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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. LEARNING OUTCOMES
By the end of this lesson, you should be able to,
Differentiate representational art and non-
representational art;
Discuss the difference between an artwork’s
subject and its content;
Identify the subject matter and specific
examples of art; and
Enumerate the sources of the subjects of
some of the most recognizable works of art in
Philippine art history.
3. In viewing art, there are clues that mediate between
the artwork and the viewer, allowing the viewer to
more easily comprehend what he is seeing.
These clues are the three basic components of a
work of art:
🞑 Subject – the visual focus or the image that may be
extracted from examining the artwork; the “what”
🞑 Content – the meaning that is communicated by the
artist or the artwork; the “why”
🞑 Form – the development and configuration of the art
work – how the elements and the medium or material
are put together; the “how”
4. Think-Pair-Share
Look at the painting below by artist
David Bailly entitled Selbstbildnis mit
Vanitassymbolen (Self-Portrait with
Vanitas Symbols). List down eveything
that you see within the four corners of
the work. List as many items as you
can in 3 minutes.
5.
6. With your seatmate, discuss and
compare the items you listed.
Based on your answers, write an
assumption about what the
painting means.
7. In the sciences, experimentation is
the key to proving a hypothesis or a
larger theory.
In the arts, there are observable
qualities that the artwork holds that
will point to its subject, and
sometimes even to its content. (look
at the constituent figures that are
perceptible, the manner in which the
9. REPRESENTATIONAL ART
These types of art have subjects that
refer to objects that refer to objects or
events occurring in the real world.
Also termed figurative art because
the figures depicted are easy to make
out and decipher.
11. Despite not knowing who Mona Lisa is, it
is clear that the painting is of a woman
that is realistically-proportioned;
only the upper torso is shown;
a beguiling and mysterious smile is
flashed;
the background is a landscape
12. NON-REPRESENTATIONAL
ART
Art forms that do not make a reference to
the real world, whether it is a person,
place, thing, or even a particular event.
It is stripped down to visual elements,
such as shapes, lines, and colors that are
employed to translate a particular feeling,
emotion, and even concept.
15. Is non-representational art the same
with abstract art?
There is no clear-cut divide, rather,
they exist in a spectrum.
Non-
representational
art Abstract art
Representational
art
17. Looking at the combination of lines,
shapes, and colors of the sculpture
will point to a head of a woman
Even with the abstraction of the
image, this work is arguably
representational art.
19. For non-representational art, a higher,
level of perceptiveness and insight might
be required to fully grasped the feeling,
emotion, or concept behind the work.
For representational art, it is easier to infer
the subject matter because from the
figures depicted in the artwork, there is
already a suggestion as to its implication.
20. Sources of Subject
Nature
History
Greek and Roman mythology
Judeo-Christian tradition
Sacred oriental texts
Other works of art
21. Kinds of Subject
History
Still life
Animals
Figures
Nature
Landscape
Seascape
Cityscape
Mythology
Myth
Dreams
Fantasies
22. Die Ebene von Auvers (Wheat
Fields Near Auvers
Vincent van Gogh (1890)
23. A Cockchafer, Beetle, Woodlice and Other Insect, with a Sprig of
Auricula
Jan van Kessel (early 1960s)
24. Young Women in the Ricefield
Fabian de la Rosa (1902)
Fruit Pickers Under the Mango
Tree
Fernando Amorsolo (1937)
30. The meaning or message that is
expressed or communicated by the
artwork.
In understanding the content of art, it
is important to note that there are
various levels of meaning:
31. Factual meaning
The most rudimentary level of meaning for
it may be extracted from the identifiable or
recognizable forms in the artwork and
understanding how these elements relate
to one another.
32. Conventional meaning
Pertains to the acknowledged
interpretation of the artwork using motifs,
signs, and symbols and other cyphers as
bases of its meaning.
These conventions are established
through time, strengthened by recurrent
use and wide acceptance by its viewers or
audience and scholars who study them.
33. Subjective meaning
When subjectivities are consulted, a variety
of meanings may arise when a particular
work of art is read.
These meanings stem from the viewer’s or
audience’s circumstances that come into
play when engaging with art (what we know,
what we learned, what we experienced;
what values we stand for)
Meaning may not be singular, rather,
multiple and varied
34. Creation of Adam (from the
ceiling of the Sistine Chapel)
Michelangelo (1814)
35. Analysis
Subject: biblical art
Factual meaning: Creation Story
(creation of man)
Conventional meaning: man was
created in the image and likeness of
God
Subjective meaning: endowment of
intellect to man from God