This document is from the National University of Chimborazo's Faculty of Human Education Sciences and Technologies Language School. It contains information about a student named Erika Yamasque taking Grammar VI, and is dated June 30, 2015.
The Spanish education system consists of four main levels: pre-school, primary education, compulsory secondary education (ESO), and post-compulsory schooling (Bachillerato). School is compulsory between ages 6-16. ESO is for ages 12-16 and provides a basic education. Students can then pursue Bachillerato for ages 16-18 to prepare for university or vocational training programs. The vocational training programs include middle grade cycles for technicians or superior grade cycles for related university degrees.
Spain has a decentralized educational system divided between the state and autonomous communities. Children attend either public, publicly-funded private, or private schools. Education is compulsory between ages 6-16 and includes primary school from 6-12 years old and compulsory secondary education from 12-16 years old. After age 16, students can attend university, vocational training programs, or the two-year baccalaureate program to prepare for university.
The document summarizes key aspects of Spain's education system. It outlines that Spain has a national education law and four co-official languages besides Spanish. It also describes the main levels of education including pre-primary, compulsory primary and lower secondary education, optional upper-secondary (Bachillerato), and university education. The document provides statistics on student populations and breakdowns of subject areas taught at different education levels.
Comenius presentation about the education system in spain by joseSanta Cruz
Education in Spain is regulated by the Organic Law of Education and is compulsory and free between ages 6-16. Schools can be public, privately funded religious/secular, or private. The education system includes kindergarten, primary school, secondary school, baccalaureate, and university. Secondary education has two cycles from ages 12-14 and 14-16 with core and optional subjects. Students can choose baccalaureate, vocational training, or leave education at age 16. Higher education includes bachelor's, master's and doctorate degrees.
Spain has a total of 5,917,074 students enrolled across its education system. 72% attend public schools while 28% go to private institutions. The education system includes preschool from ages 0-6, primary school from 6-12, secondary school from 12-16, and various post-secondary options like high school or vocational training from 16-18. Education is compulsory through secondary school and free at public schools, though parents often pay fees for materials, transportation, or meals. The system is regulated at the national level but responsibilities have been devolved to Spain's 17 regional governments.
The document summarizes the Spanish educational system. It outlines that Spain has a decentralized model of education, with responsibilities divided between the central government, autonomous regions, and local administrations. It then describes the different levels of education in Spain, including infant education, primary education, compulsory secondary education, higher secondary education, and vocational training cycles. It concludes by providing specific details about IES Villa de Alguazas, a secondary school in Región de Murcia, including its staff, facilities, educational programs, and special projects.
The document summarizes the Spanish education system. It is divided into four levels: optional pre-school from ages 3 to 6, compulsory primary school from ages 6 to 12, compulsory secondary education from ages 12 to 16, and post-16 Bachillerato which includes sciences, social sciences, humanities and arts. Students must pass the PAU exam to enter university, where most degrees are 4 years. Schools are state schools, privately run schools funded by the state, or purely private schools. Class sizes are typically 25 students per teacher but decrease if a student has special needs.
The Spanish education system consists of four main levels: pre-school, primary education, compulsory secondary education (ESO), and post-compulsory schooling (Bachillerato). School is compulsory between ages 6-16. ESO is for ages 12-16 and provides a basic education. Students can then pursue Bachillerato for ages 16-18 to prepare for university or vocational training programs. The vocational training programs include middle grade cycles for technicians or superior grade cycles for related university degrees.
Spain has a decentralized educational system divided between the state and autonomous communities. Children attend either public, publicly-funded private, or private schools. Education is compulsory between ages 6-16 and includes primary school from 6-12 years old and compulsory secondary education from 12-16 years old. After age 16, students can attend university, vocational training programs, or the two-year baccalaureate program to prepare for university.
The document summarizes key aspects of Spain's education system. It outlines that Spain has a national education law and four co-official languages besides Spanish. It also describes the main levels of education including pre-primary, compulsory primary and lower secondary education, optional upper-secondary (Bachillerato), and university education. The document provides statistics on student populations and breakdowns of subject areas taught at different education levels.
Comenius presentation about the education system in spain by joseSanta Cruz
Education in Spain is regulated by the Organic Law of Education and is compulsory and free between ages 6-16. Schools can be public, privately funded religious/secular, or private. The education system includes kindergarten, primary school, secondary school, baccalaureate, and university. Secondary education has two cycles from ages 12-14 and 14-16 with core and optional subjects. Students can choose baccalaureate, vocational training, or leave education at age 16. Higher education includes bachelor's, master's and doctorate degrees.
Spain has a total of 5,917,074 students enrolled across its education system. 72% attend public schools while 28% go to private institutions. The education system includes preschool from ages 0-6, primary school from 6-12, secondary school from 12-16, and various post-secondary options like high school or vocational training from 16-18. Education is compulsory through secondary school and free at public schools, though parents often pay fees for materials, transportation, or meals. The system is regulated at the national level but responsibilities have been devolved to Spain's 17 regional governments.
The document summarizes the Spanish educational system. It outlines that Spain has a decentralized model of education, with responsibilities divided between the central government, autonomous regions, and local administrations. It then describes the different levels of education in Spain, including infant education, primary education, compulsory secondary education, higher secondary education, and vocational training cycles. It concludes by providing specific details about IES Villa de Alguazas, a secondary school in Región de Murcia, including its staff, facilities, educational programs, and special projects.
The document summarizes the Spanish education system. It is divided into four levels: optional pre-school from ages 3 to 6, compulsory primary school from ages 6 to 12, compulsory secondary education from ages 12 to 16, and post-16 Bachillerato which includes sciences, social sciences, humanities and arts. Students must pass the PAU exam to enter university, where most degrees are 4 years. Schools are state schools, privately run schools funded by the state, or purely private schools. Class sizes are typically 25 students per teacher but decrease if a student has special needs.
The Spanish educational system is comprised of 17 autonomous communities each with their own educational system. It includes voluntary pre-school education from ages 0-5, compulsory primary education from ages 6-12, and post-compulsory secondary education which allows students to pursue vocational training, higher education such as university, or specialized studies in areas like art, sports, or languages. Higher education options include university, upper-level vocational training, and artistic or sports conservatories.
Nieves Veracruz school presentation Split 2016slavicivan
This document provides information about drama education in Spain. It discusses the Spanish education system and categories of schools. It also describes the structure of education, from infant and primary to secondary and higher education. Additionally, it gives details about a specific primary school in Valencia called CEIP La Marina, which is part of a network of 11 rural schools with a shared educational project. The document concludes with contact information for the drama education workshop in Croatia.
The document provides an overview of the Italian education system. It begins with key articles from the Italian Constitution guaranteeing education rights. It then outlines the structure of the education system, including pre-primary, primary, lower secondary and upper secondary schools. Key aspects summarized include compulsory education from ages 6-16, the subject hours in lower secondary school, evaluations of students, support for those with special needs, and integration of disabled children. It concludes by restating the constitutional guarantee of equal treatment regardless of sex, race, or religion.
The document provides an overview of the Spanish education system from infant education through university level. It discusses the key stages of education in Spain including infant education, primary school, compulsory secondary education, and university. It outlines the responsibilities of the central government, autonomous communities, schools, and local administrations in governing the decentralized education model. The Spanish education system is generally free and compulsory through secondary education. [END SUMMARY]
The Spanish education system is structured into 17 autonomous communities, each with their own education system. It includes both state schools and privately run schools funded by the state. Early childhood education is from ages 0-3 in nursery schools and ages 3-5 in non-compulsory preschool. Compulsory primary education spans ages 6-11 across three 2-year cycles. Secondary education includes a compulsory 4-year program from ages 12-15. Post-compulsory options include vocational training or baccalaureate programs. Subjects include core academics as well as arts, music, and religion/alternatives. Teachers require 3-5 years of university education and work within salary and hour structures set
National school system of greece by18th primary school of rhodes erasmus+Vasiliki Liapi
The document provides details about the education system in Greece. It discusses the structure of primary school, including the courses offered from 1st through 4th grade. The primary subjects covered are Greek language, mathematics, environmental studies, history, religion, music, arts, physical education, drama, English, and computer studies. The education system is national and unified, with compulsory education lasting ten years between kindergarten and high school.
- Italy has a state-run school system that is accessible to all students from ages 3 to 19, regardless of economic or social background.
- Schools are administered at the national, regional, and local levels. Individual schools have autonomy over teaching methods but must follow national guidelines.
- The school system includes nursery school, primary school, lower secondary school, upper secondary school, and university. Students progress through each level, typically spending 5 years in primary school, 3 in lower secondary, and 5 in upper secondary or vocational school.
The document summarizes the Spanish educational system from kindergarten through university level education. It outlines the main goals and competencies developed at each level, including primary education which focuses on personal development, cultural skills, and core academic subjects; secondary education which emphasizes vocational and academic preparation; and university level education which offers degrees, masters, and doctoral programs. Key aspects like required subjects, qualifications of teachers, and official languages are also mentioned for each education stage in Spain.
- Preschool education is compulsory for children ages 3-6, after which compulsory schooling lasts until age 16.
- Primary education typically lasts 8 years, after which students can choose between gymnasium (prep for university), vocational school, or technical school.
- Foreign language instruction, typically English or German, begins in 4th grade. Course books are used to systematically develop the four language skills of speaking, listening, reading and writing.
The document provides an overview of the Italian school system from nursery school through university education. It describes the typical school year and week structure, subjects taught at different levels, and types of secondary schools that students can choose from including liceo, technical institutes, and professional schools. It also briefly outlines the university system and funding programs available. The purpose is to outline the Italian education system for students in partner schools in other countries involved in a Comenius exchange program.
Romania is located in Southeastern Europe, bordering countries like Hungary, Serbia, Ukraine, Moldova, and Bulgaria. It has a population of over 19 million people and its capital and largest city is Bucharest. Education in Romania is free and compulsory up to 10th grade. It typically involves kindergarten from ages 3-7, primary school from ages 7-10, and gymnasium from ages 10-15. The document then describes the daily schedule and subjects for a primary school and gymnasium student. It provides an example of the Tutova school, which includes kindergarten, primary and lower secondary education for around 500 students across 6 villages. The teachers aim to use engaging teaching methods to
According to UNESCO, Cuba is the only country in Latin America and the Caribbean to achieve all the measurable objectives of education. This is the conclusion the Global Monitoring Report on Education for All in 2015, UNESCO (UNESCO). The document is based on the framework of action proposed in 2000 at the World Education Forum in Dakar when governments from 164 countries committed themselves to goals as early childhood care, universal primary education, adult literacy and parity and gender equality. Only half of the countries in the world and Latin America achieved the goal of universal access to primary education. In Cuba, it is noble to be a teacher. In Cuba teachers are valued unlike Brazil. Cuban teachers earn salaries similar to those of doctors. It should be noted that Cuba is also a place where those who have good grades will have access to education regardless of origin or family income. But how do the comparison of Cuba with other countries if it does not have international indicators? Today, it is not possible to know whether a university in Cuba is better or worse than a Brazilian institution, the US or even China because Cuba does not participate in international databases and not of university rankings.
Spanish education system includes public and private schools. Public schools provide free education from pre-school through high school (bachillerato). Private schools charge tuition. The document discusses differences between education structures in Spain, the UK, and US. It also outlines extracurricular activities offered at a Spanish public high school, such as Comenius projects, theatre, and trips. Finally, it notes recent cuts to education funding in Spain have led to consequences for students and schools.
This document summarizes key aspects of the Italian school system. It describes the structure of schools including kindergarten, primary, middle, and secondary school. It also outlines the national curriculum and exams, teacher training requirements, and hiring processes for permanent and temporary teaching staff. Class sizes and teacher work hours are also addressed.
Education in Cuba by Osvaldo Gutiérrez PérezSusana Paz
Cuban education is free and universal at all levels, including higher education. It aims to promote gender equality, diversity, and democratic participation in society. Education is a responsibility of the socialist state and is seen as essential to guiding and encouraging education, culture, and science. When the revolution occurred in 1961, over 100,000 students participated in a National Literacy Campaign to teach illiterate adults to read and write. School is compulsory through ninth grade and combines study with patriotic teachings, military training, and agricultural work. Students are also expected to participate in political youth organizations.
The Italian educational system consists of 3 parts: primary education, secondary education, and higher education. Primary education includes nursery school and 5 years of primary school. Secondary education includes 3 years of lower secondary school and a choice between high school (lyceum), technical institutes, and professional education, which are completed after passing a state exam. Higher education involves university studies leading to a degree.
Education in Italy is compulsory between the ages of 6-16 and consists of primary school (ages 6-11), middle school (ages 11-14), and various types of high school (ages 14-19). Primary school provides a basic education in subjects like reading, writing, math, history, and art. Middle school introduces additional subjects like foreign languages and continues preparing students. High school specializations include classical studies, scientific studies, modern languages, fine arts, liberal arts, and music/choir studies. All pathways lead to a final exam providing university entrance. Recent reforms have established six main types of high schools with specialized focuses.
The document summarizes the Italian education system. It is divided into compulsory and optional parts. Compulsory education involves children ages 3-14 and includes pre-school, primary school, and secondary school of low level. Optional education accepts children age 14 and up and includes secondary school of high level (like colleges and technical institutes), and university. The document then provides more details on kindergarten, primary school, and the schools in the town of Gravina in Puglia.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The video and presentation will make up 40% of the course grade. For the project, groups must create a script, apply a social psychology theory to a practical scenario, execute the process on video, and submit a written report in a specified format. The report, video, and presentation will be assessed based on demonstration of course learning outcomes like application of concepts and critical thinking.
Koon Qi loses her phone after parking her car on campus. Several psychological concepts are demonstrated as her classmates try to help locate the phone. Ow decides to social loaf and not put in real effort to search. Barbara thinks Koon Qi deserves losing her phone due to her own actions. Teoh falsely accuses Barbara of stealing the phone, leading to an argument. Brian steps in to resolve the conflict and helps the group search rationally. In the end, Koon Qi's phone is found in her car, and she attributes losing it to her own actions rather than accept blame.
This document outlines a group project assignment for a course on the construction industry. The project involves interviewing a professional from the building team of a construction project and creating a magazine summarizing the interview. Students will be assigned a professional role to interview, such as architect, engineer, or quantity surveyor. They must conduct the interview, record it, and use the information to create an 8-12 page magazine in PDF and print formats. The magazine must include the interviewed professional's company profile, personal profile, and description of their roles and responsibilities on one or two projects. A peer assessment form is also included to evaluate each group member's contributions.
1) Koon Qi parks her car in a different lot than usual after the usual lot was blocked, and doesn't realize she dropped her phone until later.
2) A heated argument breaks out between Barbara and Teoh after Teoh accuses Barbara of stealing the phone when she isn't helping search.
3) Brian is able to calm everyone down and they search Koon Qi's car, finding the phone, after which Koon Qi blames her loose pockets rather than take responsibility.
The Spanish educational system is comprised of 17 autonomous communities each with their own educational system. It includes voluntary pre-school education from ages 0-5, compulsory primary education from ages 6-12, and post-compulsory secondary education which allows students to pursue vocational training, higher education such as university, or specialized studies in areas like art, sports, or languages. Higher education options include university, upper-level vocational training, and artistic or sports conservatories.
Nieves Veracruz school presentation Split 2016slavicivan
This document provides information about drama education in Spain. It discusses the Spanish education system and categories of schools. It also describes the structure of education, from infant and primary to secondary and higher education. Additionally, it gives details about a specific primary school in Valencia called CEIP La Marina, which is part of a network of 11 rural schools with a shared educational project. The document concludes with contact information for the drama education workshop in Croatia.
The document provides an overview of the Italian education system. It begins with key articles from the Italian Constitution guaranteeing education rights. It then outlines the structure of the education system, including pre-primary, primary, lower secondary and upper secondary schools. Key aspects summarized include compulsory education from ages 6-16, the subject hours in lower secondary school, evaluations of students, support for those with special needs, and integration of disabled children. It concludes by restating the constitutional guarantee of equal treatment regardless of sex, race, or religion.
The document provides an overview of the Spanish education system from infant education through university level. It discusses the key stages of education in Spain including infant education, primary school, compulsory secondary education, and university. It outlines the responsibilities of the central government, autonomous communities, schools, and local administrations in governing the decentralized education model. The Spanish education system is generally free and compulsory through secondary education. [END SUMMARY]
The Spanish education system is structured into 17 autonomous communities, each with their own education system. It includes both state schools and privately run schools funded by the state. Early childhood education is from ages 0-3 in nursery schools and ages 3-5 in non-compulsory preschool. Compulsory primary education spans ages 6-11 across three 2-year cycles. Secondary education includes a compulsory 4-year program from ages 12-15. Post-compulsory options include vocational training or baccalaureate programs. Subjects include core academics as well as arts, music, and religion/alternatives. Teachers require 3-5 years of university education and work within salary and hour structures set
National school system of greece by18th primary school of rhodes erasmus+Vasiliki Liapi
The document provides details about the education system in Greece. It discusses the structure of primary school, including the courses offered from 1st through 4th grade. The primary subjects covered are Greek language, mathematics, environmental studies, history, religion, music, arts, physical education, drama, English, and computer studies. The education system is national and unified, with compulsory education lasting ten years between kindergarten and high school.
- Italy has a state-run school system that is accessible to all students from ages 3 to 19, regardless of economic or social background.
- Schools are administered at the national, regional, and local levels. Individual schools have autonomy over teaching methods but must follow national guidelines.
- The school system includes nursery school, primary school, lower secondary school, upper secondary school, and university. Students progress through each level, typically spending 5 years in primary school, 3 in lower secondary, and 5 in upper secondary or vocational school.
The document summarizes the Spanish educational system from kindergarten through university level education. It outlines the main goals and competencies developed at each level, including primary education which focuses on personal development, cultural skills, and core academic subjects; secondary education which emphasizes vocational and academic preparation; and university level education which offers degrees, masters, and doctoral programs. Key aspects like required subjects, qualifications of teachers, and official languages are also mentioned for each education stage in Spain.
- Preschool education is compulsory for children ages 3-6, after which compulsory schooling lasts until age 16.
- Primary education typically lasts 8 years, after which students can choose between gymnasium (prep for university), vocational school, or technical school.
- Foreign language instruction, typically English or German, begins in 4th grade. Course books are used to systematically develop the four language skills of speaking, listening, reading and writing.
The document provides an overview of the Italian school system from nursery school through university education. It describes the typical school year and week structure, subjects taught at different levels, and types of secondary schools that students can choose from including liceo, technical institutes, and professional schools. It also briefly outlines the university system and funding programs available. The purpose is to outline the Italian education system for students in partner schools in other countries involved in a Comenius exchange program.
Romania is located in Southeastern Europe, bordering countries like Hungary, Serbia, Ukraine, Moldova, and Bulgaria. It has a population of over 19 million people and its capital and largest city is Bucharest. Education in Romania is free and compulsory up to 10th grade. It typically involves kindergarten from ages 3-7, primary school from ages 7-10, and gymnasium from ages 10-15. The document then describes the daily schedule and subjects for a primary school and gymnasium student. It provides an example of the Tutova school, which includes kindergarten, primary and lower secondary education for around 500 students across 6 villages. The teachers aim to use engaging teaching methods to
According to UNESCO, Cuba is the only country in Latin America and the Caribbean to achieve all the measurable objectives of education. This is the conclusion the Global Monitoring Report on Education for All in 2015, UNESCO (UNESCO). The document is based on the framework of action proposed in 2000 at the World Education Forum in Dakar when governments from 164 countries committed themselves to goals as early childhood care, universal primary education, adult literacy and parity and gender equality. Only half of the countries in the world and Latin America achieved the goal of universal access to primary education. In Cuba, it is noble to be a teacher. In Cuba teachers are valued unlike Brazil. Cuban teachers earn salaries similar to those of doctors. It should be noted that Cuba is also a place where those who have good grades will have access to education regardless of origin or family income. But how do the comparison of Cuba with other countries if it does not have international indicators? Today, it is not possible to know whether a university in Cuba is better or worse than a Brazilian institution, the US or even China because Cuba does not participate in international databases and not of university rankings.
Spanish education system includes public and private schools. Public schools provide free education from pre-school through high school (bachillerato). Private schools charge tuition. The document discusses differences between education structures in Spain, the UK, and US. It also outlines extracurricular activities offered at a Spanish public high school, such as Comenius projects, theatre, and trips. Finally, it notes recent cuts to education funding in Spain have led to consequences for students and schools.
This document summarizes key aspects of the Italian school system. It describes the structure of schools including kindergarten, primary, middle, and secondary school. It also outlines the national curriculum and exams, teacher training requirements, and hiring processes for permanent and temporary teaching staff. Class sizes and teacher work hours are also addressed.
Education in Cuba by Osvaldo Gutiérrez PérezSusana Paz
Cuban education is free and universal at all levels, including higher education. It aims to promote gender equality, diversity, and democratic participation in society. Education is a responsibility of the socialist state and is seen as essential to guiding and encouraging education, culture, and science. When the revolution occurred in 1961, over 100,000 students participated in a National Literacy Campaign to teach illiterate adults to read and write. School is compulsory through ninth grade and combines study with patriotic teachings, military training, and agricultural work. Students are also expected to participate in political youth organizations.
The Italian educational system consists of 3 parts: primary education, secondary education, and higher education. Primary education includes nursery school and 5 years of primary school. Secondary education includes 3 years of lower secondary school and a choice between high school (lyceum), technical institutes, and professional education, which are completed after passing a state exam. Higher education involves university studies leading to a degree.
Education in Italy is compulsory between the ages of 6-16 and consists of primary school (ages 6-11), middle school (ages 11-14), and various types of high school (ages 14-19). Primary school provides a basic education in subjects like reading, writing, math, history, and art. Middle school introduces additional subjects like foreign languages and continues preparing students. High school specializations include classical studies, scientific studies, modern languages, fine arts, liberal arts, and music/choir studies. All pathways lead to a final exam providing university entrance. Recent reforms have established six main types of high schools with specialized focuses.
The document summarizes the Italian education system. It is divided into compulsory and optional parts. Compulsory education involves children ages 3-14 and includes pre-school, primary school, and secondary school of low level. Optional education accepts children age 14 and up and includes secondary school of high level (like colleges and technical institutes), and university. The document then provides more details on kindergarten, primary school, and the schools in the town of Gravina in Puglia.
This document outlines a group project assignment for a social psychology course. Students will be assigned to groups of 4-5 to conduct a social psychology experiment, record a video clip demonstrating the process, and do a group presentation. The video and presentation will make up 40% of the course grade. For the project, groups must create a script, apply a social psychology theory to a practical scenario, execute the process on video, and submit a written report in a specified format. The report, video, and presentation will be assessed based on demonstration of course learning outcomes like application of concepts and critical thinking.
Koon Qi loses her phone after parking her car on campus. Several psychological concepts are demonstrated as her classmates try to help locate the phone. Ow decides to social loaf and not put in real effort to search. Barbara thinks Koon Qi deserves losing her phone due to her own actions. Teoh falsely accuses Barbara of stealing the phone, leading to an argument. Brian steps in to resolve the conflict and helps the group search rationally. In the end, Koon Qi's phone is found in her car, and she attributes losing it to her own actions rather than accept blame.
This document outlines a group project assignment for a course on the construction industry. The project involves interviewing a professional from the building team of a construction project and creating a magazine summarizing the interview. Students will be assigned a professional role to interview, such as architect, engineer, or quantity surveyor. They must conduct the interview, record it, and use the information to create an 8-12 page magazine in PDF and print formats. The magazine must include the interviewed professional's company profile, personal profile, and description of their roles and responsibilities on one or two projects. A peer assessment form is also included to evaluate each group member's contributions.
1) Koon Qi parks her car in a different lot than usual after the usual lot was blocked, and doesn't realize she dropped her phone until later.
2) A heated argument breaks out between Barbara and Teoh after Teoh accuses Barbara of stealing the phone when she isn't helping search.
3) Brian is able to calm everyone down and they search Koon Qi's car, finding the phone, after which Koon Qi blames her loose pockets rather than take responsibility.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshows.
This document provides information about the Creative Thinking Skills module offered in January 2015. It includes details about the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan, and weekly schedule. The module aims to equip students with critical and creative thinking skills through investigating techniques like mind mapping and brainstorming. Students will complete projects, an idea journal, and e-portfolio to demonstrate their skills. The module uses student-centered learning and assesses students formatively and summatively.
This document is a survey report on understanding of lung cancer among male and female students at Taylor's University. It includes an introduction to lung cancer, the objective to compare understanding between genders, methodology of distributing surveys to 260 students, statistical analysis of responses, and conclusions. The analysis found that female students had a slightly better understanding than males, though overall understanding was low. Many were unaware that lung cancer can affect other cancers and that surgery is a primary treatment. The report provides statistics on lung cancer in Malaysia and causes/risk factors.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The final submission at the end of the semester must compile all notes and projects into one folder. Students will be assessed based on organization, depth of content, creativity, and clarity of their visual notes.
This document provides information on the "Effective Public Communication" module offered at Taylor's University. The 3-credit, 18-week module aims to develop students' interpersonal and group communication skills through concepts like perception, listening, decision making, and conflict resolution. Assessment includes a class test, group blog project, individual oral presentation, and portfolio. The module uses student-centered learning and covers topics such as communication models, verbal/nonverbal messages, relationships, groups, and leadership.
FNBE0115 - FLIPCLASSROMMath slide ok [11860]barbaraxchang
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
This document is a research report on two hair salons - Vogue Unisex Salon located in Klang, Kuala Lumpur and Eroma Hair Salon located in Kuantan, Pahang. It provides histories of the businesses, descriptions of their locations, services offered, and staffing. A team of 5 students divided roles for the research report, with sections covering the history of hairdressing as a trade, descriptions of the two businesses, a comparative analysis, recommendations, and references.
The document discusses cones, frustums, and their properties. It defines a cone as having a circular base and curved side ending at an apex point. A frustum is formed from cutting off the tip of a cone with a cut perpendicular to the height, forming two parallel circular bases. The document provides formulas to calculate the volume and surface area of cones and frustums. It gives examples of applying the formulas to solve for volume and surface area.
This document outlines an oral presentation assignment for a course on Effective Public Communication. Students will work in groups of 6-8 people to research and present for 15-20 minutes on analyses of mural paintings or steel artwork. Each group must analyze the artist's background, describe two artworks, and identify 5 communication concepts within them. Presentations are due on November 16th and will be assessed based on understanding the brief, content relevance, organization, referencing, and mechanics. The tasks, submission requirements, assessment criteria, and suggested references are provided.
This document provides information about adverbs - their use and formation. It defines adverbs as words that modify verbs, adjectives, other adverbs or entire phrases/clauses. The document discusses the different types of adverbs including manner, time, place, degree, frequency. It also explains how to form adverbs from adjectives by adding "-ly" or changing the adjective ending. Some adverbs are irregular and have the same form as the adjective. In summary, the document is an overview of adverbs that defines them, gives examples of their use, and explains their typical formation from adjectives.
This document provides an overview of product design as a profession, including the different types of drawings and tools used. It discusses the product design process from concept development to manufacturing. Key aspects covered include sketching ideas, computer-aided design, technical drawings, materials, and production. The roles and responsibilities of product designers are outlined, such as developing designs, testing prototypes, and collaborating with other professionals.
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where the best rebranding proposals will be selected. Groups will produce a 30-45 second advertisement video, an A3 poster, and a 5 minute product presentation. Submissions and presentations are due in weeks 12 and 17. The project aims to develop critical and creative thinking skills.
27 05-2015 francisco gonzalez class reportErikaElizath
The document summarizes Francisco González's grammar class. It was divided into three steps:
In step 1, the teacher discussed adverbs, explaining how they are formed and can be placed at the beginning, middle, or end of sentences. Examples of forming adverbs by adding "-ly" were provided.
Step 2 continued with more examples of how to form adverbs from adjectives.
In step 3, the teacher gave examples of adverbs in different sentence positions and the class watched a video that further explained adverbs.
22 06-2015 gabriela garcía class reportErikaElizath
The document summarizes a grammar lesson on passive voice and causative structures that was taught over three steps. In step one, the teacher reviewed passive voice structures and provided examples. In step two, the teacher explained the use of "by" in passive voice and showed a video about passive voice. The teacher then explained causative structures using "get" and "have" and provided examples. In step three, the students took an online test on forming active and passive causative sentences.
1) The document summarizes a grammar lesson about verbs related to sight and hearing. It describes a lesson given by teacher Magdalena Ullauri to students including Jojaira Hernández about verbs like see, look, gaze, glance, glimpse, notice, stare, watch, keep an eye on, hear, and listen.
2) Examples are provided for how each of these verbs is used including "see what you mean", "look carefully", "gaze into the fire", "glance at his watch", "glimpse her face", "notice that she was restless", "stare at the page", "watch TV", "keep an eye on the food", "hear someone knocking",
This document discusses English grammar articles - indefinite articles like "a" and "an", and the definite article "the". It explains the different uses of these articles, including when to use indefinite articles with singular countable nouns, jobs, numbers, and exclamations. It also explains when to use the definite article, such as with inventions, geographic features, organizations, and previously mentioned things. The document concludes by discussing cases when no article is used, such as with continents, countries, cities, streets, illnesses, and plural/abstract nouns used in general senses.
This document provides information about adverbs including their definition, differences between adverbs and adjectives, how adverbs are used, types of adverbs (time, place, manner, etc.), and how adverbs are formed. It discusses how adverbs can modify verbs, adjectives, and other adverbs. It also covers irregular adverb forms, adverb phrases, and prepositional phrases. Examples are provided throughout to illustrate the different uses and forms of adverbs.
This document provides information about adverbs including their definition, use, form and types. It discusses how adverbs modify verbs, adjectives and other adverbs to express manner, place, time or degree. It distinguishes between adjectives and adverbs and provides examples of each. The document also describes different types of adverbs such as adverbs of time, place, degree, manner and frequency. It discusses adverbial phrases and prepositional phrases. Finally, it covers the formation of adverbs from adjectives, including those ending in -ly, -le, -y and some irregular forms. The document is intended to teach students about the use and formation of adverbs in the English language.
This document provides information about the articles "a", "an", and "the" in English grammar. It discusses the rules for using the indefinite articles "a" and "an", including using "a" before consonant sounds and "an" before vowel sounds. It also covers exceptions involving words like "hour" or "herb". The document then discusses the definite article "the", explaining when it is used to refer to something specific or previously mentioned. It provides many examples of the different uses of "the". The document concludes by listing some exceptions when "the" is not used, such as with names of languages, meals, or people.
The document summarizes a classroom lesson on transitive verbs and the passive voice. It discusses what transitive verbs are, gives examples, and has students complete tests and exercises on the simple past and present continuous passive forms. The lesson explains when to use the passive voice, such as when the subject is less important or unknown, and to shift focus or for sentence variety. Students practice forming passive sentences and asking questions in the simple past and present continuous passive tenses.
The document summarizes a grammar class about the passive voice. It discusses how to form sentences in the present simple passive, including negatives and questions. Examples are provided like "A lot of oil is used in Greek cooking" and "Jaguar cars are not made in America." The class then covers forming sentences in the future passive tense using example verbs like "clean," "close," "finish," and "speak." Students are told to make exercises and an assessment on using the passive voice in different tenses.
This document summarizes a grammar class about the passive voice. The teacher begins by explaining the passive voice, how it is used when the focus is on the action rather than the subject performing the action. Transitive and intransitive verbs are also discussed, where transitive verbs have an object receiving the action. Examples of active and passive voice sentences are provided. Students then do an exercise changing active voice sentences to passive voice, such as "Peter washes the fruits" becoming "The fruits are washed by Peter."
The document summarizes a class about grammar that took place on April 14, 2015. It was taught by Magdalena Ullauri and covered several topics:
1) An explanation of the course syllabus and projects for the semester, including a project about children's rights.
2) A discussion of the importance of blogs and how to create one using Blogger, including how to post documents and pictures.
3) An entry test on the first unit of the course.
4) A beginning explanation of the passive voice and a related informative video.
This document discusses English grammar articles. It explains the uses of indefinite articles like "a" and "an", and the definite article "the". It provides examples of when to use each type of article with singular nouns, locations, organizations, species, and other contexts. It also discusses when to use the zero article, or no article at all, such as with countries, cities, streets, illnesses, abstract nouns, and certain prepositional phrases.
This document provides information about adverbs - their use and formation. It defines adverbs as words that modify verbs, adjectives, other adverbs or entire phrases/clauses. The document discusses the different types of adverbs including manner, time, place, degree, frequency. It also explains how to form adverbs from adjectives by adding "-ly" or changing the adjective ending. Some adverbs are irregular and have the same form as the adjective. In summary, the document is an overview of adverbs that defines them, gives examples of their use, and explains their typical formation from adjectives.
This document provides information about adverbs - their use and formation. It defines adverbs as words that modify verbs, adjectives, other adverbs or entire phrases/clauses. The document discusses the different types of adverbs including manner, time, place, degree, frequency. It also explains how to form adverbs from adjectives by adding "-ly" or changing word endings like "-le" to "-ly" or "-y" to "-ily". Some adverbs are irregular and don't follow typical formation rules. In addition, phrases can also serve as adverbs.
This document provides information about adverbs, including their definition, use, and formation. It states that adverbs modify verbs, adjectives, or other adverbs to express manner, place, time, degree or other circumstances. It describes the different types of adverbs such as manner, time, place, degree, and frequency. It explains that many adverbs are formed by adding -ly to adjectives, but some adjectives ending in -le, -y, or -ic add suffixes other than -ly. It also notes that some adverbs have irregular formations or the same form as their related adjective.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Pride Month Slides 2024 David Douglas School District
Causative online
1. UNIVERSIDAD NACIONAL DE CHIMBORAZO
FACULTAD CIENCIAS DE LA EDUCACION HUMAS Y TECNOLOGIAS
LANGUAGE SCHOOL
NAME: Erika Yamasque
SUBJECT: Grammar VI
DATE: 30-06-15