GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FAMILY AND DEMOGRAPHIC CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EMPLOYMENT. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: URBANISATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HUMANS AND OTHER SPECIESGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HUMANS AND OTHER SPECIES. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EMPLOYMENT. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: URBANISATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HUMANS AND OTHER SPECIESGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HUMANS AND OTHER SPECIES. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: DISEASE AND HEALTHGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: DISEASE AND HEALTH. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CLIMATE CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH?George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH INDIVIDUALLY? The learning journey, learning objectives, plagiarism, declaration, structuring individual research, assessment criteria, common mistakes, possible solutions.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVESGeorge Dumitrache
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVES. It contains: the definition of a perspective, five activities, perspectives and viewpoints, different definitions, global issues, global solution.
Here you will find an introduction to the course which I have already used in class. Please take note of the topics and start considering the one(s) that you will be working on.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADE AND AID. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: BELIEF SYSTEMS. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EDUCATION FOR ALLGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EDUCATION FOR ALL. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: ENVIRONMENT AND CONSERVATION - ECOLOGY AN...George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: ENVIRONMENT AND CONSERVATION - ECOLOGY AND ENVIRONMENTALISM. It contains: definition of the environmental protection, environmentalism and ecology, environmentalism as a movement, ecology, health and human rights, new issues in environmentalism, tree sitting as a form of protest, environmentalists in New Zealand, Manapouri power project, campaigns, organisations.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: DISEASE AND HEALTHGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: DISEASE AND HEALTH. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CLIMATE CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH?George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH INDIVIDUALLY? The learning journey, learning objectives, plagiarism, declaration, structuring individual research, assessment criteria, common mistakes, possible solutions.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVESGeorge Dumitrache
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVES. It contains: the definition of a perspective, five activities, perspectives and viewpoints, different definitions, global issues, global solution.
Here you will find an introduction to the course which I have already used in class. Please take note of the topics and start considering the one(s) that you will be working on.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADE AND AID. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: BELIEF SYSTEMS. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EDUCATION FOR ALLGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EDUCATION FOR ALL. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: ENVIRONMENT AND CONSERVATION - ECOLOGY AN...George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: ENVIRONMENT AND CONSERVATION - ECOLOGY AND ENVIRONMENTALISM. It contains: definition of the environmental protection, environmentalism and ecology, environmentalism as a movement, ecology, health and human rights, new issues in environmentalism, tree sitting as a form of protest, environmentalists in New Zealand, Manapouri power project, campaigns, organisations.
Families with People/Children/ Elders with Special Numerous are Learn for Fa...hemurathore1
Family- A family is a group of two people or more (one of whom is the householder) related by birth, marriage, or adoption and residing together; all such people (including related subfamily members) are considered as members of one family.
Family group- A family group is any two or more people (not necessarily including a householder) residing together, and related by birth, marriage, or adoption. A household may be composed of one such group, more than one, or none at all. The count of family groups includes family households, related subfamilies, and unrelated subfamilies.
Family household- A family household is a household maintained by a householder who is in a family and includes any unrelated people who may be residing there. The number of family households is equal to the number of families. The count of family household members differs from the count of family members, however, in that the family household members include all people living in the household, whereas family members include only the householder and his/her relatives.
A family dynamic is the scheme of family members’ relations and interactions including many prerequisite elements (family arrangements, hierarchies, rules, and patterns of family interactions).
Each family is unique in its characteristics; having several helpful and unhelpful dynamics. Family dynamics will ultimately influence the way young people view themselves/others and the world. It will also impact their relationships/behaviors and their future wellbeing.
“Family dynamics is the complement to the static or structural component of a family.”
-Jonathan Davis
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE SOURCESGeorge Dumitrache
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE
On February 27, 1933, the German parliament (Reichstag) building burned down. The Nazi leadership and its coalition partners used the fire to claim that Communists were planning a violent uprising. They claimed that emergency legislation was needed to prevent this. The resulting act, commonly known as the Reichstag Fire Decree, abolished a number of constitutional protections and paved the way for Nazi dictatorship.
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTXGeorge Dumitrache
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTX
Following Hitler’s appointment as chancellor the Nazis were finally in a position of power.
However, this power was limited, as the Nazis were just one party in a three party coalition government, under President Hindenburg.
This topic will explore how the Nazis managed to eliminate their opposition and consolidate ultimate power over Germany, whilst maintaining an illusion of democracy.
It will first explore this topic in chronological order, from the Reichstag Fire through to the death of President Hindenburg, and then explore it thematically in the last section. On the 31 January 1933, Hitler, conscious of his lack of a majority in the Reichstag, immediately called for new elections to try and strengthen his position. The Nazis aimed to increase their share of the vote so that they would have a majority in the Reichstag. This would allow them to rule unopposed and unhindered by coalition governments.
Over the next two months, they launched themselves into an intense election campaign.
On 27 February 1933, as the campaign moved into its final, frantic days, the Reichstag, the German Parliament building, was set on fire and burnt down. An atmosphere of panic and terror followed the event.
This continued when a young Dutch communist, Van der Lubbe was arrested for the crime.
The Nazi Party used the atmosphere of panic to their advantage, encouraging anti-communism. Göring declared that the communists had planned a national uprising to overthrow the Weimar Republic. This hysteria helped to turn the public against the communists, one of the Nazis main opponents, and 4000 people were imprisoned.
The day after the fire, Hindenburg signed the Emergency Decree for the Protection of the German People. On the 28 February 1933, President Hindenburg signed the Emergency Decree for the Protection of the German People. This decree suspended the democratic aspects of the Weimar Republic and declared a state of emergency.
This decree gave the Nazis a legal basis for the persecution and oppression of any opponents, who were be framed as traitors to the republic. People could be imprisoned for any or no reason.
The decree also removed basic personal freedoms, such as the freedom of speech, the right to own property, and the right to trial before imprisonment.
Through these aspects the Nazis suppressed any opposition to their power, and were able to start the road from democracy to a dictatorship. The atmosphere of uncertainty following the Reichstag Fire secured many voters for the Nazi party.
The SA also ran a violent campaign of terror against any and all opponents of the Nazi regime. Many were terrified of voting of at all, and many turned to voting for the Nazi Party out of fear for their own safety. The elections were neither free or fair.
On the 5 March 1933, the elections took place, with an extremely high turnout of 89%.
The Nazis secured 43.9% of the vote.
DEPTH STUDY GERMANY: NAZI REGIME - 04. HITLER BECOMING CHANCELLOR 1933George Dumitrache
Hitler was not immediately appointed chancellor after the success of the July 1932 elections, despite being leader of the largest party in the Reichstag. It took the economic and political instability (with two more chancellors failing to stabilise the situation) to worsen, and the support of the conservative elite, to convince Hindenburg to appoint Hitler.
Hitler was sworn in as the chancellor of Germany on the 30 January 1933. The Nazis were now in power.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 08. NAZIS IN THE WILDERNESSGeorge Dumitrache
The “Lean Years” (also called the "wilderness" years) of Hitler and the Nazi Party in Germany refer to the period between 1924 and 1928 when the Nazi party did not have high levels of support and still suffered from humiliation over the Munich Putsch. Why where these years “lean”?
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 07. STRESEMMAN ERA 1924-1929George Dumitrache
The period 1924-1929 was a time when the Weimar economy recovered and cultural life in Germany flourished. This dramatic turnabout happened in large part because of the role played by Gustav Stresemann who became Chancellor in August 1923 during the hyperinflation crisis.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 06. THE BEER HALL PUTSCH 1923George Dumitrache
The Beer Hall Putsch, also known as the Munich Putsch, was a failed coup d'état by Nazi Party (Nationalsozialistische Deutsche Arbeiterpartei or NSDAP) leader Adolf Hitler, Generalquartiermeister Erich Ludendorff and other Kampfbund leaders in Munich, Bavaria, on 8–9 November 1923, during the Weimar Republic. Approximately two thousand Nazis marched on the Feldherrnhalle, in the city centre, but were confronted by a police cordon, which resulted in the deaths of 16 Nazi Party members and four police officers. Hitler escaped immediate arrest and was spirited off to safety in the countryside. After two days, he was arrested and charged with treason. The putsch brought Hitler to the attention of the German nation for the first time and generated front-page headlines in newspapers around the world. His arrest was followed by a 24-day trial, which was widely publicised and gave him a platform to express his nationalist sentiments to the nation. Hitler was found guilty of treason and sentenced to five years in Landsberg Prison, where he dictated Mein Kampf to fellow prisoners Emil Maurice and Rudolf Hess. On 20 December 1924, having served only nine months, Hitler was released. Once released, Hitler redirected his focus towards obtaining power through legal means rather than by revolution or force, and accordingly changed his tactics, further developing Nazi propaganda.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 05. HYPERINFLATIONGeorge Dumitrache
Hyperinflation affected the German Papiermark, the currency of the Weimar Republic, between 1921 and 1923, primarily in 1923. It caused considerable internal political instability in the country, the occupation of the Ruhr by France and Belgium, and misery for the general populace.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 03. THE TREATY OF VERSAILLES IMPACT ON...George Dumitrache
Thanks to the Treaty of Versailles, Germany's ability to produce revenue-generating coal and iron ore decreased. As war debts and reparations drained its coffers, the German government was unable to pay its debts. Some of the former World War I Allies didn't buy Germany's claim that it couldn't afford to pay.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 02. THE NOVEMBER REVOLUTION 1918George Dumitrache
The German Revolution or November Revolution was a civil conflict in the German Empire at the end of the First World War that resulted in the replacement of the German federal constitutional monarchy with a democratic parliamentary republic that later became known as the Weimar Republic. The revolutionary period lasted from November 1918 until the adoption of the Weimar Constitution in August 1919. Among the factors leading to the revolution were the extreme burdens suffered by the German population during the four years of war, the economic and psychological impacts of the German Empire's defeat by the Allies, and growing social tensions between the general population and the aristocratic and bourgeois elite.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
QUESTIONS AND ANSWERS - LEAGUE OF NATIONS. The League of Nations was an international organization, headquartered in Geneva, Switzerland, created after the First World War to provide a forum for resolving international disputes.
ABYSSINIAN CRISIS. The Abyssinian Crisis was over in 1936. Italy and Mussolini continually ignored the League of Nations and fully annexed Abyssinia on May 9th 1936. The League of Nations was shown to be ineffective. The League had not stood up against one of the strongest members and fulfilled the promise of collective security.
Manchurian Crisis. On September 18, 1931, an explosion destroyed a section of railway track near the city of Mukden. The Japanese, who owned the railway, blamed Chinese nationalists for the incident and used the opportunity to retaliate and invade Manchuria.
05. LEAGUE OF NATIONS - Great Depression and LON.pptxGeorge Dumitrache
GREAT DEPRESSION AND THE LEAGUE OF NATIONS. The Great Depression of 1930-33 meant people turned to extremist dictators such as Hitler and Mussolini, who were keen to invade other countries. This made it hard for the League to maintain peace. The League had some very ambitious plans and ideals – to stop war and make the world a better place.
A Strategic Approach: GenAI in EducationPeter 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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
2. FAMILY AND DEMOGRAPHIC CHANGE
• In the context of human society, a family (from Latin: familia) is a
group of people affiliated either by consanguinity (by recognized
birth), affinity (by marriage or any other relationship like siblings
families etc..), or co-residence (as implied by the etymology of the
English word "family“) or some combination of these.
• Members of the immediate family include spouses, parents, brothers,
sisters, sons, and/or daughters. Members of the extended family may
include grandparents, aunts, uncles, cousins, nephews, nieces, and/or
siblings-in-law. Sometimes these are also considered members of the
immediate family, depending on an individual's specific relationship
with them.
https://en.wikipedia.org/wiki/Family
4. GLOBAL/INTERNATIONAL PERSPECTIVES
• Why do some countries have a high proportion of children, or of
elderly people?
• What difficulties can this cause?
• What is a ‘family’?
• What responsibilities do family members have to one another?
• How or why has the family changed?
5. LOCAL/NATIONAL PERSPECTIVES
• What sorts of families live in my local area?
• What proportion of households are single people?
• Has this changed in recent decades?
• What support is there in my area for families in need?
• How is this funded?
6. FAMILY/PERSONAL PERSPECTIVES
• What responsibilities do my parents have to me?
• What responsibilities do I have to them?
• What sort of parent do I want to become, if at all?
• How would I choose to be cared for when I am elderly?
7. WEBSITES
www.bbc.co.uk/worldservice/sci_tech/features/essentialguide/theme_fam.shtml
BBC World Service web link – population and family structure change. Two
podcasts – one on global demographic change and one on changing family
structure.
geographyfieldwork.com/DemographicTransition.htm Demographic Transition
model.
www.census.gov/ipc/www/idb/
US government census site. Information on countries around the world and
population pyramids.
www.refugeecouncil.org.uk
UK-based support for refugees.
www.unhcr.org.uk
United Nations High Commission for Refugees.
www.childinfo.org
Part of the UNICEF sites – includes statistical details