The document provides instructions for performing the Tarantella dance from Italy. It describes the traditional costumes worn, which include skirts and ribbons for girls and breeches and stockings for boys. The dance involves various figures and steps performed to music in 3 parts, including hopping, pivoting, sliding steps and skipping around partners while shaking tambourines. Partners face and turn away from each other during the dance.
This ppt is based of Dance Etiquette and is made for all those who love dance. It includes all the rules and regulation which you must follow while dancing with your partner.
Modern Dance, nature and characteristics, Proper posture, dance related Injuries, Guidelines to reduce risk and injuries, proper etiquette and safety in dancing, fundamental movements
This ppt is based of Dance Etiquette and is made for all those who love dance. It includes all the rules and regulation which you must follow while dancing with your partner.
Modern Dance, nature and characteristics, Proper posture, dance related Injuries, Guidelines to reduce risk and injuries, proper etiquette and safety in dancing, fundamental movements
Dele god praksis folkebibliotek (Mikromarc Brukermøte 2013)vkp1970
Elin Mariboe Hovde (biblioteksjef i Ås kommune). Presentasjon i sesjonen "Dele god praksis folkebibliotek) på Mikromarc Brukermøte torsdag 17. oktober 2013.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter 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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
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.
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.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
C 3 lesson 2
1. Lesson 2 Tarantella (Italy) Video Chapter III Introduction Lesson Objectives Exercise 3.2
2.
3. A popular dance in Italy, they use tambourine which is hold by the girl. ABBREVIATIONS USED M – measure or measures Ct. – count Cts. – counts L – left R – right Lesson 2
5. COSTUME: GIRLS -White skirt with bands of colored ribbons, white blouse, velvet bodice, red apron, colored kerchief on head. BOYS - Red knee breeches, full white shirt, red tie, blue stocking drawn high above the knees, red jersey cap. Content
6. MUSIC - is divided into three parts: A, B, AND C COUNT - one, two to a measure one, two, three, four to measures. Content
7. FORMATION - Partners stand side by side, girls at the right of the partners. Each girl carries a tambourine in her R hand. Two couples Nos. 1 and 2, form a set, one to any number of sets may take part. Content
8. Figure 1 Music A – All face front. (a) Step-swing-hop sideward R. Raise the R hand over head and swing the L arm across the body on ets.1,2 [1M]. Repeat to L and reverse the position of arms cts. 3,4, (1M) 2M (b) take four touch steps in front, R alternately. Strike tambourine overhead on every touch steps (one touch step for every count) (2M) (c) Repeat (a) and (b), starting with the L foot. Reverse the position of arms. (4M) Content
9. Figure 2 Music B - All face front. (a) Hop on the L foot times, making one complete turn to the right (cts. 1-4), the R foot is raised in front of the L knee. L hand overhead, R hand on waist (2M) (b) Pivot turn right (cts. 4). Raise R hand overhead, L hand on waist. Strike the tambourine as the position of the arms are reversed, shake tambourine continuously overhead (2M) (c) Repeat (a) and (b) starting with the other foot, turning to the left. Reverse the position of arm (4M)
10. Figure 3 Music C - Partners turn their backs to each other. (a) Each dancer takes four slide (chasse) steps clockwise to move one position in the set. Girl 1 moves to position of Girl 2, Girl 2 to Boy 2, Boy 2 to Boy 1; Boy 1 to Girl 1. L hand overhead, R hand on waist. Take one count for each slide step (2M) (b) Repeat (b) of figure 1 (touch step) (2M)
11. (c) Repeat (a) and (b), sliding to the next position clockwise in (a) (4M) (d) Repeat all, (a-c) finishing in proper places (8M)
12. Figure 4 Music A - Partner face each other. (a) Starting with the L foot, four skip step forward to partner`s place. Pass each other by L shoulders. Hands overhead shake tambourine continuously (2M) (b) Repeat figure 1 (b) (2M) (c) Repeat (a) and (b), moving backward in (a), passing by L shoulder again (4M) (d) Repeat all (a-c) (8M)
13. Figure 5 Music B “ Matching Pennies.” Boy kneels on his L knee, facing partner. Girl stands close to partner. (a) Boy slaps his R knee with the L hand (ct.1) and raise one finger (ct.2). At the same time the girl slaps her L knee with her L hand and raise one finger, R hand on waist (1M) (b) Repeat (a) three more times, raising two fingers, three fingers and then four finger (3M)
14. (c) Girl skips eight times around partner counterclockwise, starting with L foot. With R hand overhead, L hand waist, shake the tambourine continuously for eight counts. The boy looks at the partner as she turn around him (4M) (d) Repeat all (a-c) (8M)
15. Figure 6 Music C - Partner stand back to back with both hands raise overhead. (a)Touch R toe across the L in front (ct. 1), step R close to L (ct. 2). Repeat the same with the L foot (cts. 1,2) (2M) (b) Four slide (chasse) clockwise to partner`s place, starting with R foot. Take one for each slide (2M) (c) Repeat (a) and (b) finish in proper place (4M) (d) Repeat all (a-c) (8M)
16. Figure 7 Music A - Partners face each other. (a) Repeat figure 1 (a) (2M) (b) Link or hook R elbow with partner and make one complete turn clockwise with four skipping steps, starting with R foot. Girls hold the tambourine with the L hand and shake them continuously (2M) (c) Repeat (a) and (b), linking L elbow with partner, reverse turn, transfer tambourine to R hand (4M) (d) Repeat all (a-c) (8M)
17. Figure 8 Music B - Partners stand side by side facing front. (a) Hop on the L foot and the same time place the R heel sideward right (ct. 1), hop on L again and touch the R toe sideward right (ct. 2). Repeat the same (ct. 3, 4). These four hops are taken moving sideward right. The L hand is raise overhead, R hand on waist (2M) (b) Repeat pivot-turn right (figure II - b). R hand overhead, L hand on waist (2M)
18. (c) Repeat (a), hopping on the R foot, touching with the L, moving sideward (2M) (d) Pivot-turn left L hand overhead, R hand on waist (2M) (e) Repeat all (a-d) (8M)
19. Figure 9 Music C (play once) - Partner face each other. (a)Pivot-turn right (2 M), pivot-turn left (2 M) hands as above (4M) (b) Pivot-turn right twice around (4 M) At the end of this figure, girls hold their final position with the weight on the R foot, L foot pointed sideward. R hand overhead, L hand on waist. The boys kneel on the L knee, L hand overhead, R hand on waist. Partners look at each other. Lesson 2