This document discusses accreditation and curriculum development. It defines accreditation as a process of self-regulation that focuses on self-study, evaluation, and continuous improvement of educational quality. Accreditation establishes criteria for educational institutions to maintain high standards and certifies those that meet the standards. The document then outlines the accreditation process in the Philippines and the requirements and levels of accreditation. It also discusses curriculum innovation in the classroom and lists ways to implement curriculum, including undertaking action research, maintaining a well-organized environment, and possessing qualities of excellence.
1. Accreditation is a process of self-evaluation and peer review to ensure educational quality and continuous improvement. It focuses on evaluating whether an institution meets accepted standards of quality.
2. There are multiple accrediting agencies in the Philippines that evaluate educational institutions based on criteria like faculty, facilities, administration and more.
3. Accreditation provides benefits like exemptions from certain government requirements and more autonomy over operations, encouraging institutions to invest in quality. It has grown substantially over the decades with more institutions seeking accreditation.
Proof of Quality Assurance Through PACUCOA AccreditationMarcelo Yarte
This document discusses the accreditation process of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). It provides background on the legal bases and history of accreditation in the Philippines. It then outlines PACUCOA's principles and requirements for accreditation, including its multi-level process involving preliminary visits, formal visits, and reaccreditation. The document lists the programs that can be accredited and the areas evaluated in each type of program. It concludes by describing PACUCOA's policies and procedures for the orientation and preliminary accreditation visits.
Presentation in School Governance and Control on recognition and accreditation of private schools and higher education institutions based on the Manual of Regulations by DEPED and CHED
The document discusses voluntary accreditation in the Philippines, which is based on the Education Act of 1982 and the establishment of the Commission on Higher Education in 1994. It defines accreditation as a voluntary process that certifies that a higher education institution meets minimum standards of quality, management, and operations. Accreditation is granted at different levels - candidate, level I to IV - with higher levels indicating greater autonomy and benefits such as administrative deregulation and the ability to offer new programs. The key purpose of voluntary accreditation is to encourage self-regulation and continuous improvement of educational quality.
The Accreditation Program for Public Elementary Schools (APPES) is an evaluation system used in the Philippines to assess school effectiveness and promote excellence. It aims to set performance standards, assess schools, establish an incentive system for accredited schools, and strengthen partnerships. The seven components of APPES are the school head, learners, teachers, curriculum and instruction, assessment, facilities, and community stakeholders. Schools go through a multi-step accreditation process involving self-evaluation surveys and technical assistance to achieve Levels I, II, or III accreditation, with increasing incentives and benefits at each level.
This document outlines the objectives and content of a presentation on accreditation. The presentation will define key terms related to quality assurance and accreditation. It will describe the types of educational institutes in Egypt and characteristics of accreditation processes. The presentation will cover principles of accreditation, benefits of accreditation, and differences between program and institutional accreditation. It will also discuss the accreditation process and challenges of obtaining accreditation.
Centers of excellence and centers of developmentRichardBanez
The document discusses guidelines for identifying Centers of Excellence and Centers of Development for Teacher Education programs in the Philippines. It outlines the criteria used to evaluate potential centers, which includes factors like graduate performance, research output, curriculum quality, and community engagement. Centers that meet sufficient criteria can receive designation and grants to support their work in developing quality teacher education. The roles and responsibilities of designated centers are also summarized.
Advanced policy and equivalency programmichael guese
This document discusses the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) in the Philippines. ETEEAP recognizes knowledge and skills gained through non-formal and informal learning and allows individuals to earn college credits or degrees through competency-based assessments. Higher education institutions can administer assessments to determine equivalent credits. The document outlines the objectives, qualifications, procedures, roles of deputized higher education institutions, and CHED's powers in implementing the program.
1. Accreditation is a process of self-evaluation and peer review to ensure educational quality and continuous improvement. It focuses on evaluating whether an institution meets accepted standards of quality.
2. There are multiple accrediting agencies in the Philippines that evaluate educational institutions based on criteria like faculty, facilities, administration and more.
3. Accreditation provides benefits like exemptions from certain government requirements and more autonomy over operations, encouraging institutions to invest in quality. It has grown substantially over the decades with more institutions seeking accreditation.
Proof of Quality Assurance Through PACUCOA AccreditationMarcelo Yarte
This document discusses the accreditation process of the Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA). It provides background on the legal bases and history of accreditation in the Philippines. It then outlines PACUCOA's principles and requirements for accreditation, including its multi-level process involving preliminary visits, formal visits, and reaccreditation. The document lists the programs that can be accredited and the areas evaluated in each type of program. It concludes by describing PACUCOA's policies and procedures for the orientation and preliminary accreditation visits.
Presentation in School Governance and Control on recognition and accreditation of private schools and higher education institutions based on the Manual of Regulations by DEPED and CHED
The document discusses voluntary accreditation in the Philippines, which is based on the Education Act of 1982 and the establishment of the Commission on Higher Education in 1994. It defines accreditation as a voluntary process that certifies that a higher education institution meets minimum standards of quality, management, and operations. Accreditation is granted at different levels - candidate, level I to IV - with higher levels indicating greater autonomy and benefits such as administrative deregulation and the ability to offer new programs. The key purpose of voluntary accreditation is to encourage self-regulation and continuous improvement of educational quality.
The Accreditation Program for Public Elementary Schools (APPES) is an evaluation system used in the Philippines to assess school effectiveness and promote excellence. It aims to set performance standards, assess schools, establish an incentive system for accredited schools, and strengthen partnerships. The seven components of APPES are the school head, learners, teachers, curriculum and instruction, assessment, facilities, and community stakeholders. Schools go through a multi-step accreditation process involving self-evaluation surveys and technical assistance to achieve Levels I, II, or III accreditation, with increasing incentives and benefits at each level.
This document outlines the objectives and content of a presentation on accreditation. The presentation will define key terms related to quality assurance and accreditation. It will describe the types of educational institutes in Egypt and characteristics of accreditation processes. The presentation will cover principles of accreditation, benefits of accreditation, and differences between program and institutional accreditation. It will also discuss the accreditation process and challenges of obtaining accreditation.
Centers of excellence and centers of developmentRichardBanez
The document discusses guidelines for identifying Centers of Excellence and Centers of Development for Teacher Education programs in the Philippines. It outlines the criteria used to evaluate potential centers, which includes factors like graduate performance, research output, curriculum quality, and community engagement. Centers that meet sufficient criteria can receive designation and grants to support their work in developing quality teacher education. The roles and responsibilities of designated centers are also summarized.
Advanced policy and equivalency programmichael guese
This document discusses the Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) in the Philippines. ETEEAP recognizes knowledge and skills gained through non-formal and informal learning and allows individuals to earn college credits or degrees through competency-based assessments. Higher education institutions can administer assessments to determine equivalent credits. The document outlines the objectives, qualifications, procedures, roles of deputized higher education institutions, and CHED's powers in implementing the program.
This document discusses accreditation in education. It begins by defining accreditation and stating its objectives, which are to define accreditation, present different accrediting agencies, discuss the benefits of accreditation, and provide exhibits and examples used in accreditation. It then discusses relevant Philippine laws and the Commission on Higher Education. It provides definitions of accreditation, including that it is a self-regulation process focused on self-study and evaluation to improve quality. It also discusses the major accrediting agencies in the Philippines - AACCUP, PAASCU, and PACUCOA - and the benefits accreditation provides such as prestige and knowledge of program quality. Finally, it discusses ways accredit
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
Center of excellence for teacher educationImelda Reyes
1) The document discusses the establishment of Centers of Excellence for Teacher Education through Republic Act No. 7784 to strengthen teacher education in the Philippines.
2) The act aims to provide quality education by strengthening teacher training nationwide through these Centers of Excellence.
3) The Centers of Excellence will serve as models for teacher education, conducting research, providing resources and professional assistance to other teacher education institutions.
The document discusses different types of syllabi used in India, including state, CBSE, ICSE, and NCERT syllabi. The state syllabus focuses on practical implications and is decided by the state education board. The CBSE syllabus is used by most private and government schools and divides the curriculum into units allocated to each class. The ICSE syllabus is more comprehensive than CBSE, covering all fields equally and recognized internationally. The NCERT assists central and state governments in India with educational research and training.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
Licensure System of Education Professionals: A Case Study in the UAEijejournal
Teachers are the most critical factor in students' learning among all school-level aspects. Many countries including the United Arab Emirates (UAE) introduced licensure systems to ensure that the teaching profession as well as other educational professions are governed by professional standards and practitioners of education are meeting these standards. In this paper, we address the Educational Professions Licensure system implemented by the Ministry of Education (MOE) in the UAE in terms of its design, components, implementation tools, processes, and challenges. This paper highlights the foundations of the licensure system along with the procedure of licensing education professionals and it demonstrates the implementation of education licensure national tests. In addition, it explains the challenges of introducing the licensure system along with the future plans.
This document outlines policies for private schools in the Philippines. It defines key terms like "school" and "private school". It discusses policies around school administration, enrollment, class sizes, registration, admission credentials, and student transfers. The policies aim to standardize operations, regulate enrollment periods and class schedules, and ensure student rights to enroll and transfer between schools.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
Academic grading in India is based on a percentage system, with percentages between 80-90 considered excellent at the school level and 69-79 considered excellent at the university level. Grades can be converted to US grade point equivalents, with a percentage of 70 or above considered a 4.0 GPA (A). Rankings of Indian universities are conducted domestically and globally, considering factors like research, faculty, and reputation. However, no Indian university ranks in the top 100 globally according to major rankings like ARWU. The NAAC accredits Indian universities and assesses them based on seven criteria to improve quality.
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
This document establishes the Teacher Education Council and designates Centers of Excellence for Teacher Education. It aims to strengthen teacher education by setting criteria for Centers of Excellence, listing initial institutions designated as Centers of Excellence, and outlining the powers and functions of the Teacher Education Council which includes identifying additional Centers, setting policies and standards, and recommending incentives and measures to improve teacher education. It also appropriates 100 million pesos from the Department of Tourism's Trust Liability Account to fund the initial organization and development of the Centers and Council.
This chapter introduces quality assurance in tertiary education. It discusses that institutions are accountable to stakeholders to ensure students receive a quality education comparable to international standards. Quality assurance helps institutions monitor their activities and objectives through effective structures and systems. It can be internal, conducted by the institution itself, or external, conducted by an outside body like the Tertiary Education Commission. Quality assurance focuses on both improvement and accountability. While it requires resources, it also increases quality consciousness and drives continuous improvement. The chapter traces how stakeholder involvement has expanded over time to include students, employers, and external experts in curriculum design and decision making.
Quality Assurance and institutional accreditation performance indicators and ...Ganesh Shukla
This document discusses quality assurance and institutional accreditation in India, focusing on the National Institutional Ranking Framework (NIRF), the National Assessment and Accreditation Council (NAAC), and Internal Quality Assurance Cells (IQACs). It outlines the aims, functions, criteria and benefits of quality assurance processes and accrediting bodies in India. Key points include that NAAC accredits higher education institutions based on several criteria and parameters, NIRF provides annual rankings of Indian universities based on teaching, research, graduation outcomes and other metrics, and IQACs were established to promote continuous quality improvement within institutions.
The Miami Dade College 2015-2020 Strategic Plan outlines three strategic priorities: Student Access and Success, Educational Quality, and Institutional Agility. The plan was developed through a collaborative process involving internal and external stakeholders. It focuses the college on increasing enrollment, completion, innovation, and community impact over the next five years. Progress will be measured through indicators like enrollment, retention, job placement, and community engagement. The plan will guide the college's efforts to fulfill its mission of changing lives through accessible education.
This paper is an attempt to address the problems that Cavite State University Naic Branch are facing : drop in enrollment, a drop in passing in licensure examinations, job competitiveness of graduates and university instructors' qualifications.
The Revised Guidelines on the Hiring of Teacher I Position Based on the Refo...Mirza Loberiano
The basic what to know.
(The Revised Guidelines on the Hiring of Teacher I Position
Based on the Reform Actions in Basic Education Sector Reform Agenda (BESRA))
The document outlines rules implementing a new retirement law in the Philippines. Key points include:
- The rules apply to all private sector employees regardless of position or status, except those in small retail, service, or agricultural establishments employing 10 or fewer workers.
- Employees can retire upon reaching the retirement age in their employment contract or collective bargaining agreement and are entitled to retirement benefits earned under existing laws and agreements, which must be at least as much as specified in the new rules.
- In the absence of a retirement plan, employees aged 60-65 with at least 5 years of service are entitled to retirement pay of at least half a month's salary for each year of service.
QFEmirates acts as reference point for all nationally-recognised qualifications that can be used by the country’s decision makers to develop strategic education and training policy to improve economic and social prosperity and well being.
All schools shall be established in accordance with the law.
The establishment of new national schools and the conversion of existing schools from elementary to national secondary schools or from secondary to national secondary schools shall be by law.
The University Grants Commission supports orientation programs and refresher courses for teachers conducted by 66 Academic Staff Colleges and 5 Refresher Course Centers. The orientation program helps new lecturers develop skills and the refresher courses allow experienced teachers to share experiences. Participation in these courses is mandatory for career advancement. Teachers must meet eligibility requirements regarding years of service and time since last course. Courses are conducted year-round using experts as resource persons and focus on subjects, emerging topics, and technology skills. Interested eligible teachers apply through their institutions directly to the appropriate center.
Orhan Kemal (15 September 1914, Ceyhan, Adana – 2 June 1970, Sofia, Bulgaria) is the pen name of Turkish novelist Mehmet Raşit Öğütçü. He is known for his realist novels that tells the stories of the poor in Turkey.
تحميل كتب أغاتا كريستي
http://classicalnovels.blogspot.com/search/label/Agatha%20Christie
تحميل رواية الجريمة النائمة لآغاتا كريستي
تحميل كتب سمعية أغاتا كريستي
http://classicalnovels.blogspot.com/search/label/Audiobooks
Download Big CollectionAudiobooks Agatha Christie
أفضل الروايات العالمية مترجمة باللغة العربية و الفرنيسية و الانجليزية
على هذا الرابط
http://classicalnovels.blogspot.com/p/authors-and-titles_6671.html
This document discusses accreditation in education. It begins by defining accreditation and stating its objectives, which are to define accreditation, present different accrediting agencies, discuss the benefits of accreditation, and provide exhibits and examples used in accreditation. It then discusses relevant Philippine laws and the Commission on Higher Education. It provides definitions of accreditation, including that it is a self-regulation process focused on self-study and evaluation to improve quality. It also discusses the major accrediting agencies in the Philippines - AACCUP, PAASCU, and PACUCOA - and the benefits accreditation provides such as prestige and knowledge of program quality. Finally, it discusses ways accredit
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
Center of excellence for teacher educationImelda Reyes
1) The document discusses the establishment of Centers of Excellence for Teacher Education through Republic Act No. 7784 to strengthen teacher education in the Philippines.
2) The act aims to provide quality education by strengthening teacher training nationwide through these Centers of Excellence.
3) The Centers of Excellence will serve as models for teacher education, conducting research, providing resources and professional assistance to other teacher education institutions.
The document discusses different types of syllabi used in India, including state, CBSE, ICSE, and NCERT syllabi. The state syllabus focuses on practical implications and is decided by the state education board. The CBSE syllabus is used by most private and government schools and divides the curriculum into units allocated to each class. The ICSE syllabus is more comprehensive than CBSE, covering all fields equally and recognized internationally. The NCERT assists central and state governments in India with educational research and training.
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
Licensure System of Education Professionals: A Case Study in the UAEijejournal
Teachers are the most critical factor in students' learning among all school-level aspects. Many countries including the United Arab Emirates (UAE) introduced licensure systems to ensure that the teaching profession as well as other educational professions are governed by professional standards and practitioners of education are meeting these standards. In this paper, we address the Educational Professions Licensure system implemented by the Ministry of Education (MOE) in the UAE in terms of its design, components, implementation tools, processes, and challenges. This paper highlights the foundations of the licensure system along with the procedure of licensing education professionals and it demonstrates the implementation of education licensure national tests. In addition, it explains the challenges of introducing the licensure system along with the future plans.
This document outlines policies for private schools in the Philippines. It defines key terms like "school" and "private school". It discusses policies around school administration, enrollment, class sizes, registration, admission credentials, and student transfers. The policies aim to standardize operations, regulate enrollment periods and class schedules, and ensure student rights to enroll and transfer between schools.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
Academic grading in India is based on a percentage system, with percentages between 80-90 considered excellent at the school level and 69-79 considered excellent at the university level. Grades can be converted to US grade point equivalents, with a percentage of 70 or above considered a 4.0 GPA (A). Rankings of Indian universities are conducted domestically and globally, considering factors like research, faculty, and reputation. However, no Indian university ranks in the top 100 globally according to major rankings like ARWU. The NAAC accredits Indian universities and assesses them based on seven criteria to improve quality.
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
This document establishes the Teacher Education Council and designates Centers of Excellence for Teacher Education. It aims to strengthen teacher education by setting criteria for Centers of Excellence, listing initial institutions designated as Centers of Excellence, and outlining the powers and functions of the Teacher Education Council which includes identifying additional Centers, setting policies and standards, and recommending incentives and measures to improve teacher education. It also appropriates 100 million pesos from the Department of Tourism's Trust Liability Account to fund the initial organization and development of the Centers and Council.
This chapter introduces quality assurance in tertiary education. It discusses that institutions are accountable to stakeholders to ensure students receive a quality education comparable to international standards. Quality assurance helps institutions monitor their activities and objectives through effective structures and systems. It can be internal, conducted by the institution itself, or external, conducted by an outside body like the Tertiary Education Commission. Quality assurance focuses on both improvement and accountability. While it requires resources, it also increases quality consciousness and drives continuous improvement. The chapter traces how stakeholder involvement has expanded over time to include students, employers, and external experts in curriculum design and decision making.
Quality Assurance and institutional accreditation performance indicators and ...Ganesh Shukla
This document discusses quality assurance and institutional accreditation in India, focusing on the National Institutional Ranking Framework (NIRF), the National Assessment and Accreditation Council (NAAC), and Internal Quality Assurance Cells (IQACs). It outlines the aims, functions, criteria and benefits of quality assurance processes and accrediting bodies in India. Key points include that NAAC accredits higher education institutions based on several criteria and parameters, NIRF provides annual rankings of Indian universities based on teaching, research, graduation outcomes and other metrics, and IQACs were established to promote continuous quality improvement within institutions.
The Miami Dade College 2015-2020 Strategic Plan outlines three strategic priorities: Student Access and Success, Educational Quality, and Institutional Agility. The plan was developed through a collaborative process involving internal and external stakeholders. It focuses the college on increasing enrollment, completion, innovation, and community impact over the next five years. Progress will be measured through indicators like enrollment, retention, job placement, and community engagement. The plan will guide the college's efforts to fulfill its mission of changing lives through accessible education.
This paper is an attempt to address the problems that Cavite State University Naic Branch are facing : drop in enrollment, a drop in passing in licensure examinations, job competitiveness of graduates and university instructors' qualifications.
The Revised Guidelines on the Hiring of Teacher I Position Based on the Refo...Mirza Loberiano
The basic what to know.
(The Revised Guidelines on the Hiring of Teacher I Position
Based on the Reform Actions in Basic Education Sector Reform Agenda (BESRA))
The document outlines rules implementing a new retirement law in the Philippines. Key points include:
- The rules apply to all private sector employees regardless of position or status, except those in small retail, service, or agricultural establishments employing 10 or fewer workers.
- Employees can retire upon reaching the retirement age in their employment contract or collective bargaining agreement and are entitled to retirement benefits earned under existing laws and agreements, which must be at least as much as specified in the new rules.
- In the absence of a retirement plan, employees aged 60-65 with at least 5 years of service are entitled to retirement pay of at least half a month's salary for each year of service.
QFEmirates acts as reference point for all nationally-recognised qualifications that can be used by the country’s decision makers to develop strategic education and training policy to improve economic and social prosperity and well being.
All schools shall be established in accordance with the law.
The establishment of new national schools and the conversion of existing schools from elementary to national secondary schools or from secondary to national secondary schools shall be by law.
The University Grants Commission supports orientation programs and refresher courses for teachers conducted by 66 Academic Staff Colleges and 5 Refresher Course Centers. The orientation program helps new lecturers develop skills and the refresher courses allow experienced teachers to share experiences. Participation in these courses is mandatory for career advancement. Teachers must meet eligibility requirements regarding years of service and time since last course. Courses are conducted year-round using experts as resource persons and focus on subjects, emerging topics, and technology skills. Interested eligible teachers apply through their institutions directly to the appropriate center.
Orhan Kemal (15 September 1914, Ceyhan, Adana – 2 June 1970, Sofia, Bulgaria) is the pen name of Turkish novelist Mehmet Raşit Öğütçü. He is known for his realist novels that tells the stories of the poor in Turkey.
تحميل كتب أغاتا كريستي
http://classicalnovels.blogspot.com/search/label/Agatha%20Christie
تحميل رواية الجريمة النائمة لآغاتا كريستي
تحميل كتب سمعية أغاتا كريستي
http://classicalnovels.blogspot.com/search/label/Audiobooks
Download Big CollectionAudiobooks Agatha Christie
أفضل الروايات العالمية مترجمة باللغة العربية و الفرنيسية و الانجليزية
على هذا الرابط
http://classicalnovels.blogspot.com/p/authors-and-titles_6671.html
Presentation of the novel Sense and Sensibilityjaniriddhi
Elinor Dashwood is analyzed as a potential "hero" of Jane Austen's novel "Sense and Sensibility". The paper discusses how Elinor exhibits rational, logical thinking like a man of her time. As the representative of "sense" in the novel's title, she shelters her family without overt emotion and cares for them practically rather than melodramatically. The paper argues that through her reserved manner and higher position even in her relationship with Edward, Elinor fulfills a hero's role traditionally held by male characters in Austen's works and society at the time.
This document appears to be a title page for a paper submitted for a Romantic Literature course. It includes the student's name, roll number, semester, paper number, guided by instructor, and submission details including the department and university.
The main themes in Sense and Sensibility are the dangers of excessive emotion over reason, the emphasis on marriage as a necessity for financial stability, and the importance of moderating feelings and expectations versus reality. Other themes explored include the roles of gender and social class, as well as the prevalence of hypocrisy and lack of self-sacrifice among many characters.
Official Website:-https://www.topfreejobalert.com
Sense and Sensibility is a novel by Jane Austen, and was her first published work when it appeared in 1811 under the pseudonym "A Lady". A work of romantic fiction, better known as a comedy of manners, Sense and Sensibility is set in southwest England, London and Kent between 1792 and 1797,[1] and portrays the life and loves of the Dashwood sisters, Elinor and Marianne.
Jane Austen's novel Sense and Sensibility describes life for middle-class women in 18th century England who needed to find husbands. It follows the Dashwood sisters, Elinor and Marianne, after their father's death leaves them in a financially precarious situation. While Elinor is pragmatic and guarded with her feelings, Marianne is passionate and romantic. Both sisters face challenges in love as they navigate societal expectations. The story depicts their different approaches to relationships and the hardships they endure in the process of finding love and stability.
After completion of the training workshop, the participants will be able to know:
- Overview of Accreditation
- The Value of Accreditation
- Value of Academic Program Accreditation
- The Council for Higher Education Accreditation Mission
Statement
- Benefits of Accreditation
- Why accreditation?
- The function of Accreditation and Quality Assurance
- Conclusion
The American TESOL Institute Comprehensive Plan outlines their certification programs which aim to provide teachers with an understanding of TESOL history and theory, improve lesson planning skills, build confidence, and prepare teachers for practical TESOL instruction. The plan details needs assessments of education stakeholders to determine program needs, a prior approval process for professional learning credits, course components, completion requirements including attendance, demonstrated competencies and a plan of action, and record keeping and appeals processes.
The document outlines the criteria and indicators used for institutional accreditation evaluations. It discusses 8 criteria for evaluation including governance and management, teaching and learning, faculty, research, extension activities, student support, resource management, and financial management. Under each criterion, it lists several indicators that evaluators assess such as curriculum alignment with mission/goals, faculty qualifications, research outputs, community engagement activities, student services, physical and learning resources, budgeting processes, and income generation. The purpose is to provide a framework for conducting comprehensive evaluations of universities and colleges seeking accreditation.
Benchmarking is used both academically and for management purposes in educational institutions. Academic benchmarking involves establishing standards for student learning and assessing student performance against those standards. Management benchmarking allows institutions to compare their performance to others in areas like training methods and teaching strategies. Accreditation bodies also use benchmarking to establish standards for educational quality and monitor member institutions. The document discusses several accreditation organizations in the Philippines and their multi-phase accreditation process.
DEVELOPMENT AND MAINTENANCE OF STANDARDS ,ACCREDITATION (2).pptxKaranSingh321255
This document discusses standards and accreditation in nursing education programs. It defines accreditation as the process by which an organization recognizes a program as meeting certain quality standards. There are different types of accreditation bodies, including national agencies, national professional organizations, and state bodies. Standards serve as guidelines for developing, evaluating, and improving nursing education programs to ensure graduates are prepared for safe practice. The document outlines four common standards related to mission/governance, curriculum/teaching, resources, and program/student outcomes. Maintaining accredited status helps programs obtain resources and allows graduates to pursue further education and licensure.
The National Education Policy 2020 introduces several major reforms in both school and higher education in India. It shifts to a 5+3+3+4 structure for schooling with increased focus on foundational learning. In higher education, it aims to increase gross enrollment to 50% by 2035, establish a new regulatory system under HECI, and transform universities and colleges into more multidisciplinary and research-focused institutions.
the ppt is about National Education Policy 2020
EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMUAND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THEBASIS OF RESPONSES OF EXPERTSMohd Arif Hussain Bhat1 , Bilal Ahmad Shah
(PDF) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU AND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS PJAEE, 18(8) (2021) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU ANKASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS Evaluation Of Science Textbook Of Class Viii Of Jammu And Kashmir State Board Of School Education On The Basis Of Responses Of Experts , Palarch's Journal Of Archaeology Of Egypt/Egyptology 18(8). ISSN 1567-214x. Available from: https://www.researchgate.net/publication/360754972_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JAMMU_AND_KASHMIR_STATE_BOARD_OF_SCHOOL_EDUCATION_ON_THE_BASIS_OF_RESPONSES_OF_EXPERTS_PJAEE_188_2021_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JA [accessed Oct 31 2022].
1. The National Education Policy 2020 is India's third education policy approved in July 2020, replacing previous policies from 1968 and 1986.
2. Over 2 lakh public suggestions were received during the policy's formulation led by a committee headed by Dr. K. Kasturirangan.
3. The policy outlines a new school education structure of 5+3+3+4, higher education reforms including multidisciplinary universities, and establishes new regulatory bodies to oversee higher education in India.
The National Education Policy 2020 is India's third education policy. It was drafted by a committee headed by Dr. K. Kasturirangan and approved by the Union Cabinet in 2020. Some key highlights include:
1. A new 5+3+3+4 structure for school education with foundational, preparatory, middle, and secondary stages.
2. Higher education reforms like multiple entry/exit options, multidisciplinary institutions, research focus.
3. Promoting autonomy of colleges and universities, phasing out affiliation over 15 years.
4. Establishing a Higher Education Commission of India as a single regulator.
Accreditation is a third-party attestation related to a conformity assessment body conveying formal demonstration of its competence to carry out specific conformity assessment tasks. An authoritative body that performs accreditation is called an 'accreditation body'
The document discusses the ESC School (Re-)Certification Instrument used to assess private junior high schools participating in the Educational Service Contracting (ESC) Program of the Department of Education. It contains 9 areas that are evaluated: School Philosophy, Vision, Mission, Goals and Objectives; Curriculum, Assessment and Instruction; Instructional Leadership; Faculty; Administration and Governance; Academic Support and Student Development Services; Physical Plant and Instructional Support Facilities; School Budget and Finance; and Institutional Planning and Development. Schools are rated based on the evidence they provide of compliance with standards in each area. The focus is on ensuring schools are effectively implementing the Kto12 curriculum and developing students' skills and knowledge to succeed in higher education and
Development and maintenance of standards copyAmit Newton
Standards help to ensure quality in nursing education programs. They provide guidelines for assessing programs, improving performance, and ensuring accountability. There are various types of standards, including normative, experienced, structural, process, and outcome standards. Nursing education programs must meet standards set by licensing bodies and accrediting agencies. The accreditation process involves self-study, external evaluation, and determining whether a program meets criteria related to its mission, evaluation, governance, instruction, and more. Maintaining approval involves ongoing compliance with standards through measures like periodic reporting, site visits, and addressing any deficiencies.
Accreditation AdvancED is the world's largest education community, representing 23,000 schools in 30 states and 65 countries serving 15 million students. Accreditation is a process of quality assurance that evaluates, verifies, and improves an institution's quality that has been used by American universities and high schools for over 100 years. Schools must meet AdvancED standards, engage in continuous improvement, and demonstrate quality assurance through internal and external reviews to become accredited.
This document outlines the revised framework for School-Based Management (SBM) in the Philippines. It discusses laws and policies that decentralized the education system and empowered schools and communities. The key reforms included improving teaching, learning strategies, quality assurance, and SBM. The revised SBM framework aims to make the child the center of education and involve diverse stakeholders and communities. It established a new conceptual framework called ACCESS that focuses on rights-based education, community stewardship, leadership and governance, community-based learning, accountability, and converging resources. The revised assessment process for SBM involves schools conducting self-assessments using four principles, then external validation by regional or division teams using a documentary, observation, discussion method to
State update-webinar-series-2014-updated-august-8-2014chume1
The document provides an update from the Indiana Department of Education including their priorities, recent legislative changes, and news. Some of the key points include:
1. The state board adopted new English/Language Arts and math standards in April 2014 aligned with college and career readiness standards as required by law.
2. Recent legislation allows excused absences for students participating in educational activities at the state fair, replaces some high school courses with dual credit options, and establishes an early learning pilot program.
3. Another new law defines and sets criteria for "adult high schools" to operate as charter schools serving non-traditional adult students.
Npe 2020 ppt by Dr. Aarif Hussain BhatArifMuntazir
The document outlines key aspects of the proposed National Education Policy 2020 in India, including:
1. It proposes major reforms to higher education structure including multiple entry/exit points in degree programs, credit-based systems, and multidisciplinary universities and colleges.
2. It recommends increasing the gross enrollment ratio in higher education to 50% by 2035 and moving towards more multidisciplinary undergraduate education.
3. It proposes restructuring institutions into research universities, teaching universities and autonomous degree-granting colleges over time through a transparent accreditation system.
Yvonne Hawkins discusses the Higher Education Funding Council for England's (HEFCE) learning gain programme, which aims to develop methods for measuring student learning and improvement during their time in higher education. Some key activities of the programme include pilot projects at institutions, a national project measuring learning gain, and analyzing administrative data. HEFCE is also developing an online toolkit of peer-reviewed learning gain methodologies to help institutions select appropriate approaches. Finally, Hawkins notes the Office for Students will need to consider learning gain in relation to its new regulatory objectives.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
2. What is Accreditation?
A concept of self-regulation which focuses on self-study and evaluation and on
the continuing improvement of educational quality.
3. What is Accreditation?
A concept of self-regulation which focuses on self-study and evaluation and on
the continuing improvement of educational quality.
self-regulation self-study
evaluation improvement
4. PROCESS AND RESULT
It is both a process and a result.
As a process, it is a form of peer review in which an association of schools and
colleges establishes sets of criteria and procedures to encourage high
maintenance of standards of education among its affiliate members.
As a result, it is a form of certification granted by a recognized and authorized
accrediting agency to an educational program or to an educational institution.
5. ACCREDITATION IN PHILIPPINES
Integrated Report Reorganization Plan
- Congressional Commission on Education (EDCOM) recommended to establish
FAAP and CHED by Virtue of R.A. no. 7722 also known as “Higher Education Act of
1994.”
- Educational Development Act of 1972
CHED Program Thrust no.21
-pertains to “policy reviews and strengthening of the system of accreditation.”
6. Article 14 (1987 Constitution)
-“State must provide quality Education to its citizenry.”
1. Commission on Higher Education (CHED)
2. Technical Education and Skills Development (TESDA)
3. Department of Education (DepEd) /DECS
- mandated to supervise and regulate
thousands of public and private schools that
they may strictly adhere to the standards of
quality education as provided in constitution.
7. CONCEPT:
Voluntary Submission to the Accrediting Agency
-assessment of required standards.
-evaluation of qualifications (e.g. quality and excellence).
-ensures that relevance, efficiency and effectiveness are continuously
promoted and sustained in the institution.
8. RATIONALE:
1. Ensure compliance by institutions of learning concerned with the
established rules and regulations of the government.
2. Strengthening the foundation of the Philippine Education system.
3. Achieve excellence and quality education as mandated by fundamental
law.
4. Assist schools, colleges and universities to become strong, viable and
competitive.
5. Prepare the Philippine education system for globalization.
9. Requirements for Accreditation:
1. It has formally adopted an appropriate vision and mission;
2. It offers educational programs (or curricula)
3.It has a viable number of students actively pursuing courses at the time of
evaluation;
4. It has a charter or legitimate authority to award certificates, diplomas or
degrees to each person who has successfully complied with the
requirements of an educational program;
5. It has formally designated a chief executive officer/office.
6. It has a duly constituted governing board
7. It has documented its funding base, financial resources and plans for
financial development, adequate to carry out its stated purposes;
10. 8. It has financial statements that are externally audited on a regular
schedule by a certified public accountant or agency;
9. It makes freely available to all interested persons accurate, fair, and
substantially complete description of its program, activities and
procedures; and
10.It has graduated at least three batches before the evaluation for accredited
status.
11. PROCESS:
STEP 1: subject school prepares necessary documents, papers, materials,
equipments, facilities, etc. which are subject to evaluation.
AREAS:
1. Goal/Mission 6. CommunityExtension and Involvement
2. Faculty 7. Laboratory
3. Curriculum and Instruction 8. Library
4. Facilities 9. Student Affairs
5. Research 10. Administration
12. STEP 2: Survey Visit.
STEP 3: accrediting agency responds to the letter of the invitation for the
survey visit and sets day of the visit.
STEP 4: Survey Visit takes place.
-Survey Team composed of more or less three (3) persons.
-visits the school and holds conferences with the chair of each ten area task
forces to assess the preparation and readiness of the school for the actual visit.
Recommends the approval/disapproval for the actual
visitation.
13. STEP 5: Team gives school one (1) month or two (2) to prepare for actual visit.
STEP 6: Actual visit takes place.
-Visiting Team is composed of more or less of 20-30 persons representing
three (3) members for each area subject of accreditation for 3 days.
STEP 7: After assessment/evaluation, recommendations will be given by the
members of the accrediting team.
14. STEP 8: The accreditation team will come back after 1 year, 2 years or even 5
years to find out whether the school has achieved the recommendations.
CERTIFICATE OF ACCREDITATION
-award given if satisfactory.
*For every level, there is a corresponding one (1) year gap for holding the
succeeding accreditation.
15. Accreditation Levels and Benefits
Candidate Status Benefits
Programs which have at least undergone a
preliminary survey visit and are certified by
FAAP as being capable of acquiring
accredited status within one or two years.
NO BENEFITS
16. Level I/Level II: Accredited Status Benefits
Programs which have at least been
granted an initial accredited status by
any of the member agencies of the
FAAP, and whose status is certified by
the latter.
a. full administrative deregulation,
b. financial deregulation in terms of
setting of tuition and other fees and
charges
c. authority to revise the curriculum
without CHED approval
d. priority in the awards of
grants/subsidies or funding assistance
from CHED/DEP ED.
17. LEVEL III: Reaccredited Status Benefits
Programs which have been
reaccredited and which have met the
additional criteria or guidelines set by
FAAP.
a. all the benefits for level I/II
b. authority to offer new courses allied
to existing level III courses without
need for prior approval.
c. privilege to offer new graduate
programs
d. privilege to offer open
learning/distance education
e. privilege to offer extension classes
and transnational education
18. LEVEL IV: Accredited Status Benefits
Programs which are highly respected as
very high academic programs in the
Philippines and with prestige and
authority comparable to similar
programs in excellent foreign
universities.
a. all the benefits for level I,II and III
b. Grant of full autonomy for the
program for the duration of its Level IV
accredited status.
c. Authority to offer new graduate
programs allied to existing Level IV
courses, open learning/distance
education and extension classes without
need for prior approval by CHED
provided that the concerned CHEDRO is
duly informed.
19. ACCREDITING AGENCIES
Coordinating Council of Private Educational Association (COCOPEA)
- “…Unifying voice of private education in the Philippines…”
- “… seeks to promote, advance and safeguard private education…”
- Founded in 1961 by group of private education leaders from 3
associations:
20. 1. Philippine Association of Colleges and Universities (PACU)
2. Catholic Educational Association of the Philippines (CEAP)
3. Association of Christian Schools and Colleges (ACSC)
21. 1. Philippine Association of Colleges and Universities (PACU)
2. Catholic Educational Association of the Philippines (CEAP)
3. Association of Christian Schools and Colleges (ACSC)
4. Philippine Association of Private Technological Institutions (PAPTI)
5. Philippine Association of Private Schools, Colleges and Universities
(PAPSCU)
22. Philippine Accrediting Association of
Schools, Colleges and Universities
- an accrediting body which began in PACU (1950) and later became an
independent entity.
FEATURES:
- adopted the 1967 manual and evaluative instruments
- non-stock, non-profit corporation
PAST:
- 6 member schools with 9 accredited programs (1970)
PRESENT:
- 42 member schools with 149 accredited programs
23. Federation of Accrediting Agencies of the
Philippines
FEATURES:
- national
- voluntary
- non-profit
- non-governmental agency
*Formally launched on 1977.
24. MEMBERS:
1. Association of Christian Schools and Colleges-Accrediting
Agency Incorporated (ASCS-AAI)
2. Philippine Accrediting Association of Schools, Colleges and
Universities (PAASCU)
3. Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACCUP)
26. Ways on Implementing Curriculum in the
Classroom
1. Undertake Action Research
2. Strive to Create and Maintain a Well-Organized Environment
3. Strive to Possess Qualities of Excellence
4. Provide Time for Rest, Relaxation, and Retreat
5. Foster Growth in the 7 Dimensions of Health
6. Understand and Put Into Practice the Basics of Good Nutrition
27. Undertake Action Research:
- applications of scientific method to resolving classroom problems.
Best and Kahn (1998)
- “immediate application not on development of theory or generalization of
applications…”
- “local applicability and not universal validity…”
- Results provide teachers with objective, systematic modes of problem-solving.
* Teachers work with Research Specialist.
28. Strive to Create and Maintain a Well-
Organized Environment:
- refers to the promotion of atmosphere which will foster imaginative and
creative activities.
Shipley (1964)
Three (3) objectives of promoting well-organized environment:
1. To have efficiently use the time, energy and activity.
2. To efficiently use the physical facilities of the school.
3. To promote climate which will foster imaginative, creative and productive
activities.
29. EXAMPLES:
1. Size and positioning of seats
2. Legible writing
3. General Cleanliness
4. Appropriate Decorations
5. Self-respect and
6. Consideration to Others
*Teachers must practice self-management.
30. Strive to Possess Qualities of Excellence:
Teachers has incalculable impact on her students.
12 QUALITIES:
1. Emotional Stability and Sound Mental Health
- personal worth, self-respect and security.
2. Physical Health and Dynamic Personality
- through appearance and action demonstrates zest for life, passion for
knowledge and spirit of adventure.
31. 3. Above-Average Intelligence
- must be always learning and desirous furthering own personal development.
4.Creativity,Imagination and Resourcefulness
- tries new methods, invents, new ways and tries several approaches.
5. Good Grooming, Poise, Refinement in Voice and Action
- grace of manner and pleasing voice
- “cultured, well-educated and well-spoken.”
- poise and refinement are acquired characteristics.
32. 6. Courtesy, Kindness and Sympathy
- a sympathetic word or kindly attention to a pupil’s physical and/or emotional
injury.
7. Patience
- stretch patience particularly to those she regards as nuisances.
8. Sincerity and Honesty
- promises should be kept, and means everything she says.
9. Firmness
- resolute teacher doesn’t waver.
33. 10. Positive and Encouraging Attitude
- good teacher praises students when they made progress and encourages
those who are discouraged and urged them to put greater efforts.
11. Democratic Leadership
- able to delegate authority.
12. Professional Status
- accepts positions of leadership within her profession, establishes friendly
relations and her academic upgrading and professional development.
34. Provide Time for Rest, Relaxation, and
Retreat:
Bruce Baldwin
1. REST for Physical Rejuvenation.
2. RELAXATION for Psychological Recovery.
3. RETREAT for Social Escape.
35. Foster Growth in the 7 Dimensions of
Health:
Payne and Hahn (1998)
SEVEN DIMENSIONS OF HEALTH:
1. Physical
2. Emotional
3. Social
4. Intellectual
5. Spiritual
6. Occupational
7. Environmental
36. Understand and Put Into Practice the
Basics of Good Nutrition:
Proper Diet
Sufficient Sleep
Exercise
Time for Rest and Relaxation
Plenty of Fresh Air
Cleanliness and Proper Elimination
Right Thinking/ Positive Mental Attitude