This document provides information to Sec 4 and 5 students at the beginning of the 2014 school year. It summarizes the past year's activities in 2013 and outlines the student support structures and academic expectations for 2014. Key points include:
- Introducing the new Year Head and Assistant Year Heads for the upper secondary students.
- Outlining the school's vision, mission and values that students are expected to uphold.
- Describing the academic support structures like study programmes, revision classes, and assessment schedules to help students prepare for their N or O Level examinations.
- Emphasizing expectations around discipline, respect, and academic effort and achievement.
- Guiding students to set targets for
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.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
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.
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.
3. Looking back …2013
S e c 3 Ca m
p
Class Days
Form
Learning W
e
ek s
Talentime
Elective
Modules
Amazin
g Race
Dragon
Boatin
IA
V
g
Sports Day
Interhouse/class g
am
Exams/Tests
Promotio
and many more…
n
es
5. Student Development Team (SDT)
Year Heads and Assistant Year Heads
working in collaboration with the other
teams in school to support pupils in
- Academic Development
- Pastoral and Character Development
6. Introducing the YH and AYHs for
Upper Sec
∗ Year Head
- Mrs Jackie Chan (US YH)
∗ AYH
- Mr Sheikh Luqhman(SH PE & Student Leadership)
- Mdm Siti Haryani (LH EL)
- Mr Ahmad Salehin (SH Special Projects & MRL)
7. Sec 4 & 5 Form Teachers
4E1 Shawaleza Bte Murial
Mariana Bte Yunus
4E2 Marilyn Foo Xin Yee
Abbas Khan s/o Abdul Aziz
5A1 Joyce Yap Yen Leng
4E3 Ivy Phong Aihui
Andy Ang Joon Boon
Imelda Norazlina Binte Zulkefle
4A1 Tan Zhi Yao
5A2 Siti Hawa Bte Shaini
Carol Chua Huina
Iyer Srinivasan Sridharan
4A2 Ho Hwee Bin
Fahizal Bin Abdullah
4A3 Moharzaid Bin Ghani
Candy Zhang Shu Hui
4T1 Khee Junjie (Edmund)
Lee Kwee Wei
Tety Suzanna Binte Sulaiman
9. Being a Damaian
∗ School’s Vision:
Learning in Damai Today, Growing to be
Leaders of Tomorrow
∗ School Mission:
We nurture our students to be Committed,
Competent and Compassion Leaders.
Sec 4/5 – I am a CHANGE AGENT
10. Let FAITH be our guide
Our School Values
F Full Commitment
A Aspirations and Achievement
I Integrity
T Teamwork
H High Expectations
11. Various School and Level
Programmes
20th Anniversary
Sec 4 Water
Celebrations
Sports Elective Study Skills and SelfLearning Weeks mastery Workshops
School/Festive
Form Class Day
Celebrations
Cross Country
Talentime
Graduation Ceremony
Prom Night
and others…
12. Expectations
ABC Routine in the classroom
Attendance, Attire & Grooming
Books & Learning Materials
Cleanliness & Environment
Working well with others
Respect for Teachers/School Staff
and Peers
Self-discipline
14. Structures to support learning
Study Programme :
Part of the curriculum time
∗ Mon, Wed, Thurs – dismissal at 2.30pm
∗ Tuesday – dismissal at 3.00pm
∗ Time after dismissal
- CCA + Structured revision
- Remedial / coursework completion
15. Structures to support learning
Extended Study :
Continuation of lessons / completion of
syllabus – June Holidays, Wk 1
Block Study :
Term 4, after Prelim Exams
Afternoon Revision Programme:
Starting in Term 1, for some subjects
Afternoons of Tues, Wed and Thurs, till 5pm
16. Structures to support learning
CCA days :
Compulsory till stand down in Term 2 (April)
Attend regularly to get the bonus points to
help in future posting to higher institutes.
17. Structures to support learning
Afternoon After-School Self-Revision
to prepare for National Exams :
Terms 3 and 4
Motivational Workshop :
CCE week 1 (Term 1, Week 10)
Booster workshops in Terms 2 and 3
18. Structures to support learning
Intensive Revision Programme –
before National Exams/Deadlines
MT Intensive Lessons
– Terms 1 and 2, Wk 10
Coursework Intensive programme
– June Holidays and Term 3 Weeks 1 and 3
19.
20. Assessment - Internal
Common Tests – Term 1, Wk 8
Class Tests – ongoing
Oral Exams – Term 2, Wk 1-2
N Level :
a) Mid Year Exams - Term 2 Week 6 to 8
b) Preliminary Exams – Term 3 Week 7 to 8
21. Assessment - Internal
O Level :
a) Mid Year Exams - Term 2 Week 6 to 8
b) Preliminary Exams – Term 3 Week 10 to
Term 4 Weeks 1 & 2
c) Practical exams for 3E2 and 3E3
22.
23. Assessment - National
Oral Exams in Term 3
GCE N Level – Wk 2-3 (EL) Wk 5-6 (MTL)
GCE O Level – Wk 1-3(MTL) Wk 7-8 (EL)
O Level Science Practical – Term 4,Wk 5
Written Exams
GCE N Level – Term 4, Wk 1 onwards
GCE O Level – Term 4, Wk 6 onward
GCE Mid Year MTL – 2/3 June
26. LET’S START : Target setting
With advice and coaching from FTs
a) Consider – JC/ Poly / ITE ?
b) What is the cut-off point ? What criteria for the
course ?
c) Refer to 2014 JAE booklet
d) Analyse your own EOY results 2013 – based on
2013 results, can you enter the JC/Poly/ITE
course ?
Focused Target Setting 2013
e) Strategise – study plan, schedule, type of help
needed, identify areas to focus on
