Conversation Analysis: Directness in NNS's Dispreferred ResponsesRoberto Criollo
油
This study analyzed differences between native and nonnative English speakers in how they deliver dispreferred responses during a debate. The study found that native speakers emphasized agreement more at the beginning and were more indirect at the end when disagreeing. Nonnative speakers' responses were more direct throughout. As interactions progressed, both groups became more direct, though nonnatives remained more so. These findings suggest it is important for English language teaching to include conversation strategies to help nonnatives interact successfully with native speakers.
This research paper examines pragmatic competence among highly proficient Japanese speakers of English, particularly in the context of invitations, to explore the impacts of pragmatic transfer from their first language. It aims to analyze characteristics of their invitations compared to native speakers and assess sociopragmatic and pragmalinguistic errors. The study further investigates the implications for English as a Second Language (ESL) education and the nuances of performing speech acts within different cultural contexts.
The document discusses the Common European Framework of Reference for Languages (CEFR) which outlines the necessary knowledge, skills, and attitudes for language proficiency, detailing various levels of competence from A1 to C2. It emphasizes communicative competence, which includes phonological, lexical, grammatical, pragmatic, discourse, intercultural, and strategic competencies. The document also provides insights into the B2 level of proficiency, its requirements, and the characteristics of effective language assessments.
The document outlines a lesson plan for teaching Advanced English Communicatively for higher education students at Benem辿rita Universidad Aut坦noma de Puebla in Fall 2022. It includes details such as schedule, textbook units, communication objectives, language focus, lesson procedure, potential problems, and proposed solutions. Additionally, it requires student signatures and mentor approval.
The document outlines a book focused on enhancing reading and writing pedagogies within an English Language Teaching (ELT) undergraduate program in Mexico, emphasizing the multifaceted nature of literacy. It explores theories related to reading and writing in higher education, proposes pedagogical approaches, and discusses ongoing challenges faced by students and educators. Additionally, it highlights the necessity for a collaborative effort among teacher educators to improve literacy practices and outcomes for diverse student backgrounds.
El Consejo de Unidad Acad辿mica (CUA) es el 坦rgano colegiado m叩ximo de una facultad, integrado por el Director, Secretario Acad辿mico y representantes de sectores acad辿micos y no acad辿micos. El CUA toma decisiones de manera colegiada en lugar de una sola persona, y sus funciones incluyen nombrar al Director, aprobar planes y presupuestos, y estudiar asuntos acad辿micos. Para ser consejero estudiantil se requiere estar inscrito, tener buen promedio, y no
The document outlines various online professional English network (OPEN) courses for Spring 2021 designed to enhance teaching practices for English language educators. The courses cover topics such as fostering student motivation, English as a medium of instruction, content-based instruction, intercultural communication, TESOL methodologies, and technology integration in classrooms. Each course aims to equip participants with practical skills and resources to improve their teaching effectiveness and student engagement.
- The document provides instructions and an application for a program called OPEN that runs online courses for English teachers from January to March 2021.
- Applicants must submit the completed application by October 13, 2020 and also complete an orientation in November-December 2020.
- The application requests contact information, education and employment background, English proficiency level, technology skills, and a statement of purpose. Applicants can select up to three course options and must commit to spending 2 hours daily during the 8-week course.
The document outlines various online professional English network (OPEN) programs for winter 2021, starting January 12, 2021, that aim to enhance the skills of English language educators. Courses include topics such as fostering student motivation, integrating critical thinking, and teaching English to young learners, each providing practical strategies, pedagogical theories, and resources for teaching effectively. Participants will develop toolkits and portfolios reflecting their learning and strategies for various teaching contexts.
The American English Live Teacher Development Series 9 will take place online from September 23 to December 2, 2020. The series consists of 6 webinar sessions held every other Wednesday that cover topics to help present and future English teachers. Participants can view the sessions from their home, school, or office and will receive e-certificates for attending at least 4 sessions. Viewing groups of at least 3 people must register by September 14 to participate. Individuals do not need to register and can join the Facebook sessions.
The Office of English Language Programs is hosting a six-part webinar series called American English Live: Teacher Development Series 9 for English language teachers. The webinars will take place on Wednesdays from September to December and will focus on topics like grouping students effectively, increasing student interaction, leading meaningful discussions, giving students more voice and choice, engaging students during lectures, and providing strategic corrective feedback. Teachers can participate in the webinars at 7am or 12pm Mexico Central Time and contact RELOMexico@state.gov for more information.
El documento aborda la importancia del biling端ismo, destacando que m叩s de la mitad de la poblaci坦n mundial es biling端e y que ser biling端e ofrece ventajas personales, profesionales y cognitivas. Se analizan diferentes tipos de biling端ismo, sus beneficios econ坦micos y cognitivos, as鱈 como su relaci坦n con la interculturalidad y la salud. Tambi辿n se enfatiza c坦mo el biling端ismo contribuye a la flexibilidad cognitiva y la empat鱈a cultural, mejorando la calidad de vida de los individuos.
The document is the lyrics to the song 'We Didn't Start the Fire' by Billy Joel, which references a multitude of historical events and cultural figures spanning from the early 20th century to the 1980s. It emphasizes the idea that while each generation faces challenges, the issues persist and continue to resonate through time. The chorus reinforces the notion of ongoing struggle and the unresolved nature of history.
This document provides instructions for a discourse competence task that asks the student to analyze examples of university diplomas in Spanish and English. The student is asked to identify differences between the two languages in terms of elements included in the documents and the type of language used. The student is also asked to discuss challenges a translator may face in translating the English diploma into Spanish, as well as differences between formal letters in English and Spanish, such as elements included or style of language.
The document contains instructions for a task involving the ordering of paragraphs from two children's tales: 'The Ugly Duckling' and 'The Three Little Pigs.' Students are asked to reorder the paragraphs, identifying the story title and paragraph numbers. Additionally, it includes prompts for highlighting elements that ensure logical sequence and reasoning about the texts being fairy tales.
Este documento explora la dualidad entre las corrientes ling端鱈sticas formalista y funcionalista en el estudio del lenguaje, destacando sus implicaciones en la ense単anza de idiomas. Se centra en las percepciones de aprendices y profesores de idiomas en la Benem辿rita Universidad Aut坦noma de Puebla, buscando determinar sus identificaciones con ambos paradigmas y c坦mo estas influyen en su metodolog鱈a de ense単anza. La investigaci坦n se organiza en cinco cap鱈tulos que abordan desde la introducci坦n al marco te坦rico, metodolog鱈a, resultados y conclusiones sobre las teor鱈as ling端鱈sticas y su aplicaci坦n pr叩ctica.
The document is a comprehensive guide for writing a thesis in TESOL, covering essential elements such as formatting requirements, including title pages, dedications, acknowledgments, and tables of contents. It emphasizes the importance of presentation in academic writing and provides detailed instructions on software usage for creating documents. Key formatting guidelines, font specifications, and the organization of thesis chapters are highlighted, along with the necessity of adhering to APA citation style in reference sections.
The document outlines various online summer courses for English language teachers, beginning July 7 and ending September 1, 2020. Courses include content-based instruction, critical thinking in EFL, current methodologies for TESOL, professional development for teacher trainers, teaching English to young learners, teaching grammar communicatively, and using educational technology in the classroom. Each course focuses on practical activities and current best practices to enhance teaching effectiveness in diverse contexts.
2020 American English e teacher application summerRoberto Criollo
油
1) The document is an application for the E-Teacher Program summer term running from July 7 to September 1, 2020.
2) Applicants must complete a mandatory orientation from June 1-26 and submit the application by March 30 to RELOMexico@state.gov.
3) The application requests contact information, education details, English proficiency level, technology skills, and course selections from the applicant. It also requires a statement of purpose and plan to share knowledge gained.
Materials for the academic reading and writing workshopRoberto Criollo
油
The document provides an overview of different modules in an academic reading and writing workshop. Module 1 explores academic writing and research methodology, including descriptive, correlational, experimental, and other types of research. Module 2 covers writing introductions, specifically parts of a thesis and key elements of an introduction. Subsequent modules address writing and formatting papers, literature reviews, methods chapters, results chapters, and data analysis.
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive scheme for describing language proficiency using common reference levels, with parameters and categories to define user competencies. The Framework is intended as a tool for practitioners to define objectives and align their work, not to impose methods or objectives.
This document provides a preliminary reading list for a testing course taking place over 12 weeks. It assigns chapters and sections from various textbooks to be read each week, focusing on topics like measurement in language testing, uses of language tests, test usefulness, communicative language ability, test specifications, item writing and moderation, and statistical analysis of test results.
Este documento presenta el plan de estudios de la asignatura "Taller de Lectura y Escritura Acad辿mica" para la Licenciatura en la Ense単anza del Ingl辿s. La asignatura se enfoca en desarrollar habilidades de redacci坦n acad辿mica a trav辿s de la descripci坦n y argumentaci坦n de textos. Los contenidos incluyen la escritura argumentativa, la descripci坦n y las convenciones de escritura acad辿mica. Los estudiantes ser叩n evaluados a trav辿s de su participaci坦n, exposiciones, trabajos de investigaci坦n y
Este documento presenta el plan de estudios de la asignatura "Fon辿tica y Fonolog鱈a" para la Licenciatura en la Ense単anza del Ingl辿s en la Benem辿rita Universidad Aut坦noma de Puebla. La asignatura tiene una carga de 4 cr辿ditos y se enfoca en los conceptos fon辿ticos y fonol坦gicos del idioma ingl辿s, as鱈 como las diferencias con el espa単ol. El plan describe los objetivos, contenidos tem叩ticos organizados en 5 unidades, estrategias de ense単anza, criterios de evaluaci坦n y requisitos
El documento describe el plan de estudios para la asignatura de evaluaci坦n del aprendizaje en la licenciatura en ense単anza del ingl辿s en la Benem辿rita Universidad Aut坦noma de Puebla, incluyendo datos generales, carga horaria, perfil del profesor y prop坦sitos del curso. Se abordan competencias profesionales y contenidos tem叩ticos relacionados con la evaluaci坦n cuantitativa y cualitativa, as鱈 como estrategias y recursos did叩cticos. Adem叩s, se definen criterios de evaluaci坦n y requisitos de acreditaci坦n para los estudiantes.
1) The document is an application for the Spring 2020 E-Teacher Program running from April 7 to June 2, with a mandatory orientation from March 2 to 27.
2) Applicants must submit the completed application to RELOMexico@state.gov by January 13, 2020.
3) The application requests general information about the applicant, their English teaching experience and position, the course they are interested in, a statement of purpose, how they will share what they learn, their language and computer proficiency, internet access and time commitment, and whether they have received an E-Teacher scholarship before.
The document outlines the American English E-Teacher Spring 2020 courses, which run from April 7 to June 2, 2020, and includes various training programs for English language teachers. Courses cover topics such as content-based instruction, critical thinking in cultural exploration, methodologies for teaching English learners, professional development for teacher trainers, teaching English to young learners, communicative grammar teaching, and the use of educational technology in the classroom. Each course is designed to provide practical and theoretical knowledge to enhance teaching effectiveness across different contexts.
In this module, you will discover how digital tools, systems, and platforms empower people, businesses, and communities in the modern world. As 21st-century learners, you are part of a generation that lives and learns in a digital environment. This module is designed to guide you in exploring how ICT serves as a powerful toolnot only for communication but also for innovation, entrepreneurship, and responsible citizenship. Throughout this learning material, you will examine how ICT is used in real-world scenarios such as online marketing, digital citizenship, and legal and ethical issues in technology use. Youll gain practical knowledge and skills, from creating websites and managing e-commerce platforms, to analyzing data and practicing safe and responsible behavior online.
By engaging with the lessons, activities, and performance tasks in this module, you will become more than just a technology useryou will be a responsible, informed, and empowered digital citizen ready to thrive in todays interconnected world.
Lets begin this journey and unlock the full potential of ICT in your everyday life!
PEST OF WHEAT SORGHUM BAJRA and MINOR MILLETS.pptxArshad Shaikh
油
Wheat, sorghum, and bajra (pearl millet) are susceptible to various pests that can significantly impact crop yields. Common pests include aphids, stem borers, shoot flies, and armyworms. Aphids feed on plant sap, weakening the plants, while stem borers and shoot flies damage the stems and shoots, leading to dead hearts and reduced growth. Armyworms, on the other hand, are voracious feeders that can cause extensive defoliation and grain damage. Effective management strategies, including resistant varieties, cultural practices, and targeted pesticide applications, are essential to mitigate pest damage and ensure healthy crop production.
- The document provides instructions and an application for a program called OPEN that runs online courses for English teachers from January to March 2021.
- Applicants must submit the completed application by October 13, 2020 and also complete an orientation in November-December 2020.
- The application requests contact information, education and employment background, English proficiency level, technology skills, and a statement of purpose. Applicants can select up to three course options and must commit to spending 2 hours daily during the 8-week course.
The document outlines various online professional English network (OPEN) programs for winter 2021, starting January 12, 2021, that aim to enhance the skills of English language educators. Courses include topics such as fostering student motivation, integrating critical thinking, and teaching English to young learners, each providing practical strategies, pedagogical theories, and resources for teaching effectively. Participants will develop toolkits and portfolios reflecting their learning and strategies for various teaching contexts.
The American English Live Teacher Development Series 9 will take place online from September 23 to December 2, 2020. The series consists of 6 webinar sessions held every other Wednesday that cover topics to help present and future English teachers. Participants can view the sessions from their home, school, or office and will receive e-certificates for attending at least 4 sessions. Viewing groups of at least 3 people must register by September 14 to participate. Individuals do not need to register and can join the Facebook sessions.
The Office of English Language Programs is hosting a six-part webinar series called American English Live: Teacher Development Series 9 for English language teachers. The webinars will take place on Wednesdays from September to December and will focus on topics like grouping students effectively, increasing student interaction, leading meaningful discussions, giving students more voice and choice, engaging students during lectures, and providing strategic corrective feedback. Teachers can participate in the webinars at 7am or 12pm Mexico Central Time and contact RELOMexico@state.gov for more information.
El documento aborda la importancia del biling端ismo, destacando que m叩s de la mitad de la poblaci坦n mundial es biling端e y que ser biling端e ofrece ventajas personales, profesionales y cognitivas. Se analizan diferentes tipos de biling端ismo, sus beneficios econ坦micos y cognitivos, as鱈 como su relaci坦n con la interculturalidad y la salud. Tambi辿n se enfatiza c坦mo el biling端ismo contribuye a la flexibilidad cognitiva y la empat鱈a cultural, mejorando la calidad de vida de los individuos.
The document is the lyrics to the song 'We Didn't Start the Fire' by Billy Joel, which references a multitude of historical events and cultural figures spanning from the early 20th century to the 1980s. It emphasizes the idea that while each generation faces challenges, the issues persist and continue to resonate through time. The chorus reinforces the notion of ongoing struggle and the unresolved nature of history.
This document provides instructions for a discourse competence task that asks the student to analyze examples of university diplomas in Spanish and English. The student is asked to identify differences between the two languages in terms of elements included in the documents and the type of language used. The student is also asked to discuss challenges a translator may face in translating the English diploma into Spanish, as well as differences between formal letters in English and Spanish, such as elements included or style of language.
The document contains instructions for a task involving the ordering of paragraphs from two children's tales: 'The Ugly Duckling' and 'The Three Little Pigs.' Students are asked to reorder the paragraphs, identifying the story title and paragraph numbers. Additionally, it includes prompts for highlighting elements that ensure logical sequence and reasoning about the texts being fairy tales.
Este documento explora la dualidad entre las corrientes ling端鱈sticas formalista y funcionalista en el estudio del lenguaje, destacando sus implicaciones en la ense単anza de idiomas. Se centra en las percepciones de aprendices y profesores de idiomas en la Benem辿rita Universidad Aut坦noma de Puebla, buscando determinar sus identificaciones con ambos paradigmas y c坦mo estas influyen en su metodolog鱈a de ense単anza. La investigaci坦n se organiza en cinco cap鱈tulos que abordan desde la introducci坦n al marco te坦rico, metodolog鱈a, resultados y conclusiones sobre las teor鱈as ling端鱈sticas y su aplicaci坦n pr叩ctica.
The document is a comprehensive guide for writing a thesis in TESOL, covering essential elements such as formatting requirements, including title pages, dedications, acknowledgments, and tables of contents. It emphasizes the importance of presentation in academic writing and provides detailed instructions on software usage for creating documents. Key formatting guidelines, font specifications, and the organization of thesis chapters are highlighted, along with the necessity of adhering to APA citation style in reference sections.
The document outlines various online summer courses for English language teachers, beginning July 7 and ending September 1, 2020. Courses include content-based instruction, critical thinking in EFL, current methodologies for TESOL, professional development for teacher trainers, teaching English to young learners, teaching grammar communicatively, and using educational technology in the classroom. Each course focuses on practical activities and current best practices to enhance teaching effectiveness in diverse contexts.
2020 American English e teacher application summerRoberto Criollo
油
1) The document is an application for the E-Teacher Program summer term running from July 7 to September 1, 2020.
2) Applicants must complete a mandatory orientation from June 1-26 and submit the application by March 30 to RELOMexico@state.gov.
3) The application requests contact information, education details, English proficiency level, technology skills, and course selections from the applicant. It also requires a statement of purpose and plan to share knowledge gained.
Materials for the academic reading and writing workshopRoberto Criollo
油
The document provides an overview of different modules in an academic reading and writing workshop. Module 1 explores academic writing and research methodology, including descriptive, correlational, experimental, and other types of research. Module 2 covers writing introductions, specifically parts of a thesis and key elements of an introduction. Subsequent modules address writing and formatting papers, literature reviews, methods chapters, results chapters, and data analysis.
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive scheme for describing language proficiency using common reference levels, with parameters and categories to define user competencies. The Framework is intended as a tool for practitioners to define objectives and align their work, not to impose methods or objectives.
This document provides a preliminary reading list for a testing course taking place over 12 weeks. It assigns chapters and sections from various textbooks to be read each week, focusing on topics like measurement in language testing, uses of language tests, test usefulness, communicative language ability, test specifications, item writing and moderation, and statistical analysis of test results.
Este documento presenta el plan de estudios de la asignatura "Taller de Lectura y Escritura Acad辿mica" para la Licenciatura en la Ense単anza del Ingl辿s. La asignatura se enfoca en desarrollar habilidades de redacci坦n acad辿mica a trav辿s de la descripci坦n y argumentaci坦n de textos. Los contenidos incluyen la escritura argumentativa, la descripci坦n y las convenciones de escritura acad辿mica. Los estudiantes ser叩n evaluados a trav辿s de su participaci坦n, exposiciones, trabajos de investigaci坦n y
Este documento presenta el plan de estudios de la asignatura "Fon辿tica y Fonolog鱈a" para la Licenciatura en la Ense単anza del Ingl辿s en la Benem辿rita Universidad Aut坦noma de Puebla. La asignatura tiene una carga de 4 cr辿ditos y se enfoca en los conceptos fon辿ticos y fonol坦gicos del idioma ingl辿s, as鱈 como las diferencias con el espa単ol. El plan describe los objetivos, contenidos tem叩ticos organizados en 5 unidades, estrategias de ense単anza, criterios de evaluaci坦n y requisitos
El documento describe el plan de estudios para la asignatura de evaluaci坦n del aprendizaje en la licenciatura en ense単anza del ingl辿s en la Benem辿rita Universidad Aut坦noma de Puebla, incluyendo datos generales, carga horaria, perfil del profesor y prop坦sitos del curso. Se abordan competencias profesionales y contenidos tem叩ticos relacionados con la evaluaci坦n cuantitativa y cualitativa, as鱈 como estrategias y recursos did叩cticos. Adem叩s, se definen criterios de evaluaci坦n y requisitos de acreditaci坦n para los estudiantes.
1) The document is an application for the Spring 2020 E-Teacher Program running from April 7 to June 2, with a mandatory orientation from March 2 to 27.
2) Applicants must submit the completed application to RELOMexico@state.gov by January 13, 2020.
3) The application requests general information about the applicant, their English teaching experience and position, the course they are interested in, a statement of purpose, how they will share what they learn, their language and computer proficiency, internet access and time commitment, and whether they have received an E-Teacher scholarship before.
The document outlines the American English E-Teacher Spring 2020 courses, which run from April 7 to June 2, 2020, and includes various training programs for English language teachers. Courses cover topics such as content-based instruction, critical thinking in cultural exploration, methodologies for teaching English learners, professional development for teacher trainers, teaching English to young learners, communicative grammar teaching, and the use of educational technology in the classroom. Each course is designed to provide practical and theoretical knowledge to enhance teaching effectiveness across different contexts.
In this module, you will discover how digital tools, systems, and platforms empower people, businesses, and communities in the modern world. As 21st-century learners, you are part of a generation that lives and learns in a digital environment. This module is designed to guide you in exploring how ICT serves as a powerful toolnot only for communication but also for innovation, entrepreneurship, and responsible citizenship. Throughout this learning material, you will examine how ICT is used in real-world scenarios such as online marketing, digital citizenship, and legal and ethical issues in technology use. Youll gain practical knowledge and skills, from creating websites and managing e-commerce platforms, to analyzing data and practicing safe and responsible behavior online.
By engaging with the lessons, activities, and performance tasks in this module, you will become more than just a technology useryou will be a responsible, informed, and empowered digital citizen ready to thrive in todays interconnected world.
Lets begin this journey and unlock the full potential of ICT in your everyday life!
PEST OF WHEAT SORGHUM BAJRA and MINOR MILLETS.pptxArshad Shaikh
油
Wheat, sorghum, and bajra (pearl millet) are susceptible to various pests that can significantly impact crop yields. Common pests include aphids, stem borers, shoot flies, and armyworms. Aphids feed on plant sap, weakening the plants, while stem borers and shoot flies damage the stems and shoots, leading to dead hearts and reduced growth. Armyworms, on the other hand, are voracious feeders that can cause extensive defoliation and grain damage. Effective management strategies, including resistant varieties, cultural practices, and targeted pesticide applications, are essential to mitigate pest damage and ensure healthy crop production.
Exploring Ocean Floor Features for Middle SchoolMarie
油
This 16 slide science reader is all about ocean floor features. It was made to use with middle school students.
You can download the PDF at thehomeschooldaily.com
Thanks! Marie
Ray Dalio How Countries go Broke the Big CycleDadang Solihin
油
A complete and practical understanding of the Big Debt Cycle. A much more practical understanding of how supply and demand really work compared to the conventional economic thinking. A complete and practical understanding of the Overall Big Cycle, which is driven by the Big Debt Cycle and the other major cycles, including the big political cycle within countries that changes political orders and the big geopolitical cycle that changes world orders.
THERAPEUTIC COMMUNICATION included definition, characteristics, nurse patient...parmarjuli1412
油
The document provides an overview of therapeutic communication, emphasizing its importance in nursing to address patient needs and establish effective relationships. THERAPEUTIC COMMUNICATION included some topics like introduction of COMMUNICATION, definition, types, process of communication, definition therapeutic communication, goal, techniques of therapeutic communication, non-therapeutic communication, few ways to improved therapeutic communication, characteristics of therapeutic communication, barrier of THERAPEUTIC RELATIONSHIP, introduction of interpersonal relationship, types of IPR, elements/ dynamics of IPR, introduction of therapeutic nurse patient relationship, definition, purpose, elements/characteristics , and phases of therapeutic communication, definition of Johari window, uses, what actually model represent and its areas, THERAPEUTIC IMPASSES and its management in 5th semester Bsc. nursing and 2nd GNM students
ROLE PLAY: FIRST AID -CPR & RECOVERY POSITION.pptxBelicia R.S
油
Role play : First Aid- CPR, Recovery position and Hand hygiene.
Scene 1: Three friends are shopping in a mall
Scene 2: One of the friend becomes victim to electric shock.
Scene 3: Arrival of a first aider
Steps:
Safety First
Evaluate the victims condition
Call for help
Perform CPR- Secure an open airway, Chest compression, Recuse breaths.
Put the victim in Recovery position if unconscious and breathing normally.
How to Manage Inventory Movement in Odoo 18 POSCeline George
油
Inventory management in the Odoo 18 Point of Sale system is tightly integrated with the inventory module, offering a solution to businesses to manage sales and stock in one united system.
Wax Moon is an independent record store keeping its foundational foothold in vinyl records by taking in collections and keeping the old 80s aesthetics alive with involvement in its community and participation with record distributors.
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecdrazelitouali
油
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecd
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecd
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecd
Sustainable Innovation with Immersive LearningLeonel Morgado
油
Prof. Leonel and Prof. Dennis approached educational uses, practices, and strategies of using immersion as a lens to interpret, design, and planning educational activities in a sustainable way. Rather than one-off gimmicks, the intent is to enable instructors (and institutions) to be able to include them in their regular activities, including the ability to evaluate and redesign them.
Immersion as a phenomenon enables interpreting pedagogical activities in a learning-agnostic way: you take a stance on the learning theory to follow, and leverage immersion to envision and guide your practice.
Introduction to Generative AI and Copilot.pdfTechSoup
油
In this engaging and insightful two-part webinar series, where we will dive into the essentials of generative AI, address key AI concerns, and demonstrate how nonprofits can benefit from using Microsofts AI assistant, Copilot, to achieve their goals.
This event series to help nonprofits obtain Copilot skills is made possible by generous support from Microsoft.
How to Manage Multi Language for Invoice in Odoo 18Celine George
油
Odoo supports multi-language functionality for invoices, allowing you to generate invoices in your customers preferred languages. Multi-language support for invoices is crucial for businesses operating in global markets or dealing with customers from different linguistic backgrounds.
How to Implement Least Package Removal Strategy in Odoo 18 InventoryCeline George
油
In Odoo, the least package removal strategy is a feature designed to optimize inventory management by minimizing the number of packages open to fulfill the orders. This strategy is particularly useful for the business that deals with products packages in various quantities such as boxes, cartons or palettes.
How to Configure Vendor Management in Lunch App of Odoo 18Celine George
油
The Vendor management in the Lunch app of Odoo 18 is the central hub for managing all aspects of the restaurants or caterers that provide food for your employees.