This very short document is in a foreign language and consists of only two words, providing little context or information to summarize in 3 sentences or less.
Otras variables que determinan la diversidad en el aula”ElidaTapuy
Este documento describe las diversas variables que determinan la diversidad en el aula escolar. Identifica factores como el género, la cultura, los estilos de aprendizaje, las capacidades físicas y las discapacidades de los estudiantes. También analiza la diversidad en términos de género, orientación sexual, valores culturales y pluralismo. Resalta la importancia de crear ambientes de aprendizaje ricos e inclusivos que valoren la diversidad y utilicen estrategias pedagógicas flexibles.
Este documento presenta la primera presentación de Ventas y Marketing II de la empresa INTELINF en Iquique, octubre de 2016. Incluye una descripción de la empresa, análisis PEST actual y futuro, análisis de las 5 fuerzas de Porter, análisis FODA, descripción de la competencia directa RED-COM y el compromiso social con el Hogar de Ancianos Aguilas Blancas.
Si yo fuera el presidente de Honduras, mandaría a todos los ladrones y criminales a cárceles cerradas, perseguiría a los perros callejeros para llevarlos a un refugio y cuidarlos mejor, y demandaría a todas las personas corruptas por robar el dinero del pueblo. También contrataría personas para limpiar la basura de las calles, prohibiría videos malos para niños y enviaría a niños con padres malos a orfanatos. Haría que todas las escuelas fueran obligatorias y gratuitas para mejorar la educación.
This very short document is in a foreign language and consists of only two words, providing little context or information to summarize in 3 sentences or less.
Otras variables que determinan la diversidad en el aula”ElidaTapuy
Este documento describe las diversas variables que determinan la diversidad en el aula escolar. Identifica factores como el género, la cultura, los estilos de aprendizaje, las capacidades físicas y las discapacidades de los estudiantes. También analiza la diversidad en términos de género, orientación sexual, valores culturales y pluralismo. Resalta la importancia de crear ambientes de aprendizaje ricos e inclusivos que valoren la diversidad y utilicen estrategias pedagógicas flexibles.
Este documento presenta la primera presentación de Ventas y Marketing II de la empresa INTELINF en Iquique, octubre de 2016. Incluye una descripción de la empresa, análisis PEST actual y futuro, análisis de las 5 fuerzas de Porter, análisis FODA, descripción de la competencia directa RED-COM y el compromiso social con el Hogar de Ancianos Aguilas Blancas.
Si yo fuera el presidente de Honduras, mandaría a todos los ladrones y criminales a cárceles cerradas, perseguiría a los perros callejeros para llevarlos a un refugio y cuidarlos mejor, y demandaría a todas las personas corruptas por robar el dinero del pueblo. También contrataría personas para limpiar la basura de las calles, prohibiría videos malos para niños y enviaría a niños con padres malos a orfanatos. Haría que todas las escuelas fueran obligatorias y gratuitas para mejorar la educación.
This document provides an overview of assessment objectives for GCSE English Language exams. It outlines four assessment objectives, including understanding how language works, summarizing and synthesizing ideas from a text, analyzing language use and structure, and evaluating different views expressed in a text. The document provides descriptors for candidates who partially or fully meet the objectives, noting abilities like recognizing language techniques, making references to language features, and conveying and justifying ideas about a text.
This document is a post-session report from a presentation on "The Hunger Games" that included a quiz. It provides details on student participation, quiz scores, and responses to multiple choice and open-ended questions about events and characters in the first three chapters of the book. The report lists the 14 students who participated, their responses to 10 multiple choice questions, and one open-ended question asking why they felt most sympathy for a particular character. Overall student participation was high at 98% and the average quiz score was 88%.
This document contains weekly lesson evaluations and reflections from a teacher. Key points include:
- The teacher felt a Year 7 lesson on monologues went well but realized they need to distinguish between stage and film monologues.
- A Year 8 assessment preparation lesson helped students plan responses, while a Year 9 reading of Act Three engaged students in discussion.
- The teacher recognized they need to provide clearer instructions and learning objectives in some lessons to improve student understanding.
- Overall reflections show an emphasis on continual improvement, such as balancing praise and feedback to motivate students.
This document contains a teacher's weekly lesson evaluations and reflections for lessons taught between the 16th and 20th of May 2016. The teacher targeted using more independent learning strategies and a more literary approach in lessons. For year 8, a "Quote Quest" game engaged students in identifying quotes from Shakespeare that matched different themes, and students learned to choose appropriate quotes for writing. However, a year 8 lesson on assessment feedback was disrupted by poor behavior, rushing the second half. Overall, most year 7-9 lessons focused on annotating texts were successful, while a year 10 library lesson had some disruption that was addressed.
This document contains weekly lesson evaluations and reflections for Years 7-10 over the week of May 2nd-6th, 2016. Key points include:
- Lessons for Year 7 focused on comparing life in District 12 and the Capitol from the book being read and students were able to extract evidence and discuss differences.
- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
- Year 9 received feedback on assessment questions and worked on improving their PEE paragraphs through analysis of vocabulary in a text.
- The formal observation of a Year 9 lesson on Mrs. Birling's character went well with feedback to incorporate more independent learning and role-playing activities.
This document contains weekly lesson evaluations and reflections for years 7, 8, and 9. For year 7, students compared Theseus and the Minotaur to Katniss Everdeen from The Hunger Games, engaging with historical implications. Students also designed their own tributes. In year 8, a lesson using a primary source newspaper article went well though there were some behavior issues. Providing an event sheet and model helped with understanding. For year 9, the teacher was absent but later used roleplaying to help students empathize with characters from Gerald & Sheila in preparation for an assessment.
The document contains weekly lesson evaluations and reflections from a teacher over the course of one week. The teacher taught multiple year groups and subjects. Some key reflections included needing more preparation when using new technology like Nearpod and ensuring clear expectations are set when using iPads. Setting ground rules and modeling appropriate discussion techniques could have improved a forum theatre lesson with one class. Overall, the teacher aimed to implement more independent learning and develop a more literary approach in future lessons.
This document contains linguistic terminology questions asking for definitions and examples of pre-modifying adjectives, implicature, discourse markers, orthography, sociolects, head words, register, third person possessive pronouns, exclamative utterances, and asydentic listing, as well as the difference between connotation and denotation.
The document is a dense passage written in an unfamiliar language or code using unusual punctuation and symbols. It discusses various topics ranging from nature, technology, science, and philosophy. Specific people, places, events or overall meaning cannot be understood from the text alone due to the unconventional writing style and lack of context.
This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
- Using the novel to spark discussions on morality and relationships through its dystopian themes.
- Developing reading comprehension through strategies like reciprocal reading and close analysis of quotes.
- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
- Comparing the novel's world to reality television and examining how tension is built in the opening paragraphs.
- Having students summarize chapters, compare characters to mythological heroes, and work to understand different perspectives.
The unit
Katniss volunteers as tribute to replace her sister Prim at the reaping. She is taken to the Capitol to prepare for the Hunger Games. Upon arriving, she is overwhelmed by the extreme differences between the impoverished District 12 and the excessively luxurious Capitol.
This lesson plan is for a 7th grade mixed-ability English class about The Hunger Games. The learning goals are for students to select relevant evidence from the text and analyze the text by comparing District 12 and the Capitol. Students will engage in starter, formative, and summative assessments including drawing a mockingjay, filling in a comparison table, and discussing similarities between the Capitol and modern society. The teacher provides scaffolding like a differentiated worksheet and plans for collaborative work. Students are expected to finish designing their own tribute for homework.
This lesson plan is for a Year 7 class studying The Hunger Games. The objectives are for students to understand the start of Chapter 3 and empathize with the main characters. Students will listen to an audio recording of Chapter 3, participate in a hot-seating activity where they ask questions of characters Prim, Katniss, and their mother, and write a paragraph summarizing the characters' feelings and which one they empathize with most. The teacher will help students who have difficulty writing the summary paragraph.
This lesson plan is for an 8th grade mixed ability English class on Romeo and Juliet. The learning objective is for students to write a draft of their newspaper article assessment on Romeo and Juliet. During the lesson, students will be given a sample article to analyze, asked questions to scaffold their understanding, and time to write a draft of their own assessment. The teacher will formatively assess students during these activities and provide feedback to support writing their drafts.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This document provides an overview of assessment objectives for GCSE English Language exams. It outlines four assessment objectives, including understanding how language works, summarizing and synthesizing ideas from a text, analyzing language use and structure, and evaluating different views expressed in a text. The document provides descriptors for candidates who partially or fully meet the objectives, noting abilities like recognizing language techniques, making references to language features, and conveying and justifying ideas about a text.
This document is a post-session report from a presentation on "The Hunger Games" that included a quiz. It provides details on student participation, quiz scores, and responses to multiple choice and open-ended questions about events and characters in the first three chapters of the book. The report lists the 14 students who participated, their responses to 10 multiple choice questions, and one open-ended question asking why they felt most sympathy for a particular character. Overall student participation was high at 98% and the average quiz score was 88%.
This document contains weekly lesson evaluations and reflections from a teacher. Key points include:
- The teacher felt a Year 7 lesson on monologues went well but realized they need to distinguish between stage and film monologues.
- A Year 8 assessment preparation lesson helped students plan responses, while a Year 9 reading of Act Three engaged students in discussion.
- The teacher recognized they need to provide clearer instructions and learning objectives in some lessons to improve student understanding.
- Overall reflections show an emphasis on continual improvement, such as balancing praise and feedback to motivate students.
This document contains a teacher's weekly lesson evaluations and reflections for lessons taught between the 16th and 20th of May 2016. The teacher targeted using more independent learning strategies and a more literary approach in lessons. For year 8, a "Quote Quest" game engaged students in identifying quotes from Shakespeare that matched different themes, and students learned to choose appropriate quotes for writing. However, a year 8 lesson on assessment feedback was disrupted by poor behavior, rushing the second half. Overall, most year 7-9 lessons focused on annotating texts were successful, while a year 10 library lesson had some disruption that was addressed.
This document contains weekly lesson evaluations and reflections for Years 7-10 over the week of May 2nd-6th, 2016. Key points include:
- Lessons for Year 7 focused on comparing life in District 12 and the Capitol from the book being read and students were able to extract evidence and discuss differences.
- Feedback was provided to Year 8 students on their assessment drafts and a library lesson went smoothly.
- Year 9 received feedback on assessment questions and worked on improving their PEE paragraphs through analysis of vocabulary in a text.
- The formal observation of a Year 9 lesson on Mrs. Birling's character went well with feedback to incorporate more independent learning and role-playing activities.
This document contains weekly lesson evaluations and reflections for years 7, 8, and 9. For year 7, students compared Theseus and the Minotaur to Katniss Everdeen from The Hunger Games, engaging with historical implications. Students also designed their own tributes. In year 8, a lesson using a primary source newspaper article went well though there were some behavior issues. Providing an event sheet and model helped with understanding. For year 9, the teacher was absent but later used roleplaying to help students empathize with characters from Gerald & Sheila in preparation for an assessment.
The document contains weekly lesson evaluations and reflections from a teacher over the course of one week. The teacher taught multiple year groups and subjects. Some key reflections included needing more preparation when using new technology like Nearpod and ensuring clear expectations are set when using iPads. Setting ground rules and modeling appropriate discussion techniques could have improved a forum theatre lesson with one class. Overall, the teacher aimed to implement more independent learning and develop a more literary approach in future lessons.
This document contains linguistic terminology questions asking for definitions and examples of pre-modifying adjectives, implicature, discourse markers, orthography, sociolects, head words, register, third person possessive pronouns, exclamative utterances, and asydentic listing, as well as the difference between connotation and denotation.
The document is a dense passage written in an unfamiliar language or code using unusual punctuation and symbols. It discusses various topics ranging from nature, technology, science, and philosophy. Specific people, places, events or overall meaning cannot be understood from the text alone due to the unconventional writing style and lack of context.
This document provides an overview of a 7-week unit plan for teaching Suzanne Collins' novel The Hunger Games in a KS3 English class. Key elements of the unit include:
- Using the novel to spark discussions on morality and relationships through its dystopian themes.
- Developing reading comprehension through strategies like reciprocal reading and close analysis of quotes.
- Creative writing assignments like diary entries, monologues, and designing fictional tributes for the games.
- Comparing the novel's world to reality television and examining how tension is built in the opening paragraphs.
- Having students summarize chapters, compare characters to mythological heroes, and work to understand different perspectives.
The unit
Katniss volunteers as tribute to replace her sister Prim at the reaping. She is taken to the Capitol to prepare for the Hunger Games. Upon arriving, she is overwhelmed by the extreme differences between the impoverished District 12 and the excessively luxurious Capitol.
This lesson plan is for a 7th grade mixed-ability English class about The Hunger Games. The learning goals are for students to select relevant evidence from the text and analyze the text by comparing District 12 and the Capitol. Students will engage in starter, formative, and summative assessments including drawing a mockingjay, filling in a comparison table, and discussing similarities between the Capitol and modern society. The teacher provides scaffolding like a differentiated worksheet and plans for collaborative work. Students are expected to finish designing their own tribute for homework.
This lesson plan is for a Year 7 class studying The Hunger Games. The objectives are for students to understand the start of Chapter 3 and empathize with the main characters. Students will listen to an audio recording of Chapter 3, participate in a hot-seating activity where they ask questions of characters Prim, Katniss, and their mother, and write a paragraph summarizing the characters' feelings and which one they empathize with most. The teacher will help students who have difficulty writing the summary paragraph.
This lesson plan is for an 8th grade mixed ability English class on Romeo and Juliet. The learning objective is for students to write a draft of their newspaper article assessment on Romeo and Juliet. During the lesson, students will be given a sample article to analyze, asked questions to scaffold their understanding, and time to write a draft of their own assessment. The teacher will formatively assess students during these activities and provide feedback to support writing their drafts.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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 ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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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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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.