Enviar pesquisa
Carregar
Ethnographic Study1
•
Transferir como PPT, PDF
•
0 gostou
•
218 visualizações
C
colleenmarie6702
Seguir
Educação
Tecnologia
Denunciar
Compartilhar
Denunciar
Compartilhar
1 de 17
Baixar agora
Recomendados
The Development Of Self |Psychology | Presentation | By: Faizan Tanoli Development Of Self What is Self Theories Of Self
The Development Of Self |Psychology | Presentation | By: Faizan Tanoli
The Development Of Self |Psychology | Presentation | By: Faizan Tanoli
Faizan Tanoli
Grade 11 SHS
Module 1: Personal Development
Module 1: Personal Development
shahani flores
development ppt
Slideshare00 ap development copy
Slideshare00 ap development copy
jmclaugh813
Unit 1
Personal Development.-Self-Development
Personal Development.-Self-Development
Grasya Endrinal
“ Knowing others is intelligence; knowing yourself is true wisdom.” - Lao Tzu
PERDEV
PERDEV
Anabelle Montevirgen
This presentation will help people to understand the way they should work on themselves to become a successful person in their own circle.
Understanding self(2)
Understanding self(2)
Sharad Garg
Tapping into emotions
Tapping into emotions
cheska92
Understanding the interaction between social and emotional development in children and the impact that has on their ability to be self directed learners.
Self direction and emotional intelligence in children
Self direction and emotional intelligence in children
Jenniferhaynes
Recomendados
The Development Of Self |Psychology | Presentation | By: Faizan Tanoli Development Of Self What is Self Theories Of Self
The Development Of Self |Psychology | Presentation | By: Faizan Tanoli
The Development Of Self |Psychology | Presentation | By: Faizan Tanoli
Faizan Tanoli
Grade 11 SHS
Module 1: Personal Development
Module 1: Personal Development
shahani flores
development ppt
Slideshare00 ap development copy
Slideshare00 ap development copy
jmclaugh813
Unit 1
Personal Development.-Self-Development
Personal Development.-Self-Development
Grasya Endrinal
“ Knowing others is intelligence; knowing yourself is true wisdom.” - Lao Tzu
PERDEV
PERDEV
Anabelle Montevirgen
This presentation will help people to understand the way they should work on themselves to become a successful person in their own circle.
Understanding self(2)
Understanding self(2)
Sharad Garg
Tapping into emotions
Tapping into emotions
cheska92
Understanding the interaction between social and emotional development in children and the impact that has on their ability to be self directed learners.
Self direction and emotional intelligence in children
Self direction and emotional intelligence in children
Jenniferhaynes
Personal identity & character
Personal identity & character
katelync
Life Skills Class
Understanding Yourself Unit 1, part 1
Understanding Yourself Unit 1, part 1
mrodgersjps
Copyright infringement. Videos, photos and quotations in this ppt are not mine.
Report philosophical foundations of educ (meaning, significance, branches)
Report philosophical foundations of educ (meaning, significance, branches)
lars_educ
Multimedia presentation for Contemporary Social Issues Course, 2016.
Self-Identity Crises in a Social Society
Self-Identity Crises in a Social Society
Becky Bartley
adad
Video presentation slide
Video presentation slide
Jia San Oljs
Final Project
Final Project
Raigne49319
An introduction to the development of the self-concept - Cooley's Looking Glass
The development of self concept
The development of self concept
suechowhry
self esteem builder
12 steps self esteem
12 steps self esteem
Vaidehi Reddy Aps
Self-regulation, self-control, self-satisfaction
Development of self concept across the life span
Development of self concept across the life span
SARA ISMAIL
Self
Self
t0nywilliams
Understanding Self
Understanding Self
Aanchal1990
www.CourageRenewal.org 1 The Heart of a Teacher Identity and Integrity in Teaching by Parker J. Palmer We Teach Who We Are I am a teacher at heart, and there are moments in the classroom when I can hardly hold the joy. When my students and I discover uncharted territory to explore, when the pathway out of a thicket opens up before us, when our experience is illumined by the lightning-life of the mind—then teaching is the finest work I know. But at other moments, the classroom is so lifeless or painful or confused—and I am so powerless to do anything about it that my claim to be a teacher seems a transparent sham. Then the enemy is everywhere: in those students from some alien planet, in that subject I thought I knew, and in the personal pathology that keeps me earning my living this way. What a fool I was to imagine that I had mastered this occult art—harder to divine than tea leaves and impossible for mortals to do even passably well! The tangles of teaching have three important sources. The first two are commonplace, but the third, and most fundamental, is rarely given its due. First, the subjects we teach are as large and complex as life, so our knowledge of them is always flawed and partial. No matter how we devote ourselves to reading and research, teaching requires a command of content that always eludes our grasp. Second, the students we teach are larger than life and even more complex. To see them clearly and see them whole, and respond to them wisely in the moment, requires a fusion of Freud and Solomon that few of us achieve. If students and subjects accounted for all the complexities of teaching, our standard ways of coping would do—keep up with our fields as best we can, and learn enough techniques to stay ahead of the student psyche. But there is another reason for these complexities: we teach who we are. Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good teaching as knowing my students and my subject. In fact, knowing my students and my subject depends heavily on self-knowledge. When I do not know myself, I cannot know who my students are. I will see them through a glass 2 www.CourageRenewal.org darkly, in the shadows of my unexamined life—and when I cannot see them clearly I cannot teach them well. When I do not know myself, I cannot know my subject—not at the deepest levels of embodied, personal meaning. I will know it only abstractly, from a distance, a congeries of concepts as far removed from the world .
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docx
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docx
AASTHA76
Individual Differences
Group project
Group project
bbirdsong90
Tapping%20into%20 emotions[1]
Tapping%20into%20 emotions[1]
yary18
H A W A I I P R E S E N T A T I O N
H A W A I I P R E S E N T A T I O N
Notre Dame de Namur University
Classroom disruption
Classroom disruption
Ahmed Hussein
ITM 625 Course Expectations
ITM 625 Course Expectations
narchambeau
ITM 615 Course Expectations
ITM 615 Course Expectations
narchambeau
Presentation to parents and public at the HIllside School, Marlborough, MA April 21, 2010
Recapturing Joy in Learning!
Recapturing Joy in Learning!
Kirsten Olson
Psychoanalytic Theory Jungian Analytic Theory Adlerian Counseling
Counseling Theories
Counseling Theories
Michelle Azuelo
Psychology jounal
Psychology jounal
Psychology jounal
Shiko Foo
Describes the proper relationship with teacher-student to become a "Super Teacher".
Be A Super Teacher
Be A Super Teacher
knorman31
Mais conteúdo relacionado
Mais procurados
Personal identity & character
Personal identity & character
katelync
Life Skills Class
Understanding Yourself Unit 1, part 1
Understanding Yourself Unit 1, part 1
mrodgersjps
Copyright infringement. Videos, photos and quotations in this ppt are not mine.
Report philosophical foundations of educ (meaning, significance, branches)
Report philosophical foundations of educ (meaning, significance, branches)
lars_educ
Multimedia presentation for Contemporary Social Issues Course, 2016.
Self-Identity Crises in a Social Society
Self-Identity Crises in a Social Society
Becky Bartley
adad
Video presentation slide
Video presentation slide
Jia San Oljs
Final Project
Final Project
Raigne49319
An introduction to the development of the self-concept - Cooley's Looking Glass
The development of self concept
The development of self concept
suechowhry
self esteem builder
12 steps self esteem
12 steps self esteem
Vaidehi Reddy Aps
Self-regulation, self-control, self-satisfaction
Development of self concept across the life span
Development of self concept across the life span
SARA ISMAIL
Self
Self
t0nywilliams
Understanding Self
Understanding Self
Aanchal1990
Mais procurados
(11)
Personal identity & character
Personal identity & character
Understanding Yourself Unit 1, part 1
Understanding Yourself Unit 1, part 1
Report philosophical foundations of educ (meaning, significance, branches)
Report philosophical foundations of educ (meaning, significance, branches)
Self-Identity Crises in a Social Society
Self-Identity Crises in a Social Society
Video presentation slide
Video presentation slide
Final Project
Final Project
The development of self concept
The development of self concept
12 steps self esteem
12 steps self esteem
Development of self concept across the life span
Development of self concept across the life span
Self
Self
Understanding Self
Understanding Self
Semelhante a Ethnographic Study1
www.CourageRenewal.org 1 The Heart of a Teacher Identity and Integrity in Teaching by Parker J. Palmer We Teach Who We Are I am a teacher at heart, and there are moments in the classroom when I can hardly hold the joy. When my students and I discover uncharted territory to explore, when the pathway out of a thicket opens up before us, when our experience is illumined by the lightning-life of the mind—then teaching is the finest work I know. But at other moments, the classroom is so lifeless or painful or confused—and I am so powerless to do anything about it that my claim to be a teacher seems a transparent sham. Then the enemy is everywhere: in those students from some alien planet, in that subject I thought I knew, and in the personal pathology that keeps me earning my living this way. What a fool I was to imagine that I had mastered this occult art—harder to divine than tea leaves and impossible for mortals to do even passably well! The tangles of teaching have three important sources. The first two are commonplace, but the third, and most fundamental, is rarely given its due. First, the subjects we teach are as large and complex as life, so our knowledge of them is always flawed and partial. No matter how we devote ourselves to reading and research, teaching requires a command of content that always eludes our grasp. Second, the students we teach are larger than life and even more complex. To see them clearly and see them whole, and respond to them wisely in the moment, requires a fusion of Freud and Solomon that few of us achieve. If students and subjects accounted for all the complexities of teaching, our standard ways of coping would do—keep up with our fields as best we can, and learn enough techniques to stay ahead of the student psyche. But there is another reason for these complexities: we teach who we are. Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good teaching as knowing my students and my subject. In fact, knowing my students and my subject depends heavily on self-knowledge. When I do not know myself, I cannot know who my students are. I will see them through a glass 2 www.CourageRenewal.org darkly, in the shadows of my unexamined life—and when I cannot see them clearly I cannot teach them well. When I do not know myself, I cannot know my subject—not at the deepest levels of embodied, personal meaning. I will know it only abstractly, from a distance, a congeries of concepts as far removed from the world .
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docx
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docx
AASTHA76
Individual Differences
Group project
Group project
bbirdsong90
Tapping%20into%20 emotions[1]
Tapping%20into%20 emotions[1]
yary18
H A W A I I P R E S E N T A T I O N
H A W A I I P R E S E N T A T I O N
Notre Dame de Namur University
Classroom disruption
Classroom disruption
Ahmed Hussein
ITM 625 Course Expectations
ITM 625 Course Expectations
narchambeau
ITM 615 Course Expectations
ITM 615 Course Expectations
narchambeau
Presentation to parents and public at the HIllside School, Marlborough, MA April 21, 2010
Recapturing Joy in Learning!
Recapturing Joy in Learning!
Kirsten Olson
Psychoanalytic Theory Jungian Analytic Theory Adlerian Counseling
Counseling Theories
Counseling Theories
Michelle Azuelo
Psychology jounal
Psychology jounal
Psychology jounal
Shiko Foo
Describes the proper relationship with teacher-student to become a "Super Teacher".
Be A Super Teacher
Be A Super Teacher
knorman31
f
PERDEV - LESSON 1.docx
PERDEV - LESSON 1.docx
BenjoRoca1
A powerpoint presentation to introduce teachers to Asperger's Syndrome and ways to deal with it in the classroom.
Aspergers for Teachers 1
Aspergers for Teachers 1
Colette Tanner
An awareness of how people are socialized to accept inequalities makes it possible for teachers to expose and disrupt the narratives that maintain inequalities in rules, practices and imbalances of power in the classroom.....
ITL602 Reflective Journal 2
ITL602 Reflective Journal 2
MeganWaldeck
Summarize Emile Durkheim's social theory and how it implicates itself in his theory of suicide. (400 - 750 words) Keywords: Durkheim, idealism, materialism, values, norms, division of labour, social solidarity, praxis, mechanical solidarity, organic solidarity, collective conscience, regulation, integration, attachment, fatalistic, anomic, egoistic, altruistic,suicide 1. Introduction- 2. “Ought”, Idealism, values, beliefs and norms vs. “Is”, Materialism, Rationalization, division of labour 3. Social Solidarity - Organic Solidarity vs. Mechanical Solidarity, Collective Conscience- 4. Regulation vs. Integration + discuss types of suicide - fatalistic, anomic, egoistic, altruistic - 5. Conclusion - Emile Durkheim’s Social Theory and the Motivation behind Suicide 1. Introduction 0. Social Solidarity - Organic Solidarity vs. Mechanical Solidarity, Collective Conscience Durkheim’s model reflects that a society is made up of two contributing factors, the “ought” (which represents idealism) and the “is “(which reflects materialism). Materialism and idealism are made up of various particulars of a society: 1. Idealism is made up of the, at times abstract, but very real, elements such as values, beliefs, and socialization, which form a society’s norms, or expectations and rules by which members must adhere. It is with respect to these norms that Durkheim developed his theory of deviance and its four functions. Deviating from these norms serves a for societies and these functions are: a) to serve as a warning; b) as a means to set boundaries; c) to establish solidarity; and d) to prompt social change, if required. 2. Materialism is made up of the more functional parts of society, that which relates to the tangible products of a society. This includes rationalization and technology, agriculture, and division of labour. Materialism and idealism co-exist and influence each other. The synthesis of the two coming together forms what is known as social solidarity. Durkheim suggested that social solidarity feeds into two ultimate determinants of suicide - social regulation (the degree to which the life and actions of an individual are controlled by a group) and social integration (the level of attachment to a group by the individual). As social regulation rises, individuals lose liberties, have their passions and desires stifled and begin to view suicide as an escape from the oppression and control governing their lives. This fatalistic suicide is often the only solution to those facing extreme over-regulation - such as those in slavery. Alternatively, a society can suffer from scarce social regulation: moral and social norms are unclear or not present at all, leading people to feel unguided and unable to identify with the society they belong to. Those who cannot adapt to a major cultural or societal assimilation, for example, may commit anomic suicide as they lose connection to the society they previously understood.
Summarize Emile Durkheims social theory and how it implicates its.docx
Summarize Emile Durkheims social theory and how it implicates its.docx
fredr6
If you find this useful, don't forget to hit 'love.'
7 ego psychology
7 ego psychology
Mary Anne (Riyan) Portuguez
This presentation was used during school learning action cell to help the teachers be aware of their role as counselor to their students.
School counselingpresentaton
School counselingpresentaton
Department of Education
Empathy project comm 101
Empathy project comm 101
johnavedissian
concepts
Journals
Journals
suehwa533
Bandon Bully-Proof Kids - Coláiste na Toirbhirte, Bandon, Co Cork, Ireland
Bandon Bully-Proof Kids
Bandon Bully-Proof Kids
jenright1
Semelhante a Ethnographic Study1
(20)
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docx
www.CourageRenewal.org 1 The Heart of a Teacher Identit.docx
Group project
Group project
Tapping%20into%20 emotions[1]
Tapping%20into%20 emotions[1]
H A W A I I P R E S E N T A T I O N
H A W A I I P R E S E N T A T I O N
Classroom disruption
Classroom disruption
ITM 625 Course Expectations
ITM 625 Course Expectations
ITM 615 Course Expectations
ITM 615 Course Expectations
Recapturing Joy in Learning!
Recapturing Joy in Learning!
Counseling Theories
Counseling Theories
Psychology jounal
Psychology jounal
Be A Super Teacher
Be A Super Teacher
PERDEV - LESSON 1.docx
PERDEV - LESSON 1.docx
Aspergers for Teachers 1
Aspergers for Teachers 1
ITL602 Reflective Journal 2
ITL602 Reflective Journal 2
Summarize Emile Durkheims social theory and how it implicates its.docx
Summarize Emile Durkheims social theory and how it implicates its.docx
7 ego psychology
7 ego psychology
School counselingpresentaton
School counselingpresentaton
Empathy project comm 101
Empathy project comm 101
Journals
Journals
Bandon Bully-Proof Kids
Bandon Bully-Proof Kids
Último
Kctjbv
An Overview of Mutual Funds Bcom Project.pdf
An Overview of Mutual Funds Bcom Project.pdf
SanaAli374401
ICT Role in 21st Century Education & its Challenges •This presentation gives an overall view of education in 21st century and how it is facilitated by the integration of ICT. •It also gives a detailed explanation of the challenges faced in ICT-based education and further elaborates the strategies that can help in overcoming the challenges.
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
AreebaZafar22
Nutritional Needs and Food Safety
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
misteraugie
In this webinar, members learned the ABCs of keeping books for a nonprofit organization. Some of the key takeaways were: - What is accounting and how does it work? - How do you read a financial statement? - What are the three things that nonprofits are required to track? -And more
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
TechSoup
APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
Association for Project Management
Foster students' wonder and curiosity about infinity. The "mathematical concepts of the infinite can do much to engage and propel our thinking about God” Bradley & Howell, p. 56.
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
christianmathematics
Class 11th formulas physics
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
AyushMahapatra5
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
Thiyagu K
Psychiatric Nursing History collection format
psychiatric nursing HISTORY COLLECTION .docx
psychiatric nursing HISTORY COLLECTION .docx
PoojaSen20
Z Score,T Score, Percentile Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
Thiyagu K
process recording format
PROCESS RECORDING FORMAT.docx
PROCESS RECORDING FORMAT.docx
PoojaSen20
SGLG2024
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
negromaestrong
SGK
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
QucHHunhnh
This presentation was provided by William Mattingly of the Smithsonian Institution, during the third segment of the NISO training series "AI & Prompt Design." Session Three: Beginning Conversations, was held on April 18, 2024.
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
National Information Standards Organization (NISO)
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
.
Gardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch Letter
MateoGardella
God is a creative God Gen 1:1. All that He created was “good”, could also be translated “beautiful”. God created man in His own image Gen 1:27. Maths helps us discover the beauty that God has created in His world and, in turn, create beautiful designs to serve and enrich the lives of others.
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
christianmathematics
In Bachelor of Pharmacy course, Class- 1st year, sem-II Subject EVS having topic of ECOLOGICAL SUCCESSION under the ECOSYSTEM point in this presentation points like ecological succession , types of ecological succession like primary and secondary explain with diagram. Students having deep knowledge about Ecological Succession after studying this presentation.
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Shubhangi Sonawane
This slide will show how to set domains for a field in odoo 17. Domain is mainly used to select records from the models. It is possible to limit the number of records shown in the field by applying domain to a field, i.e. add some conditions for selecting limited records.
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Celine George
test
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
ciinovamais
Último
(20)
An Overview of Mutual Funds Bcom Project.pdf
An Overview of Mutual Funds Bcom Project.pdf
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
Measures of Dispersion and Variability: Range, QD, AD and SD
Measures of Dispersion and Variability: Range, QD, AD and SD
psychiatric nursing HISTORY COLLECTION .docx
psychiatric nursing HISTORY COLLECTION .docx
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
PROCESS RECORDING FORMAT.docx
PROCESS RECORDING FORMAT.docx
Seal of Good Local Governance (SGLG) 2024Final.pptx
Seal of Good Local Governance (SGLG) 2024Final.pptx
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Gardella_PRCampaignConclusion Pitch Letter
Gardella_PRCampaignConclusion Pitch Letter
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
Ethnographic Study1
1.
My Ethnographic Study
by, Colleen O’Mara
2.
Communication Education
3.
4.
5.
6.
7.
8.
I was the
foreigner!
9.
10.
11.
12.
13.
Cliques Self-Esteem
14.
15.
16.
As I became
more comfortable in the middle school, the middle schoolers became more comfortable around me!
17.
Baixar agora