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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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!
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
4. The State shall protect the right of
children to assistance, including proper
care and nutrition, and special protection
from all forms of neglect, abuse, cruelty,
exploitation and other conditions
prejudicial to their development;
5. inculcate patriotism and nationalism,
foster love of humanity,
respect for human rights,
teach the rights and duties of
citizenship, strengthen ethnical and
spiritual values,
All EDUCATIONAL INSTITUTIONS shall...
6. All EDUCATIONAL INSTITUTIONS shall...
develop moral character and
personal discipline,
encourage critical and creative
thinking, broaden scientific and
technological knowledge
promote vocational efficiency.
8. Empower the school, its administrators and
teachers, or the individual, or institution
engaged in child care to exercise the
SPECIAL PARENTAL AUTHORITY and
responsibility over the minor child while under
their supervision, instruction or custody.
9. CHILDREN who are enrolled in the
basic education system;
—
SCHOOL PERSONNEL
Ø School Head
Ø Teaching or Non-Teaching personnel
10. SCHOOL VISITOR OR GUEST
Ø Media
Ø Suppliers or Bidders
Ø Parents and Guardians, etc.
19. Single act or a series of
acts committed by school
administrators, academic
and non-academic
personnel against a child.
20. beating, kicking, hitting, slapping,
or lashing
holding a weight for an extended
period and kneeling on stones
CORPORAL PUNISHMENT
21. Deliberate exposure to fire, ice,
water, smoke, sunlight, rain, pepper,
alcohol, or forcing the child to
swallow substances
Confinement, imprisonment
CORPORAL PUNISHMENT
22. Verbal abuse or assaults
Forcing a child to wear a sign, to undress
or disrobe
Permanent confiscation of personal
property of students, except when such
pieces pose a danger
CORPORAL PUNISHMENT
24. Willful aggressive behavior
that is directed, towards a
particular victim who may be
out- numbered, younger, weak,
with disability, less confident.
30. SCHOOL HEADS
Ensure that the school adopts a student Code
of Conduct to be followed by every pupil,
student or learner while on school grounds, or
when traveling to and from school, or during a
school-sponsored activity, and during lunch
period, whether on or off campus;
31. SCHOOL HEADS
Coordinate with the Department of Social Welfare
and Development or, the appropriate government
agencies or non-governmental organizations on a
Child Protection Hotline for reporting abuse,
violence, exploitation, discrimination, bullying and
other similar acts and for counseling;
32. SCHOOL PERSONNEL
A. Exercise special parental authority and
responsibility over the child while under
their supervision, instruction and custody.
33. SCHOOL PERSONNEL
B. Give them love and affection, advice
and counsel, companionship and
understanding
34. SCHOOL PERSONNEL
C. Furnish them with good and wholesome educational
materials, supervise their activities, recreation and
association with others, protect them from bad
company and prevent them from acquiring habits
detrimental to their health, studies and morals;
36. PUPILS, STUDENTS AND LEARNERS
A. Comply with the school's
regulations, as long as they are in
harmony with their best interests.
37. PUPILS, STUDENTS AND LEARNERS
B. Shall refrain from:
I. Engaging in discrimination, or leading a
group to discriminate another, with
reference to one's physical appearance,
weaknesses and status
38. PUPILS, STUDENTS AND LEARNERS
B. Shall refrain from:
II. Doing any act that is
inappropriate or sexually
provocative
39. PUPILS, STUDENTS AND LEARNERS
B. Shall refrain from:
III. Participating in behavior of
other students that is illegal, unsafe
or abusive
40. PUPILS, STUDENTS AND LEARNERS
B. Shall refrain from:
IV. Marking or damaging school
property, including books, in any way
41. PUPILS, STUDENTS AND LEARNERS
B. Shall refrain from:
V. Engaging in fights or any
aggressive behavior
42. PUPILS, STUDENTS AND LEARNERS
B. Shall refrain from:
VI. Introducing into the school premises or
otherwise possessing prohibited articles, such as
deadly weapons, drugs, alcohol, toxic and noxious
substances, cigarettes and pornographic material;
43. PUPILS, STUDENTS AND LEARNERS
B. Conduct themselves in accordance with their
levels of development, maturity, and
demonstrated capabilities, with a proper regard
for the rights and welfare of other persons
44. PUPILS, STUDENTS AND LEARNERS
C. Respect another person's rights
regardless of opinion, status, gender,
ethnicity, religion, as well as everyone's
moral and physical integrity
51. Note: The school personnel SHOULD
NOT BE ALLOWED to settle and
investigate child abuse cases in the
school without proper authorization
52. Complaints of child abuse, violence,
discrimination, exploitation, bullying and other
acts of abuse under this Department Order shall
be within the exclusive jurisdiction of the
Department, and shall not be brought for
amicable settlement before the Barangay,
subject to existing laws, rules and regulations.
53. If the person complained of is a non-
teaching personnel, the Schools Division
Superintendent shall cause the conduct
of a fact-finding investigation within
the same period
54. F. The identity or other information
that may reasonably identify the
pupil or student shall remain
confidential
55. G. The identity of a respondent-
teacher shall likewise be kept
confidential.
