I asked the students to write a question or comment as they walked out the door. This file is what they'll see tomorrow - as a way of sharing their comments and my responses with the whole class.
I asked the students to write a question or comment as they walked out the door. This file is what they'll see tomorrow - as a way of sharing their comments and my responses with the whole class.
I asked the students to write a question or comment as they walked out the door. This file is what they'll see tomorrow - as a way of sharing their comments and my responses with the whole class.
This document provides information about a study skills class for 6th grade students, including an introduction to the teacher, Mrs. Higgins. The class will focus on developing good study habits and reviewing homework. Students should bring their materials and be prepared to ask questions. Study skills is meant to be a fun class where students work on reading, writing, math and test preparation.
This document discusses the importance of math in everyday life and careers. It notes that while some students struggle with math or don't see its relevance, math is in fact vital to daily life. The document then lists various careers that require math skills and argues that math is needed even in fields that may not seem mathematical. It encourages students to appreciate math for its own sake and to learn to love math as much as the most important people in their lives in order to show math that their efforts are reciprocated.
This document outlines Ben's Pupil Passport which provides important information about him to help teachers support him. It notes that Ben struggles with math and answering questions in front of the class. He enjoys reading, drawing characters from books, playing drums, and film/cinema. The passport recommends teachers communicate with Ben one-on-one, avoid direct questions, and provide multiple choice answers. It also suggests allowing Ben time for drawing and reading as incentives and using a whiteboard in math to help him remember numbers. The passport notes that stress can cause Ben to remove himself from lessons or shut down, so allowing him time away to read helps calm him down.
This document welcomes students to Mrs. Bolyard's 7th/8th grade math class and encourages them not to fear math or have math anxiety. It reassures students that with patience, assistance from both the teacher and peers, and by taking advantage of available resources like calculators, chalkboards, and work time, they can overcome challenges and have fun learning important math skills and concepts that they will need as adults like algebra, geometry, ratios, and more through hands-on activities.
The document contains responses from multiple students on their first day thoughts about taking college level math. Many students express mixed feelings of being excited yet nervous and scared about the challenges of college math, noting it will be difficult and require a lot of work and focus. Some students feel confident they can succeed if they put in the effort, while others are more apprehensive about their math abilities and whether they will do well in the class. Overall, the responses provide a variety of perspectives on students' emotions around embarking on their first college level math course.
Dave did not make his school's basketball team but his mother encourages him to have a positive attitude and keep trying to improve. When Dave gets a low grade on a math quiz, his mother reminds him that he can do better and to try again tomorrow. Dave continues practicing basketball and studying harder. By the end of the school year, Dave's math grade improves and he makes the basketball team, showing that having a positive attitude and not giving up can lead to success.
One of the issues faced by several organizations is the inability of many of its employees to speak out effectively. Reasons could be many - lack of confidence, culture, past baggage, inability to get the right words at the right time et al. This could be detrimental to the individuals growth and also the teams and the organizations growth. Reach the Sky - Speak Out looks at facilitating individuals speaking out effectively and helping them progress as they move ahead in their professional and personal pursuits.
The document summarizes the results of ancillary tasks involving closed questions about a poster, magazine, and sci-fi films. It lists 10 questions asked, with 3 possible responses each, about whether the user is male/female, their age, and their opinions on whether they like the poster/magazine, watch sci-fi films, and think the poster/magazine looks similar to the source material.
The document provides tips for studying effectively for exams including starting preparation early, making a study plan, taking breaks, keeping distractions away, and rewarding yourself to stay motivated.
The teacher outlines their goals to help students succeed in school this year. The teacher promises to respect each student's individual talents and interests, teach the curriculum, provide timely feedback on assignments, and update grades regularly. The teacher expects students to come to class on time, prepared and willing to participate, help others, and make progress without excuses. Working together respectfully, the teacher hopes all students will have a wonderful learning experience.
The teacher outlines their goals to help students succeed in school this year. The teacher promises to respect each student's individual interests and abilities, teach the curriculum, provide timely feedback on assignments, and update grades regularly. The teacher expects students to come to class on time, prepared and willing to participate, help others, and make progress without excuses. Working together respectfully, the teacher hopes all students will have a wonderful learning experience.
The document discusses questions that teachers should consider when planning lessons and units. It suggests that the number one question teachers should ask is "Have I thought about my unit through the eyes of my students?". Other important questions include whether the content is relevant and important to students, whether students will find it interesting and engaging, and whether students will be able to use and apply what they learn. The document emphasizes making lessons experiential and student-centered.
The document asks a series of questions about learning preferences to determine one's learning style. It asks whether one prefers to learn independently or with others, learn just enough to get by or strive to be the best, enjoy learning for its own sake or because of external rewards, and tend to be motivated, participative students or more reluctant and passive learners. Based on the answers, it aims to categorize one's learning style.
This document uses puzzles as an analogy for teaching students. It provides several points of comparison between puzzles and teaching:
1) Both puzzles and teaching students require patience, and problems may need to be set aside and revisited with a fresh perspective.
2) Just as puzzle pieces come in different shapes and sizes, each student is unique and may learn differently.
3) Some puzzles and lessons take longer than a day to complete, and learning is an ongoing process. Teachers should not force students into learning in a single way if it is not effective for them.
4) Being creative and collaborative, like working on puzzles with others, can help teachers gain new ideas and knowledge to benefit their students.
The document provides an analogy comparing puzzle building to teaching students. Some key similarities highlighted are:
1) Both puzzles and teaching students require patience, as some pieces or concepts may not fit on the first try and need to be revisited later.
2) Individual students and puzzle pieces are unique, with different learning styles and shapes, just as each piece is differently shaped.
3) An effective lesson plan or puzzle framework provides structure, but there is flexibility in the order of completion, as long as the desired outcomes are achieved.
This poem discusses overcoming challenges with homework and schoolwork. A girl feels overwhelmed by the piles of homework assigned over school holidays. She worries it will make her a failure or that others will judge her if she struggles. A boy reassures her that homework is just a minor test to help her grow stronger. He encourages her to take it step-by-step with a positive mindset and not be afraid to ask others for help. In the end, the girl realizes discipline and seeking help from teachers, parents, and friends will allow her to face challenges and carry responsibilities as she moves through life.
This document summarizes information presented at an AEC to KU Launch Workshop. It discusses advising information for selecting classes, expectations in the classroom around communication and participation, and resources for getting help. Scenarios are presented on choosing classes, missing class due to illness, disagreeing with a grade, having trouble in class, and finding writing help. Expectations around communication, participation, attendance, and homework are covered.
Mrs. Stelter introduces herself and provides information about her background, family, goals for students, classroom rules and procedures, resources available, and grading policies for her College Prep Geometry course. She wants to help students develop academic and social skills to succeed in high school and college through a supportive learning environment. Students will take notes daily, complete homework nightly, and be assessed with tests, quizzes, and projects each trimester.
The material was created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. It might be used at the beginning and at the end of coaching process with students with risk of drop out.
The document discusses finding an O Level Maths tutor to help with struggling in school. It describes wanting good results to impress parents and avoid stress, but finding school lessons boring and O Level Maths tutoring mundane. It promotes a specific tutor called The Educationist, saying he makes learning fun and has helped many students improve their grades from F9 to A1 through his tutoring approach. Attending his tutoring just once a week can help achieve stellar exam results.
1. The document provides a list of 25 questions that can be asked to get additional details about a subject, event, or situation. The questions cover topics like time, actions, locations, quantities, opinions, and more. Each question is numbered and accompanied by a blank for the key detail being asked about.
2. Examples of question types included are: how long, what was done, why, will something happen, did something happen, what was done, where did you go, how much did something cost, does something occur, what was done, what was happening, were there any of something, what was written or done, what is played, what was done or played, when did something occur, how was a
This document provides a lesson on grammar and new vocabulary words for students. It discusses the difference between "make" and "let" sentences and provides examples. Students are asked to write example sentences using these words. New vocabulary words include types of jewelry. A listening exercise discusses a conversation between a father and daughter about buying earrings on sale.
The document provides examples of questions that can be asked to elicit specific information. It presents 25 statements and poses a question for each statement to determine details like quantities, actions, locations, preferences, definitions, schedules and relationships. The questions follow common question structures to obtain facts from declarative sentences.
This document outlines the expectations and policies for an English literature, grammar, and creative writing class for high school students. It details classroom expectations like respecting others, participation grading which counts for 30% of the final grade, attendance and tardy policies, homework and projects, make-up work policies, and contact information for the teacher. Students will study grammar, literature, and engage in creative writing assignments and be expected to apply their learning to identify parts of speech and language structures.
Explore, ask questions, and be curious to strengthen your brain and become more intelligent over time. Some key tips include reading regularly, learning with others, making mistakes to improve, and sticking with challenging tasks even when it gets tough through different learning methods and exploring your strengths.
I asked the students to write a question or comment as they walked out the door. This file is what they'll see tomorrow - as a way of sharing their comments and my responses with the whole class.
This document contains exit ticket comments from students in a 3rd period Algebra 2 class on the first day of school. The comments include students' thoughts on the first day ranging from finding it okay to thinking it was fun. Some comments note the potential difficulty of Algebra and one student says they had trouble seeing in the back of the room. The teacher responds encouragingly to most comments.
One of the issues faced by several organizations is the inability of many of its employees to speak out effectively. Reasons could be many - lack of confidence, culture, past baggage, inability to get the right words at the right time et al. This could be detrimental to the individuals growth and also the teams and the organizations growth. Reach the Sky - Speak Out looks at facilitating individuals speaking out effectively and helping them progress as they move ahead in their professional and personal pursuits.
The document summarizes the results of ancillary tasks involving closed questions about a poster, magazine, and sci-fi films. It lists 10 questions asked, with 3 possible responses each, about whether the user is male/female, their age, and their opinions on whether they like the poster/magazine, watch sci-fi films, and think the poster/magazine looks similar to the source material.
The document provides tips for studying effectively for exams including starting preparation early, making a study plan, taking breaks, keeping distractions away, and rewarding yourself to stay motivated.
The teacher outlines their goals to help students succeed in school this year. The teacher promises to respect each student's individual talents and interests, teach the curriculum, provide timely feedback on assignments, and update grades regularly. The teacher expects students to come to class on time, prepared and willing to participate, help others, and make progress without excuses. Working together respectfully, the teacher hopes all students will have a wonderful learning experience.
The teacher outlines their goals to help students succeed in school this year. The teacher promises to respect each student's individual interests and abilities, teach the curriculum, provide timely feedback on assignments, and update grades regularly. The teacher expects students to come to class on time, prepared and willing to participate, help others, and make progress without excuses. Working together respectfully, the teacher hopes all students will have a wonderful learning experience.
The document discusses questions that teachers should consider when planning lessons and units. It suggests that the number one question teachers should ask is "Have I thought about my unit through the eyes of my students?". Other important questions include whether the content is relevant and important to students, whether students will find it interesting and engaging, and whether students will be able to use and apply what they learn. The document emphasizes making lessons experiential and student-centered.
The document asks a series of questions about learning preferences to determine one's learning style. It asks whether one prefers to learn independently or with others, learn just enough to get by or strive to be the best, enjoy learning for its own sake or because of external rewards, and tend to be motivated, participative students or more reluctant and passive learners. Based on the answers, it aims to categorize one's learning style.
This document uses puzzles as an analogy for teaching students. It provides several points of comparison between puzzles and teaching:
1) Both puzzles and teaching students require patience, and problems may need to be set aside and revisited with a fresh perspective.
2) Just as puzzle pieces come in different shapes and sizes, each student is unique and may learn differently.
3) Some puzzles and lessons take longer than a day to complete, and learning is an ongoing process. Teachers should not force students into learning in a single way if it is not effective for them.
4) Being creative and collaborative, like working on puzzles with others, can help teachers gain new ideas and knowledge to benefit their students.
The document provides an analogy comparing puzzle building to teaching students. Some key similarities highlighted are:
1) Both puzzles and teaching students require patience, as some pieces or concepts may not fit on the first try and need to be revisited later.
2) Individual students and puzzle pieces are unique, with different learning styles and shapes, just as each piece is differently shaped.
3) An effective lesson plan or puzzle framework provides structure, but there is flexibility in the order of completion, as long as the desired outcomes are achieved.
This poem discusses overcoming challenges with homework and schoolwork. A girl feels overwhelmed by the piles of homework assigned over school holidays. She worries it will make her a failure or that others will judge her if she struggles. A boy reassures her that homework is just a minor test to help her grow stronger. He encourages her to take it step-by-step with a positive mindset and not be afraid to ask others for help. In the end, the girl realizes discipline and seeking help from teachers, parents, and friends will allow her to face challenges and carry responsibilities as she moves through life.
This document summarizes information presented at an AEC to KU Launch Workshop. It discusses advising information for selecting classes, expectations in the classroom around communication and participation, and resources for getting help. Scenarios are presented on choosing classes, missing class due to illness, disagreeing with a grade, having trouble in class, and finding writing help. Expectations around communication, participation, attendance, and homework are covered.
Mrs. Stelter introduces herself and provides information about her background, family, goals for students, classroom rules and procedures, resources available, and grading policies for her College Prep Geometry course. She wants to help students develop academic and social skills to succeed in high school and college through a supportive learning environment. Students will take notes daily, complete homework nightly, and be assessed with tests, quizzes, and projects each trimester.
The material was created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. It might be used at the beginning and at the end of coaching process with students with risk of drop out.
The document discusses finding an O Level Maths tutor to help with struggling in school. It describes wanting good results to impress parents and avoid stress, but finding school lessons boring and O Level Maths tutoring mundane. It promotes a specific tutor called The Educationist, saying he makes learning fun and has helped many students improve their grades from F9 to A1 through his tutoring approach. Attending his tutoring just once a week can help achieve stellar exam results.
1. The document provides a list of 25 questions that can be asked to get additional details about a subject, event, or situation. The questions cover topics like time, actions, locations, quantities, opinions, and more. Each question is numbered and accompanied by a blank for the key detail being asked about.
2. Examples of question types included are: how long, what was done, why, will something happen, did something happen, what was done, where did you go, how much did something cost, does something occur, what was done, what was happening, were there any of something, what was written or done, what is played, what was done or played, when did something occur, how was a
This document provides a lesson on grammar and new vocabulary words for students. It discusses the difference between "make" and "let" sentences and provides examples. Students are asked to write example sentences using these words. New vocabulary words include types of jewelry. A listening exercise discusses a conversation between a father and daughter about buying earrings on sale.
The document provides examples of questions that can be asked to elicit specific information. It presents 25 statements and poses a question for each statement to determine details like quantities, actions, locations, preferences, definitions, schedules and relationships. The questions follow common question structures to obtain facts from declarative sentences.
This document outlines the expectations and policies for an English literature, grammar, and creative writing class for high school students. It details classroom expectations like respecting others, participation grading which counts for 30% of the final grade, attendance and tardy policies, homework and projects, make-up work policies, and contact information for the teacher. Students will study grammar, literature, and engage in creative writing assignments and be expected to apply their learning to identify parts of speech and language structures.
Explore, ask questions, and be curious to strengthen your brain and become more intelligent over time. Some key tips include reading regularly, learning with others, making mistakes to improve, and sticking with challenging tasks even when it gets tough through different learning methods and exploring your strengths.
I asked the students to write a question or comment as they walked out the door. This file is what they'll see tomorrow - as a way of sharing their comments and my responses with the whole class.
This document contains exit ticket comments from students in a 3rd period Algebra 2 class on the first day of school. The comments include students' thoughts on the first day ranging from finding it okay to thinking it was fun. Some comments note the potential difficulty of Algebra and one student says they had trouble seeing in the back of the room. The teacher responds encouragingly to most comments.
This document contains exit ticket comments from students in a 2nd period Algebra 1 class on the first day of school and the teacher's responses. It shows that many students were nervous about their first day but enjoyed the class. The teacher encourages the students and reassures them that they will succeed if they work hard, ask questions, and get help when needed.
The document provides an overview of the rules and procedures for a 7th grade language arts class. It outlines expectations for students to be prompt, prepared, on task, considerate, neat, honest, and aware of all school regulations. It also details the classroom rules regarding respect, materials, being on time, staying on task, and following school rules. Consequences are outlined for breaking rules. The document also answers common questions such as how to enter and leave the classroom, get the teacher's attention, walk in the hallways, what to do if absent, need help or forgot homework.
This document discusses using warm and cool feedback to encourage students to take risks and persevere in their learning. Warm feedback focuses on the positive aspects of a student's work, while cool feedback identifies areas for improvement. The document provides examples of warm and cool statements and things to avoid. It also suggests engaging students in feedback through presentations, poetry circles, and other activities. Teachers are encouraged to use a "feedback sandwich" of warm, cool, and then warm feedback and to create anchor charts with examples to help students understand the feedback process.
Getting 90+ in your Board exams is not a joke, you really have to work hard at it. Follow each of these tips and Im sure you can score more than you expected. For more info visit:
http://www.eklavyaschooljal.net/blog-post/guide-to-90-in-board-exams
The document provides feedback from multiple people on a contents page design for a book. The feedback includes responses to questions about the color scheme, layout, and font used in the design. Most respondents indicated that the color scheme and layout were good, though some suggested adding more variety of colors or reducing white space. Opinions on the font were more mixed, with some saying it was readable while others found it too small or difficult to read. Suggestions to improve included using bolder text for headers, spreading information out more, and simplifying the design.
The document provides feedback from multiple people on a contents page design for a book. The feedback includes responses to questions about the color scheme, layout, and font used in the design. Most respondents indicated that the color scheme and layout were good, though some suggested adding more variety of colors or reducing white space. Opinions on the font were more mixed, with some saying it was readable while others found it too small or difficult to read. Suggestions to improve included using bolder text for headers, spreading information out more, and simplifying the design.
Tips for Exam Day: PET/KET Reading and writing exam Kathleen Marcy
油
This document provides information and tips for students taking the PET/KET Reading and Writing exams. It outlines what students can bring to the exam (pencils, erasers, highlighters, tissues, water), how to fill out the answer sheet (use pencil, erase mistakes fully), and that answers must be transferred from the test booklet to the answer sheet. It advises that students can ask questions for clarification but not about vocabulary. Students must remain silent and not communicate or distract others. The document concludes with tips for the reading (preview questions, underline text) and writing (check for errors, plan responses) sections.
The document provides tips for surviving precalculus functions class taught by Mr. Jackson. It recommends doing homework before it is due to avoid falling behind, studying notes and past units for tests, getting help from Mr. Jackson who is available most of the day, studying more as extra work never hurts, utilizing classmates to study and work on worksheets together, and that following these tips will help students do absolutely fine in the class.
This document discusses how math is an art form and how it can be taught more effectively using technology and engaging visual aids. It argues that math is often reduced to memorization without explaining its history or beauty. The document demonstrates how interactive websites and videos can help students understand math concepts like calculating the area of a circle or adding fractions in a more visual, engaging way that addresses different learning styles. It encourages finding ways to incorporate technology to bring math to life for students and show its artistic nature.
The document provides guidance on conversation time during English class. It explains that conversation time aims to give students practice having English conversations, rather than being a subject itself. Students should imagine their classmates are from other places and cannot speak Korean. Effort during conversations will be graded, not grammar, vocabulary, speed or pronunciation. Good conversation skills involve listening to others, asking follow-up questions, asking for opinions, starting new topics, and checking meaning. Examples are provided of different types of questions and responses students can use during conversations.
The document outlines classroom expectations and procedures for Mrs. Knuth's 5th grade class. Students will be given hands-on ways to learn in a caring environment, and are expected to be respectful, responsible, and safe. Procedures are explained for transitions, morning arrival, getting attention, sharpening pencils, leaving the classroom, homework, end of day dismissal, and being absent. Rewards like brownie points and Mustang bucks are offered for good behavior.
Mr. Dupree provides expectations and procedures for his math classes. Students are expected to arrive on time, be prepared with pencils and notebooks, participate actively, and complete all assignments and homework in pencil. Homework will be assigned daily and checked at the start of class. Students are responsible for making up any missed work when absent and scheduling make-up tests. Late work will receive partial credit. Cheating will result in redoing work for half credit and disciplinary action. The classroom rules are clearly outlined to set students up for success.
This document provides information about two teachers, Mrs. Gerosa and Mrs. Nellums. It outlines their expectations for students in their class, including following CHAMPs rules of respect, participation, keeping hands and feet to oneself, and not talking when the teacher is. Students are expected to come prepared with materials like folders, notebooks, and supplies. The class will focus on writing, reading, research, and teamwork. Homework will be assigned as needed, and grades will be based on tests, classwork, quizzes, homework, and projects. The teachers can be contacted by email or phone.
This document contains information about Mr. Eick's pre-calculus class, including an overview of topics to be covered, grading policies, required materials, classroom rules and procedures. The main topics that will be covered are functions, transformations, complex numbers, rational functions, exponential and logarithmic functions, trigonometry, vectors, systems of equations/matrices, sequences, series and probability. Tests, quizzes, homework, projects and class participation will make up the student's grade. The classroom rules, consequences for breaking rules, and procedures for entering class, dismissals, getting attention are also outlined.
This document contains information about Mr. Eick's pre-calculus class, including an overview of topics to be covered, grading policies, required materials, classroom rules and procedures. The main topics to be covered are functions, transformations, complex numbers, rational functions, exponential and logarithmic functions, trigonometry, vectors, systems of equations/matrices, sequences, series and probability. Tests, quizzes, homework, projects and class participation will be graded. Students are expected to bring their notebook, calculator and pencils to each class and follow rules about tardiness, electronic devices, respecting others and school property.
How to prepare for medical & engineering entrance examination colourGopalakrishna Bk
油
The document provides tips for effectively studying and preparing for math exams and courses. It emphasizes the importance of attending all classes, keeping up with homework, and asking questions to fully understand new concepts as they are introduced. Specific study strategies mentioned include using index cards to practice problems without references, checking answers for reasonableness, and using textbooks and study guides which provide worked examples. The document stresses that regular practice is key to gaining the skills needed to succeed in math.
This document contains a student's self-assessment of work samples from English, Maths, and Science. For each subject, the student discusses why they selected the piece, what their teacher wanted them to achieve, what they could have done differently, how it shows improvement over the year, and what they need to work on. Across the subjects, the student recognizes needing to study and revise more for tests to achieve higher scores.
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
油
This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
Mate, a short story by Kate Grenvile.pptxLiny Jenifer
油
A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
油
In this slide, well discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.
How to Manage Putaway Rule in Odoo 17 InventoryCeline George
油
Inventory management is a critical aspect of any business involved in manufacturing or selling products.
Odoo 17 offers a robust inventory management system that can handle complex operations and optimize warehouse efficiency.
Computer Network Unit IV - Lecture Notes - Network LayerMurugan146644
油
Title:
Lecture Notes - Unit IV - The Network Layer
Description:
Welcome to the comprehensive guide on Computer Network concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in Computer Network. PDF content is prepared from the text book Computer Network by Andrew S. Tenanbaum
Key Topics Covered:
Main Topic : The Network Layer
Sub-Topic : Network Layer Design Issues (Store and forward packet switching , service provided to the transport layer, implementation of connection less service, implementation of connection oriented service, Comparision of virtual circuit and datagram subnet), Routing algorithms (Shortest path routing, Flooding , Distance Vector routing algorithm, Link state routing algorithm , hierarchical routing algorithm, broadcast routing, multicast routing algorithm)
Other Link :
1.Introduction to computer network - /slideshow/lecture-notes-introduction-to-computer-network/274183454
2. Physical Layer - /slideshow/lecture-notes-unit-ii-the-physical-layer/274747125
3. Data Link Layer Part 1 : /slideshow/lecture-notes-unit-iii-the-datalink-layer/275288798
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in Computer Network principles for academic.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in Computer Network
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the authors understanding in the field of Computer Network
Database population in Odoo 18 - Odoo slidesCeline George
油
In this slide, well discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
How to use Init Hooks in Odoo 18 - Odoo 際際滷sCeline George
油
In this slide, well discuss on how to use Init Hooks in Odoo 18. In Odoo, Init Hooks are essential functions specified as strings in the __init__ file of a module.
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
2. Math is hard.
Can you be more
specific? What part
makes it hard?
3. I love math! This class is
fun, and NOT boring.
Its not all about fun, and
some days may not be I
love math, too.
4. Do you have your
name tent in front of
you yet?
5. I dont like math, but the
class seems fun.
Maybe Ill change your
mind about math by
making it fun. What do
you think?
6. This class is going to be
good.
I think so, too.
7. Have you turned in your
Integer Review to the
mail slot over there?
Hint: Find the Turning In
column and your period
8. Do we do a lot of work?
If I have you do something,
its because its a skill that
you need to move forward.
Some days, there will be a
lot of work.
9. Math isnt my favorite
subject but I do enjoy math
a lot. I think you are a very
funny teacher.
Half the battle is getting
your attention. What is your
favorite subject?
10. ACK! Theres a quiz?
YES, theres a quiz!
Take this time to
prepare ask
questions!
11. Thank you for explaining
the signs; it really
helped.
Its nice to help when its
so appreciated.
12. I like math. I like the
class. I like pineapples.
Do you like pineapples?
Someone got a little
silly maybe its
contagious!
13. I like this class so far.
I hope we can maintain
that standard! ;-)
14. After the quiz, you will
be taking notes (Ive
done most of the work
for you this time.)
15. I love this class.
YAY! This makes me
very happy. Now, do
your work! *whip
cracking*