Ancestral Claims and Domains
•Download as PPTX, PDF•
1 like•2,609 views
Republic Act No. 8371, also known as the Indigenous Peoples Rights Act of 1997, recognizes and promotes certain rights of Indigenous Cultural Communities/Indigenous Peoples within the framework of the Constitution. The Act defines ancestral domain as lands, inland waters, coastal areas, and natural resources traditionally belonging to Indigenous Cultural Communities/Indigenous Peoples, occupied or possessed by them communally or individually since time immemorial and passed down through generations, including agricultural lands, forests, and bodies of water important for subsistence.
Report
Share
Report
Share
Recommended
indigenous people in the philippines
There are over a hundred indigenous groups in the Philippines with varying populations, living primarily in Luzon, Visayas, and Mindanao. In Luzon, the main groups are the Igorots of the Cordillera Mountains, the Negritos including the Agta and Aeta, and the Caraballo tribes. In Visayas, the Mangyans inhabit Mindoro island. In Mindanao, the Lumad are non-Muslim hill tribes while the Moro practice Islam and include groups like the Maranao and Maguindanao. These indigenous communities have maintained distinct cultures and traditions but have also been influenced by colonialism and migration over the centuries.
Indigenous peoples education curriculum of the Philippines
The document outlines an alternative learning system (ALS) curriculum for indigenous peoples in the Philippines with the goal of achieving functional literacy. The curriculum aims to develop five key competencies in students: 1) effective communication, 2) scientific and critical thinking, 3) developing self and community, 4) sustainable use of resources, and 5) expanding one's world view. It emphasizes teaching subjects like family life, health, civic participation, economics, and environmental protection from an indigenous perspective using culturally-appropriate methods. The curriculum is designed using a rights-based approach to uphold indigenous peoples' social and cultural integrity as well as self-determination.
BATAS PAMBANSA Blg. 232
This document outlines the key provisions of the Education Act of 1982 in the Philippines. It establishes the national policy of developing a complete and integrated education system to achieve economic and social progress. The objectives of the education system are to provide broad general education, train manpower, develop professions, and respond to changing national needs. It also defines the educational community, which includes parents, students, school personnel, and schools. It aims to foster cooperation within this community and participation in school governance.
01 - Rizal Law (RA 1425) - Life and Works of Rizal
In this slide, we will explore the Rizal Law, a Philippine law that mandates the teaching of the life and works of national hero Jose Rizal. We will also examine the reasoning behind the law and the perspectives of those who disagree with it. Lastly, we will consider whether the law is still relevant in today's society. (Spoiler: The editor is not sure)
---
What Exactly is Rizal Law?
Rizal Law or RA 1425 is a Philippine law that requires all schools in the Philippines, both public and private, to offer courses on the life, works, and writings of the Philippine national hero, Dr. Jose Rizal.
Why study him?
Why Study Rizal: From The Perspective of Lawmakers
Many Filipinos observed that the sense of Filipino identity was waning. Hmmmm. In response, nationalist policy-makers took action to redirect the nation back to its roots by emphasizing the importance of history as a foundation for national hope and pride.
On April 3, 1956, Senator Claro M. Recto proposed Senate Bill No. 438 and submitted it to the Senate Committee on Education.
“NOLI-FILI BILL”
Senate Bill No. 438, titled "An Act to Make Noli Me Tangere and El Filibusterismo Compulsory Reading Matter in All Public and Private Colleges and Universities and For other Purposes,”
On April 17, 1956, Senator Jose P. Laurel, Sr., who was then the Chairman of the Committee on Education, sponsored the Noli-Fili Bill in the senate and presented it to the Upper House.
“Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as a mirror, our defects as well as our strength, our virtues as well as our vices. Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect and freedom.”
The Noli-Fili bill sounds good, right?
NO.
The Catholic Church's Opposition to the Noli-Fili Bill
According to them, the bill was an attempt to discredit the Catholic religion. Since Jose Rizal criticized the Catholic Church, the Noli-Fili bill was met with stiff opposition from the latter’s head and supporters.
According to them, the bill was an attempt to discredit the Catholic religion. Father Jesus Cavanna argued that Jose Rizal’ novels from the past should not be taught in schools because they do not accurately depict current conditions and may give a false impression of the country.
Here are some additional criticisms of the Catholic Church regarding the Noli-Fili Bill:
Among the 333 pages of Noli Me Tangere, only 25 passages are nationalistic while 120 passages are anti-Catholic. 170 lines from Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Catholic doctrine. The bill might divide the nation. Compulsion to read something against one’s faith impairs freedom of speech and religious freedom. Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the Catholic faith itsel
Ipra ncip
The document discusses the Indigenous Peoples Rights Act (IPRA) and the National Commission on Indigenous Peoples (NCIP) in the Philippines. It provides context on the constitutional recognition of indigenous peoples' rights and describes the four main bundles of rights defined under IPRA: the right to ancestral domains and lands, the right to self-governance, the right to social justice and human rights, and the right to cultural integrity. It outlines the mandate and functions of the NCIP to protect and promote indigenous peoples' interests through its administrative, legislative, and judicial roles.
Legal bases of philippine educational system
The document discusses the Philippine constitution and various laws related to education:
1) The Philippine constitution mandates that the state protect citizens' right to quality education at all levels and take steps to ensure accessibility.
2) The Education Act of 1982 and Educational Development Decree of 1972 both aim to use education to achieve national development goals like economic growth, social progress, and national unity.
3) The Higher Education Act of 1994 protects citizens' right to affordable higher education and ensures academic freedom to promote intellectual growth and research.
Educational system during american period presentation
The American period in the Philippine educational system began in 1898 when American forces took control of the country from Spain. They sought to establish a universal public education system to promote democratic values and English was implemented as the medium of instruction. Key developments included establishing public primary and intermediate schools in 1901 and 1904, requiring provincial high schools in 1907, and founding the Philippine Normal School and University of the Philippines to train teachers. The focus was on citizenship, morality, and vocational skills through an American-influenced curriculum.
The teacher and the School Curriculum
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Recommended
indigenous people in the philippines
There are over a hundred indigenous groups in the Philippines with varying populations, living primarily in Luzon, Visayas, and Mindanao. In Luzon, the main groups are the Igorots of the Cordillera Mountains, the Negritos including the Agta and Aeta, and the Caraballo tribes. In Visayas, the Mangyans inhabit Mindoro island. In Mindanao, the Lumad are non-Muslim hill tribes while the Moro practice Islam and include groups like the Maranao and Maguindanao. These indigenous communities have maintained distinct cultures and traditions but have also been influenced by colonialism and migration over the centuries.
Indigenous peoples education curriculum of the Philippines
The document outlines an alternative learning system (ALS) curriculum for indigenous peoples in the Philippines with the goal of achieving functional literacy. The curriculum aims to develop five key competencies in students: 1) effective communication, 2) scientific and critical thinking, 3) developing self and community, 4) sustainable use of resources, and 5) expanding one's world view. It emphasizes teaching subjects like family life, health, civic participation, economics, and environmental protection from an indigenous perspective using culturally-appropriate methods. The curriculum is designed using a rights-based approach to uphold indigenous peoples' social and cultural integrity as well as self-determination.
BATAS PAMBANSA Blg. 232
This document outlines the key provisions of the Education Act of 1982 in the Philippines. It establishes the national policy of developing a complete and integrated education system to achieve economic and social progress. The objectives of the education system are to provide broad general education, train manpower, develop professions, and respond to changing national needs. It also defines the educational community, which includes parents, students, school personnel, and schools. It aims to foster cooperation within this community and participation in school governance.
01 - Rizal Law (RA 1425) - Life and Works of Rizal
In this slide, we will explore the Rizal Law, a Philippine law that mandates the teaching of the life and works of national hero Jose Rizal. We will also examine the reasoning behind the law and the perspectives of those who disagree with it. Lastly, we will consider whether the law is still relevant in today's society. (Spoiler: The editor is not sure)
---
What Exactly is Rizal Law?
Rizal Law or RA 1425 is a Philippine law that requires all schools in the Philippines, both public and private, to offer courses on the life, works, and writings of the Philippine national hero, Dr. Jose Rizal.
Why study him?
Why Study Rizal: From The Perspective of Lawmakers
Many Filipinos observed that the sense of Filipino identity was waning. Hmmmm. In response, nationalist policy-makers took action to redirect the nation back to its roots by emphasizing the importance of history as a foundation for national hope and pride.
On April 3, 1956, Senator Claro M. Recto proposed Senate Bill No. 438 and submitted it to the Senate Committee on Education.
“NOLI-FILI BILL”
Senate Bill No. 438, titled "An Act to Make Noli Me Tangere and El Filibusterismo Compulsory Reading Matter in All Public and Private Colleges and Universities and For other Purposes,”
On April 17, 1956, Senator Jose P. Laurel, Sr., who was then the Chairman of the Committee on Education, sponsored the Noli-Fili Bill in the senate and presented it to the Upper House.
“Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as a mirror, our defects as well as our strength, our virtues as well as our vices. Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect and freedom.”
The Noli-Fili bill sounds good, right?
NO.
The Catholic Church's Opposition to the Noli-Fili Bill
According to them, the bill was an attempt to discredit the Catholic religion. Since Jose Rizal criticized the Catholic Church, the Noli-Fili bill was met with stiff opposition from the latter’s head and supporters.
According to them, the bill was an attempt to discredit the Catholic religion. Father Jesus Cavanna argued that Jose Rizal’ novels from the past should not be taught in schools because they do not accurately depict current conditions and may give a false impression of the country.
Here are some additional criticisms of the Catholic Church regarding the Noli-Fili Bill:
Among the 333 pages of Noli Me Tangere, only 25 passages are nationalistic while 120 passages are anti-Catholic. 170 lines from Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Catholic doctrine. The bill might divide the nation. Compulsion to read something against one’s faith impairs freedom of speech and religious freedom. Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the Catholic faith itsel
Ipra ncip
The document discusses the Indigenous Peoples Rights Act (IPRA) and the National Commission on Indigenous Peoples (NCIP) in the Philippines. It provides context on the constitutional recognition of indigenous peoples' rights and describes the four main bundles of rights defined under IPRA: the right to ancestral domains and lands, the right to self-governance, the right to social justice and human rights, and the right to cultural integrity. It outlines the mandate and functions of the NCIP to protect and promote indigenous peoples' interests through its administrative, legislative, and judicial roles.
Legal bases of philippine educational system
The document discusses the Philippine constitution and various laws related to education:
1) The Philippine constitution mandates that the state protect citizens' right to quality education at all levels and take steps to ensure accessibility.
2) The Education Act of 1982 and Educational Development Decree of 1972 both aim to use education to achieve national development goals like economic growth, social progress, and national unity.
3) The Higher Education Act of 1994 protects citizens' right to affordable higher education and ensures academic freedom to promote intellectual growth and research.
Educational system during american period presentation
The American period in the Philippine educational system began in 1898 when American forces took control of the country from Spain. They sought to establish a universal public education system to promote democratic values and English was implemented as the medium of instruction. Key developments included establishing public primary and intermediate schools in 1901 and 1904, requiring provincial high schools in 1907, and founding the Philippine Normal School and University of the Philippines to train teachers. The focus was on citizenship, morality, and vocational skills through an American-influenced curriculum.
The teacher and the School Curriculum
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Guiding Principles Policies and Legal Basis of Special Education
This document outlines the guiding principles, legal bases, goals, and objectives of special education in the Philippines. It discusses the general principles that every child has a right to education and resources should be comparable to non-handicapped students. The legal bases that established policies and programs for special education are discussed, including Commonwealth Act 3203, Presidential Decree 603, and Republic Act 7277. The goals of special education are integration into regular schools and developing maximum potential for independence. The objectives are to develop learning competencies and values to become useful members of society.
Nation and Nationalism
This document defines key concepts related to nationalism and nation-building. It discusses how nationalism and national identity can develop through either a primordial view that nations have always existed, or a modernity view that they emerged due to social and economic changes like capitalism and industrialization. Benedict Anderson's concept of nations as "imagined communities" is also summarized, where he argues nations emerged from challenges to dynastic rule during the Enlightenment. The document also discusses nation-building as an ongoing struggle, noting examples like the Philippine revolution led by Bonifacio and indigenous intellectual movements introducing concepts like "kapwa" and "bayan" related to Filipino nationalism.
Indigenous Peoples of the Philippines
This document summarizes information about the indigenous peoples of the Philippines. It discusses the various ethnic groups that are considered indigenous, including descriptions of their cultures, traditions, and geographical locations. Some of the indigenous groups mentioned are the Igorot, Mangyan, Aeta, Ifugao, Kalinga, Ibaloi, Tagbanwa, and Lumad. The document also provides background on laws and government agencies established to protect the rights and cultures of indigenous peoples in the Philippines, such as the Indigenous Peoples' Rights Act and the National Commission on Indigenous Peoples.
LET Practice test in Professional Education-Instructional Materials
This document contains a practice test for a professional education course. It consists of 20 multiple choice questions testing knowledge of instructional materials, curriculum development, and the communicative language teaching approach. Key topics covered include evaluating and selecting instructional materials, organizing materials for clarity, connecting materials to curriculum goals and student level, and making materials authentic and relevant. The questions cover concepts like sequencing, balancing, setting goals and objectives, and creating learner-centered authentic tasks.
History of Philippine Education
This document provides a history of the Philippine education system from the pre-colonial period through the 2010s. It describes how education was decentralized prior to colonization, then established by Spanish missionaries and continued under American rule. The system grew to include public elementary and secondary schools, as well as universities. In the 2010s, the Philippines implemented a K-12 program to extend basic education from 10 to 12 years and better prepare students.
ARTICLE XIV OF THE 1987 PHILIPPINE CONSTITUTION
ARTICLE XIV OF THE 1987 PHILIPPINE CONSTITUTION: Education, Science and Technology, Arts, Culture and Sports. The State shall give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development.
Republic Act 9155
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
Historical Foundation of Education
Historical Foundation of Education (if you want the MS Powerpoint file of this presentation, just email me at gepfelaire@gmail.com)
suliranin at solusyon sa edukasyon
ito ay magbibigay ng dagdag kaalaman kung gaano ka importante ang edukasyon
Pre colonial-period
The document provides an overview of pre-colonial Philippine culture and society. It describes how the earliest inhabitants arrived thousands of years ago and developed distinct communities across the archipelago. Each community had its own systems of governance, led by a datu or chieftain, religion and animistic beliefs, education, writing systems, housing, clothing, and social classes that included nobility, freemen, serfs, and slaves. Advanced industries like mining, agriculture, fishing and pottery were established by the time Spanish colonizers arrived in the 15th century.
K to 12 Basic Education Program frequently asked questions
The document summarizes key details about the implementation of the K to 12 program in the Philippines. It will be rolled out gradually from 2011-2018, adding Grade 11 in 2016-2017 and Grade 12 in 2017-2018. The two additional years will be at the senior high school level. Kindergarten is now mandatory preparation for Grade 1. Resources needs will be addressed through increased budget, support from LGUs and private partners.
chapter 2 Globalization and Cultural and Multicultural Literacies.pptx
Is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and support by information technology (Levin Institute, 2017).
the history of the Philippines education (teaching profession)
The history of education in the Philippines underwent several changes with colonial influences. During pre-Hispanic times, education was informal and focused on vocational skills taught by parents. The indigenous writing system was called baybayin. When Spain colonized the Philippines, religious orders established Catholic schools and mandated Spanish as the language of instruction. Education remained limited and controlled. After independence, the country began transitioning the education system but faced challenges developing it. Studying this history helps teachers understand how the past shaped the present system and avoid past mistakes to better plan for the future.
Article 12 national economy and patrimony
The document discusses key aspects of the national economy and patrimony according to the Philippines' constitution. It defines the national economy and patrimony, outlines three goals of the national economy (equity, growth, and productivity), and describes strategies and guidelines to accomplish these goals, including developing a self-reliant economy, promoting industrialization and full employment, and protecting Filipino enterprises. It also covers classifications of public lands, exploration and development of natural resources, ownership and transfer of private lands, and protection of indigenous communities' ancestral lands.
AP 10 - Isyung Pampolitika: Ang Graft and Corruption: Kahulugan, Uri at Mungkahi
Araling Panlipunan 10 - Kontemporaryong Isyu
Ang Graft and Corruption
Mga Uri ng Korapsyon
Mungkahi Upang Mabawasan o Masolusyunan ito
Historical background of curriculum in the philippines
The document traces the evolution of education and curriculum in the Philippines from the pre-Hispanic period up until recent times. It discusses how education was informal during pre-Hispanic times, with parents and leaders serving as teachers. During Spanish colonization, a formal public school system was established along with normal schools to train male teachers. Under American rule, the Thomasites were brought in as the first teachers established the public school system. The Japanese occupation saw changes like abolishing English and lengthening the school calendar. Today, the K-12 program provides kindergarten through 12th grade education with academic and vocational tracks.
R.A. 10533 Enhanced Basic Education Act of 2013
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
Historical Perspective in Philippine Education
The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era.
In the pre-Spanish era, education was informal and focused on vocational training through observation and imitation. There was no organized system of education. During the Spanish era, a formal education system was established with a focus on religion, Spanish language, and control by friars. Several schools and colleges were established but education remained limited. The 1863 decree expanded access but issues remained around resources, control, and attendance. The First Republic briefly established self-governance after the Spanish-American war.
The Philippine Indigenous People and their Customary Laws
The document discusses the indigenous peoples of the Philippines, their customary laws, and issues related to violations of their rights. It provides demographic information on the over 100 ethno-linguistic indigenous groups found across the country, comprising around 12 million people. It explains their traditional governance systems and land tenure based on customary laws. However, large-scale extractive projects like mining and logging have frequently violated indigenous peoples' right to free, prior, and informed consent. The document presents several case studies showcasing conflicts between indigenous groups and companies operating on ancestral lands without proper consultation.
Library Development Plan 2012-2013
The document summarizes the Dixie Grammar School Library's development plan for 2012-2013. Key points include:
- Continuing to promote information literacy skills teaching and cross-curricular use of the library resources.
- Developing online resources and digital collections for both the senior and junior school libraries.
- Supporting initiatives for gifted/talented students and those with learning difficulties through accessible materials.
- Proposing a refurbishment of the junior school library including obtaining bids and presenting a proposal.
More Related Content
What's hot
Guiding Principles Policies and Legal Basis of Special Education
This document outlines the guiding principles, legal bases, goals, and objectives of special education in the Philippines. It discusses the general principles that every child has a right to education and resources should be comparable to non-handicapped students. The legal bases that established policies and programs for special education are discussed, including Commonwealth Act 3203, Presidential Decree 603, and Republic Act 7277. The goals of special education are integration into regular schools and developing maximum potential for independence. The objectives are to develop learning competencies and values to become useful members of society.
Nation and Nationalism
This document defines key concepts related to nationalism and nation-building. It discusses how nationalism and national identity can develop through either a primordial view that nations have always existed, or a modernity view that they emerged due to social and economic changes like capitalism and industrialization. Benedict Anderson's concept of nations as "imagined communities" is also summarized, where he argues nations emerged from challenges to dynastic rule during the Enlightenment. The document also discusses nation-building as an ongoing struggle, noting examples like the Philippine revolution led by Bonifacio and indigenous intellectual movements introducing concepts like "kapwa" and "bayan" related to Filipino nationalism.
Indigenous Peoples of the Philippines
This document summarizes information about the indigenous peoples of the Philippines. It discusses the various ethnic groups that are considered indigenous, including descriptions of their cultures, traditions, and geographical locations. Some of the indigenous groups mentioned are the Igorot, Mangyan, Aeta, Ifugao, Kalinga, Ibaloi, Tagbanwa, and Lumad. The document also provides background on laws and government agencies established to protect the rights and cultures of indigenous peoples in the Philippines, such as the Indigenous Peoples' Rights Act and the National Commission on Indigenous Peoples.
LET Practice test in Professional Education-Instructional Materials
This document contains a practice test for a professional education course. It consists of 20 multiple choice questions testing knowledge of instructional materials, curriculum development, and the communicative language teaching approach. Key topics covered include evaluating and selecting instructional materials, organizing materials for clarity, connecting materials to curriculum goals and student level, and making materials authentic and relevant. The questions cover concepts like sequencing, balancing, setting goals and objectives, and creating learner-centered authentic tasks.
History of Philippine Education
This document provides a history of the Philippine education system from the pre-colonial period through the 2010s. It describes how education was decentralized prior to colonization, then established by Spanish missionaries and continued under American rule. The system grew to include public elementary and secondary schools, as well as universities. In the 2010s, the Philippines implemented a K-12 program to extend basic education from 10 to 12 years and better prepare students.
ARTICLE XIV OF THE 1987 PHILIPPINE CONSTITUTION
ARTICLE XIV OF THE 1987 PHILIPPINE CONSTITUTION: Education, Science and Technology, Arts, Culture and Sports. The State shall give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development.
Republic Act 9155
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
Historical Foundation of Education
Historical Foundation of Education (if you want the MS Powerpoint file of this presentation, just email me at gepfelaire@gmail.com)
suliranin at solusyon sa edukasyon
ito ay magbibigay ng dagdag kaalaman kung gaano ka importante ang edukasyon
Pre colonial-period
The document provides an overview of pre-colonial Philippine culture and society. It describes how the earliest inhabitants arrived thousands of years ago and developed distinct communities across the archipelago. Each community had its own systems of governance, led by a datu or chieftain, religion and animistic beliefs, education, writing systems, housing, clothing, and social classes that included nobility, freemen, serfs, and slaves. Advanced industries like mining, agriculture, fishing and pottery were established by the time Spanish colonizers arrived in the 15th century.
K to 12 Basic Education Program frequently asked questions
The document summarizes key details about the implementation of the K to 12 program in the Philippines. It will be rolled out gradually from 2011-2018, adding Grade 11 in 2016-2017 and Grade 12 in 2017-2018. The two additional years will be at the senior high school level. Kindergarten is now mandatory preparation for Grade 1. Resources needs will be addressed through increased budget, support from LGUs and private partners.
chapter 2 Globalization and Cultural and Multicultural Literacies.pptx
Is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and support by information technology (Levin Institute, 2017).
the history of the Philippines education (teaching profession)
The history of education in the Philippines underwent several changes with colonial influences. During pre-Hispanic times, education was informal and focused on vocational skills taught by parents. The indigenous writing system was called baybayin. When Spain colonized the Philippines, religious orders established Catholic schools and mandated Spanish as the language of instruction. Education remained limited and controlled. After independence, the country began transitioning the education system but faced challenges developing it. Studying this history helps teachers understand how the past shaped the present system and avoid past mistakes to better plan for the future.
Article 12 national economy and patrimony
The document discusses key aspects of the national economy and patrimony according to the Philippines' constitution. It defines the national economy and patrimony, outlines three goals of the national economy (equity, growth, and productivity), and describes strategies and guidelines to accomplish these goals, including developing a self-reliant economy, promoting industrialization and full employment, and protecting Filipino enterprises. It also covers classifications of public lands, exploration and development of natural resources, ownership and transfer of private lands, and protection of indigenous communities' ancestral lands.
AP 10 - Isyung Pampolitika: Ang Graft and Corruption: Kahulugan, Uri at Mungkahi
Araling Panlipunan 10 - Kontemporaryong Isyu
Ang Graft and Corruption
Mga Uri ng Korapsyon
Mungkahi Upang Mabawasan o Masolusyunan ito
Historical background of curriculum in the philippines
The document traces the evolution of education and curriculum in the Philippines from the pre-Hispanic period up until recent times. It discusses how education was informal during pre-Hispanic times, with parents and leaders serving as teachers. During Spanish colonization, a formal public school system was established along with normal schools to train male teachers. Under American rule, the Thomasites were brought in as the first teachers established the public school system. The Japanese occupation saw changes like abolishing English and lengthening the school calendar. Today, the K-12 program provides kindergarten through 12th grade education with academic and vocational tracks.
R.A. 10533 Enhanced Basic Education Act of 2013
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
Historical Perspective in Philippine Education
The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era.
In the pre-Spanish era, education was informal and focused on vocational training through observation and imitation. There was no organized system of education. During the Spanish era, a formal education system was established with a focus on religion, Spanish language, and control by friars. Several schools and colleges were established but education remained limited. The 1863 decree expanded access but issues remained around resources, control, and attendance. The First Republic briefly established self-governance after the Spanish-American war.
What's hot (20)
Guiding Principles Policies and Legal Basis of Special Education
Guiding Principles Policies and Legal Basis of Special Education
LET Practice test in Professional Education-Instructional Materials
LET Practice test in Professional Education-Instructional Materials
K to 12 Basic Education Program frequently asked questions
K to 12 Basic Education Program frequently asked questions
chapter 2 Globalization and Cultural and Multicultural Literacies.pptx
chapter 2 Globalization and Cultural and Multicultural Literacies.pptx
the history of the Philippines education (teaching profession)
the history of the Philippines education (teaching profession)
AP 10 - Isyung Pampolitika: Ang Graft and Corruption: Kahulugan, Uri at Mungkahi
AP 10 - Isyung Pampolitika: Ang Graft and Corruption: Kahulugan, Uri at Mungkahi
Historical background of curriculum in the philippines
Historical background of curriculum in the philippines
Viewers also liked
The Philippine Indigenous People and their Customary Laws
The document discusses the indigenous peoples of the Philippines, their customary laws, and issues related to violations of their rights. It provides demographic information on the over 100 ethno-linguistic indigenous groups found across the country, comprising around 12 million people. It explains their traditional governance systems and land tenure based on customary laws. However, large-scale extractive projects like mining and logging have frequently violated indigenous peoples' right to free, prior, and informed consent. The document presents several case studies showcasing conflicts between indigenous groups and companies operating on ancestral lands without proper consultation.
Library Development Plan 2012-2013
The document summarizes the Dixie Grammar School Library's development plan for 2012-2013. Key points include:
- Continuing to promote information literacy skills teaching and cross-curricular use of the library resources.
- Developing online resources and digital collections for both the senior and junior school libraries.
- Supporting initiatives for gifted/talented students and those with learning difficulties through accessible materials.
- Proposing a refurbishment of the junior school library including obtaining bids and presenting a proposal.
Library Management System Project
The document outlines requirements for developing a library management system with both Windows forms and web-based interfaces. Phase I involves creating a Windows forms front-end using C# and ADO.NET with features like adding members, checking in/out books, and stored procedures. Phase II extends it to a web-enabled version using web services and security to access the business layer from a web interface. Screenshots and code excerpts are provided for key features and architecture.
Business Phone Systems in Harker Heights, TX
Folkerson Communications, Ltd is a leading provider of business phone systems in Harker Heights, TX. The telecommunication service provider assists the small or large business firms to fulfill all the phone system requirements at affordable prices. To know more about the services offered by the company in Harker Heights, visit - www.folkersoncom.com
Caddie Powerpoint
1) The document provides information for caddies on their duties and responsibilities which include learning golf rules, etiquette, and course knowledge; maintaining proper dress and hygiene; and assisting players by carrying bags, marking balls, and raking bunkers.
2) Caddies are compensated $30 per bag and are evaluated on attitude, appearance, and course knowledge after each round to determine their status on the call list.
3) Caddies must check their email daily to receive notifications about potential loops and confirm availability. They must arrive 20 minutes before their scheduled tee time to be ready to caddie.
Training panels
Here you'll find frequent updates about our seminars, both locally and internationally, as well as news articles related to Banners Broker Version 2
http://bannersbroker.com/incomeproof
Save your time and money
Candidatos
Este documento presenta una lista de precandidatos para ingresar o promoverse en el Programa de Carrera Magisterial. Los precandidatos están ordenados por su puntaje y agrupados en dos grupos: inicial y preescolar, y primaria con PAE. El documento incluye las claves RFC, puntaje, grupo de cada precandidato.
New c sharp4_features_part_iv
This document discusses the Dynamic Language Runtime (DLR) and dynamic coding features in C# 4. It provides an overview of the DLR and how it allows interoperability between statically and dynamically typed languages on the .NET framework. The DLR transforms dynamic operations in C# into calls to the DLR at compile time and handles dynamic dispatch at runtime. It uses expression trees to represent operations in a language-agnostic way and caches binding results for improved performance.
Japonisme
This document discusses the art movement known as Japonisme, where European artists in the late 19th century were influenced by Japanese art. It began when Japanese art objects became more widely available in Europe after Japan opened to trade in 1854. Major exhibitions fuelled interest, and artists were drawn to qualities of Japanese art like asymmetric compositions, flat colors, and calligraphic brushwork. Japonisme influenced painting, graphics, and decorative arts, seen in works of Manet, Degas, van Gogh, and designers like William Morris. The influence continued into the Art Nouveau period through emphasis on nature motifs and pure colors.
Ontologia Del Mito
Ontologia dell’opera d’arte mah…essere per la salvezza dell’essere significa essere per la salvezza dell’arte? E l’opera d’arte aiuterà l’essere a salvarsi? Mah… solo l’opera d’arte ci può salvare? E solo l’arte salverà l’essere o il mito ontoteologico della salvezza della mondità? Solo l’arte ci potrà salvare? Solo il mito dell’opera d’arte può salvare il mito delle muse della poiesis o dell’ontopoiesis? Ma l’arte è anche la salvezza del musagete, quale essere divinità che si dà all’arte o dà all’arte la fondatezza del mito? O che disvela con l’arte l’ontologia ontopoietica dell’opera dell’esser-arte-nella mondità come nella mondanità, o esser-arte-per-la-morte dell’arte…  Già nelle origini della ermeneutica poetica la mimesis disvela la fondatezza della physis: aldilà della classicità simulativa, imitativa, clonante, tautologica, la mimesis quale apprensività attraverso lo sguardo, cattura con la vista, con gli occhi l’essere che si disvela nella sua physis. E’ l’esserci che com-prende contemplando l’eventuarsi della physis dell’essere, della natura dell’essere, dell’essere-nella-mondità. E’ la mimesis del disvelarsi dell’essere poetante…o l’ontologia dell’icona della physis quale ontologia dell’ikona dell’essere nel mondo. O l’ontologia della temporalità della physis che si disvela nel mondo quale spazialità immaginaria nella radura immaginaria ove s’eventua quale opera d’arte immaginaria… anzi l’ontologia fluttuante dell’essenza dell’essere poetante dà senso e dà alla luce la physis, non la imita o la modella o la ricorda, la divela quand’era abbandonata nell’oblio dalla fuga precipitosa degli dei epistemici, mitici, tecnici, ontoteologici quali il deus ex machina, la macchina poetica aristotelica. E’ indispensabile intraprendere gli studi e le ricerche dell’ontologia dell’opera d’arte, giacchè nel nuovo millennio tutte le configurazioni del sapere epistemico, ma anche le ontologie ermeneutiche, hanno evidenziato i propri confini aldiqua dell’essere-opera-d’arte, per concentrarsi solo sull’ontica, sulle entità narrate o sulle superentità ontoteologiche. L’epistemica dell’opera d’arte si è confinata nella sua ortogonalità calcolante, l’interpretanza ermeneutica ed intenzionale non si cura di offrire una fondatezza né alla nuova epistemica, né alla matesis virtuale, né alla physis immaginaria, né alla temporalità ontologica, men che mai dà fondamenta stabili alla struttura ontologica dell’opera d’arte. Solo il pensiero della disvelatezza resiste, o persiste nella sua re-esistenza, sostenuto dalla sua struttura ontologica fondata sull’essenza dell’essere-opera-d’arte-nel-mondo-per-la-morte. Ma la sua origine, o originalità o singolarità, non dispiega la sua pregnanza oltre la soglia del pensiero poetante che contempla poeticamente l’opera d’arte o la interpreta infinitamente nella temporalità kairos-logica più tosto che cronologica. Per raggiungere anche i sentieri interrotti della physis poetante dell’opera d’arte e quindi anche la fondatezza non tecnica della teknè, o il fondamento non epistemico dell’epistemica, la physis dell’opera d’arte si dovrà eventuare nella struttura ontologica dell’essere animati, aldilà dall’essere solo opera inanimata, per gettare le fondamenta nella radura, nel vuoto quantico epistemico, della topologia fluttuante dell’essere opera d’arte che si dà alla mondità per inter-essere o inter-esserci opera d’arte dell’essere animato che getta quale icona dell’essere-nel-mondo-della-morte-dell’arte. Può l’ontolgia dell’opera d’arte raccogliere gli eventi gettati nel sentiero dell’essere ed intraprendere la biforcazione dell’oltre che conduce alla radura, alla spazialità topologica sgombra dalle temporalità epistemiche o anche ermeneutiche, per approdare alla libera luce senza fondo, senz
Makrofotografia. Magia szczegółu
Uwiecznij świat, jakiego nie znałeś!
* Jaki sprzęt jest potrzebny do makrofotografii?
* Jak uzyskać duże powiększenia?
* Jak komponować efektowne zdjęcia?
Wiele osób nie zwraca uwagi na niepozorne, małe elementy otaczającego nas świata. Czyż nie warto pokazać im, co tracą? Wykonanie dobrego zdjęcia w skali makro to wyzwanie, ale zachwyt na twarzach oglądających jest wart wszelkich poświęceń. Właśnie dzięki makrofotografii można ujrzeć cudowny świat, niezauważalny na co dzień. Magiczny świat szczegółów!
Autor książki "Makrofotografia. Magia szczegółu " przedstawia ten temat w sposób przejrzysty i systematyczny. Dzięki tej publikacji zdobędziesz informacje dotyczące sprzętu potrzebnego do wykonania makrofotografii oraz sposobu kompozycji zdjęcia. Poznasz zagadnienia związane z właściwym doborem ostrości, a także takie pojęcia, jak głębia ostrości, długość ogniskowej, jasność obiektywu i wiele innych. Pozwolą Ci one na swobodne poruszanie się po świecie makrofotografii. Ponadto poszerzysz swoją wiedzę odnośnie doboru właściwego oświetlenia oraz programów odpowiednich do obróbki wykonanych zdjęć. Niewątpliwym atutem tej książki są pytania i zadania kontrolne, które pozwolą Ci zweryfikować zdobyte umiejętności. Jeżeli chcesz uwiecznić otoczenie w makrofotografii, ta pozycja będzie dla Ciebie nieocenionym źródłem informacji, a może nawet twórczej inspiracji!
* Sprzęt konieczny do wykonania makrofotografii
* Sposoby na uzyskanie dużych powiększeń
* Komponowanie zdjęć
* Zasady doboru kadru
* Uzyskiwanie właściwej ostrości
* Ograniczenia ostrości
* Dobór właściwego oświetlenia
* Metody pomiaru światła
* Doświetlanie zdjęć
* Narzędzia do edycji zdjęć
Odsłoń na fotografiach całe piękno szczegółu!
Amazon Web Services: Overview of Security Processes
The document provides an overview of security processes for Amazon Web Services (AWS). It discusses certifications and accreditations AWS has obtained, their physical security measures for data centers, backup procedures for AWS services, and security features for the Amazon Elastic Compute Cloud (EC2) including the hypervisor, firewall configuration, and signed API calls. The goal is to ensure customer data and systems on AWS are kept confidential, intact, and available.
創業贏家系列 詹翔霖教授-運動服務業創新創業輔導計畫簡章-學生組
詹翔霖教授，企二代接班管理，詹翔霖副教授，詹翔霖，詹仁松，教授，文化大學，教育，老師，情緒，講師，演講，親子，顧客，三寶教育基金會、50 vu;6xup6銷售
sadsVideo
This video explores the impact of racism and prejudice on a friendship between an Indian boy and Chinese boy. As they start college, they are exposed to new people and social dynamics. Some students reject the Indian boy due to racial prejudices. Influenced by others' views, the Chinese boy stops associating with his longtime Indian friend, putting their friendship in jeopardy and demonstrating how racism can negatively affect relationships.
أرحنا بها - الجزء الثاني
الهدف من العرض هو بيان المعاني والقيم الإيجابية التي يمكن اكتسابها من الصلاة، وهي محاولة لفتح الأذهان وتقديم شيء مفيد لهذه الأمة الرائعة.
وهي محاولة كذلك لغرس معان وقيم إيجابية يحتاج كل واحد منا في حياته خاصة بعد انتشار معاني السلبية في حياة الكثيرين مما أدى إلى كثير من النتائج الخطيرة والغير مرغوبة
Gestión Empresarial
This short document promotes the creation of presentations using Haiku Deck on SlideShare. It includes photos from other Haiku Deck presentations and encourages the reader to get started making their own presentation by clicking a button labeled "GET STARTED".
Unmanned Airplane Autopilot Tuning
This article considers different approaches for autopilot controller gain values adjustment. The correct autopilot
performance is tested using modeling methods. A variant of land-based autopilot is considered. Examined are
scenarios of UAV airplanes in level flight. The latter are applicable to tasks such as remote sensing, controlled
area surveillance, etc.
Credit rating for debts
According to CRISIL :
“Credit rating is an unbiased, objective and independent opinion as to an issuer’s capacity to meet financial obligation.”
Viewers also liked (20)
The Philippine Indigenous People and their Customary Laws
The Philippine Indigenous People and their Customary Laws
Amazon Web Services: Overview of Security Processes
Amazon Web Services: Overview of Security Processes
Similar to Ancestral Claims and Domains
Issues and Challenges of IPs in Education - Atty. Jifford Rosqueta.pptx
This document discusses key aspects of indigenous peoples' rights in the Philippines according to Republic Act 8371, including definitions of ancestral domain, ancestral lands, and indigenous cultural communities. It outlines the four main rights granted to indigenous peoples under the law: right to ancestral domain, right to self-governance and empowerment, right to cultural integrity, and right to social justice and human rights. The document also lists challenges indigenous peoples face in education and privileges provided by the government to support indigenous education.
An act to recognize protect and promote the rights of indigenous cultural com...
This document is the Indigenous Peoples Rights Act of 1997 from the Philippines. It aims to recognize, protect, and promote the rights of indigenous cultural communities and indigenous peoples. Some key points:
- It establishes a National Commission on Indigenous Peoples to be the primary government agency responsible for policies protecting indigenous peoples' rights.
- It recognizes indigenous peoples' rights to their ancestral domains and lands, and allows for certificates of ancestral domain and land titles.
- It defines important terms related to indigenous peoples' lands, domains, and cultural concepts.
- It aims to guarantee indigenous peoples can enjoy human rights and cultural integrity, and participate in education, health, and other services in their communities.
2018_RTD_NCIP-PPT-PRESENTATION-SUSTAINABILITY-1.pdf
The document discusses the Indigenous Peoples Rights Act (IPRA) and the National Commission on Indigenous Peoples (NCIP) in the Philippines. It provides context on the constitutional recognition of indigenous peoples' rights and describes the four main bundles of rights defined under IPRA: the right to ancestral domains and lands, the right to self-governance, the right to social justice and human rights, and the right to cultural integrity. It outlines the mandate and functions of the NCIP to protect and promote indigenous peoples' interests through its administrative, legislative, and judicial roles.
Synthesis Paper Indigenous peoples’ rights to lands, territories and resources
This document summarizes indigenous peoples' rights to lands, territories, and resources under international law. It discusses key elements of these rights as defined in the UN Declaration on the Rights of Indigenous Peoples and ILO Convention No. 169. These include rights to territories and natural resources, as well as collective land rights based on traditional occupation. The document also examines challenges faced by indigenous peoples in different regions and recommends that the International Land Coalition adopt a specific policy and targeted initiatives to support indigenous land rights.
The Promise and Feasibility of Realizing Community Land Rights in Kenya
Presentation given by Kevin M. Doyle at a Seminar at the Institute for Poverty, Land and Agrarian Studies, University of the Western Cape, Bellville, South Africa, July 30, 2013
Caliba autonomy as a mechanism to address exclusion and enhance participation...
Caliba autonomy as a mechanism to address exclusion and enhance participation...Philippine Press Institute
This document discusses regional autonomy and self-governance as mechanisms to address the historical exclusion of minorities in the Philippines and enhance their political participation. It outlines how the 1987 Constitution and Indigenous Peoples' Rights Act recognize the rights of indigenous groups to self-determination and ancestral lands. However, some court cases have challenged these rights and concerns remain regarding the draft federal constitution. The document argues that autonomy and upholding indigenous rights will strengthen inclusion and that these rights should be firmly established in the constitution.Law in natural resources
The document discusses land ownership and use in the Philippines. It states that most natural resources are owned by the state, including waters, minerals, forests, and wildlife. It can allow private use and ownership of some lands, up to certain limits, through leases, purchases, or partnerships with Filipino entities. It also discusses classifications of public lands, limits on private ownership of agricultural and other lands, and the state's role in protecting indigenous lands and resources.
IP Rights-BHRC-LDSPO-august 10^J 2022 [Autosaved].pptx
The document discusses indigenous peoples' rights in the Philippines. It provides background on how indigenous lands were taken away under Spanish rule due to the Regalian Doctrine. It defines indigenous peoples and communities according to the Indigenous Peoples' Rights Act of 1997. It discusses the history of different government agencies tasked with indigenous affairs. It outlines key rights granted to indigenous peoples in the Act, including rights to ancestral domains, self-governance, social justice and human rights, and cultural integrity. It also discusses concepts important to indigenous rights like native title, customary laws, ancestral domains, and free prior informed consent.
Chapter 3.2 - Human Rights and the Grassroots.pptx
The document discusses human rights violations faced by marginalized groups in society known as the "grassroots" sector, including the urban poor, indigenous peoples, fisherfolk, and small farmers. It outlines how their basic rights to life, liberty, property, adequate standard of living, health, and participation are often violated. It then provides the legal bases in both international covenants and Philippine law that are meant to protect the human rights of these grassroots groups.
Basic Law on Natural Resources
The document discusses natural resources and land utilization based on the 1987 Philippine Constitution. It defines natural resources as any material thing of economic value that is not man-made. It also discusses the state owning all public lands, waters, minerals and other natural resources, and placing them under government control and supervision. Private companies can utilize resources through production sharing agreements or joint ventures, with at least 60% Filipino ownership.
Forest Rights Act_Provisions: By Madhu Sarin
The document outlines key provisions of the Forest Rights Act in India, which aims to recognize and vest forest rights of Scheduled Tribes and other traditional forest dwellers. It defines terms like community forest resources, critical wildlife habitat, forest land and minor forest produce. It also lists the various forest rights that are secured, including the right to hold and cultivate land, collect and use minor forest produce, grazing rights, habitat and settlement rights. The duties of forest right holders to protect wildlife and forest biodiversity are also mentioned.
CONSTITUTION OF THE CHIRICAHUA APACHE NATION
This document is a draft constitution for the Chiricahua Apache Nation. It establishes the nation's name and authority based on its inherent sovereignty and treaties with the United States. It defines the nation's territory as its ancestral lands across parts of New Mexico and Arizona as well as northern Mexico. It reserves lands specifically under the 1872 Cochise-Howard Treaty and Executive Order. The constitution outlines the nation's jurisdiction, citizenship, rights of citizens, and organization of government including the legislative, executive and judicial branches. It provides for elections and establishes principles of sovereign immunity and supremacy over other laws.
Aha2016.final constitution.approved 022616
The document is the preamble and first three chapters of the Constitution of the Native Hawaiian Nation. It establishes the territory and citizenship of the nation, and the national and official languages as Hawaiian and English. It outlines the declaration of rights, including rights to self-determination, culture, religion, due process, and the environment. It establishes the kuleana (responsibilities) of the government as caring for the land, water, people and Hawaiian culture.
Food sovereignty and right to food
This lecture explores food sovereignty and the right to food. It also looks at country foods and regulation by Health Canada of country foods. The impact of climate change on subsistence hunting and fishing and gathering for indigenous people in Canada.
Similar to Ancestral Claims and Domains (14)
Issues and Challenges of IPs in Education - Atty. Jifford Rosqueta.pptx
Issues and Challenges of IPs in Education - Atty. Jifford Rosqueta.pptx
An act to recognize protect and promote the rights of indigenous cultural com...
An act to recognize protect and promote the rights of indigenous cultural com...
2018_RTD_NCIP-PPT-PRESENTATION-SUSTAINABILITY-1.pdf
2018_RTD_NCIP-PPT-PRESENTATION-SUSTAINABILITY-1.pdf
Synthesis Paper Indigenous peoples’ rights to lands, territories and resources
Synthesis Paper Indigenous peoples’ rights to lands, territories and resources
The Promise and Feasibility of Realizing Community Land Rights in Kenya
The Promise and Feasibility of Realizing Community Land Rights in Kenya
Caliba autonomy as a mechanism to address exclusion and enhance participation...
Caliba autonomy as a mechanism to address exclusion and enhance participation...
IP Rights-BHRC-LDSPO-august 10^J 2022 [Autosaved].pptx
IP Rights-BHRC-LDSPO-august 10^J 2022 [Autosaved].pptx
Chapter 3.2 - Human Rights and the Grassroots.pptx
Chapter 3.2 - Human Rights and the Grassroots.pptx
More from Madelaine Ting
EdTech
This document outlines the ASSURE instructional design model for selecting appropriate media and methods for teaching. It includes 6 steps: 1) Analyze learners, 2) State objectives, 3) Select media and materials, 4) Utilize materials, 5) Require learner performance, and 6) Evaluate. Examples are provided for each step, such as administering assessments to analyze learners or using demonstrations and exhibits as media. The document also discusses different modes of instruction like the enactive mode of learning by doing and the iconic mode of using images, as well as levels of learning from receiving information to origination of new ideas.
Improving Emotional Aspect of Personality
This document provides tips for maintaining a positive mindset. It suggests listening to debates to gain different perspectives, writing down thoughts to clarify the mind, and going for walks in nature to relax. It also advises increasing trust in others, seeing the good in people, and focusing on one's positive qualities and handling hardships through humor and self-improvement.
Servant Leadership
A servant leader is someone who wants to serve others first before leading them. They make a conscious choice to lead while still seeing themselves as equal to those they serve. A servant leader uses power honestly and for the good of others rather than for their own benefit.
Students Who are Blind or Have Low Vision
The document discusses adaptations, aids, and technologies for students who are blind or have low vision. It describes the Braille alphabet and how blind students use Braille, similar to typing. It also discusses large print materials, magnifiers, and audio books that help those with low vision. The document outlines common eye conditions that cause vision impairments and special classroom accommodations teachers can provide, such as descriptive instructions and modified materials.
Reflective Practitioner
The class will be divided into four groups. Each group will be assigned a topic by the facilitators to reflect on for 10 minutes and create a slogan about. Then, a representative from each group will report their work to the class.
Observation Guides
The document provides guidance for observing child development and interactions in a classroom setting. It outlines perspectives to focus on including visual activities, auditory noise levels, and social behaviors. It describes noticing child-child interactions like helping behaviors and respect. It also notes the teacher acts as a facilitator who guides learning through preparing the environment and giving tools for exploration, rather than insisting on tasks. The document concludes with directions to observe independence as children work and take responsibility for their space.
Obsessive Compulsive and other Related Disorders - Lucas, Ting
This document summarizes several obsessive-compulsive and related disorders including OCD, body dysmorphic disorder, hoarding disorder, trichotillomania, and excoriation disorder. It describes the key diagnostic features, prevalence, and typical development/course of each disorder. The diagnostic criteria involve recurrent unwanted thoughts/behaviors and clinically significant impairment. Onset is often during adolescence/puberty. Prevalence ranges from 1-6% depending on the specific disorder. Females are more commonly affected for some disorders. The course can be chronic or episodic over months/years for some individuals.
More from Madelaine Ting (7)
Obsessive Compulsive and other Related Disorders - Lucas, Ting
Obsessive Compulsive and other Related Disorders - Lucas, Ting
Recently uploaded
一比一原版美国堪萨斯大学毕业证（KU学位证）如何办理
原件一模一样【微信：WP101A】【美国堪萨斯大学毕业证（KU学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版(durham学位证书)英国杜伦大学毕业证如何办理
原版一模一样【微信：741003700 】【(durham学位证书)英国杜伦大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(durham学位证书)英国杜伦大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(durham学位证书)英国杜伦大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(durham学位证书)英国杜伦大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(durham学位证书)英国杜伦大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Emerging Earth Observation methods for monitoring sustainable food production
Presented by Daniela Requena Suarez, Helmholtz GeoResearch Center Potsdam (GFZ) at "Side event 60th sessions of the UNFCCC Subsidiary Bodies - Sustainable Bites: Innovating Low Emission Food Systems One Country at a Time" on 13 June 2024
一比一原版美国密歇根大学毕业证（michigan学位证）如何办理
原件一模一样【微信：WP101A】【美国密歇根大学毕业证（michigan学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国密歇根大学毕业证（michigan学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国密歇根大学毕业证（michigan学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国密歇根大学毕业证（michigan学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国密歇根大学毕业证（michigan学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Organic Nutrient Resources and its biofortification
This lecture deals about various source of organic manure and its nutrient content
一比一原版（Glasgow毕业证）英国格拉斯哥大学毕业证如何办理
原件一模一样【微信：WP101A】【（Glasgow毕业证）英国格拉斯哥大学毕业证学位证成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理（Glasgow毕业证）英国格拉斯哥大学毕业证学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理（Glasgow毕业证）英国格拉斯哥大学毕业证学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理（Glasgow毕业证）英国格拉斯哥大学毕业证学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理（Glasgow毕业证）英国格拉斯哥大学毕业证学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Exploring low emissions development opportunities in food systems
Presented by Christopher Martius (CIFOR-ICRAF) at "Side event 60th sessions of the UNFCCC Subsidiary Bodies - Sustainable Bites: Innovating Low Emission Food Systems One Country at a Time" on 13 June 2024
Call Girls In Chennai 7339748667 At Your Nearest Place In Private Apartment
Call Girls In Chennai 7339748667 At Your Nearest Place In Private Apartment
一比一原版美国丹佛大学毕业证（ud学位证）如何办理
原件一模一样【微信：WP101A】【美国丹佛大学毕业证（ud学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国丹佛大学毕业证（ud学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国丹佛大学毕业证（ud学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国丹佛大学毕业证（ud学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国丹佛大学毕业证（ud学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Call Girls Chandigarh ✔️ 7339748667 ✔️ With No Advance Payment
Call Girls Chandigarh ✔️ 7339748667 ✔️ With No Advance Payment
一比一原版美国加州大学圣塔芭芭拉分校毕业证如何办理
原版一模一样【微信：741003700 】【美国加州大学圣塔芭芭拉分校毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理美国加州大学圣塔芭芭拉分校毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国加州大学圣塔芭芭拉分校毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国加州大学圣塔芭芭拉分校毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国加州大学圣塔芭芭拉分校毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
INDONESIA Long-Term Strategy for Low Carbon and Climate Resilience 2050
INDONESIA
Long-Term Strategy for Low Carbon
and Climate Resilience 2050
Vip Call Girls Bangalore 9024918724 Independent Call Girl Service Bangalore
Vip Call Girls Bangalore 9024918724 Independent Call Girl Service Bangalore
一比一原版西澳大学毕业证学历证书如何办理
原版定制【微信:741003700】《西澳大学毕业证学位证成绩单》【微信:741003700】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份毕业证【Q微信741003700】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【Q微信741003700】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
Recently uploaded (20)
Emerging Earth Observation methods for monitoring sustainable food production
Emerging Earth Observation methods for monitoring sustainable food production
Organic Nutrient Resources and its biofortification
Organic Nutrient Resources and its biofortification
Exploring low emissions development opportunities in food systems
Exploring low emissions development opportunities in food systems
Earthquake Disaster Management Ojas Class 9 - C.ppt
Earthquake Disaster Management Ojas Class 9 - C.ppt
Call Girls In Chennai 7339748667 At Your Nearest Place In Private Apartment
Call Girls In Chennai 7339748667 At Your Nearest Place In Private Apartment
Environmental Science Project Class 10th year 2022 ICSE
Environmental Science Project Class 10th year 2022 ICSE
Call Girls Chandigarh ✔️ 7339748667 ✔️ With No Advance Payment
Call Girls Chandigarh ✔️ 7339748667 ✔️ With No Advance Payment
INDONESIA Long-Term Strategy for Low Carbon and Climate Resilience 2050
INDONESIA Long-Term Strategy for Low Carbon and Climate Resilience 2050
Vip Call Girls Bangalore 9024918724 Independent Call Girl Service Bangalore
Vip Call Girls Bangalore 9024918724 Independent Call Girl Service Bangalore
Ancestral Claims and Domains
- 2. Republic Act No. 8371 • also known as “The Indigenous Peoples Rights Act of 1997”. • the State recognizes and promotes certain rights of Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs) within the framework of the Constitution.
- 3. ♥ as defined in the IPRA, “refer to all areas generally belonging to [Indigenous Cultural Communities] ICCs/IPs comprising lands, inland waters, coastal areas, and natural resources therein, held under a claim of ownership, occupied or possessed by ICCs/IPs, by themselves or through their ancestors Whatis “Ancestral Domain”?
- 4. ♥ It refers to all areas generally belonging to ICCs/IPs comprising lands, inland waters, coastal areas, and natural resources therein, held under a claim of ownership, occupied or possessed by ICCs/IPs, by themselves or through their ancestors, communally or individually since time immemorial, continuously to the present except when interrupted by war, force majeure or displacement by force, deceit, stealth or as a consequence of government projects or any other voluntary dealings entered into by government and private individuals/corporations, and which are necessary to ensure their economic, social and cultural welfare. Whatis “Ancestral Domain”?
- 5. ♥ It shall include ancestral lands, forests, pasture, residential, agricultural, and other lands individually owned whether alienable and disposable or otherwise, hunting grounds, burial grounds, worship areas, bodies of water, mineral and other natural resources, and lands which may no longer be exclusively occupied by ICCs/IPs but from which they traditionally had access to for their subsistence and traditional activities, particularly the home ranges of ICCs/IPs who are still nomadic and/or shifting cultivators. [R.A. 8371] Whatis “Ancestral Domain”?
- 6. ♥ It refers to land occupied, possessed and utilized by individuals, families and clans who are members of the ICCs/IPs since time immemorial, by themselves or through their predecessors-in-interest, under claims of individual or traditional group ownership, continuously, to the present except when interrupted by war, force majeure or displacement by force, deceit, stealth, or as a consequence of government projects and other voluntary dealings entered into by government and private individuals/corporations, including, but not limited to, residential lots, rice terraces or paddies, private forests, swidden farms and tree lots. Whatis “Ancestral Land”?
- 10. Sources: • Section 5 of Article XII of the Constitution • http://jlp-law.com/blog/primer-on- ancestral-lands-and-ancestral-domains/ • Protecting IPs' Rights to Ancestral Domains and Lands ... - www.up.edu.ph/protecting-ips-rights- to-ancestral-domains-and-lands/