This document provides information and guidance on choosing a pre-writing method. It discusses three common pre-writing techniques: brainstorming, free-writing, and clustering. Brainstorming involves making a bullet-pointed list. Free-writing has the writer continuously write without stopping for 3-5 minutes. Clustering or mind mapping is a visual map with a central circle and additional circles branching off. The document provides checklists to help determine which method best fits individual learning styles and preferences. It emphasizes that pre-writing is meant to get ideas down without worrying about perfection and that people can try multiple methods to see which works best.
This document discusses goals and how to set them. It defines goals as behaviors driven by self-esteem that are achieved through preparation and action. It encourages the reader to set goals for themselves and provides tips on writing goals that are specific, measurable, and have a timeframe. It distinguishes between short-term goals that can be achieved quickly and help reach long-term goals that may take years. It also suggests considering different types of goal areas and thinking about whether goals fit one's values and are realistic.
This document provides tips and guidance for planning a non-fiction book over a weekend. It includes lists of recommended supplies such as stationery, technology tools, and outlines steps for the planning process such as conducting research, defining the ideal reader, outlining chapters, getting feedback from beta readers, and determining a publication and marketing strategy. The document emphasizes focusing on the reader experience and journey, chunking work into manageable pieces, and allowing time for rest and reflection in the planning process.
Learning Science through Inquiry sept 2013Jacob Martens
油
The document outlines an agenda for a workshop on learning science through inquiry. It introduces different levels of inquiry and frameworks to support student learning. Participants engage in hands-on inquiry activities using demonstration and cards to generate observations and questions. They discuss how to use steps to inquiry and rubrics to guide student questioning and thinking like scientists. The goal is for attendees to leave with clarity around what inquiry looks like, frameworks to support student thinking, and resources to use in their own classrooms.
This document discusses teaching English to young learners and provides questions on various topics related to developing lesson plans and managing a classroom. It addresses setting routines, avoiding certain practices, fostering cooperation, teaching grammar and assessment. Additional sections cover organizing the classroom, developing listening, oral, reading and writing activities, implementing games and planning teaching work, including choosing topics, allocating time and collecting materials.
For this graphic organizer assignment, students will work in groups of 2-3 to create a "Big Paper" to answer the question "What are 3 major bones or bone sets that protect our bodies and what are 7 bones that help with movement?". Groups will take turns silently writing and drawing ideas on the Big Paper and then travel around to read and comment on other groups' papers. After returning to their own paper, groups will discuss their ideas aloud and then have a full class discussion.
This document discusses critical thinking and its importance in the classroom. It defines critical thinking as clear and rational thinking about what to do or believe. It explains that critical thinking involves logic of content, logic of reasoning, and logic of the student's mind. The document also discusses how to improve critical thinking skills through activities like observation, comparison, analysis, and questioning. Overall, the document advocates for teaching students critical thinking to enable them to evaluate their own thinking and make reasonable decisions.
Brainstorming is a creative problem solving method where a group generates many ideas without criticism. It works best with 6-12 people in a relaxed environment where all ideas are recorded and wild ideas are encouraged. Successful brainstorming requires proper facilitation to avoid judgement and get quality input. Additional techniques like individual brainwriting and mind maps can supplement group brainstorming to further stimulate creative thinking.
What do you do when you are not working? Whatever it is, you probably have a place where you work on your interests, some tools and equipment, and especially some things you always have with you. Perhaps you have a room or shed or tool rack with your favorite and your most used equipment easily at hand in a workbox. Wouldnt it be great to have your own workbox for testing? Well, you already do! Everyones mental tool set is different, but we all need versatile, strong, and multipurpose approaches to our work. In thirty years of software testing, Isabel Evans has developed her own trusted workbox of approaches, methods, and ideas that help her communicate, manage, improve, test, work in teams, and solve problems. Isabel shares her workbox with you and uses a mix of teaching, coaching, discussion, and hands-on exercises to help you share your workboxes and restock your mental tool set for testing.
This document proposes a paper-based process for tackling math problems using various materials:
1. An index card box to hold paper sheets for organizing problems and notes. Numbered sheets can be arranged and referenced.
2. Matching paper and tabs for the box. Pencils and erasers are also suggested.
3. An optional sheet rack to arrange multiple sheets and provide an overview while working on problems.
4. The process emphasizes thinking through writing questions, ideas, and reflections on paper to tackle problems through various attempts and creative problem solving techniques.
This document describes efforts to improve PhD workshops based on student feedback. Workshops were revised to incorporate more academic skills like critical analysis, understanding the research landscape, bibliometrics, and effective reading and note-taking strategies. Students provided positive feedback on learning about the h-index, creating groups in EndNote, text mapping, and factors that determine a work's importance. Future plans include spending more time on reading/notetaking, modifying the bibliometrics content, and assessing long-term student impacts.
This document discusses Mindscaping, an interactive technique for teaching history and geography. It defines Mindscaping as using colors, images, and symbols along with words to record ideas. Several Mindscaping tools are described, including mind maps, flow charts, and Venn diagrams. The document outlines the advantages of Mindscaping for both teachers and students, such as making content easier to understand and reducing information processing demands. It provides examples of how to introduce Mindscaping in the classroom and includes activities for teachers to practice using Mindscaping tools and planning Mindscaping activities for their own lessons.
- The document discusses mind mapping, including its history, benefits, and applications. Mind mapping involves creating diagrams to represent ideas using techniques like colored branches, keywords, and personal style.
- Mind maps can be used personally for tasks, analysis, and planning, as well as educationally for note-taking, exams, and projects. They also have business applications like meetings, presentations, and brainstorming.
- The benefits of mind mapping include saving time, enhancing creativity, focus and memory. The document encourages practicing mind mapping techniques.
Acting on PhD student feedback to create new learning resourcesLUL Sci-Eng Team
油
The document discusses acting on student feedback to improve PhD workshops on literature searching and management. Workshops were updated based on student concerns about distinguishing relevant literature, accessing papers, and reading strategies. New activities addressed critical analysis, the research landscape, bibliometrics, and note-taking. Students responded positively to learning about influence metrics, text mapping, and structured note-taking. Future plans include more emphasis on reading strategies and surveying long-term student impacts.
The document provides instructions for a group project to design a device using basic materials that can deposit a ping pong ball into an upright cup from 6 feet away. It outlines the supplies provided, evaluation criteria focusing on process over product, and a multi-step design process involving brainstorming ideas, illustrating designs, testing prototypes, and revising the design. Students are expected to document their work in individual worksheets and submit a final group design by the next class period.
This document provides instructions for a group activity where students will work together to design and build a device to deposit a ping pong ball into a cup from 6 feet away. The supplies provided are basic materials like paper, straws, string and tape. Students are instructed to sketch designs, evaluate ideas, listen to group members, and decide on a final "beta test" tool. They will test their device and observe materials. The goal is for students to work through the engineering design process and be evaluated on teamwork, creativity, effort and having a successful solution.
Tame Chaos of Classroom Research (IIM Update 2015-full vers.)Elizabeth Eastman
油
The document outlines a 7-step process for teaching research skills to students: 1) choosing a topic, 2) setting goals, 3) conducting research, 4) organizing notes, 5) evaluating goals, 6) creating a product, and 7) presenting findings. It emphasizes that research is a sequential process involving multiple sources. Students are guided to form questions, take notes, identify categories, and transform their understanding into a creative output to share with others. The document provides examples and templates to help students and teachers implement each step of the research process.
The document provides information on various revision techniques that can be used to effectively summarize content. It discusses how the brain works and suggests converting notes into visual formats like mind maps, spider diagrams, and flash cards to aid recall. Testing techniques like self-testing, peer-testing and creating practice questions are also recommended to evaluate understanding. The key message is that utilizing active recall methods that leverage the visual nature of the brain, like teaching others, can boost retention of information up to 90%.
This document provides information about interactive student notebooks including:
1. The purpose of interactive notebooks is to enable creative and independent student thinking while organizing class notes and student work.
2. Interactive notebooks appeal to multiple learning styles and encourage skills like organization, sequencing, and review of instruction.
3. Both the right and left sides of the notebook are used - the right side for teacher notes and the left for student processing, summaries, reflections and creative responses.
4. Examples of interactive notebook components are provided like cover pages, table of contents, rubrics, and examples of note-taking structures and graphic organizers for the left and right sides.
The document provides an overview of expectations for an 8th grade technology class. It outlines three main classroom expectations: respect for oneself, peers, teachers, school and coursework; responsibility to complete assigned work before other activities and come prepared; and consideration of lessons even if not in agreement. It then describes a 30-minute brochure design challenge without words and prompts students to evaluate designs and expectations. Finally, it outlines the design cycle process of investigating a task, designing a solution, planning production, creating the project, and evaluating the results.
This document provides guidance on conducting effective agile retrospectives. It discusses that retrospectives should be brief periods at the end of each sprint for a team to reflect on how they are doing and find ways to improve. Key aspects of effective retrospectives include creating a safe environment for open feedback, focusing on incremental improvements, gathering team input through techniques like post-its, and planning and following up on action items to implement changes. The goal is for retrospectives to deliver value by addressing real issues rather than being boring or senseless meetings.
Teacher Resource Guidebook - Using Mind Maps & Brainstorming to Explore Ideas ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecol坦gico, Tecnolog鱈as Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This document provides guidance on conducting effective agile retrospectives. It recommends that teams set aside time at the end of each sprint to reflect on what went well and identify areas for improvement. The retrospective should create a safe environment for open feedback, focus on continuous incremental improvements, and result in documented action items to discuss and implement findings. Facilitators should prepare the team and ensure the retrospective has a clear focus in order to generate insights, plan actions, and drive discussion into follow up.
The document discusses objectives and assessment for project-based learning. It provides examples of objectives that focus on improving critical thinking and problem solving skills. Objectives should be clear and discussed with participants. Assessment should be based on the objectives and can involve self-assessment, peer assessment, observation, and questionnaires. Key factors in choosing a project topic include curricular goals, students' interests and knowledge, competencies, resources, and external support.
Part 1: Creativity, Brain Science and You! Culturing Creativity in your PracticeBCcampus
油
This document discusses creativity and how it relates to the brain and work. It begins by stating that creativity is important and occurs in the imagination network of the brain. It then contrasts critical thinking with divergent, creative thinking. The document encourages taking breaks to quiet the executive attention network and exposing oneself to new ideas. It suggests scheduling time for creativity, thinking divergently, and making ideas real. Later, it notes that nurturing creativity in others requires time, support, resources, and rewards for innovation. The document ends by discussing the importance of creativity and designing one's own creativity routine.
What do you do when you are not working? Whatever it is, you probably have a place where you work on your interests, some tools and equipment, and especially some things you always have with you. Perhaps you have a room or shed or tool rack with your favorite and your most used equipment easily at hand in a workbox. Wouldnt it be great to have your own workbox for testing? Well, you already do! Everyones mental tool set is different, but we all need versatile, strong, and multipurpose approaches to our work. In thirty years of software testing, Isabel Evans has developed her own trusted workbox of approaches, methods, and ideas that help her communicate, manage, improve, test, work in teams, and solve problems. Isabel shares her workbox with you and uses a mix of teaching, coaching, discussion, and hands-on exercises to help you share your workboxes and restock your mental tool set for testing.
This document proposes a paper-based process for tackling math problems using various materials:
1. An index card box to hold paper sheets for organizing problems and notes. Numbered sheets can be arranged and referenced.
2. Matching paper and tabs for the box. Pencils and erasers are also suggested.
3. An optional sheet rack to arrange multiple sheets and provide an overview while working on problems.
4. The process emphasizes thinking through writing questions, ideas, and reflections on paper to tackle problems through various attempts and creative problem solving techniques.
This document describes efforts to improve PhD workshops based on student feedback. Workshops were revised to incorporate more academic skills like critical analysis, understanding the research landscape, bibliometrics, and effective reading and note-taking strategies. Students provided positive feedback on learning about the h-index, creating groups in EndNote, text mapping, and factors that determine a work's importance. Future plans include spending more time on reading/notetaking, modifying the bibliometrics content, and assessing long-term student impacts.
This document discusses Mindscaping, an interactive technique for teaching history and geography. It defines Mindscaping as using colors, images, and symbols along with words to record ideas. Several Mindscaping tools are described, including mind maps, flow charts, and Venn diagrams. The document outlines the advantages of Mindscaping for both teachers and students, such as making content easier to understand and reducing information processing demands. It provides examples of how to introduce Mindscaping in the classroom and includes activities for teachers to practice using Mindscaping tools and planning Mindscaping activities for their own lessons.
- The document discusses mind mapping, including its history, benefits, and applications. Mind mapping involves creating diagrams to represent ideas using techniques like colored branches, keywords, and personal style.
- Mind maps can be used personally for tasks, analysis, and planning, as well as educationally for note-taking, exams, and projects. They also have business applications like meetings, presentations, and brainstorming.
- The benefits of mind mapping include saving time, enhancing creativity, focus and memory. The document encourages practicing mind mapping techniques.
Acting on PhD student feedback to create new learning resourcesLUL Sci-Eng Team
油
The document discusses acting on student feedback to improve PhD workshops on literature searching and management. Workshops were updated based on student concerns about distinguishing relevant literature, accessing papers, and reading strategies. New activities addressed critical analysis, the research landscape, bibliometrics, and note-taking. Students responded positively to learning about influence metrics, text mapping, and structured note-taking. Future plans include more emphasis on reading strategies and surveying long-term student impacts.
The document provides instructions for a group project to design a device using basic materials that can deposit a ping pong ball into an upright cup from 6 feet away. It outlines the supplies provided, evaluation criteria focusing on process over product, and a multi-step design process involving brainstorming ideas, illustrating designs, testing prototypes, and revising the design. Students are expected to document their work in individual worksheets and submit a final group design by the next class period.
This document provides instructions for a group activity where students will work together to design and build a device to deposit a ping pong ball into a cup from 6 feet away. The supplies provided are basic materials like paper, straws, string and tape. Students are instructed to sketch designs, evaluate ideas, listen to group members, and decide on a final "beta test" tool. They will test their device and observe materials. The goal is for students to work through the engineering design process and be evaluated on teamwork, creativity, effort and having a successful solution.
Tame Chaos of Classroom Research (IIM Update 2015-full vers.)Elizabeth Eastman
油
The document outlines a 7-step process for teaching research skills to students: 1) choosing a topic, 2) setting goals, 3) conducting research, 4) organizing notes, 5) evaluating goals, 6) creating a product, and 7) presenting findings. It emphasizes that research is a sequential process involving multiple sources. Students are guided to form questions, take notes, identify categories, and transform their understanding into a creative output to share with others. The document provides examples and templates to help students and teachers implement each step of the research process.
The document provides information on various revision techniques that can be used to effectively summarize content. It discusses how the brain works and suggests converting notes into visual formats like mind maps, spider diagrams, and flash cards to aid recall. Testing techniques like self-testing, peer-testing and creating practice questions are also recommended to evaluate understanding. The key message is that utilizing active recall methods that leverage the visual nature of the brain, like teaching others, can boost retention of information up to 90%.
This document provides information about interactive student notebooks including:
1. The purpose of interactive notebooks is to enable creative and independent student thinking while organizing class notes and student work.
2. Interactive notebooks appeal to multiple learning styles and encourage skills like organization, sequencing, and review of instruction.
3. Both the right and left sides of the notebook are used - the right side for teacher notes and the left for student processing, summaries, reflections and creative responses.
4. Examples of interactive notebook components are provided like cover pages, table of contents, rubrics, and examples of note-taking structures and graphic organizers for the left and right sides.
The document provides an overview of expectations for an 8th grade technology class. It outlines three main classroom expectations: respect for oneself, peers, teachers, school and coursework; responsibility to complete assigned work before other activities and come prepared; and consideration of lessons even if not in agreement. It then describes a 30-minute brochure design challenge without words and prompts students to evaluate designs and expectations. Finally, it outlines the design cycle process of investigating a task, designing a solution, planning production, creating the project, and evaluating the results.
This document provides guidance on conducting effective agile retrospectives. It discusses that retrospectives should be brief periods at the end of each sprint for a team to reflect on how they are doing and find ways to improve. Key aspects of effective retrospectives include creating a safe environment for open feedback, focusing on incremental improvements, gathering team input through techniques like post-its, and planning and following up on action items to implement changes. The goal is for retrospectives to deliver value by addressing real issues rather than being boring or senseless meetings.
Teacher Resource Guidebook - Using Mind Maps & Brainstorming to Explore Ideas ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecol坦gico, Tecnolog鱈as Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
This document provides guidance on conducting effective agile retrospectives. It recommends that teams set aside time at the end of each sprint to reflect on what went well and identify areas for improvement. The retrospective should create a safe environment for open feedback, focus on continuous incremental improvements, and result in documented action items to discuss and implement findings. Facilitators should prepare the team and ensure the retrospective has a clear focus in order to generate insights, plan actions, and drive discussion into follow up.
The document discusses objectives and assessment for project-based learning. It provides examples of objectives that focus on improving critical thinking and problem solving skills. Objectives should be clear and discussed with participants. Assessment should be based on the objectives and can involve self-assessment, peer assessment, observation, and questionnaires. Key factors in choosing a project topic include curricular goals, students' interests and knowledge, competencies, resources, and external support.
Part 1: Creativity, Brain Science and You! Culturing Creativity in your PracticeBCcampus
油
This document discusses creativity and how it relates to the brain and work. It begins by stating that creativity is important and occurs in the imagination network of the brain. It then contrasts critical thinking with divergent, creative thinking. The document encourages taking breaks to quiet the executive attention network and exposing oneself to new ideas. It suggests scheduling time for creativity, thinking divergently, and making ideas real. Later, it notes that nurturing creativity in others requires time, support, resources, and rewards for innovation. The document ends by discussing the importance of creativity and designing one's own creativity routine.
Note Assistants: Support for Solving Math ProblemsThomas Teepe
油
The document describes in detail novel methods of note-making and of using problem solving tools in math:
How can my notes support thinking and problem-solving?
How can I start?
How can I create ideas for a solution?
What can I do when I'm stuck?
How can I deal with frustration?
How to Think on Paper - Ideas on Note-MakingThomas Teepe
油
How to think on paper? How to organize your notes?
This document shows a simple yet effective method. Moreover, it contains ideas on a comparison between the method described and mind maps, Cornell notes and digital note-making.
Some Practical Remarks On Solving Math ProblemsThomas Teepe
油
Combine notemaking and problem solving tools to become better at solving math problems.
The paper contains a densely packed cheat sheet with a large number of general math problem solving tools.
Wie Computer beim Nachdenken und Probleml旦sen helfen k旦nnenThomas Teepe
Mathematische Probleme l旦sen mit SystemThomas Teepe
油
Der Aufsatz basiert auf der (aktuelleren und etwas ufangreicheren) Seite www.probleme-und-strategien.de.
Seminarskript Sachprobleme L旦Sen Mit SystemThomas Teepe
油
Methoden zum Probleml旦sen - Grundidee ist die Verbindung von Mind Maps und Werkzeugen zum Probleml旦sen - kommentierte Literatur- und Linkliste - Informationen zu Mind-Mapping-Software
際際滷 show on problem solving. The main idea is to combine problem solving tools and mind maps.
Focuses on the IDEAL problem solving tool and on ideas on tool mapping, where you use two mind maps at a time: one problem map for the actual problem, and one tool map with a collection of problem solving tools.
There is a video on YouTube based on this slideshow:
http://www.youtube.com/watch?v=p-6b4LA8Dqo
The basic idea: use one problem map for the actual problem and one or more tool maps with large collection of problem solving tools.
Probleme L旦Sen Mit Dem Mind Manager Pro 6Thomas Teepe
油
Man sammelt Werkzeuge zum Probleml旦sen in einer Werkzeug-Map und greift von der aktuellen Problem-Map darauf zu.
Dabei spielen die Map Parts des MindManager eine zentrale Rolle.
A mind map with a large collection of tools for math problem solving.
Mathematische Probleme L旦Sen Mit MindmapsThomas Teepe
油
Die Grundidee: Man benutzt eine Problem-Map f端r das eigentliche Problem und eine oder mehrere Werkzeug-Maps mit einer groen Zahl von Werkzeugen f端r das L旦sen mathematischer Probleme.
Mathematische Probleme L旦Sen Die Polya MapThomas Teepe
油
In dieser Mind Map sind die Werkzeuge aus Polyas klassischem Werk "Schule des Denkens" zusammengefasst.
Mathematical Problem Solving And Mind MappingThomas Teepe
油
The document describes how mind mapping can be used to solve mathematical problems. Specifically, it discusses using one principal mind map to examine a given problem and additional heuristic maps containing strategies and tools to help solve the problem. These additional maps provide a large toolbox of approaches and can be adapted for different expertise levels and problem types. The concept encourages active thinking about problem solving habits and allows experts to help novices by sharing their heuristic maps.
A New Feature For Mind Mapping SoftwareThomas Teepe
油
The document proposes a new feature for mind mapping software called tool maps. Tool maps would provide help and templates directly in the mind map. Users could access a secondary "help map" containing analysis, assessment, creativity, and planning tools. These tools could then be copied over to the main map. The tool maps feature would offer advantages like user-friendly tutoring, acting as a reminder of problem-solving techniques, and transforming information from books into working knowledge that is easily accessible. Various applications of tool maps are discussed for topics like project planning, consulting, studying, and more.
This document provides training suggestions for improving public speaking skills. It recommends using a webcam to practice speeches and receive unbiased feedback on voice, expression, and gestures. Specific techniques are outlined, such as focusing practice on one skill at a time and giving impromptu speeches to the webcam about speaking skills rather than topics. This allows experimenting freely with gestures and emphasis while receiving immediate feedback to identify natural behaviors. The overall goal is to make the most of practice opportunities and gradually improve comfort with public speaking.
How to Configure Recurring Revenue in Odoo 17 CRMCeline George
油
This slide will represent how to configure Recurring revenue. Recurring revenue are the income generated at a particular interval. Typically, the interval can be monthly, yearly, or we can customize the intervals for a product or service based on its subscription or contract.
Mastering Soft Tissue Therapy & Sports Taping: Pathway to Sports Medicine Excellence
This presentation was delivered in Colombo, Sri Lanka, at the Institute of Sports Medicine to an audience of sports physiotherapists, exercise scientists, athletic trainers, and healthcare professionals. Led by Kusal Goonewardena (PhD Candidate - Muscle Fatigue, APA Titled Sports & Exercise Physiotherapist) and Gayath Jayasinghe (Sports Scientist), the session provided comprehensive training on soft tissue assessment, treatment techniques, and essential sports taping methods.
Key topics covered:
Soft Tissue Therapy The science behind muscle, fascia, and joint assessment for optimal treatment outcomes.
Sports Taping Techniques Practical applications for injury prevention and rehabilitation, including ankle, knee, shoulder, thoracic, and cervical spine taping.
Sports Trainer Level 1 Course by Sports Medicine Australia A gateway to professional development, career opportunities, and working in Australia.
This training mirrors the Elite Akademy Sports Medicine standards, ensuring evidence-based approaches to injury management and athlete care.
If you are a sports professional looking to enhance your clinical skills and open doors to global opportunities, this presentation is for you.
Inventory Reporting in Odoo 17 - Odoo 17 Inventory AppCeline George
油
This slide will helps us to efficiently create detailed reports of different records defined in its modules, both analytical and quantitative, with Odoo 17 ERP.
How to create security group category in Odoo 17Celine George
油
This slide will represent the creation of security group category in odoo 17. Security groups are essential for managing user access and permissions across different modules. Creating a security group category helps to organize related user groups and streamline permission settings within a specific module or functionality.
Unit 1 Computer Hardware for Educational Computing.pptxRomaSmart1
油
Computers have revolutionized various sectors, including education, by enhancing learning experiences and making information more accessible. This presentation, "Computer Hardware for Educational Computing," introduces the fundamental aspects of computers, including their definition, characteristics, classification, and significance in the educational domain. Understanding these concepts helps educators and students leverage technology for more effective learning.
Effective Product Variant Management in Odoo 18Celine George
油
In this slide well discuss on the effective product variant management in Odoo 18. Odoo concentrates on managing product variations and offers a distinct area for doing so. Product variants provide unique characteristics like size and color to single products, which can be managed at the product template level for all attributes and variants or at the variant level for individual variants.
Hannah Borhan and Pietro Gagliardi OECD present 'From classroom to community ...EduSkills OECD
油
Hannah Borhan, Research Assistant, OECD Education and Skills Directorate and Pietro Gagliardi, Policy Analyst, OECD Public Governance Directorate present at the OECD webinar 'From classroom to community engagement: Promoting active citizenship among young people" on 25 February 2025. You can find the recording of the webinar on the website https://oecdedutoday.com/webinars/
AI and Academic Writing, Short Term Course in Academic Writing and Publication, UGC-MMTTC, MANUU, 25/02/2025, Prof. (Dr.) Vinod Kumar Kanvaria, University of Delhi, vinodpr111@gmail.com
1.
how to become
a better thinker
by using
clever arrangements of
paper sheets,
index card boxes and
thinking tools
2.
thinking
can be difficult
we lose track of our
thoughts
there may be too many
elements involved in a
problem
we get stuck
we go around in circles
we prematurely abandon
ideas that still have
potential
3.
now imagine
a support system
that helps us
keep track of our ideas
that provides
powerful thinking tools
that adapts with ease
to our personal thinking
habits
that co-evolves
with our thinking skills
- the two can become a
jumbo team
that costs just a fistful of
our favourite currency
4.
what are
the basic ideas?
we think on paper
by combining all forms of
writing and drawing we like
we organize the paper
sheets in a tree-ish
structure
we use an index card box
to keep the sheets
organized
we use thinking tools to
produce great ideas
5.
what do we need?
an A5 index card box
A5 sheets for ring binders
writing materials
coloured register tabs
and optional:
sticky notes etc.
6.
first:
how can we
think on paper?
basic idea:
develop thoughts on paper,
by writing an drawing
ideas,
questions,
alternatives,
diagrams,
models,
criticism
and more
7.
what can we
combine on a sheet?
text notes
drawings and diagrams
mind maps
lists with checkboxes
sheet numbers
dates
and more
some technical details
use the sheets in
landscape format
with punch holes at the
bottom
8.
tip:
we can write in
two or three columns
we can switch between
columns
this brings several mind
maps advantages
- without their often messy
layout
9.
second:
how can we organize the
sheets?
we can label the first tab
with number and topic
example:
1.1
1.1.1
1.2
1.2.1
1.2.1.1
1: Sapere aude!
for the sheets, we can
use a tree numbering
example:
10.
we can arrange the sheets
on the desk as shown on
the right
the sheets overlap
and remain in their order
the sheet with the highest
number lies on top
we can reference between
sheets via sheet numbers
the magic thing:
we can add sheets
wherever we need them
its easy to examine
an idea
over several sheets
asking more questions
generating more ideas
trying more different
approaches
1.1
1.1.1
1.2
1.2.1
1.2.1.1
11.
third:
how can we use
the index box?
we can store the tabs and
sheets
tip: put the tab behind the
sheets
trip: put the highest sheet
number in front
when a sheet section
grows, we can add tabs for
better overview
we can take
sheet sections out
and start adding
more ideas
re-examine earlier ideas
after a week, a month ...
12.
fourth:
how can we use thinking
tools?
we can have groups of
tools
tools for asking questions
tools for producing ideas
tools for
dealing with obstacles
and more
14.
tools for producing ideas
we can try to transfer
concepts from another area
to our topic
we can try to modify things
in our topic via the
SCAMPER acronym:
Substitute
Combine
Adapt
Maximize / Minimize
Put to other uses
Eliminate
Rearrange / Reverse
15.
tools when we are stuck
whats missing?
whats the gap between
a) what we have
and
b) what we want
We can examine opposites
and negatives of the things
weve tried before
16.
how can we
organize the tools?
we can start
a tool collection
tip:
we can place sticky notes
with one tool group each
on index cards
tip:
we can place this tool
collection on our desk
the tools are ready for use
and adaptation all the time
we can prepare different
tool collections
for interests in literature,
math, philosophy
Tools 1
questions
-
- ...
creativity
-
- ...
17.
lets look back:
we have constructed a
system
that combines the powers
of making notes and using
thinking tools
that combines the powers
of verbal and visual
thinking
that allows us to think
coherently and with
focused attention
that can be improved at
any time with new sheet
layouts, new sheet
sections, new tools ...
that we can grow with
- over weeks, months and
years