Changing educators one video game at a timeAshley Tan
油
The document discusses the importance of incorporating game-based learning in education, highlighting that games can engage students and enhance learning through immediate feedback and contextual challenges. It cites statistics about youth engagement in gaming and presents the potential of games to revolutionize subjects like civics and social studies. The author advocates for a paradigm shift in educational approaches to embrace the benefits of gaming.
Revised version of TEDxYouth@Singapore talk: Changing educators one video gam...Ashley Tan
油
The document discusses how video games like Angry Birds can be incorporated into education to engage students and teach a variety of skills and subjects. It notes that 91% of kids in the US play video games and 75% of participants want to see games used in education. The document advocates using game-based learning principles to teach topics like social studies, social and thinking skills, and global awareness through treasure hunt-style learning activities, group reflection, and playing educational games.
The document discusses the integration of technology in education, emphasizing the importance of providing access to resources such as laptops and technical training for student teachers. It highlights the offerings of the National Institute of Education (NIE) in professional development and pedagogy. Additionally, it includes various online resources and presentations related to the topic.
The document provides an overview of Creative Commons (CC), explaining its relevance, particularly for educators, and how to utilize and share CC resources. It outlines six types of CC licenses that allow creators to share their work with varying degrees of permissions. Additionally, it encourages educators to adopt a more open and progressive approach to copyright and resource sharing.
This document discusses lesson planning and meaningful learning. It outlines dimensions of meaningful learning like engaging prior knowledge and learning by doing. Teachers connect these concepts through lesson planning by beginning with learning outcomes and strategies to achieve objectives while integrating information and communication technology (ICT). Specific guidelines are provided for writing instructional objectives using the ABCD method of specifying the Audience, Behavior, Conditions, and Degree. A sample lesson plan is included to demonstrate how objectives and instructional activities can be structured. The document also outlines an upcoming session that will focus on technology-enabled lessons and game-based learning.
This document discusses the five dimensions of meaningful learning:
1) Engaging students' prior knowledge
2) Using real-world contexts
3) Learning by doing/participating/experiencing
4) Self-directed learning (SDL)
5) Collaborative learning (CoL)
It instructs students to collaborate in teams to define, explain, and illustrate these five dimensions. They will then take turns teaching each dimension to their peers using reciprocal teaching.
This document provides an overview and instructions for the first session of the DED107 ICT for Meaningful Learning course. It introduces the tutor and lists the session topics which include an icebreaker activity on Edmodo, an overview of key dimensions of meaningful learning, and a discussion on what makes learning experiences meaningful. Students are instructed to sign into Edmodo, update the class wiki, and complete preparatory activities on the e-learning hub before the next session for reciprocal teaching on engaging prior knowledge and another dimension of meaningful learning.
The document outlines a session on planning, articulating, leading, and sustaining change with ICT, focusing on tools like Edmodo and QR codes for social learning. It includes an introduction to various course expectations, game-based learning strategies, and instructions for assignments and participation. Participants are encouraged to engage hands-on with Edmodo and mobile gaming activities to enhance their learning experience.
This document discusses quality assurance for information and communication technology (ICT) in institutions of higher learning. It outlines basic quality assurance principles such as ensuring products, policies and processes are suitable for their intended purpose. It also presents the Plan-Do-Check-Act quality assurance framework and provides examples of job scopes in ICT quality assurance. Three case studies of different institutions are presented and tasks are provided to evaluate each case study's strengths, weaknesses, opportunities and threats, and suggest solutions.
The document discusses various aspects of m-learning, highlighting pedagogical and design considerations for e-learning tools. It emphasizes the importance of individualized, informal, and socially connected learning, while advocating for meaningful mobility and just-in-time learning approaches. The content is shared under a Creative Commons license, encouraging further adaptation and sharing.
This document summarizes key principles from management training (part 3). It discusses common themes from case studies and school visits, such as changes implemented and how. It also reviews leading by example, visioning, networking, and sustaining change through monitoring and focus. Presentation guidelines are provided, and the document is licensed for non-commercial sharing and adaptation.
The document discusses management principles related to change, emphasizing the importance of long-term planning and the necessity of effective communication during transitions. It outlines various types of change, including systemic, evolutionary, and transformational, while highlighting the importance of creating buy-in and proper training. Additionally, it suggests preparing for projects through collaboration and includes a reference to the document's licensing under Creative Commons.
The document discusses management principles focused on planning, identifying gaps, and continuous training for key personnel. It emphasizes the importance of communication, buy-in, and innovative approaches in training and modeling. Additionally, it notes the source of cc-licensed images used under a specific Creative Commons license.
The document outlines the agenda for mid822 session 3, which includes activities such as using Facebook as an e-tool, housekeeping tasks, and quiz participation. It emphasizes concepts like serendipitous learning and reflects on takeaways from the session. Additionally, it includes references to image sources used under a Creative Commons license.
The document outlines a session that includes housekeeping, a mini lecture, and concurrent activities such as a Google Docs co-edit and a QR code scavenger hunt. It discusses various affordances, including technical, social, and pedagogical, while also emphasizing the importance of understanding learners and organizing notes in a concept map. The content is shared under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
CeL's "New Directions, Renewed Initiatives"Ashley Tan
油
The document outlines 3 initiatives to support sustainability at an e-community center. It also details plans to expand the photo and video services provided from an ad hoc basis to a more arranged service based on factors like organization size and criteria. Finally, it announces a series of workshops and staff sharing sessions in 2011 on topics like using Google Sites, VoiceThread, and YouTube to enhance teaching and learning.
Session04 ICT for Meaningful Learning (Lesson Planning)Ashley Tan
油
The document discusses lesson planning and effective teaching approaches. It provides guidance on writing learning objectives, considering factors like stating objectives from the learner's perspective and ensuring they are observable and measurable. Examples are given of both teacher-directed and student-directed instructional activities. The document also includes templates for lesson planning and critiquing lesson plans that students will use in paired activities.
Session03 ICT for Meaningful Learning (SDL & CoL)Ashley Tan
油
The document discusses dimensions of meaningful learning including collaborative learning, self-directed learning, and how teachers can support these approaches. It provides details on collaborative learning techniques like group roles and tasks. For self-directed learning, it defines SDL and discusses creating learning contracts and using blogs. It also shows how ICT tools can enable both collaborative and self-directed learning.
This document provides an overview of Session 2 which explores the dimensions of meaningful learning. It will focus on using real-world contexts, tapping prior knowledge, and learning by doing. The session objectives are to suggest ways to incorporate these dimensions when teaching and learning with students. A cyberwellness activity and quiz will also be included. Readings are provided on various topics related to meaningful learning dimensions for further review before the next session.
Session02d ICT for Meaningful Learning (Learning by Doing)Ashley Tan
油
Learning by doing involves engaging students through hands-on activities that tap into their prior knowledge and experiences. It allows students to construct knowledge by interacting with their environment and testing hypotheses through experimentation. Learning retention is higher when students learn by doing rather than just hearing or reading. The teacher's role is to design meaningful learning activities that encourage students to learn actively and solve problems on their own, while providing guidance when needed. Students learn more effectively when they take control of the learning process by exploring, hypothesizing, and reflecting on what they are building and creating.
Session02b Meaningful Learning (Real-world)Ashley Tan
油
This document discusses using real-world contexts to make lessons more meaningful by tapping into students' prior knowledge and learning by doing. It suggests incorporating events, places, and student roles from the real world into lessons to make the content more engaging and motivate students by focusing on applying knowledge rather than just memorizing theories. Technology can also help bring the real world into the classroom through simulations and replicating real tools.
This document provides an overview and introduction to a course on using information and communication technology (ICT) to support meaningful learning. It outlines the course objectives, which are to evaluate ICT tools, build competencies in using specific tools, and prepare participants to implement ICT-based learning activities. The document also previews course activities, which include discussing dimensions of meaningful learning, examining how ICT has been used for teaching and learning in Singapore, and summarizing the goals of Singapore's ICT masterplans. Participants are instructed to sign in, prepare name tags, and access course materials through a wiki page.
ICT for Meaningful Learning - Session01bAshley Tan
油
The document outlines the course schedule and policies for DED 137. It discusses absenteeism policies, assignment submission procedures, academic dishonesty policies, and expectations for student conduct. Course assessment will involve activities analyzing Ministry of Education videos on the goals of Singapore's ICT Masterplans 1, 2, and 3, which aimed to enhance education through technology by promoting active learning, connecting curriculum to assessment, helping teachers grow professionally, and establishing infrastructure for widespread ICT use in schools.
This document summarizes an educational workshop on pedagogical approaches facilitated by Dr. Ashley Tan at Paro College in Bhutan from June 22-25, 2010. It defines pedagogy as the science and art of teaching, including theories, principles, and styles of teaching. The document provides examples of pedagogical approaches like case-based learning, game-based learning, inquiry-based learning, problem-based learning, and project-based learning. It outlines a group task for workshop participants to visit the workshop wiki and use a modified jigsaw method to prepare and review components of an overall picture.
This document outlines the schedule and content for an educational workshop on Web 2.0 held in Paro, Bhutan from June 22-25, 2010. The workshop was facilitated by Dr. Ashley Tan and aimed to introduce participants to key concepts of Web 2.0 such as user-generated content including text, photos, videos, and audio. Each day consisted of morning and afternoon sessions with lunch in between. Topics covered included getting acquainted, the differences between Web 1.0 which focused on user consumption versus Web 2.0 enabling user-generated content, using a workshop wiki, participant tasks, scaffolding technology-mediated pedagogies, and addressing implementation issues.
The document outlines a session focused on planning ICT-based lessons for trainee teachers, detailing activities such as mini lectures, group lesson planning, and critiques. By the end of the session, participants are expected to develop and analyze lesson plans using various instructional design frameworks, including the ABCD model and Reiser & Dicks model. Key areas of focus include identifying goals, analyzing learners, writing specific learning objectives, and implementing meaningful ICT activities.
The document discusses different pedagogical approaches to teaching including case-based learning, inquiry-based learning, project-based learning, resource-based learning, and game-based learning. It instructs teachers to research one approach individually then discuss their findings with others studying the same approach. They are to compile their research into a concise reference document on the assigned wiki page describing each approach in one page or less. Teachers will then share their expertise with their original research groups to create a combined resource on all the approaches and provide feedback on each other's work.
How to use search fetch method in Odoo 18Celine George
油
The search_fetch is a powerful ORM method used in Odoo for some specific addons to combine the functionality of search and read for more efficient data fetching. It might be used to search for records and fetch specific fields in a single call. It stores the result in the cache memory.
Plate Tectonic Boundaries and Continental Drift TheoryMarie
油
This 28 slide presentation covers the basics of plate tectonics and continental drift theory. It is an effective introduction into a full plate tectonics unit study, but does not cover faults, stress, seismic waves, or seafloor spreading.
To download PDF, visit The Homeschool Daily. We will be uploading more slideshows to follow this one. Blessings, Marie
The document outlines a session on planning, articulating, leading, and sustaining change with ICT, focusing on tools like Edmodo and QR codes for social learning. It includes an introduction to various course expectations, game-based learning strategies, and instructions for assignments and participation. Participants are encouraged to engage hands-on with Edmodo and mobile gaming activities to enhance their learning experience.
This document discusses quality assurance for information and communication technology (ICT) in institutions of higher learning. It outlines basic quality assurance principles such as ensuring products, policies and processes are suitable for their intended purpose. It also presents the Plan-Do-Check-Act quality assurance framework and provides examples of job scopes in ICT quality assurance. Three case studies of different institutions are presented and tasks are provided to evaluate each case study's strengths, weaknesses, opportunities and threats, and suggest solutions.
The document discusses various aspects of m-learning, highlighting pedagogical and design considerations for e-learning tools. It emphasizes the importance of individualized, informal, and socially connected learning, while advocating for meaningful mobility and just-in-time learning approaches. The content is shared under a Creative Commons license, encouraging further adaptation and sharing.
This document summarizes key principles from management training (part 3). It discusses common themes from case studies and school visits, such as changes implemented and how. It also reviews leading by example, visioning, networking, and sustaining change through monitoring and focus. Presentation guidelines are provided, and the document is licensed for non-commercial sharing and adaptation.
The document discusses management principles related to change, emphasizing the importance of long-term planning and the necessity of effective communication during transitions. It outlines various types of change, including systemic, evolutionary, and transformational, while highlighting the importance of creating buy-in and proper training. Additionally, it suggests preparing for projects through collaboration and includes a reference to the document's licensing under Creative Commons.
The document discusses management principles focused on planning, identifying gaps, and continuous training for key personnel. It emphasizes the importance of communication, buy-in, and innovative approaches in training and modeling. Additionally, it notes the source of cc-licensed images used under a specific Creative Commons license.
The document outlines the agenda for mid822 session 3, which includes activities such as using Facebook as an e-tool, housekeeping tasks, and quiz participation. It emphasizes concepts like serendipitous learning and reflects on takeaways from the session. Additionally, it includes references to image sources used under a Creative Commons license.
The document outlines a session that includes housekeeping, a mini lecture, and concurrent activities such as a Google Docs co-edit and a QR code scavenger hunt. It discusses various affordances, including technical, social, and pedagogical, while also emphasizing the importance of understanding learners and organizing notes in a concept map. The content is shared under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
CeL's "New Directions, Renewed Initiatives"Ashley Tan
油
The document outlines 3 initiatives to support sustainability at an e-community center. It also details plans to expand the photo and video services provided from an ad hoc basis to a more arranged service based on factors like organization size and criteria. Finally, it announces a series of workshops and staff sharing sessions in 2011 on topics like using Google Sites, VoiceThread, and YouTube to enhance teaching and learning.
Session04 ICT for Meaningful Learning (Lesson Planning)Ashley Tan
油
The document discusses lesson planning and effective teaching approaches. It provides guidance on writing learning objectives, considering factors like stating objectives from the learner's perspective and ensuring they are observable and measurable. Examples are given of both teacher-directed and student-directed instructional activities. The document also includes templates for lesson planning and critiquing lesson plans that students will use in paired activities.
Session03 ICT for Meaningful Learning (SDL & CoL)Ashley Tan
油
The document discusses dimensions of meaningful learning including collaborative learning, self-directed learning, and how teachers can support these approaches. It provides details on collaborative learning techniques like group roles and tasks. For self-directed learning, it defines SDL and discusses creating learning contracts and using blogs. It also shows how ICT tools can enable both collaborative and self-directed learning.
This document provides an overview of Session 2 which explores the dimensions of meaningful learning. It will focus on using real-world contexts, tapping prior knowledge, and learning by doing. The session objectives are to suggest ways to incorporate these dimensions when teaching and learning with students. A cyberwellness activity and quiz will also be included. Readings are provided on various topics related to meaningful learning dimensions for further review before the next session.
Session02d ICT for Meaningful Learning (Learning by Doing)Ashley Tan
油
Learning by doing involves engaging students through hands-on activities that tap into their prior knowledge and experiences. It allows students to construct knowledge by interacting with their environment and testing hypotheses through experimentation. Learning retention is higher when students learn by doing rather than just hearing or reading. The teacher's role is to design meaningful learning activities that encourage students to learn actively and solve problems on their own, while providing guidance when needed. Students learn more effectively when they take control of the learning process by exploring, hypothesizing, and reflecting on what they are building and creating.
Session02b Meaningful Learning (Real-world)Ashley Tan
油
This document discusses using real-world contexts to make lessons more meaningful by tapping into students' prior knowledge and learning by doing. It suggests incorporating events, places, and student roles from the real world into lessons to make the content more engaging and motivate students by focusing on applying knowledge rather than just memorizing theories. Technology can also help bring the real world into the classroom through simulations and replicating real tools.
This document provides an overview and introduction to a course on using information and communication technology (ICT) to support meaningful learning. It outlines the course objectives, which are to evaluate ICT tools, build competencies in using specific tools, and prepare participants to implement ICT-based learning activities. The document also previews course activities, which include discussing dimensions of meaningful learning, examining how ICT has been used for teaching and learning in Singapore, and summarizing the goals of Singapore's ICT masterplans. Participants are instructed to sign in, prepare name tags, and access course materials through a wiki page.
ICT for Meaningful Learning - Session01bAshley Tan
油
The document outlines the course schedule and policies for DED 137. It discusses absenteeism policies, assignment submission procedures, academic dishonesty policies, and expectations for student conduct. Course assessment will involve activities analyzing Ministry of Education videos on the goals of Singapore's ICT Masterplans 1, 2, and 3, which aimed to enhance education through technology by promoting active learning, connecting curriculum to assessment, helping teachers grow professionally, and establishing infrastructure for widespread ICT use in schools.
This document summarizes an educational workshop on pedagogical approaches facilitated by Dr. Ashley Tan at Paro College in Bhutan from June 22-25, 2010. It defines pedagogy as the science and art of teaching, including theories, principles, and styles of teaching. The document provides examples of pedagogical approaches like case-based learning, game-based learning, inquiry-based learning, problem-based learning, and project-based learning. It outlines a group task for workshop participants to visit the workshop wiki and use a modified jigsaw method to prepare and review components of an overall picture.
This document outlines the schedule and content for an educational workshop on Web 2.0 held in Paro, Bhutan from June 22-25, 2010. The workshop was facilitated by Dr. Ashley Tan and aimed to introduce participants to key concepts of Web 2.0 such as user-generated content including text, photos, videos, and audio. Each day consisted of morning and afternoon sessions with lunch in between. Topics covered included getting acquainted, the differences between Web 1.0 which focused on user consumption versus Web 2.0 enabling user-generated content, using a workshop wiki, participant tasks, scaffolding technology-mediated pedagogies, and addressing implementation issues.
The document outlines a session focused on planning ICT-based lessons for trainee teachers, detailing activities such as mini lectures, group lesson planning, and critiques. By the end of the session, participants are expected to develop and analyze lesson plans using various instructional design frameworks, including the ABCD model and Reiser & Dicks model. Key areas of focus include identifying goals, analyzing learners, writing specific learning objectives, and implementing meaningful ICT activities.
The document discusses different pedagogical approaches to teaching including case-based learning, inquiry-based learning, project-based learning, resource-based learning, and game-based learning. It instructs teachers to research one approach individually then discuss their findings with others studying the same approach. They are to compile their research into a concise reference document on the assigned wiki page describing each approach in one page or less. Teachers will then share their expertise with their original research groups to create a combined resource on all the approaches and provide feedback on each other's work.
How to use search fetch method in Odoo 18Celine George
油
The search_fetch is a powerful ORM method used in Odoo for some specific addons to combine the functionality of search and read for more efficient data fetching. It might be used to search for records and fetch specific fields in a single call. It stores the result in the cache memory.
Plate Tectonic Boundaries and Continental Drift TheoryMarie
油
This 28 slide presentation covers the basics of plate tectonics and continental drift theory. It is an effective introduction into a full plate tectonics unit study, but does not cover faults, stress, seismic waves, or seafloor spreading.
To download PDF, visit The Homeschool Daily. We will be uploading more slideshows to follow this one. Blessings, Marie
SCHIZOPHRENIA OTHER PSYCHOTIC DISORDER LIKE Persistent delusion/Capgras syndr...parmarjuli1412
油
SCHIZOPHRENIA INCLUDED TOPIC IS INTRODUCTION, DEFINITION OF GENERAL TERM IN PSYCHIATRIC, THEN DIFINITION OF SCHIZOPHRENIA, EPIDERMIOLOGY, ETIOLOGICAL FACTORS, CLINICAL FEATURE(SIGN AND SYMPTOMS OF SCHIZOPHRENIA), CLINICAL TYPES OF SCHIZOPHRENIA, DIAGNOSIS, INVESTIGATION, TREATMENT MODALITIES(PHARMACOLOGICAL MANAGEMENT, PSYCHOTHERAPY, ECT, PSYCHO-SOCIO-REHABILITATION), NURSING MANAGEMENT(ASSESSMENT,DIAGNOSIS,NURSING INTERVENTION,AND EVALUATION), OTHER PSYCHOTIC DISORDER LIKE Persistent delusion/Capgras syndrome(The Delusion of Doubles)/Acute and Transient Psychotic Disorders/Induced Delusional Disorders/Schizoaffective Disorder /CAPGRAS SYNDROME(DELUSION OF DOUBLE), GERIATRIC CONSIDERATION, FOLLOW UP, HOMECARE AND REHABILITATION OF THE PATIENT,
This is complete for June 17th. For the weekend of Summer Solstice
June 20th-22nd.
6/17/25: My now Grads, Youre doing well. I applaud your efforts to continue. We all are shifting to new paradigm realities. Its rough, theres good and bad days/weeks. However, Reiki with Yoga assistance, does work.
6/18/25: "For those planning the Training Program Do Welcome. Happy Summer 2k25. You are not ignored and much appreciated. Our updates are ongoing and weekly since Spring. I Hope you Enjoy the Practitioner Grad Level. There's more to come. We will also be wrapping up Level One. So I can work on Levels 2 topics. Please see documents for any news updates. Also visit our websites. Every decade I release a Campus eMap. I will work on that for summer 25. We have 2 old libraries online thats open. https://ldmchapels.weebly.com "
Our Monthly Class Roster is 7,141 for 6/21.
ALL students get privacy naturally. Thx Everyone.
As a Guest Student,
You are now upgraded to Grad Level.
See Uploads for Student Checkins & S9. Thx.
Happy Summer 25.
These are also timeless.
Thank you for attending our workshops.
If you are new, do welcome.
For visual/Video style learning see our practitioner student status.
This is listed under our new training program. Updates ongoing levels 1-3 this summer. We just started Session 1 for level 1.
These are optional programs. I also would like to redo our library ebooks about Hatha and Money Yoga. THe Money Yoga was very much energy healing without the Reiki Method. An updated ebook/course will be done this year. These Projects are for *all fans, followers, teams, and Readers. TY for being presenting.
ECONOMICS, DISASTER MANAGEMENT, ROAD SAFETY - STUDY MATERIAL [10TH]SHERAZ AHMAD LONE
油
This study material for Class 10th covers the core subjects of Economics, Disaster Management, and Road Safety Education, developed strictly in line with the JKBOSE textbook. It presents the content in a simplified, structured, and student-friendly format, ensuring clarity in concepts. The material includes reframed explanations, flowcharts, infographics, and key point summaries to support better understanding and retention. Designed for classroom teaching and exam preparation, it aims to enhance comprehension, critical thinking, and practical awareness among students.
A Visual Introduction to the Prophet JeremiahSteve Thomason
油
These images will give you a visual guide to both the context and the flow of the story of the prophet Jeremiah. Feel free to use these in your study, preaching, and teaching.
Code Profiling in Odoo 18 - Odoo 18 際際滷sCeline George
油
Profiling in Odoo identifies slow code and resource-heavy processes, ensuring better system performance. Odoo code profiling detects bottlenecks in custom modules, making it easier to improve speed and scalability.
BLUF:
The Texas outbreak has slowed down, but sporadic cases continue to emerge in Kansas, Oklahoma, and New Mexico.
Elsewhere in the US, we continue to see signs of acceleration due to outbreaks outside the Southwest (North Dakota, Montana, and Colorado) and travel-related cases. Measles exposures due to travel are expected to pose a significant challenge throughout the summer.
The U.S. is on track to exceed its 30-year high for measles cases (1,274) within the next two weeks.
Here is the latest update:
CURRENT CASE COUNT: 919
Texas: 744 (+2) (55% of cases are in Gaines County).
New Mexico: 81 (83% of cases are from Lea County).
Oklahoma: 20 (+2)
Kansas: 74 (+5) (38.89% of the cases are from Gray County).
HOSPITALIZATIONS: 104
Texas: 96 (+2) This accounts for 13% of all cases in Texas.
New Mexico: 7 This accounts for 9.47% of all cases in New Mexico.
Kansas: 3 This accounts for 5.08% of all cases in the state of Kansas.
DEATHS: 3
Texas: 2 This is 0.27% of all cases in Texas.
New Mexico: 1 This is 1.23% of all cases in New Mexico.
US NATIONAL CASE COUNT: 1,197
INTERNATIONAL SPREAD
Mexico: 2337 (+257), 5 fatalities
Chihuahua, Mexico: 2,179 (+239) cases, 4 fatalities, 7 currently hospitalized.
Canada: 3,207 (+208), 1 fatality
Ontario Outbreak, Canada: 2,115 (+74) cases, 158 hospitalizations, 1 fatality.
Alberta, Canada: 879(+118) cases, 5 currently hospitalized.
The document outlines the format for the Sports Quiz at Quiz Week 2024, covering various sports & games and requiring participants to Answer without external sources. It includes specific details about question types, scoring, and examples of quiz questions. The document emphasizes fair play and enjoyment of the quiz experience.
Vitamin and nutritional deficiency occurs when the body does not receive enough essential nutrients, such as vitamins and minerals, needed for proper functioning. This can lead to various health problems, including weakened immunity, stunted growth, fatigue, poor wound healing, cognitive issues, and increased susceptibility to infections and diseases. Long-term deficiencies can cause serious and sometimes irreversible health complications.
How to Customize Quotation Layouts in Odoo 18Celine George
油
Customizing quotation layouts in Odoo 18 allows businesses to personalize their quotations to match branding or specific requirements. This can include adding logos, custom fields, or modifying headers and footers.
How payment terms are configured in Odoo 18Celine George
油
Payment terms in Odoo 18 help define the conditions for when invoices are due. This feature can split payments into multiple parts and automate due dates based on specific rules.
Pests of Maize: An comprehensive overview.pptxArshad Shaikh
油
Maize is susceptible to various pests that can significantly impact yields. Key pests include the fall armyworm, stem borers, cob earworms, shoot fly. These pests can cause extensive damage, from leaf feeding and stalk tunneling to grain destruction. Effective management strategies, such as integrated pest management (IPM), resistant varieties, biological control, and judicious use of chemicals, are essential to mitigate losses and ensure sustainable maize production.
Paper 107 | From Watchdog to Lapdog: Ishiguros Fiction and the Rise of Godi...Rajdeep Bavaliya
油
Dive into a captivating analysis where Kazuo Ishiguros nuanced fiction meets the stark realities of post2014 Indian journalism. Uncover how Godi Media turned from watchdog to lapdog, echoing the moral compromises of Ishiguros protagonists. Well draw parallels between restrained narrative silences and sensationalist headlinesare our media heroes or traitors? Dont forget to follow for more deep dives!
M.A. Sem - 2 | Presentation
Presentation Season - 2
Paper - 107: The Twentieth Century Literature: From World War II to the End of the Century
Submitted Date: April 4, 2025
Paper Name: The Twentieth Century Literature: From World War II to the End of the Century
Topic: From Watchdog to Lapdog: Ishiguros Fiction and the Rise of Godi Media in Post-2014 Indian Journalism
[Please copy the link and paste it into any web browser to access the content.]
Video Link: https://youtu.be/kIEqwzhHJ54
For a more in-depth discussion of this presentation, please visit the full blog post at the following link: https://rajdeepbavaliya2.blogspot.com/2025/04/from-watchdog-to-lapdog-ishiguro-s-fiction-and-the-rise-of-godi-media-in-post-2014-indian-journalism.html
Please visit this blog to explore additional presentations from this season:
Hashtags:
#GodiMedia #Ishiguro #MediaEthics #WatchdogVsLapdog #IndianJournalism #PressFreedom #LiteraryCritique #AnArtistOfTheFloatingWorld #MediaCapture #KazuoIshiguro
Keyword Tags:
Godi Media, Ishiguro fiction, post-2014 Indian journalism, media capture, Kazuo Ishiguro analysis, watchdog to lapdog, press freedom India, media ethics, literature and media, An Artist of the Floating World