Why should you be using object lessons in your ministry? Because they are great tools to help hearers understand and remember what you are trying to teach!
The document outlines the steps to create a marketing plan, including analyzing internal strengths and weaknesses and external opportunities and threats, setting objectives and strategies, defining tactics like segmentation, targeting, positioning, and the marketing mix (4Ps), determining messaging, and setting metrics for measurement, control, and financial planning.
The document summarizes 4 days of lessons about phonics and reading comprehension centered around a story about two dogs, Bantay and Tagpi. It includes:
1) An overview of the story where Bantay discovers bones missing from his collection and Tagpi admits to taking them, thinking Bantay wouldn't notice.
2) Exercises identifying consonant digraphs like "ck", "th", and "ph" in words related to the story and assigning students to complete character maps of Bantay and Tagpi.
3) Introducing words beginning with the "sh" sound and assigning students to find pictures of words containing the "sh" digraph.
4) Continuing
This is a PowerPoint presentation created to revise Part 1 of the Spanish Speaking exam with my A2 class based on the rapper Kanye West. Students have to decide if they want to defend happy Kanye's side or sad Kanye's side. You will find a speaking card for each topic and I added two blank templates so you can add your questions if you feel like adding some more.
Examination board: AQA > Spanish (2695)
Sandra asks Edy if she can borrow a pencil. Edy asks whose names Sandra wants to know, and Sandra responds that their names are Maria, Jose, and Teresa. Sandra then asks how to say "elástico" in English, and Edy responds that you can say "rubber band". The document also includes an activity asking to fill in blanks with "a" or "an".
This presentation outlines the difference between vectors and bitmaps and how to use the pen tool to create a vector Illustration.
Learn more about this lesson including VIDEO TUTORIALS at DigitalArtTeacher.com
The document discusses the meaning and nature of learning. It defines learning as a change in behavior resulting from experience. Learning can occur through direct experiences, such as writing by practicing writing, or vicariously by observing others. The document outlines several definitions of learning provided by different scholars and discusses 10 key aspects of the nature of learning, such as learning being universal, continuous, and resulting in a relatively permanent change in behavior.
The document summarizes the principles of learning as observed by a student teacher in Mr. Richard L. Duparco's Grade 2 classroom. It lists 9 principles of learning and provides examples of how each principle was demonstrated through the teacher's instruction and the students' learning behaviors. The student teacher then analyzes how the principles affect lesson planning and delivery. They determine that the most applied principle was collaborative learning, and the least was that learning can be a painful process. In reflection, they note the importance of considering these learning principles when planning lessons to ensure students understand topics fully.
The document discusses integrating art into the curriculum through the use of themes. It emphasizes selecting themes that are meaningful to children based on their interests and experiences. Some example themes mentioned are animals, emotions, buildings, and families. It recommends planning activities across different areas like literacy, math, science, etc. related to the overarching theme. The planning process involves setting the stage to motivate children, integrating diverse activities, and reflecting on learning. Flexible planning with graphic organizers allows themes to naturally engage children across the curriculum.
The document outlines the steps to create a marketing plan, including analyzing internal strengths and weaknesses and external opportunities and threats, setting objectives and strategies, defining tactics like segmentation, targeting, positioning, and the marketing mix (4Ps), determining messaging, and setting metrics for measurement, control, and financial planning.
The document summarizes 4 days of lessons about phonics and reading comprehension centered around a story about two dogs, Bantay and Tagpi. It includes:
1) An overview of the story where Bantay discovers bones missing from his collection and Tagpi admits to taking them, thinking Bantay wouldn't notice.
2) Exercises identifying consonant digraphs like "ck", "th", and "ph" in words related to the story and assigning students to complete character maps of Bantay and Tagpi.
3) Introducing words beginning with the "sh" sound and assigning students to find pictures of words containing the "sh" digraph.
4) Continuing
This is a PowerPoint presentation created to revise Part 1 of the Spanish Speaking exam with my A2 class based on the rapper Kanye West. Students have to decide if they want to defend happy Kanye's side or sad Kanye's side. You will find a speaking card for each topic and I added two blank templates so you can add your questions if you feel like adding some more.
Examination board: AQA > Spanish (2695)
Sandra asks Edy if she can borrow a pencil. Edy asks whose names Sandra wants to know, and Sandra responds that their names are Maria, Jose, and Teresa. Sandra then asks how to say "elástico" in English, and Edy responds that you can say "rubber band". The document also includes an activity asking to fill in blanks with "a" or "an".
This presentation outlines the difference between vectors and bitmaps and how to use the pen tool to create a vector Illustration.
Learn more about this lesson including VIDEO TUTORIALS at DigitalArtTeacher.com
The document discusses the meaning and nature of learning. It defines learning as a change in behavior resulting from experience. Learning can occur through direct experiences, such as writing by practicing writing, or vicariously by observing others. The document outlines several definitions of learning provided by different scholars and discusses 10 key aspects of the nature of learning, such as learning being universal, continuous, and resulting in a relatively permanent change in behavior.
The document summarizes the principles of learning as observed by a student teacher in Mr. Richard L. Duparco's Grade 2 classroom. It lists 9 principles of learning and provides examples of how each principle was demonstrated through the teacher's instruction and the students' learning behaviors. The student teacher then analyzes how the principles affect lesson planning and delivery. They determine that the most applied principle was collaborative learning, and the least was that learning can be a painful process. In reflection, they note the importance of considering these learning principles when planning lessons to ensure students understand topics fully.
The document discusses integrating art into the curriculum through the use of themes. It emphasizes selecting themes that are meaningful to children based on their interests and experiences. Some example themes mentioned are animals, emotions, buildings, and families. It recommends planning activities across different areas like literacy, math, science, etc. related to the overarching theme. The planning process involves setting the stage to motivate children, integrating diverse activities, and reflecting on learning. Flexible planning with graphic organizers allows themes to naturally engage children across the curriculum.
This document discusses activity-based learning (ABL). It begins by defining activities and activity-based learning as using activities as the basis for learning. The history of ABL is then outlined, tracing it back to its origins in the 1940s in British schools. Examples of different types of activities used in ABL are provided, such as role plays, games, debates, and experiments. The needs and benefits of ABL are described as helping students learn and retain information through active participation. Steps for organizing ABL and its uses, such as reinforcing concepts and providing feedback, are also summarized.
1) The document discusses guidelines for selecting and using instructional materials effectively. It emphasizes that the materials must contribute to learning objectives and be appropriate for students.
2) It recommends preparing oneself, students, and materials according to the PPPF framework: Prepare, Present, Follow up. Teachers should understand objectives and have a lesson plan.
3) For optimal use, teachers should select materials giving a true picture, contributing to objectives, and in good condition. They should also provide guidance, assess learning, and enhance retention through follow up.
1) The document discusses guidelines for selecting and using instructional materials effectively. It emphasizes that the materials must contribute to learning objectives and be appropriate for students.
2) It recommends preparing oneself, students, and materials according to the PPPF framework: Prepare, Present, Follow up. Teachers should understand objectives and have a lesson plan.
3) For optimal use, teachers should select materials giving a true picture, contributing to objectives, and in good condition. They should also provide guidance, assess learning, and enhance retention through follow up.
The document summarizes the author's experience completing an internship at the Debbie Institute, a school for deaf and hard of hearing children. Key points:
- The school uses technology like iPads and sound systems to help facilitate learning for students with disabilities. Teachers provide individualized instruction to meet each student's needs.
- During the internship, the author learned strategies for teaching both typical and atypical students and was able to observe lessons, activities, and the teachers' methods.
- The author implemented several lessons of their own, targeting skills like sequencing, graphing, and sink/float concepts. The hands-on lessons incorporated the effective teaching strategies they observed.
- Overall, the
1. Constructivist learning theory holds that learning is an active process where learners construct meaning based on their experiences and prior knowledge.
2. Effective teaching utilizes multiple methods to accommodate different learning styles and keeps students actively engaged in constructing their own understanding with guidance from the teacher.
3. Students learn best when they are actively involved in making sense of information themselves, such as by applying knowledge or preparing to teach others, rather than passively receiving information from lectures or readings.
Science teachers have an exciting opportunity to teach children about how the world works through exploration and hands-on activities rather than just facts. As a preschool teacher, lesson planning is important to engage different types of learners through varied activities suited to their levels and intelligences. Bringing real plants and examples into the classroom or doing outdoor activities can help children easily grasp lessons and stay engaged by discovering ideas on their own. Techniques like using realia, music, role play and peer learning help teach science in a meaningful way, while unavailable or expensive materials present more challenges.
Science teachers have an exciting opportunity to teach children about how the world works through exploration and hands-on activities rather than just facts. As a preschool teacher, lesson planning is important to engage different types of learners through varied activities suited to their levels and intelligences. Bringing real plants and examples into the classroom or doing outdoor activities can help children easily grasp lessons and stay engaged by discovering ideas on their own. Techniques like using realia, music, role play and peer learning help teach science in a meaningful way, though expensive or unavailable materials present difficulties.
This document discusses different teaching strategies that teachers can use to engage students in active learning. It describes several strategies, including direct instruction, interactive discussion, peer teaching, collaborative learning, and experiential learning. For each strategy, it outlines what the teacher and student do. The document emphasizes that teachers should use a variety of strategies to match their teaching objectives and engage students in both independent and collaborative work. It also stresses that teachers should actively involve students in the learning process and make learning fun.
This document discusses teaching materials and aids. It defines teaching materials as objects used by teachers to supplement classroom instruction, while teaching aids are used to enhance instruction. The role of the teacher is highlighted, as they are responsible for effectively using materials and aids to create an engaging learning environment for students. Guidelines for developing materials include ensuring they are contextualized to students' experiences and encourage the development of language skills. Examples of common materials mentioned are worksheets, games, and charts. The significance of materials is that they can teach students how to learn when designed to engage them in the learning process.
The document summarizes field study materials from 4 participants. It describes available teaching materials like charts, posters, and handouts. It also provides reflections from each participant on materials used for teaching swimming and tips for teachers in preparing materials, such as ensuring they are appropriate for students' skill levels, visually engaging, and relevant to real-life contexts.
This document discusses the importance of lesson planning for trainers and provides an overview of the learning process. It explains that lesson plans help ensure objectives are met, keep instructors organized, and serve as a guide for both instructors and backup instructors. It then discusses key aspects of learning including that it is an active process, comes from experience, and involves forming concepts and generalizations. The document emphasizes that meaningful experiences are important for effective learning.
1) A child-centered curriculum focuses on developing students' individual and social qualities through their interests and passions, rather than prescribed subjects.
2) Key thinkers like Rousseau, Dewey, and Montessori emphasized allowing children to learn through self-directed activities and experiences rather than direct instruction.
3) In a child-centered approach, the teacher acts as a guide who supports students' natural curiosity and facilitates their learning, while students determine the direction of their learning.
Learners and Learning: Section Five, How can teachers structure learning?Saide OER Africa
In this module we have argued for a constructivist approach to teaching and learning. But in doing so, we have warned against an approach which suggests that learners are capable of learning all they need to know completely naturally, and that schools or teachers are unnecessary. What role do teachers play in producing and improving learning, and how can they structure learning?
The document is a reflection by a student on their practicum experience teaching English to young learners. The greatest challenge was adapting to students with behavioral issues like autism, but the student learned from encountering different situations. The class most enjoyed was a final project where students worked in groups to make posters, applying what they learned. While group work was new, the students collaborated well. Overall, the practicum was a wonderful learning experience that confirmed theories about how quickly and enjoyably children can learn a new language.
This book provides examples of teachers implementing emergent curriculum based on the Reggio Emilia approach in primary classrooms. It illustrates how emergent curriculum allows learning to build upon discoveries as students engage in hands-on experiences, discussion, and experimentation to explore their questions and goals. The book shows how this approach addresses diverse learners, assesses student understanding through documentation and discussion, and creates opportunities for establishing big ideas in the curriculum.
This document summarizes a presentation about the role of paraprofessionals in inclusive classrooms. It discusses how paraprofessionals are valuable assistants who help teachers meet the needs of diverse students. The presentation covers strategies for student success, validating paraprofessionals' skills, and their significant role in facilitating inclusion.
During this course you have been building knowledge and understandin.docxhasselldelisa
During this course you have been building knowledge and understanding of the complexities, challenges, and importance of quality preschool environments. This week, you will have an opportunity to observe in a preschool setting. As you have learned, the quality of the environment in terms of teaching practices, physical environment, materials available, opportunities for play and learning that engages children in meaningful exploration and discovery can have a significant impact on children's development in all domains.
Click on the links below to download and print out the Observation Assignment documents. You will use these documents to carry out the assignment.
Observation Assignment Sheet
Step One: Plan
·
Review the learning resources for the course, as well as your application and discussion assignments.
Think about the videos you watched and the glimpses you were given into preschool settings.
·
Confirm your observation, make certain you understand where to go when you arrive, and thank the school for this opportunity.
·
Carefully read over the Observation Guide before you observe in your preschool setting. Use this sheet to record your thoughts, insights, observations, and questions. You may also want to bring along a laptop for taking notes.
Step Two: Observe
Note: When you observe in a classroom and reflect on what you have seen, keep in mind that you are observing “one moment in time.” Due to time constraints, there are many things that you cannot know or see—details of who children are as individuals, children’s history in the program, children’s developmental strengths and challenges, specific reasons for teacher interactions, etc. In other words, you are glimpsing a part of a big picture that is best understood by the adults who work with these children daily.
·
Introduce yourself to the teacher and ask for suggestions about where to sit. Find a place, or places, where you can see different areas of the room and different kinds of interactions. (You may want to sit in several places in the course of the hour you are in the room).
·
Use the Observation Guide as you observe the adults and children in the classroom. Take notes that will help you remember what you are observing; also note any questions you have about what you are observing.
·
Review your notes.
Read over the notes on your Observation Guide, filling in any “blanks” while your memory is fresh.
Step Three: Reflect
·
Reflect on what you have learned in this course, what you observed in the preschool setting, and additional thoughts you have had since. With all of this in mind, complete the following:
Summarize:
o
Ways in which the philosophy and practice of encouraging, guiding, and supporting children learning through play was demonstrated in this setting
o
Ways in which the environment you observed represented a quality physical environment for young children.
o
Ways in which the environment you observed fostered encouraged, guided, and supported chil.
The document discusses adult learning theory and instructional design for training adult learners. It defines andragogy as the art and science of adult learning, which focuses on self-directed, experience-based, problem-centered, and socially motivated learning. Malcolm Knowles' assumptions about adult learners and his theory of andragogy are explained. Heutagogy, a more self-determined form of learning, is also introduced. The document then provides Thomson Reuters' 10-step model for instructional design when training adult learners.
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.
This document discusses activity-based learning (ABL). It begins by defining activities and activity-based learning as using activities as the basis for learning. The history of ABL is then outlined, tracing it back to its origins in the 1940s in British schools. Examples of different types of activities used in ABL are provided, such as role plays, games, debates, and experiments. The needs and benefits of ABL are described as helping students learn and retain information through active participation. Steps for organizing ABL and its uses, such as reinforcing concepts and providing feedback, are also summarized.
1) The document discusses guidelines for selecting and using instructional materials effectively. It emphasizes that the materials must contribute to learning objectives and be appropriate for students.
2) It recommends preparing oneself, students, and materials according to the PPPF framework: Prepare, Present, Follow up. Teachers should understand objectives and have a lesson plan.
3) For optimal use, teachers should select materials giving a true picture, contributing to objectives, and in good condition. They should also provide guidance, assess learning, and enhance retention through follow up.
1) The document discusses guidelines for selecting and using instructional materials effectively. It emphasizes that the materials must contribute to learning objectives and be appropriate for students.
2) It recommends preparing oneself, students, and materials according to the PPPF framework: Prepare, Present, Follow up. Teachers should understand objectives and have a lesson plan.
3) For optimal use, teachers should select materials giving a true picture, contributing to objectives, and in good condition. They should also provide guidance, assess learning, and enhance retention through follow up.
The document summarizes the author's experience completing an internship at the Debbie Institute, a school for deaf and hard of hearing children. Key points:
- The school uses technology like iPads and sound systems to help facilitate learning for students with disabilities. Teachers provide individualized instruction to meet each student's needs.
- During the internship, the author learned strategies for teaching both typical and atypical students and was able to observe lessons, activities, and the teachers' methods.
- The author implemented several lessons of their own, targeting skills like sequencing, graphing, and sink/float concepts. The hands-on lessons incorporated the effective teaching strategies they observed.
- Overall, the
1. Constructivist learning theory holds that learning is an active process where learners construct meaning based on their experiences and prior knowledge.
2. Effective teaching utilizes multiple methods to accommodate different learning styles and keeps students actively engaged in constructing their own understanding with guidance from the teacher.
3. Students learn best when they are actively involved in making sense of information themselves, such as by applying knowledge or preparing to teach others, rather than passively receiving information from lectures or readings.
Science teachers have an exciting opportunity to teach children about how the world works through exploration and hands-on activities rather than just facts. As a preschool teacher, lesson planning is important to engage different types of learners through varied activities suited to their levels and intelligences. Bringing real plants and examples into the classroom or doing outdoor activities can help children easily grasp lessons and stay engaged by discovering ideas on their own. Techniques like using realia, music, role play and peer learning help teach science in a meaningful way, while unavailable or expensive materials present more challenges.
Science teachers have an exciting opportunity to teach children about how the world works through exploration and hands-on activities rather than just facts. As a preschool teacher, lesson planning is important to engage different types of learners through varied activities suited to their levels and intelligences. Bringing real plants and examples into the classroom or doing outdoor activities can help children easily grasp lessons and stay engaged by discovering ideas on their own. Techniques like using realia, music, role play and peer learning help teach science in a meaningful way, though expensive or unavailable materials present difficulties.
This document discusses different teaching strategies that teachers can use to engage students in active learning. It describes several strategies, including direct instruction, interactive discussion, peer teaching, collaborative learning, and experiential learning. For each strategy, it outlines what the teacher and student do. The document emphasizes that teachers should use a variety of strategies to match their teaching objectives and engage students in both independent and collaborative work. It also stresses that teachers should actively involve students in the learning process and make learning fun.
This document discusses teaching materials and aids. It defines teaching materials as objects used by teachers to supplement classroom instruction, while teaching aids are used to enhance instruction. The role of the teacher is highlighted, as they are responsible for effectively using materials and aids to create an engaging learning environment for students. Guidelines for developing materials include ensuring they are contextualized to students' experiences and encourage the development of language skills. Examples of common materials mentioned are worksheets, games, and charts. The significance of materials is that they can teach students how to learn when designed to engage them in the learning process.
The document summarizes field study materials from 4 participants. It describes available teaching materials like charts, posters, and handouts. It also provides reflections from each participant on materials used for teaching swimming and tips for teachers in preparing materials, such as ensuring they are appropriate for students' skill levels, visually engaging, and relevant to real-life contexts.
This document discusses the importance of lesson planning for trainers and provides an overview of the learning process. It explains that lesson plans help ensure objectives are met, keep instructors organized, and serve as a guide for both instructors and backup instructors. It then discusses key aspects of learning including that it is an active process, comes from experience, and involves forming concepts and generalizations. The document emphasizes that meaningful experiences are important for effective learning.
1) A child-centered curriculum focuses on developing students' individual and social qualities through their interests and passions, rather than prescribed subjects.
2) Key thinkers like Rousseau, Dewey, and Montessori emphasized allowing children to learn through self-directed activities and experiences rather than direct instruction.
3) In a child-centered approach, the teacher acts as a guide who supports students' natural curiosity and facilitates their learning, while students determine the direction of their learning.
Learners and Learning: Section Five, How can teachers structure learning?Saide OER Africa
In this module we have argued for a constructivist approach to teaching and learning. But in doing so, we have warned against an approach which suggests that learners are capable of learning all they need to know completely naturally, and that schools or teachers are unnecessary. What role do teachers play in producing and improving learning, and how can they structure learning?
The document is a reflection by a student on their practicum experience teaching English to young learners. The greatest challenge was adapting to students with behavioral issues like autism, but the student learned from encountering different situations. The class most enjoyed was a final project where students worked in groups to make posters, applying what they learned. While group work was new, the students collaborated well. Overall, the practicum was a wonderful learning experience that confirmed theories about how quickly and enjoyably children can learn a new language.
This book provides examples of teachers implementing emergent curriculum based on the Reggio Emilia approach in primary classrooms. It illustrates how emergent curriculum allows learning to build upon discoveries as students engage in hands-on experiences, discussion, and experimentation to explore their questions and goals. The book shows how this approach addresses diverse learners, assesses student understanding through documentation and discussion, and creates opportunities for establishing big ideas in the curriculum.
This document summarizes a presentation about the role of paraprofessionals in inclusive classrooms. It discusses how paraprofessionals are valuable assistants who help teachers meet the needs of diverse students. The presentation covers strategies for student success, validating paraprofessionals' skills, and their significant role in facilitating inclusion.
During this course you have been building knowledge and understandin.docxhasselldelisa
During this course you have been building knowledge and understanding of the complexities, challenges, and importance of quality preschool environments. This week, you will have an opportunity to observe in a preschool setting. As you have learned, the quality of the environment in terms of teaching practices, physical environment, materials available, opportunities for play and learning that engages children in meaningful exploration and discovery can have a significant impact on children's development in all domains.
Click on the links below to download and print out the Observation Assignment documents. You will use these documents to carry out the assignment.
Observation Assignment Sheet
Step One: Plan
·
Review the learning resources for the course, as well as your application and discussion assignments.
Think about the videos you watched and the glimpses you were given into preschool settings.
·
Confirm your observation, make certain you understand where to go when you arrive, and thank the school for this opportunity.
·
Carefully read over the Observation Guide before you observe in your preschool setting. Use this sheet to record your thoughts, insights, observations, and questions. You may also want to bring along a laptop for taking notes.
Step Two: Observe
Note: When you observe in a classroom and reflect on what you have seen, keep in mind that you are observing “one moment in time.” Due to time constraints, there are many things that you cannot know or see—details of who children are as individuals, children’s history in the program, children’s developmental strengths and challenges, specific reasons for teacher interactions, etc. In other words, you are glimpsing a part of a big picture that is best understood by the adults who work with these children daily.
·
Introduce yourself to the teacher and ask for suggestions about where to sit. Find a place, or places, where you can see different areas of the room and different kinds of interactions. (You may want to sit in several places in the course of the hour you are in the room).
·
Use the Observation Guide as you observe the adults and children in the classroom. Take notes that will help you remember what you are observing; also note any questions you have about what you are observing.
·
Review your notes.
Read over the notes on your Observation Guide, filling in any “blanks” while your memory is fresh.
Step Three: Reflect
·
Reflect on what you have learned in this course, what you observed in the preschool setting, and additional thoughts you have had since. With all of this in mind, complete the following:
Summarize:
o
Ways in which the philosophy and practice of encouraging, guiding, and supporting children learning through play was demonstrated in this setting
o
Ways in which the environment you observed represented a quality physical environment for young children.
o
Ways in which the environment you observed fostered encouraged, guided, and supported chil.
The document discusses adult learning theory and instructional design for training adult learners. It defines andragogy as the art and science of adult learning, which focuses on self-directed, experience-based, problem-centered, and socially motivated learning. Malcolm Knowles' assumptions about adult learners and his theory of andragogy are explained. Heutagogy, a more self-determined form of learning, is also introduced. The document then provides Thomson Reuters' 10-step model for instructional design when training adult learners.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2. They are great tools…
Object lessons are a tool in the teacher’s bag of tricks.
An object lesson is simply something that demonstrates an idea or principle.
It can add meaning and clarity to a point.
It can provide a visual and tangible lesson of an abstract idea.
Read more at www.outdoorlessons.org
3. A time tested method…
Many great teachers have used the object lesson in various forms.
Jesus often used this method of instruction in the form of a parable.
For example, in the discussion with the Samaritan woman at the well in John 4 Jesus used
the water as a spontaneous object lesson for what he had to offer—eternal life.
Moses used object lessons as well.
A good example is in Exodus 7 when his rod becomes a snake and eats the other snakes.
This symbolized what Moses’ God would do if Pharoh did not let the Israelites go.
4. Usefulness…
Advantages
Objects attract and hold the attention
of observers.
Retention is very high.
Object lessons are easy to use.
Disadvantages
Often do not fill much time.
Objects may obscure the truth rather
than clarify it.
Small objects do not work well with
large groups.
5. Setting…
Suitable for many settings.
Especially adapted to use in an outdoor
setting because:
Offers an endless amount of items available for
object lessons.
Many objects found outdoors would be
familiar to most audiences.
Outdoor items are likely to be encountered
again generating a lasting lesson.
6. Summary…
The object lesson is a great resource because
it can be simple yet profound.
It can be utilized nearly anywhere and with
most any age group.
It has many advantages and their
disadvantages should be kept in mind.
However, as Jesus’ many examples show, an
object lesson can and should be kept ready
for use by any competent teacher or leader.
Click the Here to find Object
Lessons!
7. Source…
About the Author: David F. Garner works in outdoor youth ministry and is
passionate about youth work. He believes in the responsible use of the outdoors as
a means to heal and grow individuals. He also runs a website dedicated to
providing resources for everyone involved in outdoor ministry and youth ministry.
This content was adapted from an article published on OutdoorLessons.org at
http://www.outdoorlessons.org/p/why-object-lessons.html
This content is copy righted and may only be used for educational purposes. For
more information visit http://www.outdoorlessons.org/p/about.html
Editor's Notes
Picture with background removed
(Intermediate)
To reproduce the picture effects on this slide, do the following:
On the Home tab, in the Slides group, click Layout, and then click Blank.
On the Insert tab, in the Images group, click Picture.
In the Insert Picture dialog box, select a picture and then click Insert.
Select the picture. Under Picture Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher. In the Format Picture dialog box, resize or crop the image so that the height is set to 7.5” and the width is set to 10”. To crop the picture, click Crop in the left pane, and in the right pane, under Crop position, enter values into the Height, Width, Left, and Top boxes. To resize the picture, click Size in the left pane, and in the right pane, under Size and rotate, enter values into the Height and Width boxes.
Also under Picture Tools, on the Format tab, in the Adjust group, click Color, and then under Recolor click Grayscale.
Also in the Adjust group, click Corrections, and then under Brightness and Contrast, click Brightness: -40% Contrast: +20%.
On the Home tab, in the Clipboard group, click the arrow to the right of Copy, and then click Duplicate.
Select the second picture. On the Home tab, in the Drawing group, click Arrange, point to Align, and then do the following:
Click Align to Slide.
Click Align Middle.
Click Align Center.
Under Picture Tools, on the Format tab, in the Adjust group, click Reset Picture.
Also under Picture Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher.. In the Format Picture dialog box, resize or crop the image to focus on the main subject in the picture. (Example picture is set to 3.54” height and 3.24” width). To crop the picture, click Crop in the left pane, and in the right pane, under Crop position, enter values into the Height, Width, Left, and Top boxes. To resize the picture, click Size in the left pane, and in the right pane, under Size and rotate, enter values into the Height and Width boxes.
Also under Picture Tools, on the Format tab, in the Adjust group, click Remove Background, and then do the following:
To remove additional background areas from the picture, on the Background Removal tab, in the Refine group, click Mark Areas to Remove. Select all of the additional areas to be removed.
To keep additional areas of the picture that have been removed, on the Background Removal tab, in the Refine group, click Mark Areas to Keep. Select all of the additional areas to be kept.
Click Keep Changes in the Close group when finished.
To reproduce the shape effects on this slide, do the following:
On the Home tab, in the Drawing group, select Rectangle.
On the slide, drag to draw a rectangle.
Select the rectangle. Also on the Home tab, in the Drawing group, click the Format Shape dialog box launcher.
In the Format Shape dialog box, in the Size tab, enter 7.5” into the Height box and enter 4” into the Width box.
Also in the Format Shape dialog box, in the Fill tab, select Gradient fill, and then do the following:
In the Type list, select Linear.
In the Angle box, enter 90°.
Under Gradient stops, click Add gradient stops or Remove gradient stops until three stops appear in the slider.
Also under Gradient stops, customize the gradient stops as follows:
Select the first stop from the left in the slider, and then do the following:
In the Position box, enter 0%.
Click the button next to Color, and then under Theme Colors click Black, Text 1 (first row, second option from the left).
In the Transparency box, enter 100%.
Select the second stop from the left in the slider, and then do the following:
In the Position box, enter 40%.
Click the button next to Color, click More Colors, and then in the Colors dialog box, on the Custom tab, enter values for Red: 47, Green: 91, and Blue: 77.
In the Transparency box, enter 0%.
Select the third stop from the left in the slider, and then do the following:
In the Position box, enter 100%.
Click the button next to Color, and then under Theme Colors click Black, Text 1 (first row, second option from the left).
In the Transparency box, enter 90%.
Also in the Format Shape dialog box, in the Line Color tab, select No Line.
Select the second picture. On the Home tab, in the Drawing group, click Arrange, and then click Bring to Front.
To reproduce the text effects on this slide, do the following:
On the Insert tab, in the Text group, click Text Box, and then on the slide drag to draw your text box.
Enter text in the text box, and then select the text. On the Home tab, in the Font group, do the following:
In the Font list, click Calisto MT.
In the Font Size list, click 36 pt.
Click Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).
Position text over the least transparent part of the gradient.