This is perhaps one of the most popular career choices for dancers. You can teach at a studio, in a public school system with the proper qualifications, or a college dance program with a Master’s degree.
Being a dance teacher allows you to remain active physically while sharing your knowledge with others. You can also remain creative through choreographing routines for class and performances regularly. It helps to know which age group you want to teach, as some will require extra training or college degrees.
This is a great option that helps extend the longevity of a dance career.
Without dance teachers, the field of dance as we know it today would not exist!
This is a powerpoint presentation of one of the Senior High School Core Subject: Physical Education and Health 11. For this powerpoint, this serves as a presentation about the introduction of the subject: Physical Education and Health 11
This is a powerpoint presentation of one of the Senior High School Core Subject: Physical Education and Health 11. For this powerpoint, this serves as a presentation about the introduction of the subject: Physical Education and Health 11
PHYSICAL EDUCATION 11 - Health and Risk in our LIfestyleMarvin Bronoso
PHYSICAL EDUCATION 11 - Health and Risk in our Lifestyle
The student be able to relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance.
PHYSICAL EDUCATION 11 - PHYSICAL ACTIVITY
LESSON1
At the end of this lesson student will be able to . . .
○ Distinguishes aerobic from muscle-and bone-strengthening activities
○ Explains how to optimize the energy systems for safe and improved performance
Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out- of school
The content of this presentation is based on the DepEd Davao City Division module in HOPE 1 Q1 M3 Moderate to Vigorous Physical Activities
Video and content are credited to the to the rightful owner.
This is for educational purpose only.
PROPER ETIQUETTE AND SAFETY IN THE USE OF-REQUIREMENT.pptxGlyzeAllen
Proper etiquette and safety in the use of facilities and equipment. It talks about how and individual the do's and don'ts when he/she goes to the gym/any sports facilities. Demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical activity assessment performance, and as a career opportunity. Leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others positively. • Demonstrates proper etiquette and safety in the use of facilities and equipment . • Explains how to optimize the energy systems for safe and improved performance .
Includes the Natural resources of the country, outdoor recreation (land, water & air), nature of mountaineering, trail class, classification, top mountains visited in the country.
PHYSICAL EDUCATION 11 - Health and Risk in our LIfestyleMarvin Bronoso
PHYSICAL EDUCATION 11 - Health and Risk in our Lifestyle
The student be able to relates health behaviors (eating habits, sleep and stress management) to health risks factors and physical activity assessment performance.
PHYSICAL EDUCATION 11 - PHYSICAL ACTIVITY
LESSON1
At the end of this lesson student will be able to . . .
○ Distinguishes aerobic from muscle-and bone-strengthening activities
○ Explains how to optimize the energy systems for safe and improved performance
Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out- of school
The content of this presentation is based on the DepEd Davao City Division module in HOPE 1 Q1 M3 Moderate to Vigorous Physical Activities
Video and content are credited to the to the rightful owner.
This is for educational purpose only.
PROPER ETIQUETTE AND SAFETY IN THE USE OF-REQUIREMENT.pptxGlyzeAllen
Proper etiquette and safety in the use of facilities and equipment. It talks about how and individual the do's and don'ts when he/she goes to the gym/any sports facilities. Demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical activity assessment performance, and as a career opportunity. Leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others positively. • Demonstrates proper etiquette and safety in the use of facilities and equipment . • Explains how to optimize the energy systems for safe and improved performance .
Includes the Natural resources of the country, outdoor recreation (land, water & air), nature of mountaineering, trail class, classification, top mountains visited in the country.
Multisensory training to improve balance to prevent fallsPOOJAMAHASETH1
multisensory training involves several bodily senses that is combines three learning senses auditory, visual and kinesthetic. In multisensory training exercise are taught using two or more of these modalities simultaneously to receive or express information.
The senses usually employed in multisensory learning are visual, auditory, kinesthetic and tactile – VAKT (i.e. seeing, hearing, doing, and touching). Some studies conclude that the benefits of multisensory learning are greatest if the senses are engaged concurrently and the instruction is direct and systematic.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
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.
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.
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!
2. Objectives:
By the end of the lesson,
you are expected to:
Identify the common dance
related injuries.
Determine the acute and chronic
dance related injuries.
Grasp the importance of learning
the Dance-related injuries.
3. Answer the following
questions by writing
the letter of the BEST
answer on your
paper. If you think
answers in options A,
B and C are not
correct you may
provide your own
answer by encircling
and writing it in
option D.
1. A tissue can only become an injury if:
• force is given but the impact is the same and
tolerable.
• force is given but the impact is lesser and absorbed.
• force is given but the impact is greater.
2. What is the BEST method/aid for a
fractured arm?
• PRICE Method
• Ice Therapy
• Splints
4. Answer the following
questions by writing the
letter of the BEST
answer on your paper. If
you think answers in
options A, B and C are
not correct you may
provide your own
answer by encircling and
writing it in option D.
3. Which is NOT a life-threatening
injury?
• Concussion
• Excessive Bleeding
• Sprain
4. Which is NOT an example of a
chronic injury?
• Stress Fracture
• Diabetes
• Urinary Tract Infection
5. Answer the following
questions by writing the
letter of the BEST answer
on your paper. If you
think answers in options
A, B and C are not
correct you may provide
your own answer by
encircling and writing it
in option D.
5. What is the BEST First-Aid for a
lacerated arm?
a. Ice Therapy
b. Splint
c. Application of Pressure
7. Answer the following
questions by writing
the letter of the BEST
answer on your
paper. If you think
answers in options A,
B and C are not
correct you may
provide your own
answer by encircling
and writing it in
option D.
1. A tissue can only become an injury if:
• force is given but the impact is the same and
tolerable.
• force is given but the impact is lesser and absorbed.
• force is given but the impact is greater.
2. What is the BEST method/aid for a
fractured arm?
• PRICE Method
• Ice Therapy
• Splints
8. Answer the following
questions by writing the
letter of the BEST
answer on your paper. If
you think answers in
options A, B and C are
not correct you may
provide your own
answer by encircling and
writing it in option D.
3. Which is NOT a life-threatening
injury?
• Concussion
• Excessive Bleeding
• Sprain
4. Which is NOT an example of a
chronic injury?
• Stress Fracture
• Diabetes
• Urinary Tract Infection
9. Answer the following
questions by writing the
letter of the BEST answer
on your paper. If you
think answers in options
A, B and C are not
correct you may provide
your own answer by
encircling and writing it
in option D.
5. What is the BEST First-Aid for a
lacerated arm?
a. Ice Therapy
b. Splint
c. Application of Pressure
12. Common
Factors among
dancers who
have injury:
• Poor body alignment and
technique
- The anatomical alignment and
technique of the dancer are some
of the intrinsic factors that are
commonly associated with injury.
- Dance requires moving the limbs in
a controlled and precise manner.
These movements are anchored to
the trunk, which means that the
trunk should be stable and the
spine is aligned, and low trunk
stability can lead to uncoordinated
movements, which predispose an
individual to injury.
13. Common Factors among
dancers who have injury:
• Excessive training
duration and intensity
- Excessive training and limited
recovery impair the ability to heal
and repair damaged issues. Intense
technique training will most likely
lead to microscopic injury to the
musculoskeletal structures due to
repetitive loading.
14. Common Factors among
dancers who have injury:
• Excessive training
duration and
intensity
- Without proper rest
and sufficient nutrition,
the body is not able to
rebuild the tissues, and
this predisposes the
dancer to a severe
injury. An abrupt
increase in training
intensity will also lead
to this scenario.
15. Common Factors
among dancers
who have injury:
• Hard dance floor
- The floor is where dancers
rehearse and perform. An
optimal dance floor should be
able to absorb the impact
that is generated by the
performer. A hard floor does
not help in dissipating the
impact and returns the force
to the dancer.
- The repetitive shock
absorbed by the foot would
eventually damage the foot
or other parts of the lower
extremity.
16. Common
Factors
among
dancers who
have injury:
• Poor shoe design
- Footwear corrects foot mechanics
and reduce the impact on the foot. A
shoe that does not fit properly or has
insufficient shock absorption will
significantly contribute to injury risk.
- Furthermore, some materials used
on the soles do not offer sufficient
traction on the floor and this could
lead to slips and falls.
17. Common
Factors among
dancers who
have injury:
• Muscle imbalance
- is an uncoordinated muscle
action because of uneven
strength between muscle groups.
This is attributed to various
factors such as anatomy,
technique, and past injury.
25. Classify the following circumstances whether it is acute or
chronic injury. Write your answers on the paper you have
provided.
Acute injury Chronic injury
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
27. Classify the following circumstances whether it is acute or
chronic injury. Write your answers on the paper you have
provided.
Acute injury Chronic injury
1. Forearm fracture 1. Patellofemoral Pain Syndrome
2. Ankle Sprain 2. Plantar Fasciitis
3. Dancer’s Fracture 3. Stress Fracture
4. ACL Tear 4. Hip and Knee Osteoarthritis
5. Back Strain 5. Achilles Tendinosis
