A basic parenting information for Filipino parents. It includes their rights, obligations and liabilities as parents as stated in PD 603 or the child and youth welfare code. It also includes the rights of children and the personality theories that could help parents understand the behavior of their children in each life stage.
This presentation aims to assist the participants to understand the basic concept of Gender and Development (GAD) such as difference of SEX and GENDER as well as the relevance of Gender for Development.
Community Education is a broad field that is based on principles and practices of lifelong learning, inclusion, collaboration and use of multiple resources.
In the midst of our present crisis, the COVID-19 pandemic, consistently, the
government kept on reminding us the ‘essentials’ of things and concerns that are
necessary during the quarantine period whether under ECQ, GCQ, or MECQ.
Keeping Children Safe: Presentation of child safeguarding standards Keeping Children Safe
This is a presentation of the international standards to keep children safe from child abuse. Produced by Keeping Children Safe this outlines the four areas to consider within your organisation to ensure your organisation is not putting children at risk. For further guidance contact: info@keepingchildrensafe.org.uk
This presentation by the Children's Rights Council (www.CRCkids.org) helps define the concept of children's rights and includes CRC's very own "Children's Bill of Rights."
Authors: Anitra Stevenson, Marcus Trelaine, with additional help.
Legal Disclaimer:
The legal information provided in this slideshow is for general reference and educational purposes only.
It is the intention of CRCKids.org and the Children's Rights Council to provide a comprehensive resource of useful, accurate general information about the law and help individuals learn more about and strategize their own specific legal needs to make more informed decisions.
Although every effort has been made to ensure that the information presented is helpful, explanations of legal principles have been simplified to present material in an easier to understand format for use by the general public. Moreover, laws can vary considerably in different jurisdictions (from state to state and from county to county) and are subject to frequent changes, as well as diverse interpretations dependent upon the facts unique to a particular situation.
CRCkids.org is not operated by a law firm, nor does the Children's Rights Council claim to be an authority on the legal subject matter contained herein. This slideshow is offered as an instructive guideline and represents one source of information among many, and should not be construed as advice to replace the counsel of a qualified and licensed professional to determine specific legal rights. It is the responsibility of any person or entity using this slideshow to determine the applicable information and facts, and the recommendation of CRCkids.org and the Children's Rights Council to read other material, research additional sources and consult with appropriate legal, financial or clinical professionals before making any decisions that could affect the outcome of a legal proceeding, financial obligation, treatment evaluation, or other important determination.
CRCkids.org and the Children's Rights Council make no representation, guarantee, or warranty (express or implied) as to the legal ability, competence, or quality of representation which may be provided by any attorney, political representative, practitioner, public agency, private service provider or court which are listed herein.
CRCkids.org, along with the Children's Rights Council and its chapters, affiliates and contributors to this slideshow, shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused, directly or indirectly, by the information contained on this slideshow or for any legal representation provided by any person or entity listed in this slideshow.
This presentation aims to assist the participants to understand the basic concept of Gender and Development (GAD) such as difference of SEX and GENDER as well as the relevance of Gender for Development.
Community Education is a broad field that is based on principles and practices of lifelong learning, inclusion, collaboration and use of multiple resources.
In the midst of our present crisis, the COVID-19 pandemic, consistently, the
government kept on reminding us the ‘essentials’ of things and concerns that are
necessary during the quarantine period whether under ECQ, GCQ, or MECQ.
Keeping Children Safe: Presentation of child safeguarding standards Keeping Children Safe
This is a presentation of the international standards to keep children safe from child abuse. Produced by Keeping Children Safe this outlines the four areas to consider within your organisation to ensure your organisation is not putting children at risk. For further guidance contact: info@keepingchildrensafe.org.uk
This presentation by the Children's Rights Council (www.CRCkids.org) helps define the concept of children's rights and includes CRC's very own "Children's Bill of Rights."
Authors: Anitra Stevenson, Marcus Trelaine, with additional help.
Legal Disclaimer:
The legal information provided in this slideshow is for general reference and educational purposes only.
It is the intention of CRCKids.org and the Children's Rights Council to provide a comprehensive resource of useful, accurate general information about the law and help individuals learn more about and strategize their own specific legal needs to make more informed decisions.
Although every effort has been made to ensure that the information presented is helpful, explanations of legal principles have been simplified to present material in an easier to understand format for use by the general public. Moreover, laws can vary considerably in different jurisdictions (from state to state and from county to county) and are subject to frequent changes, as well as diverse interpretations dependent upon the facts unique to a particular situation.
CRCkids.org is not operated by a law firm, nor does the Children's Rights Council claim to be an authority on the legal subject matter contained herein. This slideshow is offered as an instructive guideline and represents one source of information among many, and should not be construed as advice to replace the counsel of a qualified and licensed professional to determine specific legal rights. It is the responsibility of any person or entity using this slideshow to determine the applicable information and facts, and the recommendation of CRCkids.org and the Children's Rights Council to read other material, research additional sources and consult with appropriate legal, financial or clinical professionals before making any decisions that could affect the outcome of a legal proceeding, financial obligation, treatment evaluation, or other important determination.
CRCkids.org and the Children's Rights Council make no representation, guarantee, or warranty (express or implied) as to the legal ability, competence, or quality of representation which may be provided by any attorney, political representative, practitioner, public agency, private service provider or court which are listed herein.
CRCkids.org, along with the Children's Rights Council and its chapters, affiliates and contributors to this slideshow, shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused, directly or indirectly, by the information contained on this slideshow or for any legal representation provided by any person or entity listed in this slideshow.
Network of Excellence in Internet Science (Multidisciplinarity and its Implic...i_scienceEU
The Network of Excellence in Internet Science aims to achieve a deeper multidisciplinary understanding of the Internet as a societal and technological artefact.
More information: http://internet-science.eu/
Twitter: @i_scienceEU
This presentation addresses recent calls for the importance of multidisciplinary research and action in communication design. The impetus for multidisciplinary perspectives toward communication design is technological change, rapid developments in work products and processes, and the perception that emerging issues in the workplace demand additional competencies and knowledge. Terminology related to multidisciplinarity, such as disciplinarity, cross-disciplinarity, interdisciplinarity, and transdisciplinarity, is defined. Since ACM SIGDOC members are distributed across academic and nonacademic fields and institutions, the focus will be on discipline as epistemology and as language with the goal of explicating common frameworks and terminology for better articulating communication design and work.
This is a talk given to third year parents of La Salle Academy, Iligan City, Philippines on October 3, 2009 during their Parent-Child Dialogue Level Day.
Lecture 2 from the MHIT 603 course on Human Interface Technology. This lecture provides an introduction to Prototyping. Taught by Mark Billinghurst at the University of Canterbury, July 17th, 2014.
This topic contains introduction of child rights, Defination Child and Child Rights, Types of Rights,Child rights of Nepal (2018), UNICEF Rights of Child, Suggestion and recommendation, Reference
Professional Lawyer Dr. Hassan Elhais details about all you need to know on child protection law in the UAE. For more details, information: https://www.professionallawyer.me/.
childhood and adolescence for taking professional education educ.1.pptxMerlynAnay
Maintaining a learning environment that is responsive to the community's context is an essential aspect of effective teaching. As an educator, I recognize that the students I teach come from diverse backgrounds and have unique experiences and needs that must be considered when designing and implementing instructional practices. In my area, the community context is characterized by cultural, linguistic, and socioeconomic diversity, which presents both challenges and opportunities for teaching and learning.
To maintain a learning environment that is responsive to the community's context, I employ a variety of strategies and practices. First and foremost, I make an effort to understand the cultural and linguistic backgrounds of my students and incorporate this knowledge into instruction. For example, I may use culturally relevant texts, incorporate student's home languages in my lessons, or design activities that are culturally meaningful to my students.
Another strategy I use is to collaborate with families and community members to establish partnership in education. This partnership helps me to better understand the needs and perspectives of the community and tailor my instruction accordingly. I also engage ongoing professional development to stay current on best practices for serving diverse learners and build my skills in culturally responsive teaching.
Maintaining a learning environment that is responsive to the community's context is continuous process that requires ongoing reflection and adaptation. As I reflect on my practice, I recognize the importance of building strong relationships with my students and their families, and understanding their cultural and linguistic backgrounds. I also realize the value of ongoing professional development to build my skills in culturally responsive teaching and stay current on best practices.
Looking forward, I plan to continue to refine my practice by seeking out opportunities for collaboration with families and community members, and staying informed about the cultural and linguistic diversity in my community. By doing so, I hope to create a learning environment that fosters academic success, cultural understanding, and social-emotional growth for all my
students.
What is community context.
Community context refers to the social, cultural, economic, political, and environmental factors that shape the lives of individuals and communities in a specific geographic area. It includes the community's history, traditions, values, and beliefs, as well as the resources and opportunities available to its members. Examples of community context may include the socio-economic status of families, cultural diversity, access to healthcare, infrastructure, and education.
As a teacher, there are several ways to contribute to the development of the community:
∙ Engage in community outreach programs: Teachers can participate in various community outreach programs that address specific community needs, such as litera
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. A story of the father, the son
and the crow
An 80 year old man was sitting on the sofa in his house
along with his 45 years old highly educated son.
Suddenly a crow perched on their window. The Father
asked his Son, "What is this?“ The Son replied "It is a crow“
After a few minutes, the Father asked his Son the 2nd time,
"What is this?"
• The Son said "Father, I have just now told you "It's a
crow".
4. After a little while, the old Father again asked his Son the
3rd time, What is this?“
At this time some expression of irritation was felt in the
Son's tone when he said to his Father with a rebuff. "It's a
crow, a crow"
A little after, the Father again asked his Son the 4th time,
"What is this?"
5. This time the Son shouted at his Father, "Why do you keep
asking me the same question again and again, although I
have told you so many times 'IT IS A CROW'. Are you not
able to understand this?"
6. A little later the Father went to his room and came
back with an old tattered diary, which he had maintained
since his Son was born.
On opening a page, he asked his Son to read that
page. When the son read it, the following words were
written in the diary :-
7. "Today my little son aged three was sitting with me on the
sofa, when a crow was sitting on the window.
My Son asked me 23 times what it was, and I replied to
him all 23 times that it was a Crow.
I hugged him lovingly each time he asked me the same
question again and again for 23 times. I did not at all feel
irritated I rather felt affection for my innocent child".
8. While the little child asked him 23 times "What is this", the
Father had felt no irritation in replying to the same question
all 23 times and when today the Father asked his Son the
same question just 4 times, the Son felt irritated and
annoyed.
15. •Now in the 21st century when man is
understanding & perfecting everything,
parenting is no exception.
•There are serious mistakes by not so
competent or careful parents.
16. •Understanding of common failures
and ways to correct them may be
needed in few situations.
•Awareness about what we do, why we do
and how we do
•But, anything, which is good in natural flow,
should be allowed to retain its beauty and
charm.
17. Parents Education on Parenting
1. Rights and Duties of Parents
2. Rights of our children
3. Liabilities of Parents
4. Stages of Development of our
children
5. Social Environment of our
children
21. Rights of Parents
PD 603- issued by Pres. Marcos in 1974
Art. 43. Primary Right of Parents.
The parents shall have the right to the
company of their children and, in relation to all
other persons or institutions dealing with the
child's development, the primary right and
obligation to provide for their upbringing.
22. Rights of Parents
PD 603- issued by Pres. Marcos in 1974
Art. 45. Right to Discipline Child.
Parents have the right to discipline the
child as may be necessary for the formation of
his good character, and may therefore require
from him obedience to just and reasonable
rules, suggestions and admonitions.
23. Duties of Parents
Art. 46. General Duties. - Parents shall have the
following general duties toward their children:
(1) To give him affection, companionship and
understanding;
(2) To extend to him the benefits of moral guidance,
self-discipline and religious instruction;
(3) To supervise his activities, including his
recreation;
24. Duties of Parents
(4) To inculcate in him the value of
industry, thrift and self-reliance;
(5) To stimulate his interest in civic
affairs, teach him the duties of
citizenship, and develop his commitment
to his country;
25. (6) To advise him
properly on any
matter affecting his
development and
well-being;
26. Duties of Parents
(7) To always set a good example;
(8) To provide him with adequate
support, as defined in Article 290 of the
Civil Code; and
(9) To administer his property, if
any, according to his best
interests, subject to the provisions of
Article 320 of the Civil Code.
27. Duties of Parents
(8) To provide him with adequate
support, as defined in Article 290 of the
Civil Code; and
(9) To administer his property, if
any, according to his best
interests, subject to the provisions of
Article 320 of the Civil Code.
28. Duties of Parents
Art. 47. Family Affairs.
Whenever proper, parents shall
allow the child to participate in the
discussion of family affairs, especially in
matters that particularly concern him.
29. Liabilities of Parents
Art. 59. Crimes. - Criminal liability shall
attach to any parent who:
(1) Conceals or abandons the child with
intent to make such child lose his civil
status.
30. Liabilities of Parents
(2) Abandons the child under such
circumstances as to deprive him of the love,
care and protection he needs.
31. Liabilities of Parents
(3) Sells or abandons the child to another
person for valuable consideration.
(4) Neglects the child by not giving him the
education which the family's station in life
and financial conditions permit.
32. Liabilities of Parents
(5) Fails or refuses, without justifiable
grounds, to enrol the child as required by
Article 72.
(6) Causes, abates, or permits the truancy of
the child from the school where he is
enrolled. "Truancy" as here used means
absence without cause for more than twenty
schooldays, not necessarily consecutive.
34. Liabilities of Parents
It shall be the duty of the teacher in charge
to report to the parents the absences of the
child the moment these exceed five
schooldays.
(7) Improperly exploits the child by using
him, directly or indirectly, such as for
purposes of begging and other acts which
are inimical to his interest and welfare.
35. Liabilities of Parents
(8) Inflicts cruel and unusual punishment
upon the child or deliberately subjects him to
indignations and other excessive
chastisement that embarrass or humiliate
him.
(9) Causes or encourages the child to lead
an immoral or dissolute life.
36. Liabilities of Parents
(10) Permits the child to possess, handle or
carry a deadly weapon, regardless of its
ownership.
37. Liabilities of Parents
(11) Allows or requires the child to drive
without a license or with a license which the
parent knows to have been illegally
procured. If the motor vehicle driven by the
child belongs to the parent, it shall be
presumed that he permitted or ordered the
child to drive.
38.
39. Art. 60. Penalty. - The act mentioned in the
preceding article shall be punishable with
imprisonment from two or six months or a
fine not exceeding five hundred pesos,
or both, at the discretion of the Court,
unless a higher penalty is provided for in
the Revised Penal Code or special laws,
without prejudice to actions for the
involuntary commitment of the child under
Title VIII of this Code.
40. Rights of the child (PD 603)
• rightsofachild -edited.pptx
41. Stages of Development of our children
• sigmundfreudpsychosexual.ppt
• psychosocial.pptx