This document is an evaluation form for a Regional Consultation Meeting on Education and Resilience in East Asia and the Pacific. It asks participants to evaluate on a scale of 1 to 5 their understanding of topics covered in the meeting like risks faced by children, relationship between education and social cohesion, and knowledge gained on mainstreaming conflict and disaster risk reduction into education. It also asks them to evaluate the presentation clarity, discussion time, facilitation, and logistical arrangements of the meeting. The feedback will help meeting organizers understand the outcomes and process of the consultation meeting.
PART AComplete the Process Design Matrix.Develop a 700-word .docxdanhaley45372
PART A
Complete the Process Design Matrix.
Develop a 700-word Executive Summary in which you identify appropriate design approaches for the selected product and service used in the Process Design Matrix.
· Differentiate the service process and the manufacturing process. Explain the reasons for the differences.
· Explain how this can be applied to processes within your work or personal life and provide examples.
Format your assignment consistent with APA format.
Process Design Matrix
Complete the process design matrix. Select one service with which you are familiar and one product with which you are familiar. Select the best process approach for each (e.g. service – production line, self-service, or personal attention approach; product – job shop, batch, assemply line, or continuous flow) and include 3-5 line items about each aspect.
Process Design Aspect
Service
Product
Design focal point
Strategy
Process design approach
Process map
Process Performance Measurement
Factory location
Facilty layout
Process design
Scheduling
Producting planning
Workforce
Quality
Capacity
Inventory
PART B
Select a company with which you are familiar. This could be your place of employment, a place you would like to work, or a business you frequent.
Create a 14-slide presentation in which you analyze and evaluate the current state of the selected company's supply chain and an identified process. Include the following in the presentation:
· Describe the company's supply chain.
· Identify an internal process you wish to evaluate.
· Select an appropriate design approach for the chosen process.
· Create a high-level AS IS process flow chart using an appropriate design tool.
· Identify at least one metric to measure the process and its application (how, what, when, and who).
· Use an appropriate tool to collect data for each step of the process.
· Evaluate the efficiency and effectiveness of the process using data collected.
· Determine areas for improvement.
· Design an improved process flow chart using an appropriate tool.
· Summarize two items from this improved process and include an application of these items to a process in your own personal or professional life.
Format the assignment consistent with APA guidelines.
SEE attachment pls
Week 4 Application—Interview
The Influence of Culture in Infant/Toddler Programs
Step 1: Plan
· Think about what you have been learning about culture and culturally responsiveness practices related to eating/feeding, sleeping, attachment and separation, and socialization, play, and language in an infant/toddler program
· Review the interview questions listed under Step 2.
· Schedule a time to interview an infant/toddler professional for approximately 1 hour. (This interview may be done in person or by phone. It is recommended that you use a laptop while interviewing and if you are recording the interview, be sure to ask permission.)
Step 2: Implement
· The goal of this interview is to d.
Having served as a business owner for Heartfelt English for the past thirteen years, I have developed my ability to be extremely patient while still achieving academic gains with my students. My experience teaching English internationally has taught me strategies for working with students of all ages and abilities, because of my student’s success and their short-cummings. I will bring not only experience, but patience and creative problem-solving, to this position. I have been in the field of human relations and research for 30 years. Solving problems for individuals groups and organizations. There is nothing I can’t do or learn how to do with pure determination.
AHDS Conference November 2014 - Workshop; Poverty, Attainment & LeadershipAHDScotland
AHDS Annual Conference 2014 'Teaching Scotland's Future: Whate you need to know and do. Workshop bt Graeme Young, HT at St Bartholomews Primary School and Susan Hannah, Scottish Government
This presentation was made to the South Carolina First Steps Board of Trustees in October 2008. It gives summary highlights of the Vision 2013 Regional Early Childhood Summits, which gathered input for the Vision 2013 Strategic Plan.
Persuasive Speech This is the final major speech and pr.docxherbertwilson5999
Persuasive Speech
This is the final major speech and provides the opportunity to demonstrate all you have learned this
semester in a grand masterpiece. This assignment is worth more points than any other assignment in the course
and is the longest speech you will give in the class.
For this presentation, you are to deliver a FIVE TO SEVEN minute speech that you expect will change
your audience members’ beliefs, attitudes, values, and/or behaviors. You want to have an effect on your
audience members’ lives. Please take this responsibility seriously! Matters of ethics are important in every type
of speaking, especially when attempting to persuade your audience.
You have a choice in this speech between attempting to changing people’s thoughts (which are beliefs,
attitudes, and values) or their behaviors. Keep in mind that beliefs, attitudes, and values affect a person’s
behavior. While the two goals may overlap (i.e. you may have to change a person’s perceptions to change their
behaviors) they can be separate. For example, few people doubt the safety benefits of wearing a seatbelt. So, if
you were to try to change the behavior of non-seatbelt-wearers you would not need to change many beliefs
about safety. However, you could deliver a speech convincing people that Columbus was not the first European
to find North America without expecting people to change any of their behaviors. Moreover, many speeches
will incorporate both perceptual and behavioral changes. A successful speech persuading people that we need to
protect our environment more carefully ought to result not only in changed perceptions but also in changed
actions.
Overview
In this speech, you are asked to put together all that you have learned in the past semester. Therefore,
everything is important! The new areas of focus are your delivery skills, application of persuasive methods,
persuasive theories, logical reasoning, and motivational techniques.
Persuasive Evaluation Form
Introduction: 7 6 5 4 3 2 1
• Gains attention and interest of audience
• Properly introduces topic and previews main points
• Establishes credibility and relates to audience
Content: 10 9 8 7 6 5 4 3 2 1
• Topic is challenging, ethical, developed properly, and adapted to the audience and occasion
• Specific purpose and thesis are chosen and articulated well (not word for word)
• Speaker adheres to subject and specific purpose throughout speech
• Subject is well supported and makes an impression on the audience
Organization and Context: 10 9 8 7 6 5 4 3 2 1
• Organization of speech follows a persuasive format as discussed in class
• Two to five main points are clear and some form of enumeration used
• Main points are clear, fully supported, and transitions are smooth
Quality of Sources Cited 10 9 8 7 6 5 4 3 2 1 0
• Full oral citation is made of a minimum of FIVE (Limit: 1 Internet and 1 interview) sources.
• Source must be credible a.
EP002 resources and sources for assistance with Assignment.docxelbanglis
EP002 resources and sources for assistance with Assignment
ARTICLE: NAEYC AND THE COMMON CORE STANDARDS
http://www.naeyc.org/files/naeyc/11_CommonCore1_2A_rv2.pdf
BOOK EXCERPT: INDICATORS OF EFFECTIVE PRACTICE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-588&srcou=6728
ARTICLE: WHERE WE STAND ON EARLY LEARNING STANDARDS
http://www.naeyc.org/files/naeyc/file/positions/earlyLearningStandards.pdf
ARTICLE: EARLY LEARNING STANDARDS: CREATING THE CONDITIONS FOR SUCCESS
http://www.naeyc.org/files/naeyc/file/positions/position_statement.pdf
BOOK EXCERPT: LITERACY-RICH ENVIRONMENTS
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-589&srcou=6728
BOOK EXCERPT: FOSTERING CREATIVITY
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-6707&srcou=6728
BOOK EXCERPT: TEACHING CHILDREN TO INVESTIGATE AND PROBLEM SOLVE
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-591&srcou=6728
REPORTS: COMMON CORE STANDARDS
http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf
ARTICLE: BRIDGES TO LITERACY
http://www.zerotothree.org/child-development/early-language-literacy/vol_22-4f.pdf
ARTICLE: AGE-APPROPRIATE ART ACTIVITIES
https://www.artsnetwork.ca/sites/default/files/Children's%20Developmental%20Benchmarks%20and%20Stages_0.pdf
WEBSITES: RESOURCES FOR EARLY CHILDHOOD LEARNING EXPERIENCES
http://www.earlychildhoodohio.org/index.stm
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=431
http://ngl.cengage.com/assets/downloads/ngsci_pro0000000028/am_trundle_teach_sci_early_child_scl22-0429a.pdf
https://pdfs.semanticscholar.org/8bb9/59efd956b9dfe653c1ad27c873d2901120dd.pdf
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=229
BOOK EXCERPT: SOCIAL EMOTIONAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-592&srcou=6728
BOOK EXCERPT: PHYSICAL DEVELOPMENT
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6728&type=lti&rcode=walden-593&srcou=6728
ARTICLE: PROMOTING SOCIAL/EMOTIONAL DEVELOPMENT
http://nieer.org/policy-issue/policy-report-promoting-childrens-social-and-emotional-development-through-preschool-education
ARTICLE: SOCIAL-EMOTIONAL DEVELOPMENT AND STATE STANDARDS
Curriculum Planning (EP002 Work Product)
Identify a preschool setting that provides educational programs for 3- and 4-year-olds. Arrange to visit and interview a teacher and to observe in his or her classroom for at least two hours. Use the “Interview Guide” document to inform your questions during your scheduled interview.
Keeping in mind all you have learned about the context of ...
There are 4 Zones of Regulation- blue, green, yellow, and red. We want to encourage and find ways to help our students find the green zone. The zones are a way to support the development of self-regulation in students. The goal is to teach our students how to identify their feelings and develop tools to help them regulate those feelings to get to a green zone.
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the human experience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictabil ...
Professional Development PlanCUR520 Version 11Directi.docxbriancrawford30935
Professional Development Plan
CUR/520 Version 1
1
Directions
Your principal has asked you to facilitate a Plan and collaborate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session (a training for teachers) that will help a selected group of teachers increase the academic gains of their diverse classroom populations.
Include the following:
· A needs assessment of the area you have chosen (based on student achievement data)
· Goals for the session, a communication plan for the school and the community, activities that are research-based, and an assessment (aligned with session goals)
· Future plans for on-going evaluation and monitoring
Include consultation and direct communication with stakeholders (teachers, administrators, community, families, and others) and how you would use the media, technology, and both human and fiscal capital to organize and implement the session. Provide examples of the types of professional development opportunities that could be assisted by collaboration with the various groups.
Consider collaboration among the following groups:
· Staff and teachers at the school level
· Parents and community members in the school community
· Online with others in the teaching profession nationally and worldwide
The professional development session is one that would be facilitated by you and would be a minimum of one-hour in length. Write a report that includes the following:
1. Development, articulation, and implementation of a vision of student learning
· Include how your vision of student learning supported the vision of the school
· Describe how you will communicate your vision
· List the attributes that you will needed to implement and promote your vision and explain how they will be used to facilitate planning and implementation
2. Planning, collaboration, and implementation
· List the stakeholders involved in the process and their roles
· Explain how you included stakeholders to collaborate in the process
· List the planning steps you will take prior to implementation and include how you will organize and develope your plan using technology applications
· Discuss issues of school climate or culture uncovered during planning and who you will include in the discussions of your findings
· Describe how you will use internal and external resources to implement your plan
3. Goals and topic(s) of the session
· Identify the goals and topics for the session and how they align with the district/school’s improvement goals. Goals and topic(s) must be related to curricular, instructional, and/or assessment issues
· Explain how you will use student demographic data and other school/community contextual data in preparing the se.
Self-assessment of Communication SkillsIn this assignment, you.docxkenjordan97598
Self-assessment of Communication Skills
In this assignment, you will develop an understanding of how good listening is crucial to effective communication and career success. In addition, you will perform a personal assessment of your communication skills and style.
Listening is an integral part of the communication process. Communication in the healthcare setting is vital. This includes communication between doctors and patients, doctors and nurses, clinicians and administrators, and so on.
Based on your learning, create a 3- to 4-page Microsoft Word document that includes answers to the following questions:
· Which topic of conversation makes you uncomfortable? What is the topic? Do you know why you find it difficult to talk about this topic?
· What do you do when you become uncomfortable during a conversation? Do you withdraw? Do you try to change the topic? Do you speak louder or softer? Do you begin to gesticulate?
· Have you had an occasion to talk to a very persuasive or very aggressive person? If you and this person hold different opinions, can you hold to your position? Are you easily "led" in a conversation?
· Are you flexible in a conversation? If a comment made by someone takes the conversation in an unexpected direction, can you adjust quickly? Can you assimilate new information, reassess your position, and continue the conversation?
· When entering into a conversation, do you attempt to eliminate potential distractions and interruptions?
· Do you consciously avoid having important conversations in high traffic public areas where environmental distractions are likely possible? Why?
· Do you put your cell phone in the silence mode when you are likely to have conversations? Why?
· Do you listen without interruption and sufficiently control the conversation to minimize interruption? Why?
· When engaged in a conversation, do you give your undivided attention to the matters being discussed? Why?
· When engaged in discussion, do you develop reflective questions pertinent to the conversation? Why?
· When engaged in discussion, do you make conscious eye contact? Why?
· When involved in conversations, are you cognizant of body language, both the individual you are conversing with and your own? Why?
· Do you have an understanding of body language gestures and posturing?
In a self-assessment summary, provide a list of your communication strengths and weaknesses. Also, provide a plan to address the weaknesses identified.
See below a template that you can use to complete the assignment.
Support your responses with examples.
Cite any sources in APA format.
Self-assessment of Communication Skills
Listening is an integral part of the communication process. Communication in the healthcare setting is vital. This includes communication between doctors and patients, doctors and nurses, clinicians and administrators, and so on.
Based on your learning, answer the following questions:
· Which topic of conversation makes you uncomfortable.
1. What are your personal thoughts on the use of electronics by lauvicuna8dw
1. What are your personal thoughts on the use of electronics by children in and out of the classroom? At what ages do you find electronic use most appropriate? What advice would you give parents regarding the appropriate amount of time for electronic use?
2. If you suspected that a student was not receiving proper nutrition at home, what actions might you take? Be specific.
3. In this benchmark assignment, you will be planning a Wellness Fair for the students and families of your kindergarten class. The Wellness Fair will incorporate the mini-lesson plans you previously created in this course. You will also create a digital invitation to the Wellness Fair.
Part 1: Mini-Lessons Rationale
In preparation for the Wellness Fair, review the health, nutrition, safety, and fitness mini-lessons you designed throughout the course.
In 250-500 words, write a rationale explaining your instructional decisions for each wellness lesson. Make sure to include how those decisions directly support the characteristics and needs of the “Class Profile” students.
Part 2: Wellness Fair Event Plan
Health, safety, nutrition, and fitness are topics you have been teaching to your kindergarten students through your mini-lessons; however, it is also beneficial to educate the families on the same topics. Therefore, your goal in this section is to design a wellness fair to educate the families on these topics so they can support their children at home more successfully.
In order for the fair to be effective, you will need community support to assist in providing educational booths in the areas of health, nutrition, safety, and fitness. For this part of the assignment, you will create a 1,000-1,250 word plan outlining the wellness fair for your students’ families, including how you will involve the community.
Include the following in your plan:
· Agenda: Outline the timing for each activity during the event in a simple agenda format.
· Welcome: Briefly describe how you will introduce the event to all participants.
· Opening Activity: Plan an opening activity for the families and children that will explain the purpose of the wellness event with the community and promote shared values and expectations in creating a healthy, respectful, and challenging learning environment.
· Community Resource Booths: Outline four community resource booths that will provide information on health, safety, nutrition, and fitness (one booth per topic). Include a community resource you will invite to represent the topic, 3-4 interesting and important statistics relating to the booth’s topic and young children, and a 50-100 word description of why that topic is important to the development of young children. Briefly describe how each booth will address the needs of children in the class both with and without exceptionalities, based on the “Class Profile.”
· Closing Activity: Plan a closing activity for the families and children that employs strategies and opportunities to ensure fut ...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
FINAL Meeting Evaluation Form
1.
Regional
Consultation
Meeting
on
Education
and
Resilience
in
East
Asia
and
the
Pacific:
Developing
Guidance
for
Programmes
and
Policies
that
Promote
Social
Cohesion
and
Comprehensive
School
Safety
4
–
7
November
2014
Pearl
Hall,
SEAMEO
INNOTECH,
Quezon
City,
the
Philippines
MEETING
EVALUATION
Thank
you
for
your
attendance
and
participation
at
the
Regional
Consultation
Meeting
on
Education
and
Resilience
in
East
Asia
and
the
Pacific.
We
are
interested
in
your
feedback
about
the
content
and
process
of
this
workshop.
Please
take
a
moment
to
give
us
your
opinion
on
this
evaluation
form.
Please
skip
if
not
relevant
to
your
country
context.
#
Statement
related
to
the
meeting’s
outcomes
On
a
Scale
of
1
to
5
do
you
(please
circle)
Any
clarifying
comments
Strongly
Disagree
-‐-‐-‐-‐
Strongly
Agree
1
You
have
a
better
understanding
and
have
gained
new
knowledge
on
the
risks
and
vulnerabilities
faced
by
children
and
youth
in
East
Asia
and
the
Pacific,
and
in
your
country.
1
2
3
4
5
2
You
have
a
better
understanding
about
the
relationship
between
education,
conflict
and
social
cohesion.
1
2
3
4
5
3
You
have
gained
new
knowledge
on
policies
and
programmes
that
promote
social
cohesion.
1
2
3
4
5
4
You
have
gained
new
knowledge
about
policies,
programmes
and
strategies
for
CSS,
Disaster
Risk
Reduction
(DRR)
and
Climate
Change
Education
for
Sustainable
Development
(CCESD)
through
the
education
sector.
1
2
3
4
5
5
You
have
gained
new
knowledge
on
how
to
mainstream
conflict
and
disaster
risk
reduction
(C/DRR)
into
education
sector
planning,
policy
and
delivery.
1
2
3
4
5
6
You
have
gained
new
knowledge
on
how
to
incorporate
indigenous
knowledge
and
values
into
education
policies
and
programmes
to
promote
resilience
and
reduce
risks
of
conflict
and
disasters.
1
2
3
4
5
2. 7
You
have
gained
new
knowledge
on
the
tools
and
strategies
for
monitoring
and
evaluation
of
C/DRR
in
the
education
sector.
1
2
3
4
5
8
The
Regional
Guidance
developed
from
this
meeting
will
help
education
stakeholders
in
your
country
implement
policies
and
programmes
to
promote
social
cohesion
and
Comprehensive
School
Safety.
1
2
3
4
5
9
You
have
gained
new
knowledge
on
how
regional
networks,
organisations
and
resources
can
help
your
country
strengthen
education
sector’s
role
to
promote
social
cohesion
and
Comprehensive
School
Safety.
1
2
3
4
5
#
Statement
related
to
the
process
and
logistics
of
the
meeting
On
a
Scale
of
1
to
5
do
you
(please
circle)
Any
clarifying
comments
Strongly
Disagree
-‐-‐-‐-‐
Strongly
Agree
10
The
presentations
were
clear
and
understandable.
1
2
3
4
5
11
There
was
enough
time
for
discussion,
questions
and
comments.
1
2
3
4
5
12
The
overall
facilitation
of
sessions
was
well
done.
1
2
3
4
5
13
The
group
work
sessions
were
useful
and
well
organised.
1
2
3
4
5
14
The
logistical
arrangements
were
well
organised.
1
2
3
4
5
15
The
hotel
facilities
were
suitable.
1
2
3
4
5
16
What
were
the
top
3
sessions
you
found
most
useful
and
why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
17
What
were
the
3
sessions
you
found
least
useful
and
why?
_______________________________________________________________________________________
_______________________________________________________________________________________
3. _______________________________________________________________________________________
_______________________________________________________________________________________
18
Do
you
have
any
other
comments
you
would
like
to
address
to
the
organizers?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Many
thanks
for
your
cooperation.
We
will
share
the
outcomes
of
this
evaluation
within
the
next
month.
Have
a
pleasant
afternoon
and
a
safe
trip
home!