Relevant factors to consider when setting up a writing taskNaqib Syahmi
油
Teachers should consider students' prior knowledge when setting up writing tasks to ensure the format and organization are appropriate. They should also clearly identify the target audience to guide students in choosing suitable words and linguistic levels. The classroom environment, whether it incorporates technology or traditional teaching, also impacts how writing assignments are structured and completed.
Materials chosen for writing tasks should align with educational objectives and coordinate instruction across grades and subjects. They should also be relevant to students' needs by being at an appropriate difficulty level and readable. When selecting materials, teachers should consider budget, facilities, and how to obtain materials without excessive cost while making use of existing school facilities like computer labs for online content.
Factors to Consider in Setting Writing TasksAishahNurfitri
油
This document outlines factors for teachers to consider when setting writing tasks for students, including students' English proficiency level, knowledge level, writing strategies, and individual needs. It recommends teachers match tasks to proficiency levels, choose topics students are familiar with, encourage strategy use, and tailor their approach to individual student needs to improve writing effectiveness.
Factors to be considered when setting up writing taskAnis Marjan
油
When setting up writing tasks, teachers should consider students' English proficiency level and choose themes that interest them. The tasks should implement different writing styles to familiarize students with various forms and should specify a purpose and intended audience for each task. This will help students understand the goals for each assignment and who their writing is aimed towards.
The document outlines 4 key factors to consider when setting writing tasks for students: 1) The students' English proficiency level and choosing an appropriate task based on their abilities, 2) The students' level of knowledge on topics and choosing familiar subjects, 3) The writing strategies students know and allowing practice of those strategies, 4) Being aware of students' individual needs and tailoring tasks accordingly. The goal is to set tasks that students can successfully complete based on their skills and backgrounds.
When setting a writing task, teachers must consider students' English proficiency level, knowledge level, writing strategies, needs, and the assessment rubric. Specifically, the writing task should be at an appropriate difficulty for each student's English and topic knowledge, allow practice of strategies, meet student needs, and align with the rubric used to evaluate writing.
Principles to Consider When Choosing Materials for Writing TasksAishahNurfitri
油
This document outlines 5 principles for choosing materials for writing tasks: 1) materials should suit students' level of knowledge, 2) connect reading and writing materials as they complement each other, 3) materials should reflect the teaching objectives, 4) materials should be attractive to engage students, and 5) materials should be flexible to avoid boredom and allow various options.
FACTORS TO BE CONSIDERED IN SETTING WRITING TASKSAzilah Abdullah
油
The document outlines three key factors to consider when setting writing tasks for students: students' language proficiency levels, their knowledge and experiences, and their writing strategies. It states that tasks should be suitable for students' abilities and not too easy or difficult. It also recommends tasks be related to students' lives and allow them to practice strategies while challenging them critically and creatively.
12 Principles of Effective Writing InstructionsFatin Roslan
油
The document outlines 12 principles for sound post-secondary writing instruction. The principles emphasize that writing is a social and rhetorical act shaped by audience and purpose. Sound instruction provides frequent feedback on iterative writing processes and genres from experienced instructors. It also recognizes relationships between writing and technology, supports learning across disciplines, and provides equitable support and working conditions for students and instructors. Effectiveness is assessed collaboratively through direct evidence of practice and student writing.
The product approach to teaching writing has 4 stages: 1) Familiarization where students read model texts and focus on linguistic features. 2) Controlled writing where students practice features in isolation. 3) Guided writing where students organize ideas. 4) Free writing where students independently apply their skills to comparable writing tasks to produce the final product. The approach focuses on obtaining the target writing product by having students mimic models and emphasizes the end result over the writing process.
The document describes the 4 stages in the product approach to teaching writing:
1. Familiarization - Students read model texts and the teacher highlights features of the genre.
2. Controlled Writing - Students practice specific features of the genre in isolation, such as language structures.
3. Guided Writing - Students organize their ideas, which is seen as essential. Teachers believe idea organization is important.
4. Free Writing - Students independently apply what they've learned to choose and complete a writing task on their own.
Reading for the Real World is a four-book series designed for high school and university students who wish to improve their academic reading fluency and comprehension. All reading passages and exercises have been revised and updated. High-interest readings on a wide range of topics motivate students and provide abundant practice, while also enabling students to acquire the New Academic Word List (NAWL) in context.
CORE Nonfiction Reading is a three-book series for high-beginner and intermediate learners of English. It features passages that have been carefully controlled to ensure vocabulary and grammar appropriate to students in this range of levels. The topics of these readings are interesting and cognitively appropriate to students of high school or university age. Comprehension questions are skill activities ensure and enhance students understanding of key concepts and ideas.
ESPE Linguistics
English for Specific Purposes
Deliverable activity 1.2
B.Make a PPT presentation about THE ROLE OF THE ESP TEACHER (no more than 10 slides)
The key elements of good writing instruction according to the document are:
- Providing an environment that supports writing with space and tools;
- Teachers who model good writing strategies and provide feedback;
- Frequent opportunities for students to practice writing with guidance.
1) The document discusses the process of writing materials for English for Specific Purposes (ESP) courses. ESP teachers spend most of their time writing materials because commercially available materials may not be suitable or available.
2) Good ESP materials help organize the learning process by providing a clear path through the language, activities, and a sense of progress. Materials should reflect the nature of language learning and the learning task.
3) The document presents a model for writing ESP materials that includes input, content focus, language focus, and tasks. It provides a framework to integrate various aspects of language learning and ensure coverage of syllabus items.
Mamta Shishodia is seeking a position as an English teacher. She has over 3 years of experience teaching English to students of various cultures. She holds an M.A. and B.Ed. in English along with teaching certifications. Her qualifications include developing lesson plans, curriculum, and delivering engaging lessons utilizing various teaching methods and learning technologies. She is proficient in English and Hindi and possesses strong communication, organizational, and computer skills.
The document compares different language teaching methods and their activities against the requirements for optimal input proposed by Krashen. It finds that while no single method meets all the requirements, some methods come closer than others. Total Physical Response and the Natural Approach best meet the requirements for making input comprehensible, lowering students' anxiety levels, and not being strictly grammatically sequenced. The Direct Method and Suggestopedia also meet several of the requirements by focusing on meaningful communication and reducing stress.
This document discusses materials evaluation in language learning. It defines materials evaluation as the systematic appraisal of instructional materials to measure their impact on language learning quality. Materials evaluation examines the potential and practicality of materials, and helps teachers determine if materials should be adopted, maintained, or replaced based on their strengths, weaknesses, and how well they meet learner and teacher needs. The document also outlines the purposes of materials evaluation such as adopting new textbooks, identifying issues with current materials, comparing options, and informing teacher training. Both predictive evaluation of potential future materials and retrospective evaluation of past materials use are discussed.
Guided reading involves teachers supporting small, flexible groups of students to read texts at their instructional level. The goal is to help students develop reading strategies. A typical lesson involves introducing a text, reading, discussion, teaching points, and word or comprehension work. While the teacher meets with a group, other students engage in independent literacy activities matched to their needs. Effective planning is key and involves grouping students, selecting texts, and differentiating activities. Lessons should challenge students and regrouping allows continuous progress toward reading independence.
This document outlines approaches for teaching writing to EFL students and provides a model 13-step lesson. It discusses two main approaches: product writing, which focuses on analyzing and imitating model texts, and process writing, which emphasizes classroom activities and drafting. The model lesson incorporates elements of both by beginning with activating prior knowledge through a lead-in activity, providing a model text for analysis, guiding students through brainstorming and writing their own drafts with peer feedback, and concluding with error correction.
The document is a checklist for evaluating instructional materials. It contains questions about whether the materials are clear and motivating for students, easy for teachers to use to monitor progress and evaluate with answers provided, and appropriate in content level, goals, and culture for both students and teachers. The checklist considers the user experience from the perspectives of students, teachers, and appropriateness for the learning situation.
This document discusses various approaches to teaching writing skills. It covers topics like the writing process, genres, creative writing, and writing as a cooperative activity. It emphasizes that teaching writing involves considering skills like handwriting, spelling, layout, and punctuation. The teacher plays important roles as a motivator, providing resources and feedback. Different writing activities can build writing habits or practice specific skills. Portfolios and journals are also discussed. The conclusion stresses that teaching writing requires considering many factors.
Introduction to Teaching of compositionmanju sharma
油
This document outlines the definition, aims, principles, and types of teaching composition. Composition is defined as the expression of a child's thoughts, ideas, and feelings through writing. The aims of teaching composition are to use appropriate language, recall vocabulary, enable punctuation use, and develop communicative competence. Principles of teaching composition include selecting meaningful topics at the appropriate level, relating topics to students' lives, practicing orally before writing, and addressing difficulties. Types of composition include oral, guided, free, written guided, and free writing.
The document discusses reading interventions and their structure. Effective reading interventions must have several key characteristics, including being balanced, based on assessment, including explicit teaching goals, and allowing for individualized instruction. The Response to Intervention (RTI) approach addresses all students through three tiers of instruction, with Tier 1 being differentiated whole-class instruction, Tier 2 being small group instruction for struggling readers, and Tier 3 being individualized instruction usually by a specialist. The takeaway emphasizes the importance and flexibility of the RTI approach, as well as the critical role of literacy in academic and life success.
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
This document outlines the school's marking and feedback framework. It discusses the importance of providing prompt feedback to students to benefit their learning. The framework specifies that student work should be collected routinely, homework graded and recorded, and formative feedback provided. Feedback should be specific, constructive, and reference learning targets. A common marking code is also used to improve written expression across subjects. Regular monitoring of student work and presentation is emphasized, and feedback should promote a positive response. Departments should agree on a consistent format for student books.
Principles to Consider When Choosing Materials for Writing TasksAishahNurfitri
油
This document outlines 5 principles for choosing materials for writing tasks: 1) materials should suit students' level of knowledge, 2) connect reading and writing materials as they complement each other, 3) materials should reflect the teaching objectives, 4) materials should be attractive to engage students, and 5) materials should be flexible to avoid boredom and allow various options.
FACTORS TO BE CONSIDERED IN SETTING WRITING TASKSAzilah Abdullah
油
The document outlines three key factors to consider when setting writing tasks for students: students' language proficiency levels, their knowledge and experiences, and their writing strategies. It states that tasks should be suitable for students' abilities and not too easy or difficult. It also recommends tasks be related to students' lives and allow them to practice strategies while challenging them critically and creatively.
12 Principles of Effective Writing InstructionsFatin Roslan
油
The document outlines 12 principles for sound post-secondary writing instruction. The principles emphasize that writing is a social and rhetorical act shaped by audience and purpose. Sound instruction provides frequent feedback on iterative writing processes and genres from experienced instructors. It also recognizes relationships between writing and technology, supports learning across disciplines, and provides equitable support and working conditions for students and instructors. Effectiveness is assessed collaboratively through direct evidence of practice and student writing.
The product approach to teaching writing has 4 stages: 1) Familiarization where students read model texts and focus on linguistic features. 2) Controlled writing where students practice features in isolation. 3) Guided writing where students organize ideas. 4) Free writing where students independently apply their skills to comparable writing tasks to produce the final product. The approach focuses on obtaining the target writing product by having students mimic models and emphasizes the end result over the writing process.
The document describes the 4 stages in the product approach to teaching writing:
1. Familiarization - Students read model texts and the teacher highlights features of the genre.
2. Controlled Writing - Students practice specific features of the genre in isolation, such as language structures.
3. Guided Writing - Students organize their ideas, which is seen as essential. Teachers believe idea organization is important.
4. Free Writing - Students independently apply what they've learned to choose and complete a writing task on their own.
Reading for the Real World is a four-book series designed for high school and university students who wish to improve their academic reading fluency and comprehension. All reading passages and exercises have been revised and updated. High-interest readings on a wide range of topics motivate students and provide abundant practice, while also enabling students to acquire the New Academic Word List (NAWL) in context.
CORE Nonfiction Reading is a three-book series for high-beginner and intermediate learners of English. It features passages that have been carefully controlled to ensure vocabulary and grammar appropriate to students in this range of levels. The topics of these readings are interesting and cognitively appropriate to students of high school or university age. Comprehension questions are skill activities ensure and enhance students understanding of key concepts and ideas.
ESPE Linguistics
English for Specific Purposes
Deliverable activity 1.2
B.Make a PPT presentation about THE ROLE OF THE ESP TEACHER (no more than 10 slides)
The key elements of good writing instruction according to the document are:
- Providing an environment that supports writing with space and tools;
- Teachers who model good writing strategies and provide feedback;
- Frequent opportunities for students to practice writing with guidance.
1) The document discusses the process of writing materials for English for Specific Purposes (ESP) courses. ESP teachers spend most of their time writing materials because commercially available materials may not be suitable or available.
2) Good ESP materials help organize the learning process by providing a clear path through the language, activities, and a sense of progress. Materials should reflect the nature of language learning and the learning task.
3) The document presents a model for writing ESP materials that includes input, content focus, language focus, and tasks. It provides a framework to integrate various aspects of language learning and ensure coverage of syllabus items.
Mamta Shishodia is seeking a position as an English teacher. She has over 3 years of experience teaching English to students of various cultures. She holds an M.A. and B.Ed. in English along with teaching certifications. Her qualifications include developing lesson plans, curriculum, and delivering engaging lessons utilizing various teaching methods and learning technologies. She is proficient in English and Hindi and possesses strong communication, organizational, and computer skills.
The document compares different language teaching methods and their activities against the requirements for optimal input proposed by Krashen. It finds that while no single method meets all the requirements, some methods come closer than others. Total Physical Response and the Natural Approach best meet the requirements for making input comprehensible, lowering students' anxiety levels, and not being strictly grammatically sequenced. The Direct Method and Suggestopedia also meet several of the requirements by focusing on meaningful communication and reducing stress.
This document discusses materials evaluation in language learning. It defines materials evaluation as the systematic appraisal of instructional materials to measure their impact on language learning quality. Materials evaluation examines the potential and practicality of materials, and helps teachers determine if materials should be adopted, maintained, or replaced based on their strengths, weaknesses, and how well they meet learner and teacher needs. The document also outlines the purposes of materials evaluation such as adopting new textbooks, identifying issues with current materials, comparing options, and informing teacher training. Both predictive evaluation of potential future materials and retrospective evaluation of past materials use are discussed.
Guided reading involves teachers supporting small, flexible groups of students to read texts at their instructional level. The goal is to help students develop reading strategies. A typical lesson involves introducing a text, reading, discussion, teaching points, and word or comprehension work. While the teacher meets with a group, other students engage in independent literacy activities matched to their needs. Effective planning is key and involves grouping students, selecting texts, and differentiating activities. Lessons should challenge students and regrouping allows continuous progress toward reading independence.
This document outlines approaches for teaching writing to EFL students and provides a model 13-step lesson. It discusses two main approaches: product writing, which focuses on analyzing and imitating model texts, and process writing, which emphasizes classroom activities and drafting. The model lesson incorporates elements of both by beginning with activating prior knowledge through a lead-in activity, providing a model text for analysis, guiding students through brainstorming and writing their own drafts with peer feedback, and concluding with error correction.
The document is a checklist for evaluating instructional materials. It contains questions about whether the materials are clear and motivating for students, easy for teachers to use to monitor progress and evaluate with answers provided, and appropriate in content level, goals, and culture for both students and teachers. The checklist considers the user experience from the perspectives of students, teachers, and appropriateness for the learning situation.
This document discusses various approaches to teaching writing skills. It covers topics like the writing process, genres, creative writing, and writing as a cooperative activity. It emphasizes that teaching writing involves considering skills like handwriting, spelling, layout, and punctuation. The teacher plays important roles as a motivator, providing resources and feedback. Different writing activities can build writing habits or practice specific skills. Portfolios and journals are also discussed. The conclusion stresses that teaching writing requires considering many factors.
Introduction to Teaching of compositionmanju sharma
油
This document outlines the definition, aims, principles, and types of teaching composition. Composition is defined as the expression of a child's thoughts, ideas, and feelings through writing. The aims of teaching composition are to use appropriate language, recall vocabulary, enable punctuation use, and develop communicative competence. Principles of teaching composition include selecting meaningful topics at the appropriate level, relating topics to students' lives, practicing orally before writing, and addressing difficulties. Types of composition include oral, guided, free, written guided, and free writing.
The document discusses reading interventions and their structure. Effective reading interventions must have several key characteristics, including being balanced, based on assessment, including explicit teaching goals, and allowing for individualized instruction. The Response to Intervention (RTI) approach addresses all students through three tiers of instruction, with Tier 1 being differentiated whole-class instruction, Tier 2 being small group instruction for struggling readers, and Tier 3 being individualized instruction usually by a specialist. The takeaway emphasizes the importance and flexibility of the RTI approach, as well as the critical role of literacy in academic and life success.
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
This document outlines the school's marking and feedback framework. It discusses the importance of providing prompt feedback to students to benefit their learning. The framework specifies that student work should be collected routinely, homework graded and recorded, and formative feedback provided. Feedback should be specific, constructive, and reference learning targets. A common marking code is also used to improve written expression across subjects. Regular monitoring of student work and presentation is emphasized, and feedback should promote a positive response. Departments should agree on a consistent format for student books.
The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
MEU WORKSHOP Evaluation principles and objectivesDevan Pannen
油
The document discusses principles and objectives of evaluation in teaching and learning. It describes the purpose of evaluation as ensuring students can do their jobs competently and to provide feedback to improve learning. Formative and summative evaluations are described, with formative helping teachers understand student progress and summative being end-of-term evaluations. Student evaluation involves measuring achievement through tools like exams, while assessment considers subjective attributes. Evaluation involves making judgements based on measurement and assessment data. The roles of evaluation include feedback, prediction, selection, grading, and program evaluation.
This presentation discusses homework and provides guidelines for teachers on assigning and checking homework. It defines homework as tasks assigned to students to be completed outside of class time to reinforce skills and concepts learned in class. The presentation outlines the objectives, types of homework including practice, preparation, extension and creative work. It provides tips for assigning homework such as ensuring students understand the purpose and can succeed on the tasks. Benefits include better retention and understanding, while drawbacks include loss of interest and pressure on students. A homework schedule is suggested to help organize assignments.
The document outlines a redesign of an Arabic blogging activity used in one of the author's past Arabic courses. The original blogging activity was not well integrated into the course and saw low student engagement. The redesign proposes having students blog regularly about their own topics of interest in Arabic and comment on others' posts. It suggests assessing the blog and linking it more closely to classroom activities and discussions to improve alignment with learning outcomes and increase motivation. The redesign aims to make better use of blogging for language learning through self-directed practice and online interaction in Arabic.
Guided writing involves teaching writing skills to small, targeted groups of children with similar needs. It allows the teacher to observe students and provide tailored feedback to help them improve specific writing abilities and build independence. Key benefits include enabling individualized instruction, encouraging discussion, and providing immediate feedback to support progress towards writing goals. Effective guided writing involves assessing student needs, grouping by ability, and using flexible lessons and feedback to meet learning objectives.
This document provides best practices for online teaching at Texas A&M School of Law. It outlines expectations for students, such as communicating response times and netiquette guidelines. It emphasizes the importance of writing learning objectives that are measurable. It also discusses ways to engage students asynchronously, such as through regular feedback and discussions. The document reviews assessment options in Blackboard and stresses providing balanced feedback to students. It provides tips for crafting effective discussion board questions and outlines key areas to address in a course syllabus and benefits of using rubrics.
English For Specific Purposes:Methods & parameters in course design Lazarus Gawazah
油
1. The document outlines parameters and considerations for ESP course design such as whether the course should be intensive or extensive, assessed or non-assessed, focused on immediate or delayed needs, and more.
2. It presents four case studies of ESP course designs including a residential intensive course for business professionals, an extensive assessed EAP course, a non-assessed EAP course for banking and finance students, and an intensive writing course for scientists.
3. Successful ESP course design requires balancing various parameters while considering learners' needs and institutional limitations, and courses should be revised over multiple years based on feedback.
This chapter discusses keys to successful tutoring including careful planning, building rapport, and creating a positive learning environment. It provides tips for tutors such as providing a quiet work area, informal chatting to build rapport, motivating students, and responding flexibly. Tutors should learn students' learning preferences, build self-esteem through praise and simplifying tasks, and create effective tutoring plans tailored to individual students. Regular observations and reflections help tutors improve and track student progress. Developing strong rapport between tutors and students is also emphasized.
The document provides rubrics and guidelines for assessing student work in English Distance Education (EDO) sessions. It includes rubrics for evaluating writing assignments, advertisements, dialogs, and speaking activities. The rubrics assess various elements such as spelling, grammar, vocabulary, presentation, creativity, fluency, pronunciation, and body language. Using rubrics helps teachers provide consistent grading and gives students transparency into how their work will be evaluated.
Group work involves students collaborating on tasks inside or outside the classroom in pairs or small teams. It aims to develop intellectual understanding, communication skills, cooperation, and independent learning. The benefits of group work include increased productivity, skills development, self-awareness, and getting to know one's self better. For group work to be effective, the purpose must be clear to members and groups should be homogeneous to ensure equal effort.
Oral work is done without writing and includes memorizing tables and doing mental math. It can save time, reduce shyness, keep students alert, test knowledge, encourage competition, and allow the teacher to remain engaged with the class. Oral work builds a strong foundation for later written work
This document provides an agenda for an online course design presentation. It includes an introduction to key concepts like learning outcomes, the online syllabus, course structure, language and writing style, and visual design basics. The presentation covers how to build an online course foundation through defining measurable learning outcomes and creating a comprehensive syllabus. It also includes a tour of an example online course site and tips for clear writing and effective visual presentation.
Ryedale School Parent Forum presentation 03.07.18Gareth Jenkins
油
The document discusses homework expectations and guidelines for students at Ryedale School in the UK. It recommends that homework should take between 1-2 hours per day for core subjects and more for years 10 and 11, and should be used to consolidate learning rather than introduce new material. The purpose of homework is outlined as revising and reinforcing lessons, and examples of effective homework activities are provided, such as knowledge organizers, low-stakes quizzes, and past papers for exam preparation. Concerns about homework include ensuring all students can complete it independently and that it does not negatively impact well-being.
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
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.
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.
The Constitution, Government and Law making bodies .saanidhyapatel09
油
This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nations legal framework.
Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Useful environment methods in Odoo 18 - Odoo 際際滷sCeline George
油
In this slide well discuss on the useful environment methods in Odoo 18. In Odoo 18, environment methods play a crucial role in simplifying model interactions and enhancing data processing within the ORM framework.
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.
APM People Interest Network Conference 2025
-Autonomy, Teams and Tension: Projects under stress
-Tim Lyons
-The neurological levels of
team-working: Harmony and tensions
With a background in projects spanning more than 40 years, Tim Lyons specialised in the delivery of large, complex, multi-disciplinary programmes for clients including Crossrail, Network Rail, ExxonMobil, Siemens and in patent development. His first career was in broadcasting, where he designed and built commercial radio station studios in Manchester, Cardiff and Bristol, also working as a presenter and programme producer. Tim now writes and presents extensively on matters relating to the human and neurological aspects of projects, including communication, ethics and coaching. He holds a Masters degree in NLP, is an NLP Master Practitioner and International Coach. He is the Deputy Lead for APMs People Interest Network.
Session | The Neurological Levels of Team-working: Harmony and Tensions
Understanding how teams really work at conscious and unconscious levels is critical to a harmonious workplace. This session uncovers what those levels are, how to use them to detect and avoid tensions and how to smooth the management of change by checking you have considered all of them.
QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup
油
If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
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.
Research & Research Methods: Basic Concepts and Types.pptxDr. Sarita Anand
油
This ppt has been made for the students pursuing PG in social science and humanities like M.Ed., M.A. (Education), Ph.D. Scholars. It will be also beneficial for the teachers and other faculty members interested in research and teaching research concepts.
2. This is to ensure the
effectiveness of the writing task
in improving the students and
measuring their improvements
in writing.
3. Some factors that may be
considered are:
Students' level of knowledge
Word count
Clear instructions
Time limit
4. Make sure that the writing tasks
is according to the students'
knowledge
Unfamiliar topics may not be
suitable for the students
5. To ensure that the students
write what they only need to; so
set the best word count limit
possible
Excessive word count - Students
will write down irrelevant points
and elaborations
Word count too low - No room
for students to elaborate
6. The task should contain clear
instructions that clearly state
what you would like the
students to write on
Unclear instructions can cause
the students to write something
out of the topic.
7. Set an appropriate time limit for
the student to finish their
writing procducts
Train the students to follow the
time limit
Allow teacher to gauge the
students writing ability within a
time limit