaching social and emotional competence to preschool children. It discusses strategies for helping children develop self-discipline, understanding feelings, social skills, and changing inappropriate behaviors. Specific strategies include positive guidance, modeling appropriate behavior, preventing problems, and addressing the developmental needs of infants, toddlers, and preschoolers.
Promoting Social Development
The document discusses social development in early childhood. It notes that early childhood programs should facilitate socialization by helping children learn social skills and rules through interactions with peers and adults. The document then outlines several theoretical perspectives on socialization, such as psychosocial, constructivist, behaviorist, and sociocultural theories. It provides examples of important social and emotional skills for children to learn and discusses how social competence develops through peer interaction and relationships.
Intuition
The document describes an experiment to test people's reliability of intuitions by having them answer questions within 30 seconds and compare their answers to statistical likelihoods. It includes 6 sample questions on topics like coin tosses, birthdays, ball trajectories, and falling objects. The document concludes that people tend to overestimate the reliability of their intuitions and abilities to judge truth from falsehood or character, when experiments show intuitions are often no better than random guesses.
Why making choices based on intuition can be successful?
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Deborah Ball argues that there are deep-seated beliefs in American culture that teaching ability is innate and the job is easy. However, her experience showed teaching requires extensive training and skills. She believes teaching should be viewed as a true profession like law or medicine, rather than something one can learn by experience alone. The document discusses how teaching is complex work that takes learning and practice to develop the necessary skills to do well, unlike common perceptions in the U.S. that see it as natural or only requiring a strong personality.
Active Learning And Solution Focused Pedagogy
This document discusses active learning and solution focused pedagogy. It argues that the traditional learning model is not relevant to students' real needs and promotes a passive role for students. Instead, it advocates for an active learning approach that centers on the student and emphasizes real-world problem solving and finding solutions. Key aspects of active learning discussed include positive student-teacher interaction, cooperation among students, and engaging students through collaborative activities and intellectual challenge. The document also discusses solution focused pedagogy and how it focuses on making connections between facts, encouraging students to analyze and predict information, and looking beyond just finding solutions to considering practical application.
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The document outlines the agenda and topics covered in a class about narrative inquiry. The class discussed John Dewey's views on experience and education. It also covered Connelly and Clandinin's three commonplaces of narrative inquiry - temporality, sociality, and place. The class involved activities applying these concepts to classroom experiences and discussed the importance of continuity of experience. Students were assigned to keep a timeline of experiences and give an oral presentation the following week.
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Constructivism dr lu
Constructivism is an epistemology that explains how learning occurs as learners actively construct knowledge based on their experiences. There are three main perspectives on constructivism: exogenous focuses on accurately reconstructing external knowledge; endogenous emphasizes knowledge developing from previous structures rather than direct environmental interactions; dialectical views knowledge as emerging from interactions between people and their environments. Constructivist teaching involves structuring learning situations where students are actively involved through hands-on activities and social interactions to develop their own understandings.
Constructivism in education dr lu
Constructivism is an epistemology that explains how learning occurs as learners actively construct knowledge based on their experiences. There are three main perspectives on constructivism: exogenous focuses on accurately reconstructing external knowledge; endogenous emphasizes knowledge developing from previous structures rather than direct environmental interactions; dialectical views knowledge as emerging from interactions between people and their environments. Constructivist teaching involves structuring learning situations where students are actively involved through hands-on activities and social interactions to develop their own understandings.
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Scaffolding can create points of entry and access but can also reduce the complexity of learning to its detriment. And too often we build learning environments in advance of students arriving upon the scene. We design syllabi, assemble content, predetermine outcomes, and craft assessments before having met our students. We reduce students to data. And learning to input and output.
Radical openness isn't a bureaucratic gesture, isn't linear, offers infinite points of entry. It has to be rooted in a willingness to sit with discomfort. Radical openness demands educational institutions be spaces for relationships and dialogue. bell hooks writes, “for me this place of radical openness is a margin—a profound edge. Locating oneself there is difficult yet necessary. It is not a 'safe' place. One is always at risk. One needs a community of resistance.” For hooks, the risks we take are personal, professional, political. When she says that “radical openness is a margin,” she suggests it is a place of emergent outcomes, a place of friction, a place of critical thinking.
Democratic schools and leadership.pptx
This document discusses democratic schools and leadership. It defines democratic schools as having consensus among students and teachers regarding what, how and when to learn. This gives students responsibility, equality and justice while becoming self-directed and critical thinkers. Democratic schools emphasize global curriculum projects, meaningful dialogue-based learning, and a democratic environment with student mediators. Teachers specialize but also act as tutors with attention to each student. Leadership in democratic schools is distributed across the school community, with the headmaster promoting collaboration and change while involving all in decision-making.
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Knowledge construction is a dialectical process, which involves systematisation of various facts through dynamic interactions between individuals and the environment. Knowledge creation is a spiral that goes through seemingly opposing concepts such as order and chaos, micro-macro, part-whole, mind and body, tacit and explicit, deduction and induction, and creativity-efficiency. There is need to understand that knowledge creation is a transcending process through which entities (individuals, groups, and institutions) go beyond the boundary of the old into a self-acquiring new knowledge. Learners work with their knowledge such that they link their new knowledge to their existing knowledgebase.
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This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
Critical (Digital) Pedagogy
Supplementary resource for a discussion based session on critical digital pedagogy. I used some of these slides as aids for a discussion activity, where we discussed some quotes from suggested readings. I added some additional slides on the "banking model of education" based on the feedback I received.
SocioCultural Dimensions of Learning
The document discusses sociocultural dimensions of learning. It states that learning is influenced by social interactions and relationships with others. When learners can interact and collaborate with others on tasks, their learning can be enhanced. Social learning settings that respect diversity can encourage flexible thinking and social skills. Interactive and collaborative contexts allow individuals to gain new perspectives and reflective thinking, which can boost cognitive, social, and moral development as well as self-esteem. Positive relationships that provide stability and trust can increase learner self-respect and sense of belonging, creating a supportive climate for learning.
Psychology
The document defines creativity as the ability to perceive the world in new ways and generate novel ideas, products, or solutions. It notes that creativity involves originality, adaptiveness, and realizing ideas. The document also states that creativity relies more on divergent than convergent thinking and produces something new. Additionally, it discusses that creativity and intelligence are not necessarily correlated and outlines some identification criteria for creative children, such as expressing ideas clearly and wanting to know causes of things. The document also proposes testing and non-testing techniques for identifying creativity as well as strategies to foster creativity, like encouraging flexibility and providing an encouraging learning atmosphere.
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The document discusses Lev Vygotsky's concept of the zone of proximal development (ZPD). It defines the ZPD as the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Within the ZPD, a more capable peer or teacher can scaffold learning by providing contingent assistance to help the learner develop new skills. The ZPD describes learning as a socially mediated process that occurs first through collaboration before being internalized by the individual learner.
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Holistic education emphasizes educating the whole student beyond academics. It takes a child-centered approach that radically expands the concept of education. The key aspects are:
1) Developing student understanding of the world so they can make it a better place through morality and avoiding past mistakes.
2) Recreating the caring, nurturing and social functions historically done at home within schools.
3) Focusing on the whole child by developing their interpersonal skills, communication, decision making, and understanding of connections between subjects and humanity.
4) Viewing the teacher as a coach and orchestrator beyond just information provider, transferring more than just knowledge.
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This document profiles Sheryl Nussbaum-Beach, an educator and author focused on connected learning. It provides information about her background, publications, and areas of work including connected learning, digital literacy, and mobilizing collective intelligence. The document emphasizes the need for schools to redefine themselves and prepare students for a changing world where learning occurs anytime, anywhere through participatory and networked models. It highlights trends like openness, mobility, and personalization and discusses how to shift teaching and learning to focus on collaboration, authentic tasks, and developing 21st century skills like multiliteracy.
visible thinking summary
Visible Thinking is a framework that aims to enrich classroom learning, foster students' intellectual development, and shift the classroom culture towards enthusiastic thinkers and learners. It involves using thinking routines, emphasizing four thinking ideals, and making students' thinking visible through explanations, ideas, debates, and interpretations displayed in the classroom. When thinking is visible, students are more metacognitive, engaged in exploring ideas rather than just memorizing content, and teachers can better understand students' thinking to address challenges and extend learning.
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The document discusses using educational theory and moral psychology to inform the teaching of ethics in computing. It summarizes key challenges in information security, and theories of moral development. It argues that constructivism and critical theory are best suited for teaching ethics, as constructivism addresses the developmental nature of learning ethics through experience, while critical theory empowers students. An effective approach provides experiential learning and takes students' perspectives into account to help them develop reasoned ethical decision-making.
Project based learning increases student engagement and achievement
Project-based learning (PBL) is a student-centered pedagogy where students work collaboratively to find solutions to real-world problems. In PBL classrooms, students engage in hands-on learning by answering driving questions or solving complex problems. Teachers facilitate the inquiry process and help students develop skills and content knowledge to solve authentic problems. Students develop higher-order thinking skills like problem-solving and critical thinking through this innovative process. Implementation of PBL in schools has been shown to increase student engagement, motivation, and academic achievement.
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Project based learning increases student engagement and achievement
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The World's Largest Lesson: Teaching Global Citizenship through Project-Based...
1) The document describes a lesson on teaching global citizenship through project-based learning on the Sustainable Development Goals.
2) Students were grouped based on "Smurf" characters and assigned development goals, then chose one goal to research and create a project around.
3) Projects involved research, designing materials, fundraising, and creating boards to share their work with the public at a farmers market event.
Rochester Cultures of Thinking
This presentation was developed for Rochester teachers from Musson and Meadow Brook elementary schools.
First Things First: Welcoming Non-English Speakers Into the Reading Community
Does a child need to have English language skills before participating in reading workshop? No! If you have worked with Non-English Speaking students and worried about what to do with them while they learn basic language and speaking skills, this presentation is for you! Learn how you can welcome NES students into your reading community immediately, find resources that level the playing field, and leverage the entire classroom community to foster social language skills. Drawing on our own classroom experiences teaching NES students in a general education and leading a direct service ELD program, we will share success stories and tips for reaching every learner - and staying sane while doing it! (Originally presented at the Michigan Reading Association 2017 Annual Conference)
Graphic novels=real reading
This document discusses how graphic novels are a form of REAL reading and should not be dismissed as shallow or frivolous. It argues that graphic novels require the same comprehension skills as traditional novels, including using prior knowledge, creating mental images, making inferences, asking questions, determining importance, and synthesizing what is read. The document provides examples of how these skills are actively used when reading comics and graphic novels. Additionally, it notes that graphic novels can cover a wide variety of genres and age levels, have vocabulary levels similar to adult novels, and benefit from the pairing of visuals and text. The document advocates that graphic novels are a valuable format for developing reading skills and increasing student motivation to read independently.
Building Cultures of Thinking
Beginning a school wide journey toward building a Culture of Thinking, guided by Ron Ritchhart's work.
Teacher talk prompts
Print these slides to hang in your classroom! They are a great reminder to ask questions that promote and uncover student thinking.
Language as a cultural force
This document discusses using language as a cultural force in classrooms. It introduces thinking routines and provides examples of how to structure discussions about teaching practices. Key aspects covered include using thinking routines to develop student skills, analyzing teacher observations through a protocol like "ladder of feedback", and viewing the development of a thinking culture as an ongoing process. The document encourages connecting ideas to one's own experiences and challenging assumptions.
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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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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.
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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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.
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Who said this
- 1. “We do need to understand another's perspective, but this does not equate to agreeing or disagreeing with their judgments of themselves, the world or others." Becky Bailey
- 2. “Transfer requires deeper understanding of relationships among bi ideas and the ability to apply important information for solving new problems in diverse situations and for constructing new meanings." Linda Dorn
- 3. “However, too often teacher- student interactions are viewed as merely an artifact of teacher personality rather than an aspect of teaching amenable to change." Ron Ritchhart
- 4. “By pooling ideas, the class is able to generate much more than they could individually, while pushing everyone's grasp of the character beyond his or her individual understanding." Ron Ritchhart
- 5. “By using problem-solving classrooms, we gain creativity, critical thinking skills, risk taking, optimal brain functioning and responsible, caring children who are intrinsically motivated." Becky Bailey
- 6. “The challenge is to make transfer more likely by design, rather than by luck or nature. This means intentional teaching with a focus on the big ideas and how these concepts can be applied to new situations." Linda Dorn
- 7. “An expectation for student independence rather than dependence demands a different way of teaching as well, one that empowers rather than controls students." Ron Ritchhart
- 8. “Mistakes are opportunities to learn." Becky Bailey