Este documento ofrece consejos para potenciar el perfil profesional en las redes sociales. Recomienda mostrar una formación y objetivos profesionales adecuados, construir una red de contactos útiles, y participar de manera activa generando y compartiendo contenido de valor para mejorar la visibilidad y reputación profesional.
This document contains a series of letters that are grouped together in sections. The letters are grouped based on matching letters between sections, with some sections containing single letters and other sections containing multiple letters grouped together in words or short phrases.
This document provides information about visiting the outpatient department at AIIMS, including:
- OPD and clinic schedules, with registration from 8:30-11 am and clinics from 2-5 pm
- Make an appointment through the call center, website, or kiosks before visiting
- Present your appointment and ID at the patient reception counter to receive an OPD card
Este documento ofrece consejos para potenciar el perfil profesional en las redes sociales. Recomienda mostrar una formación y objetivos profesionales adecuados, construir una red de contactos útiles, y participar de manera activa generando y compartiendo contenido de valor para mejorar la visibilidad y reputación profesional.
This document contains a series of letters that are grouped together in sections. The letters are grouped based on matching letters between sections, with some sections containing single letters and other sections containing multiple letters grouped together in words or short phrases.
This document provides information about visiting the outpatient department at AIIMS, including:
- OPD and clinic schedules, with registration from 8:30-11 am and clinics from 2-5 pm
- Make an appointment through the call center, website, or kiosks before visiting
- Present your appointment and ID at the patient reception counter to receive an OPD card
This chapter discusses legal and social issues related to technology use in schools. It covers the ISTE NETS.A Standard 5 on digital citizenship, which involves appropriate Internet use, copyright law, ethics, and addressing the digital divide. The chapter provides tips for school leaders, including enforcing policies on Internet safety, cyberbullying, and environmentally sound practices. It includes a self-assessment survey to help leaders evaluate their skills in these areas and identify goals for professional growth.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating technology-savvy teachers and using data and emerging tools to improve performance.
This chapter discusses the importance of technology infrastructure in schools and outlines the roles and responsibilities of educational leaders in developing and supporting that infrastructure. It provides examples of how principals and superintendents in New Hampshire have integrated technology into communication, collaboration, operations, and data-driven decision making. The chapter also includes a self-assessment for leaders to evaluate their skills and professional development needs related to technology.
This chapter discusses using technology to improve teacher supervision and professional development. It recommends school leaders provide collaborative, in-house professional development using emerging technologies. This includes online learning communities and connected teaching models to reduce teacher isolation. The chapter also discusses using technologies like apps and online systems to improve classroom observations and staff meetings. It stresses the importance of modeling technology use and providing training to help with the "cultural change" of integrating digital tools.
This chapter discusses leading instruction with new technologies, including meeting NETP Goals 1 and 2 of learning and assessment and ISTE Standard 2 of developing a digital learning culture. It emphasizes using social networking tools, universal design for learning, and formative and summative assessments. The chapter also includes tips for technology leaders and discussion questions about supporting technology integration, professional development, harnessing students' digital skills, enhancing STEM subjects, and ensuring equitable access to technology.
This chapter discusses the need for educational leaders to develop strategic technology plans to transform productivity and engage digital learners. It emphasizes visionary leadership skills outlined in the National Education Technology Plan and Technology Standards for Administrators. An effective plan requires input from stakeholders and assessing current infrastructure before setting goals. Funding, curriculum integration, and competency-based models are key considerations. A self-assessment survey helps leaders evaluate their skills and identify areas for growth.
Copybooks have traditionally been used for teaching, but blogs are growing in popularity as they allow for more reflective, creative, and open learning through technology. Blogs promote initiative and ICT literacy by opening up the learning process.
EFL Blogging school Moldova II workshopOlga Morozan
This document outlines how blogging can enhance school curricula in Moldova. It provides examples of blogging activities for different subjects and grade levels, such as having students create movies, audio recordings, posters and online projects. It also gives tips for implementing blogging practices, such as involving students as blog administrators, linking blogs to textbooks, making blogging tasks follow regular teaching formats, and connecting students across grades and classes. The document aims to demonstrate how blogging can be integrated into both long and short term lesson planning.
This document provides tips for maintaining an active teacher blog. It discusses the different purposes of blogs, including entertainment, communication, self-presentation, and social networking. It emphasizes motivating students and colleagues to engage with the blog by making it visually appealing and ensuring content is clear, structured, and relevant. The document also recommends incorporating multimedia like audio/video, collaborating with other teachers, and providing differentiated content and resources to meet varied student needs. Blogs can enhance and diversify learning when used as a platform for assignments, activities, and facilitating inclusive education.
Access project Grigoriopol: Colorful town: Make your world better!Olga Morozan
A team conducted surveys through questionnaires with 50 people from two communities to get opinions on proposed street and body painting changes to improve the town. The surveys found that people agreed painting would make the town less "gray" and improve moods. The team then organized a body painting event with school children who enjoyed participating. They obtained art supplies and with help from experts and community members, painted murals on the walls of two schools. Follow-up surveys found participants were positive about the beautification project and impressed by the events.
English Teacher's Guide: Lesson Planning Olga Morozan
This document outlines principles for developing competence-based language portfolios and assessments. It discusses involving students in decision making through needs assessments and language portfolios. A competence-based approach is advocated using standards like the Common European Framework of Reference for Languages to develop curricula across school levels from elementary to high school. Language domains like communication, culture, connection, comparison, and community are mapped to school levels. A planning procedure is outlined including identifying competences, selecting content, analyzing resources, setting learning activities, and evaluating. Interdisciplinary connections and developing values are also emphasized.
Integrating E-portfolio and PBI in EFL Classes, efl blogging, edition 2Olga Morozan
E-portfolios can serve three main purposes: developmental/growth, assessment, and showcase. They allow students to organize and display their work digitally over time, including various media formats. E-portfolios help students develop computer and self-reflection skills. Project-based instruction engages students through inquiry-based, complex tasks centered around driving questions. It can incorporate collaboration and real-world products. International projects through networks like iEARN give students civic opportunities to address global issues.
The National "Access Youth Voice" Competition agenda outlines a series of activities for youth teams to participate in. The competition will take place on December 26th at the "B.P. Hasdeu" Municipal Library and include sections for teams to present their identities, civic projects, perspectives on global issues, knowledge of English-speaking countries and American culture through activities like speeches, puzzles and a jeopardy game. The day will conclude with awarding winners, cleaning up, and a dinner for participants.
This chapter discusses legal and social issues related to technology use in schools. It covers the ISTE NETS.A Standard 5 on digital citizenship, which involves appropriate Internet use, copyright law, ethics, and addressing the digital divide. The chapter provides tips for school leaders, including enforcing policies on Internet safety, cyberbullying, and environmentally sound practices. It includes a self-assessment survey to help leaders evaluate their skills in these areas and identify goals for professional growth.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating technology-savvy teachers and using data and emerging tools to improve performance.
This chapter discusses the importance of technology infrastructure in schools and outlines the roles and responsibilities of educational leaders in developing and supporting that infrastructure. It provides examples of how principals and superintendents in New Hampshire have integrated technology into communication, collaboration, operations, and data-driven decision making. The chapter also includes a self-assessment for leaders to evaluate their skills and professional development needs related to technology.
This chapter discusses using technology to improve teacher supervision and professional development. It recommends school leaders provide collaborative, in-house professional development using emerging technologies. This includes online learning communities and connected teaching models to reduce teacher isolation. The chapter also discusses using technologies like apps and online systems to improve classroom observations and staff meetings. It stresses the importance of modeling technology use and providing training to help with the "cultural change" of integrating digital tools.
This chapter discusses leading instruction with new technologies, including meeting NETP Goals 1 and 2 of learning and assessment and ISTE Standard 2 of developing a digital learning culture. It emphasizes using social networking tools, universal design for learning, and formative and summative assessments. The chapter also includes tips for technology leaders and discussion questions about supporting technology integration, professional development, harnessing students' digital skills, enhancing STEM subjects, and ensuring equitable access to technology.
This chapter discusses the need for educational leaders to develop strategic technology plans to transform productivity and engage digital learners. It emphasizes visionary leadership skills outlined in the National Education Technology Plan and Technology Standards for Administrators. An effective plan requires input from stakeholders and assessing current infrastructure before setting goals. Funding, curriculum integration, and competency-based models are key considerations. A self-assessment survey helps leaders evaluate their skills and identify areas for growth.
Copybooks have traditionally been used for teaching, but blogs are growing in popularity as they allow for more reflective, creative, and open learning through technology. Blogs promote initiative and ICT literacy by opening up the learning process.
EFL Blogging school Moldova II workshopOlga Morozan
This document outlines how blogging can enhance school curricula in Moldova. It provides examples of blogging activities for different subjects and grade levels, such as having students create movies, audio recordings, posters and online projects. It also gives tips for implementing blogging practices, such as involving students as blog administrators, linking blogs to textbooks, making blogging tasks follow regular teaching formats, and connecting students across grades and classes. The document aims to demonstrate how blogging can be integrated into both long and short term lesson planning.
This document provides tips for maintaining an active teacher blog. It discusses the different purposes of blogs, including entertainment, communication, self-presentation, and social networking. It emphasizes motivating students and colleagues to engage with the blog by making it visually appealing and ensuring content is clear, structured, and relevant. The document also recommends incorporating multimedia like audio/video, collaborating with other teachers, and providing differentiated content and resources to meet varied student needs. Blogs can enhance and diversify learning when used as a platform for assignments, activities, and facilitating inclusive education.
Access project Grigoriopol: Colorful town: Make your world better!Olga Morozan
A team conducted surveys through questionnaires with 50 people from two communities to get opinions on proposed street and body painting changes to improve the town. The surveys found that people agreed painting would make the town less "gray" and improve moods. The team then organized a body painting event with school children who enjoyed participating. They obtained art supplies and with help from experts and community members, painted murals on the walls of two schools. Follow-up surveys found participants were positive about the beautification project and impressed by the events.
English Teacher's Guide: Lesson Planning Olga Morozan
This document outlines principles for developing competence-based language portfolios and assessments. It discusses involving students in decision making through needs assessments and language portfolios. A competence-based approach is advocated using standards like the Common European Framework of Reference for Languages to develop curricula across school levels from elementary to high school. Language domains like communication, culture, connection, comparison, and community are mapped to school levels. A planning procedure is outlined including identifying competences, selecting content, analyzing resources, setting learning activities, and evaluating. Interdisciplinary connections and developing values are also emphasized.
Integrating E-portfolio and PBI in EFL Classes, efl blogging, edition 2Olga Morozan
E-portfolios can serve three main purposes: developmental/growth, assessment, and showcase. They allow students to organize and display their work digitally over time, including various media formats. E-portfolios help students develop computer and self-reflection skills. Project-based instruction engages students through inquiry-based, complex tasks centered around driving questions. It can incorporate collaboration and real-world products. International projects through networks like iEARN give students civic opportunities to address global issues.
The National "Access Youth Voice" Competition agenda outlines a series of activities for youth teams to participate in. The competition will take place on December 26th at the "B.P. Hasdeu" Municipal Library and include sections for teams to present their identities, civic projects, perspectives on global issues, knowledge of English-speaking countries and American culture through activities like speeches, puzzles and a jeopardy game. The day will conclude with awarding winners, cleaning up, and a dinner for participants.
Românismul de la Mihai Eminescu la Grigore Vieruinachirilov
Proiect “Educație online fără hotare” 2023 - 2024,
implementat de Direcția Generală Educație, Tineret și Sport a municipiului Chișinău în cadrul Proiectului “Educație online”
PROIECT DE PARTENERIAT TRANSFRONTALIER „Educație online fără hotare”DusikaLevinta1
Colaborarea la nivel transfrontalier prin împărtășirea opiniilor, practicilor, metodelor și strategiilor de lucru cu cadrele didactice Republica Moldova și România pentru îmbunătățirea procesului educațional cu finalități comune.
OBIECTIVE Contribuirea la dezvoltarea unei educații de calitate;
Încurajarea formării continue a cadrelor didactice și manageriale;
Facilitarea accesului transfrontalier la resurse educative;
Promovarea dimensiunii interculturale a educației;
Încurajarea inovărilor în elaborarea materialelor didactice;
Utilizarea noilor tehnologii în educație.
Proiect transfrontalier„Povestea are fir bogat”..AngelaButnaru1
Copiii învață din povești cât de mult contează bunătatea, empatia și prietenia, dându-le ocazia să facă diferența între comportamentele pozitive și cele negative.
Poveștile pentru copii au un rol complex și benefic în dezvoltarea lor, le vor oferi nu doar divertisment, ci și oportunități de învățare și creștere personală.
Ghid de creare a paginei de profil pe platforma flavors.me
1. Ghid de creare a paginei de profil psihosocial al victimei sau al asasinului
pe platforma flavors.me,
in cadrul cursului Comunicare nonviolenta si medierea conflictelor
Accesati http://flavors.me/
Click pe Sign Up (coltul drept de sus)
3. In spatiul Name introduceti titlul paginei Dvs., iar in spatiul About – textul descritiv. Pe partea
stinga imediat va aparea varianta creata.
Apoi , pe bara din dreapta accesati Design
Si selectati Background.
4. Din pozele / imaginile propuse, selectati una care vi se pare mai relevanta textului Dvs.
In caz ca nu gasiti o imagine din optiunile propuse, faceti click pe Upload a Background , apoi pe
Alegeti fisierul, care va permite sa selectati imaginea din calculatorul Dvs. pe care o doriti ca fon
pentru textul Dvs. . La final faceti click pe Upload.
5. Pe bara din dreapta, in obtiunea Design veti gasi si optiunea Font, care va permite sa selectati
sriftul textului Dvs., fie la Titlul (Name) :
Fie la textul propriu-zis (Content):
6. In optiunea Design puteti gasi si optiunea Colors, care permite selectarea gamei cromatice dorite
pentru textul Dvs.
7. De asemenea, in optiunea Design puteti gasi si optiunea Effects, care permite sa modificati
colturile la textul propus ( Corners) sau sa adaugati un pic de umbra la el (Shadow).
8.
9. Cind lucrarea Dvs. este gata, accesati pe bara din drepta de sus optiunea Publish.
Pe pagina aparuta, gasiti spatial de sub textul Choose your free Flavors address, si scrieti un
titlu cu care ati dori sa denumiti lucrarea data.
De exemplu, profil-asasin
10. Acest nume imediat va aparea in spatiul de mai sus, indicind adresa/linkul oficial al acestei
pagini create de Dvs.
In cazul in care titlul selectat de Dvs. indica o eroare (spatial textului devine de culoare rosie),
aceasta ar insemna ca acest titlu/ nume deja exista. Selectati un alt nume, sau adaugati la el cifre,
pina ce va fi disponibila aceasta denumire.
Dupa ce a aparut linkul complet al paginii Dvs., faceti click pe Publish.
11. Va aparea un mesaj de felicitare ca ati finalizat crearea paginei Dvs. , unde va fi inclus si linkul
acesteia.
Inserati linkul dat , faceti click pe clapa dreapta a mousului, selectati optiunea Acceseaza ….. (în
cazul exemplului nostru Acceseaza http://profil-asasin.flavors.me ) si vizualizati pagina Dvs.
12. Copiati linkul de sus al paginei ( in exemplul prezentat fiind profil-asasin.flavors.me) si
plasati-l drept raspuns la modulul 2.
Succes !!!