This is a revised PowerPoint on five families of the periodic table I put together for my HS chemistry 9 class after taking a course on visual literacy, inclusive of effective PowerPoint presentations. It could still be much better but I hope some improvement between the two PowerPoints is evident.
Revision Slides for AQA A-Level Chemistry on the Group Two Elements. Designed for the new Exam Series of June 2017, but relevant for all series and exam boards.
This document discusses a blended learning approach using an interactive e-lab platform to teach the Boyle-Mariotte law in secondary Portuguese education. The e-lab platform allows students to remotely conduct experiments exploring the validity of Boyle-Mariotte's law that relationships between the pressure and volume of a gas at constant temperature. Student groups used the e-lab both in and out of the classroom and evaluated the results in a report. Initial results found the e-lab platform engaged and motivated students by making experiments easy to conduct.
The Commonwealth of Learning launched an Open Educational Resources project to provide free secondary school learning materials in 17 subjects under a Creative Commons license. These materials aim to broaden access to secondary education through open and distance learning. They cover subjects such as biology, chemistry, physics, mathematics, geography and others. The materials are available for use in six countries and can be adapted for use elsewhere. Teachers' guides have been developed to instruct teachers on how to use the materials for subjects like English, entrepreneurship, and sciences. The goal is to help teachers make best use of the open resources to support independent study.
1. The document analyzes science performance and dropout rates in France based on PISA test results from 2006-2009 compared to other developed countries.
2. While France achieved average results in math, its science scores remained below average and did not improve from 2006-2009. Dropout rates in France are about 11%.
3. The study finds that elementary and secondary curricula in France allocate fewer weekly hours to science compared to other core subjects, which may contribute to lower performance and higher dropout rates in science. Remedies discussed include improving teaching quality and fostering students' self-perception in science.
This project aims to develop language and communication skills of foreign students aged 15-16 through studying mathematics topics. Students from Poland, Italy, and Portugal will exchange information on concepts studied in their schools and use online resources. They will study geometric loci like the Euler line and nine-point circle to clarify definitions of loci. Students will use GeoGebra, Excel, blogs, social networks, and Google Docs. Lessons will involve students through dynamic geometry software and connect mathematical concepts to history, physics, geography, astronomy and art.
This project aims to develop language and communication skills of foreign students aged 15-16 through studying mathematics topics. Students from Poland, Italy, and Portugal will exchange information on concepts studied in their schools and use online resources. They will study geometric loci like the Euler line and nine-point circle to clarify definitions of loci. Students will use GeoGebra, Excel, blogs, social networks, and Google Docs. Lessons will involve students through dynamic geometry software and connect mathematical concepts to history, physics, geography, astronomy and art.
This document discusses two major curriculum projects in science education: the Nuffield Science Teaching Project and the Physical Sciences Study Committee. The Nuffield project developed new materials for biology, chemistry, and physics in the UK to make science more accessible, exciting, and relevant. It emphasized experimentation and inquiry-based learning. The Physical Sciences Study Committee was initiated at MIT to improve physics teaching in US schools. It focused on practical work and having students discover principles through experimentation. Both projects aimed to present modern science and foster scientific inquiry in students.
This is a revised PowerPoint on five families of the periodic table I put together for my HS chemistry 9 class after taking a course on visual literacy, inclusive of effective PowerPoint presentations. It could still be much better but I hope some improvement between the two PowerPoints is evident.
Revision Slides for AQA A-Level Chemistry on the Group Two Elements. Designed for the new Exam Series of June 2017, but relevant for all series and exam boards.
This document discusses a blended learning approach using an interactive e-lab platform to teach the Boyle-Mariotte law in secondary Portuguese education. The e-lab platform allows students to remotely conduct experiments exploring the validity of Boyle-Mariotte's law that relationships between the pressure and volume of a gas at constant temperature. Student groups used the e-lab both in and out of the classroom and evaluated the results in a report. Initial results found the e-lab platform engaged and motivated students by making experiments easy to conduct.
The Commonwealth of Learning launched an Open Educational Resources project to provide free secondary school learning materials in 17 subjects under a Creative Commons license. These materials aim to broaden access to secondary education through open and distance learning. They cover subjects such as biology, chemistry, physics, mathematics, geography and others. The materials are available for use in six countries and can be adapted for use elsewhere. Teachers' guides have been developed to instruct teachers on how to use the materials for subjects like English, entrepreneurship, and sciences. The goal is to help teachers make best use of the open resources to support independent study.
1. The document analyzes science performance and dropout rates in France based on PISA test results from 2006-2009 compared to other developed countries.
2. While France achieved average results in math, its science scores remained below average and did not improve from 2006-2009. Dropout rates in France are about 11%.
3. The study finds that elementary and secondary curricula in France allocate fewer weekly hours to science compared to other core subjects, which may contribute to lower performance and higher dropout rates in science. Remedies discussed include improving teaching quality and fostering students' self-perception in science.
This project aims to develop language and communication skills of foreign students aged 15-16 through studying mathematics topics. Students from Poland, Italy, and Portugal will exchange information on concepts studied in their schools and use online resources. They will study geometric loci like the Euler line and nine-point circle to clarify definitions of loci. Students will use GeoGebra, Excel, blogs, social networks, and Google Docs. Lessons will involve students through dynamic geometry software and connect mathematical concepts to history, physics, geography, astronomy and art.
This project aims to develop language and communication skills of foreign students aged 15-16 through studying mathematics topics. Students from Poland, Italy, and Portugal will exchange information on concepts studied in their schools and use online resources. They will study geometric loci like the Euler line and nine-point circle to clarify definitions of loci. Students will use GeoGebra, Excel, blogs, social networks, and Google Docs. Lessons will involve students through dynamic geometry software and connect mathematical concepts to history, physics, geography, astronomy and art.
This document discusses two major curriculum projects in science education: the Nuffield Science Teaching Project and the Physical Sciences Study Committee. The Nuffield project developed new materials for biology, chemistry, and physics in the UK to make science more accessible, exciting, and relevant. It emphasized experimentation and inquiry-based learning. The Physical Sciences Study Committee was initiated at MIT to improve physics teaching in US schools. It focused on practical work and having students discover principles through experimentation. Both projects aimed to present modern science and foster scientific inquiry in students.
Ponencia presentada sobre en el XXIII Curso Anual de GRETA en la que se apunta la necesidad de desarrollar distintos modelos de investigación para hacer avanzar el Plan de Fomento de Plurilingüismo.
El Curso se celebró en la Universidad de Jaén, los días 17, 18 y 19 de septiembre.
This document provides information about the Liceo Scientifico Statale "E. Boggio Lera" high school in Catania, Italy. The school is located in an old monastery in the historic city center and has two additional branches. It offers three course profiles: Sciences, Modern Languages, and Scientific with Applied Sciences. The Sciences profile focuses on subjects like math, physics, and chemistry to prepare students for university studies. The Modern Languages profile emphasizes the study of foreign languages and culture. The Applied Sciences option provides a practical approach to scientific subjects with a focus on skills and certification courses.
The Nuffield Science Teaching Project was a curriculum initiative launched in 1961-1962 in England by the Nuffield Foundation to improve science education. The project developed new teaching materials for biology, chemistry, and physics for students ages 11-16, and later expanded its materials to other levels. The materials emphasized hands-on learning through experimentation and inquiry. They gave teachers flexibility to adapt the materials to meet students' needs. The goal was to make science more accessible, useful, exciting, and relevant to students of all kinds. The project influenced later curriculum development and defined the United Kingdom's National Curriculum.
1) The document discusses an e-lab platform that aims to develop students' scientific knowledge and motivation through hands-on experimentation in a virtual environment.
2) A preliminary study involved training 15 teachers on the e-lab interface and planning experiments on topics like gravity and gas laws.
3) The authors conclude that the e-lab is a useful tool for collecting experimental data in a simple, functional way, and they recommend expanding studies and materials for the platform.
This thesis examines student preparedness for academic writing in the first-year English 178 course at Stellenbosch University. The author conducted surveys of 2011 English 178 students and interviews with students, tutors, and lecturers in 2011-2012. The thesis finds a discrepancy between how prepared students feel versus lecturer and tutor perceptions, who feel that at least half of students are underprepared. Possible reasons for this difference in perspectives are explored. The author also considers whether English 178 truly tests students' academic writing abilities while balancing obligations to students and society.
The document summarizes the Nuffield Science Projects, which were established by the Nuffield Foundation in the UK to improve science education. It discusses the objectives of making science accessible to all students and emphasizing hands-on learning. It provides details on the Nuffield Physics, Chemistry, and Biology projects, which developed new curriculum materials and assessment approaches. The projects resulted in about 20% of UK schools adopting the new science programs, with materials also being translated internationally.
The document discusses project-based instruction in an English course at a university in Niš, Serbia. It describes two projects undertaken by third-year students: creating an English-language magazine and compiling a bilingual brochure for prospective students. The projects aimed to give students a more active role in their studies. Students chose their project topics and worked individually and in teams. The paper focuses on the topic selection, work process, and challenges faced by students in each project. It provides context on the course structure and goals of implementing student projects to enhance learning.
This document is a research proposal that aims to examine the impact of school infrastructure on learners at Ngungunhane Technical School in Mozambique. The researcher noticed inadequate infrastructure such as not enough desks, lack of a library, and poor sports facilities during their teaching practice. The proposal aims to study how infrastructure influences the teaching and learning process. It provides background on the school's history since 1967 and changing names over time. The proposal will utilize a literature review and data collection methods to understand the relationship between infrastructure and academic performance.
This document provides an overview of the content and assessment for Paper 1 of the Edexcel GCSE History qualification. For Paper 1, students will complete one thematic study option along with its linked historic environment case study. The thematic studies cover change and continuity over the long term in aspects of British society, while the historic environment options focus on examining a specific site in its historical context. Students will be assessed on their knowledge and understanding of the content, with questions requiring analysis of similarity and difference, and change and continuity over time.
This document provides an overview of the content and assessment for Paper 1 of the Edexcel GCSE History qualification. For Paper 1, students will complete one thematic study option along with its linked historic environment case study. The thematic studies cover change and continuity over the long term in aspects of British society, while the historic environment options focus on examining a specific site in its historical context. Students will be assessed on their knowledge and understanding of the content, with questions requiring analysis of similarity and difference, and change and continuity over time.
This document summarizes a research study that investigated Japanese university students' experiences in English-medium content courses. The study used qualitative methods such as observations, interviews, surveys and document analysis. Key findings included:
1) Students found understanding course content, especially lectures, very challenging due to factors like speech rate and technical vocabulary.
2) Students used various strategies to increase comprehension, such as outlining chapters before class and discussing content with peers.
3) Students showed a preference for prepared outlines and pre/post-class peer discussions to better understand course material delivered in English.
The results provide guidance for those involved in designing and teaching content courses in a foreign language, especially regarding supporting student comprehension.
Curricula in a Modern Technical and Vocational High SchoolPremier Publishers
In this article, a proposal for the curricula of technical and vocational high schools which would be based upon learning outcomes and student-centrism is presented. In the beginning, the trends in the European Union are presented and then a suggestion properly configured to Greek reality is presented. Researches show that the most of students opting for technical and vocational education have learning difficulties and school problems and therefore need different teaching approaches and more support on a personal level. Literature review verifies that the most appropriate learning environments and contexts to support the curricula in STVE in Greece, according to the particular characteristics of the student population should be student-centered environments and contexts (student-centered curricula). Also, literature review verifies that the form of the books that will support the proposed curricula in STVE in Greece should be student-centered. Taking into consideration the literature review, proposals four new curricula are given by the author.
This document discusses several examples of problem-based learning (PBL) methods being implemented in medical and health-related education in Portugal. It outlines cases of PBL used in biochemistry, physiology, and pathophysiology courses at the Faculty of Medical Sciences of Lisbon. It also describes analyses comparing PBL to older teaching methods in pathophysiology. Further cases discussed include PBL implementation in courses in technology of health sciences and physiotherapy in occupational therapy.
This document discusses several examples of problem-based learning (PBL) methods being implemented in medical and health-related education in Portugal. It outlines cases of PBL used in biochemistry, physiology, and pathophysiology courses at the Faculty of Medical Sciences of Lisbon. It also describes analyses comparing PBL to traditional teaching methods in pathophysiology. Further cases discussed include PBL implementation in courses in health technology, physiotherapy, geography, and multiple programs at the University of Aveiro.
The document provides information about GCSE option choices for students at Ryedale School. It includes key dates for the options process, an introduction explaining the core subjects all students will take and how many options can be chosen. Subject information is given for core English, maths and science courses as well as the options subjects that can be selected. The options grid shows the different lines from which one subject must be chosen in each in creating a final options combination.
The document provides a semi-detailed lesson plan for a Grade 7 mathematics class on polygons. The lesson plan aims to define polygons and identify different types of polygons according to their number of sides and angles. The plan outlines learning objectives, content, resources, procedures, and assessments. The procedures involve reviewing polygons, establishing purpose through a song, forming polygons in groups, discussing concepts through worksheets, and applying polygons in daily life. The plan aims to help students understand key concepts of geometry and solve problems involving sides and angles of polygons.
This document is the preface to the 7th edition of the textbook "A Geology for Engineers" by authors F.G.H. Blyth and M.H. de Freitas. It discusses the structure and features of the new edition, which has been completely revised and expanded with three new chapters. The preface is intended to help teachers utilizing the textbook in their geology courses for engineering students, as well as to aid students in their study of geology. Key features for teachers include chapter structure, illustrations, and support for practical work. Key features for students include text format, comprehensive headings, and references to assist further learning.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Ponencia presentada sobre en el XXIII Curso Anual de GRETA en la que se apunta la necesidad de desarrollar distintos modelos de investigación para hacer avanzar el Plan de Fomento de Plurilingüismo.
El Curso se celebró en la Universidad de Jaén, los días 17, 18 y 19 de septiembre.
This document provides information about the Liceo Scientifico Statale "E. Boggio Lera" high school in Catania, Italy. The school is located in an old monastery in the historic city center and has two additional branches. It offers three course profiles: Sciences, Modern Languages, and Scientific with Applied Sciences. The Sciences profile focuses on subjects like math, physics, and chemistry to prepare students for university studies. The Modern Languages profile emphasizes the study of foreign languages and culture. The Applied Sciences option provides a practical approach to scientific subjects with a focus on skills and certification courses.
The Nuffield Science Teaching Project was a curriculum initiative launched in 1961-1962 in England by the Nuffield Foundation to improve science education. The project developed new teaching materials for biology, chemistry, and physics for students ages 11-16, and later expanded its materials to other levels. The materials emphasized hands-on learning through experimentation and inquiry. They gave teachers flexibility to adapt the materials to meet students' needs. The goal was to make science more accessible, useful, exciting, and relevant to students of all kinds. The project influenced later curriculum development and defined the United Kingdom's National Curriculum.
1) The document discusses an e-lab platform that aims to develop students' scientific knowledge and motivation through hands-on experimentation in a virtual environment.
2) A preliminary study involved training 15 teachers on the e-lab interface and planning experiments on topics like gravity and gas laws.
3) The authors conclude that the e-lab is a useful tool for collecting experimental data in a simple, functional way, and they recommend expanding studies and materials for the platform.
This thesis examines student preparedness for academic writing in the first-year English 178 course at Stellenbosch University. The author conducted surveys of 2011 English 178 students and interviews with students, tutors, and lecturers in 2011-2012. The thesis finds a discrepancy between how prepared students feel versus lecturer and tutor perceptions, who feel that at least half of students are underprepared. Possible reasons for this difference in perspectives are explored. The author also considers whether English 178 truly tests students' academic writing abilities while balancing obligations to students and society.
The document summarizes the Nuffield Science Projects, which were established by the Nuffield Foundation in the UK to improve science education. It discusses the objectives of making science accessible to all students and emphasizing hands-on learning. It provides details on the Nuffield Physics, Chemistry, and Biology projects, which developed new curriculum materials and assessment approaches. The projects resulted in about 20% of UK schools adopting the new science programs, with materials also being translated internationally.
The document discusses project-based instruction in an English course at a university in Niš, Serbia. It describes two projects undertaken by third-year students: creating an English-language magazine and compiling a bilingual brochure for prospective students. The projects aimed to give students a more active role in their studies. Students chose their project topics and worked individually and in teams. The paper focuses on the topic selection, work process, and challenges faced by students in each project. It provides context on the course structure and goals of implementing student projects to enhance learning.
This document is a research proposal that aims to examine the impact of school infrastructure on learners at Ngungunhane Technical School in Mozambique. The researcher noticed inadequate infrastructure such as not enough desks, lack of a library, and poor sports facilities during their teaching practice. The proposal aims to study how infrastructure influences the teaching and learning process. It provides background on the school's history since 1967 and changing names over time. The proposal will utilize a literature review and data collection methods to understand the relationship between infrastructure and academic performance.
This document provides an overview of the content and assessment for Paper 1 of the Edexcel GCSE History qualification. For Paper 1, students will complete one thematic study option along with its linked historic environment case study. The thematic studies cover change and continuity over the long term in aspects of British society, while the historic environment options focus on examining a specific site in its historical context. Students will be assessed on their knowledge and understanding of the content, with questions requiring analysis of similarity and difference, and change and continuity over time.
This document provides an overview of the content and assessment for Paper 1 of the Edexcel GCSE History qualification. For Paper 1, students will complete one thematic study option along with its linked historic environment case study. The thematic studies cover change and continuity over the long term in aspects of British society, while the historic environment options focus on examining a specific site in its historical context. Students will be assessed on their knowledge and understanding of the content, with questions requiring analysis of similarity and difference, and change and continuity over time.
This document summarizes a research study that investigated Japanese university students' experiences in English-medium content courses. The study used qualitative methods such as observations, interviews, surveys and document analysis. Key findings included:
1) Students found understanding course content, especially lectures, very challenging due to factors like speech rate and technical vocabulary.
2) Students used various strategies to increase comprehension, such as outlining chapters before class and discussing content with peers.
3) Students showed a preference for prepared outlines and pre/post-class peer discussions to better understand course material delivered in English.
The results provide guidance for those involved in designing and teaching content courses in a foreign language, especially regarding supporting student comprehension.
Curricula in a Modern Technical and Vocational High SchoolPremier Publishers
In this article, a proposal for the curricula of technical and vocational high schools which would be based upon learning outcomes and student-centrism is presented. In the beginning, the trends in the European Union are presented and then a suggestion properly configured to Greek reality is presented. Researches show that the most of students opting for technical and vocational education have learning difficulties and school problems and therefore need different teaching approaches and more support on a personal level. Literature review verifies that the most appropriate learning environments and contexts to support the curricula in STVE in Greece, according to the particular characteristics of the student population should be student-centered environments and contexts (student-centered curricula). Also, literature review verifies that the form of the books that will support the proposed curricula in STVE in Greece should be student-centered. Taking into consideration the literature review, proposals four new curricula are given by the author.
This document discusses several examples of problem-based learning (PBL) methods being implemented in medical and health-related education in Portugal. It outlines cases of PBL used in biochemistry, physiology, and pathophysiology courses at the Faculty of Medical Sciences of Lisbon. It also describes analyses comparing PBL to older teaching methods in pathophysiology. Further cases discussed include PBL implementation in courses in technology of health sciences and physiotherapy in occupational therapy.
This document discusses several examples of problem-based learning (PBL) methods being implemented in medical and health-related education in Portugal. It outlines cases of PBL used in biochemistry, physiology, and pathophysiology courses at the Faculty of Medical Sciences of Lisbon. It also describes analyses comparing PBL to traditional teaching methods in pathophysiology. Further cases discussed include PBL implementation in courses in health technology, physiotherapy, geography, and multiple programs at the University of Aveiro.
The document provides information about GCSE option choices for students at Ryedale School. It includes key dates for the options process, an introduction explaining the core subjects all students will take and how many options can be chosen. Subject information is given for core English, maths and science courses as well as the options subjects that can be selected. The options grid shows the different lines from which one subject must be chosen in each in creating a final options combination.
The document provides a semi-detailed lesson plan for a Grade 7 mathematics class on polygons. The lesson plan aims to define polygons and identify different types of polygons according to their number of sides and angles. The plan outlines learning objectives, content, resources, procedures, and assessments. The procedures involve reviewing polygons, establishing purpose through a song, forming polygons in groups, discussing concepts through worksheets, and applying polygons in daily life. The plan aims to help students understand key concepts of geometry and solve problems involving sides and angles of polygons.
This document is the preface to the 7th edition of the textbook "A Geology for Engineers" by authors F.G.H. Blyth and M.H. de Freitas. It discusses the structure and features of the new edition, which has been completely revised and expanded with three new chapters. The preface is intended to help teachers utilizing the textbook in their geology courses for engineering students, as well as to aid students in their study of geology. Key features for teachers include chapter structure, illustrations, and support for practical work. Key features for students include text format, comprehensive headings, and references to assist further learning.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
Esera2011
1. Periodic Table in 9 th grade textbooks a critical analysis of the pedagogical approaches Orlando Figueiredo Cecília Galvão Institute of Education — University of Lisbon www.ie.ul.pt Lyon, September 5 th to 9 th
21. Results Figueiredo, O. & Galvão, C. Institute of Education — University of Lisbon — www.ie.ul.pt Textbook Number of schools using it Category A Category B Category C A 34% (441) Traditional Traditional Not compliant B 18% (238) Traditional Traditional Not compliant C 18% (230) Traditional Traditional Not compliant D 11% (145) Traditional Traditional Not compliant E 7% (93) Innovative Traditional Not compliant F 7% (93) Traditional Traditional Not compliant G 5% (60) Traditional Traditional Not compliant H 1% (8) Innovative Innovative Partially compliant
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Editor's Notes
He was looking for a systematic way to present the chemical elements to his students. He relies on physical properties and atomic weights and predict the existence of new elements. Sometimes I wonder if the fact that he was working for his students and not for the scientific community didn’t allow him to be more bold and audacious allowing his creativity to manifest.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army. Rutherford's paper appeared, Antonius van den Broek first formally suggested that the central charge and number of electrons in an atom was exactly equal to its place in the periodic table (also known as element number, atomic number, and symbolized Z). This proved eventually to be the case.The experimental situation improved dramatically after research by Henry Moseley in 1913.[3] Moseley, after discussions with Bohr who was at the same lab (and who had used Van den Broek's hypothesis in his Bohr model of the atom), decided to test Van den Broek and Bohr's hypothesis directly, by seeing if spectral lines emitted from excited atoms fit the Bohr theory's demand that the frequency of the spectral lines be proportional to a measure of the square of Z.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.
Moseley could have been awarded the Nobel Prize in Physics, had he not died at age 27 in the service of British Army.