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طرق البحث فى جوجل

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منتدى الرياضيات المتقدمة
منتدى الرياضيات المتقدمة

طرق البحث فى جوجل

1 of 31
‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الدارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫فى‬ ‫فى‬ ‫النترنت‬ ‫استخدام‬‫التدريس‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬ www.mathtop4.alafdal.net /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ 1
Implications of the National Research Council's Study ‫البحث‬ ‫طرق‬ ‫فى‬ ‫البحث‬ ‫محركات‬‫الشهيرة‬ Report Findings ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ 2
Implications of the National Research Council's Study ‫البحث‬ ‫طرق‬ ‫فى‬ ‫بحث‬ ‫محرك‬‫جوجل‬ Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 3
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 4
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 5
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 6
Implications of the National Research Council's Study ‫الدوات‬ ‫اهم‬‫المستخدمة‬ ‫فى‬ ‫جوجل‬ Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 7
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 1 8
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 2 9
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 3 10
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 4 11
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 5 12
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 6 13
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 7 14
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 8 15
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 16
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 9 17
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 10 18
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 11 19
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 12 20
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 13 21
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 14 22
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 15 23
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 16 24
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 17 25
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 18 26
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 19 27
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 20 28
Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 21 29
Implications of the National Research Council's Study ‫تحميل‬ ‫الملفات‬‫والبرامج‬ ‫وتخزينها‬ Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 30 ‫هنا‬ ‫اضغط‬
Implications of the National Research Council's Study ‫المنتدى‬ ‫تليفزيون‬ ‫الثانوى‬ ‫اللول‬ ‫الصف‬ ‫رياضيات‬ ‫منتدى‬ ‫الثانوى‬ ‫الثانى‬ ‫الصف‬ ‫رياضيات‬ ‫منتدى‬ ‫الثانوى‬ ‫الثالث‬ ‫الصف‬ ‫رياضيات‬ ‫منتدى‬ ‫الرياضيات‬ ‫فنى‬ ‫مكتب‬ ‫التربوى‬ ‫لوالتعتماد‬ ‫الجودة‬ ‫المعلم‬ ‫كادر‬ ‫المكتبة‬ ‫البرامج‬ ‫لوالعربية‬ ‫العالمية‬ ‫للمواقع‬ ‫الكامل‬ ‫الدلبل‬ ‫اليوم‬ ‫المصرية‬ ‫الصحافة‬ (‫حكومية)مصرية‬ ‫لوهيئات‬ ‫لوزارات‬ ‫لوالمرئيات‬ ‫الصوتيات‬ ‫المحاضرات‬ ‫مصدر‬ Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 31

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طرق البحث فى جوجل

  • 1. ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الدارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫فى‬ ‫فى‬ ‫النترنت‬ ‫استخدام‬‫التدريس‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬ www.mathtop4.alafdal.net /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ 1
  • 2. Implications of the National Research Council's Study ‫البحث‬ ‫طرق‬ ‫فى‬ ‫البحث‬ ‫محركات‬‫الشهيرة‬ Report Findings ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ 2
  • 3. Implications of the National Research Council's Study ‫البحث‬ ‫طرق‬ ‫فى‬ ‫بحث‬ ‫محرك‬‫جوجل‬ Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 3
  • 4. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 4
  • 5. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 5
  • 6. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 6
  • 7. Implications of the National Research Council's Study ‫الدوات‬ ‫اهم‬‫المستخدمة‬ ‫فى‬ ‫جوجل‬ Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 7
  • 8. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 1 8
  • 9. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 2 9
  • 10. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 3 10
  • 11. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 4 11
  • 12. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 5 12
  • 13. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 6 13
  • 14. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 7 14
  • 15. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 8 15
  • 16. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 16
  • 17. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 9 17
  • 18. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 10 18
  • 19. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 11 19
  • 20. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 12 20
  • 21. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 13 21
  • 22. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 14 22
  • 23. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 15 23
  • 24. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 16 24
  • 25. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 17 25
  • 26. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 18 26
  • 27. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 19 27
  • 28. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 20 28
  • 29. Implications of the National Research Council's Study Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 21 29
  • 30. Implications of the National Research Council's Study ‫تحميل‬ ‫الملفات‬‫والبرامج‬ ‫وتخزينها‬ Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 30 ‫هنا‬ ‫اضغط‬
  • 31. Implications of the National Research Council's Study ‫المنتدى‬ ‫تليفزيون‬ ‫الثانوى‬ ‫اللول‬ ‫الصف‬ ‫رياضيات‬ ‫منتدى‬ ‫الثانوى‬ ‫الثانى‬ ‫الصف‬ ‫رياضيات‬ ‫منتدى‬ ‫الثانوى‬ ‫الثالث‬ ‫الصف‬ ‫رياضيات‬ ‫منتدى‬ ‫الرياضيات‬ ‫فنى‬ ‫مكتب‬ ‫التربوى‬ ‫لوالتعتماد‬ ‫الجودة‬ ‫المعلم‬ ‫كادر‬ ‫المكتبة‬ ‫البرامج‬ ‫لوالعربية‬ ‫العالمية‬ ‫للمواقع‬ ‫الكامل‬ ‫الدلبل‬ ‫اليوم‬ ‫المصرية‬ ‫الصحافة‬ (‫حكومية)مصرية‬ ‫لوهيئات‬ ‫لوزارات‬ ‫لوالمرئيات‬ ‫الصوتيات‬ ‫المحاضرات‬ ‫مصدر‬ Report Findings /‫ابراهيم‬ ‫الحمدى‬ ‫ابراهيم‬ ‫اعداد‬ ‫العسكرية‬ ‫الثانوية‬ ‫الزقازيق‬ ‫مدرسة‬ ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫للتدريب‬ ‫المركزية‬ ‫الادارة‬ ‫بالشرقية‬ ‫للتدريب‬ ‫الرئيسى‬ ‫المركز‬ ‫محاضرات‬ ‫استخدام‬ ‫التدريس‬ ‫فى‬ ‫النترنت‬ ‫المتقدمة‬ ‫الرياضيات‬ ‫منتدى‬www.mathtop4.alafdal.net 31

Editor's Notes

  1. Presentation Instructions Much of the presentation has been drawn from materials included in the National Research Council’s publication, Community Programs to Promote Youth Development and the Forum for Youth Investment’s paper, “Off the Shelf and Into the Field ”. We created the presentation so that colleagues can more easily share the findings of the NRC report and it’s implications within their communities and agencies. Please share this presentation freely with others. The presentation can be downloaded from www. cnyd.org and gardnercenter.stanford.edu websites . This presentation was created in Microsoft PowerPoint and can be used on a PC or Macintosh computer using PowerPoint 1998 or any version above that . This presentation was created by the Community Network for Youth Development and The John W. Gardner Center for Youth and Their Communities. Suzanne West created the graphic design for the presentation. If you have questions contact Sue Eldredge at [email_address] or Cheryl Zando at [email_address] .
  2. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  3. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  4. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  5. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  6. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  7. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  8. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  9. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  10. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  11. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  12. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  13. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  14. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  15. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  16. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  17. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  18. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  19. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  20. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  21. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  22. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  23. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  24. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  25. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  26. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  27. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  28. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  29. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  30. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .
  31. Opportunities to belong is an essential feature for older youth . For example , youth want to belong award-winning organizations (e.g., drama troupe), but to be award-winning the organizations may have staff practices that are exclusionary. It is important for organizations to have multiple entry points. In the case of a drama troupe, the organization may have opportunities for youth to help with sets/lights vs. acting role .