Reinforcement is one of the micro teaching skill. In which we learn about the appropriate use of the different reinforcer.
It is a micro teaching lesson plan based on the reinforcement skill. It explains how to use different component of reinforcement skill. In this lesson plan different types of positive reinforcement are use.
5 E Model lesson plan in biology- Photosynthesismahindravada
5 E model is a widely used method of teaching using the constructivist approach. A lesson plan is presented here for a
5 E model has been presented here taking the example of photosynthesis. The activities in each stage of the 5 stages have been explained.
Reinforcement is one of the micro teaching skill. In which we learn about the appropriate use of the different reinforcer.
It is a micro teaching lesson plan based on the reinforcement skill. It explains how to use different component of reinforcement skill. In this lesson plan different types of positive reinforcement are use.
5 E Model lesson plan in biology- Photosynthesismahindravada
5 E model is a widely used method of teaching using the constructivist approach. A lesson plan is presented here for a
5 E model has been presented here taking the example of photosynthesis. The activities in each stage of the 5 stages have been explained.
Newton's laws of motion are three physical laws that, together, laid the foundation for classical mechanics. They describe the relationship between a body and the forces acting upon it, and its motion in response to those forces.
Newton's laws of motion are three physical laws that, together, laid the foundation for classical mechanics. They describe the relationship between a body and the forces acting upon it, and its motion in response to those forces.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Name of the teacher : Renjini R
Name of the school : Govt.G.H.S.S.Cotton Hill
Standard : IX
Subject : Physics
Unit : Motion
Topic : Newton's third law of motion,
Conservation of momentum
Date : 14/07/14
Duration : 45 min
Strength : 40
Period : 3
3. Curricular Statement
Through observation and
communication, the pupils understand
about the nature of Newton's third law of
motion, conservation of momentum
4. Terms
Newton's third law of motion,
conservation of momentum
Facts
Gun recoils after firing a shot.
A boat goes backwards when a person
jumps from it.
Momentum is the product of mass and
velocity of the body.
5. Concepts
To every action, there will be an equal and opposite
reaction.
Law of conservation of momentum:-If an external
force is absent, then the total momentum of a system
will always be constant
6. Learning Outcome
1.Storage
The pupil views power point presentation related
to motion.
2.Explore
The pupil search more details related to the topic
Newton’s third law of motion.
3.Application
The pupil prepares text material related to the
topic Newton’s third law of motion.
7. Previous Knowledge
i) The pupil knows about Newton’s first
law of motion and Newton’s second law
of motion.
ii)The pupil knows about momentum
Teaching Learning Resources
•Laptop
•Chalkboard
8. Preparation
Today we are going to study in a
different manner. I will show you some
pictures in the following slides. You
should carefully observe it. Then we
will have discussion on it.
9. Presentation
Activity-1
The following slide has a picture
sequence in which an experiment is
shown. Observe it and then write
answers for the given discussion
points.
11. Discussion points
• What do you observe in the above picture?
• If you assume the empty teabag as a rocket,
what happened to it when it is lighted?
• Why did the tea bag moved upwards?
• What is the action here?
• What is the reaction?
12. Concept to be consolidated
Ignition of empty tea-bag
(rocket) is action and upward
movement of tea- bag (rocket)
is reaction
13. Activity-2
Now look at the following slide
having the examples for Newton’s
third law of motion.
15. Discussion points
What are the instances you observed in the above
slide?
A person jumps to the shore from a boat floating on
water.
• What happens to the boat when the person jumps?
• Which is the action and reaction in the situation?
• Is the action and reaction takes place in the same
body?
• Are the action and reaction equal/unequal?
• Are action and reaction takes place in the same
direction?
16. Concept to be consolidated
Newton’s third law of motion states
that “To every action, there will be an
equal and opposite reaction.
Action and reaction are equal in
magnitude but opposite in direction
17. Activity-3
Now look at the following slide
having a picture sequence which
shows the experiment on
conservation of momentum using
bobs.
19. Discussion points
i. What happens when one ball is moved away and
made to strike on other balls?
ii. What happens when two balls are moved away
and made to strike on other balls?
iii. What happens when the same experiment is
repeated using three balls?
iv. If the ball has mass ‘m’ and velocity ‘v’ , then
what will be the momentum for three balls?
v. Can you state the relation of momentum of
three balls before collision and the other three
balls after collision?
20. Concept to be consolidated
Total initial momentum of a system
before collision will be equal to the total
final momentum of the system after
collision. There is no change in the
momentum of the system.
21. Activity -4
PROBLEM
If a shot of mass 0.05kg is fired from a gun
of mass 20kg, Velocity of the shot is 200
m/s and backward velocity of gun is
0.5m/s. Find out the total momentum
before and after firing :-
22. Discussion points
• What is the expression to find out
momentum?
• What is the momentum of the shot?
• What is the momentum of the gun?
• What is the total momentum?
• Is momentum conserved here?
• How did you understand the conservation of
momentum?
23. Concept to be consolidated
In the absence of an external force,
the total momentum of a system
will always be a constant. This is
the law of conservation of
momentum.
24. REVIEW
• State Newton’s third law of
motion :-
• State law of conservation of
momentum:-
25. APPLICATION
A shot of mass 20g is fired from a
gun of mass 2 kg with a velocity
50m/s. Then what will be the
backward velocity of the gun?
26. Follow up activity
Find out four examples for
Newton’s third law of motion
from our day to day life. Write
down the action and reaction in
them:-
