This presentation is done by Mark Sing as one of his projects on MY DREAM HOUSE in his Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
Μέρος Α΄
Ιστορική Ανασκόπηση : Από την υποχρεωτική στείρωση των σχιζοφρενών στο ολοκαύτωμα
Μέρος Β΄
Αναδρομή στο έργο του M. Foucault
i. Οι πειθαρχικοί και ρυθμιστικοί μηχανισμοί της εξουσίας
ii. Το παράδειγμα της σεξουαλικότητας
iii. «Βιο-εξουσία» και ρατσισμός
iv. Ναζισμός: Η επιβολή του θανάτου ως «τελική λύση» και ως ολοκληρωτική αυτοκτονία
v. Η «βιο-εξουσία» ως απαραίτητο συστατικό για την εδραίωση του καπιταλισμού
Μέρος Γ΄
Σύγχρονες εκφάνσεις της «βιο-πολιτικής»
Die Nutzung mobiler Geräte wie Smartphones oder Tablet nimmt rasant zu. Worauf Sie als Unternehmen achten müssen, um diese Entwicklung nicht zu verschlafen und wie Sie davon profitieren können, erklärt Markus Neumann, strategischer Planer bei SinnerSchraderMobile.
This presentation is done by Angelo Buligan as one of his projects on MY DREAM HOUSE in his Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
Impact of Emerging Markets in Global Pharma 2013 and role of Top 12 PharmaJose Ignacio Diaz
Global Pharmaceutical market grew 2% in 2013 although Developed and Emerging Markets played a very different role:
While EM delivered 30 bn USD of additional revenues, DM reduced sales more than 8 bn USD
Within Developed Markets, EU dropped 16 bn USD (-7%) versus 2012 while USA, Canada, Japan and other APAC developed markets grew at an average of 2%
In Emerging Markets, BRIC contributed more than 80% to growth, meaning 25 bn USD, while rest of Pharmerging represented nearly 5 additional billion
Top 12 Pharmaceutical Companies represent 39% of Global Pharmaceutical Market in 2013 with much stronger position in Developed Markets (42,5%) than in Emerging Markets (27%)
In 2013 MS of Top 12 declined in both market segments, but while in DM decrease was 0,8%, in EM nearly doubled (-1,5%)
While more than 80% of Market Growth is delivered by Emerging Markets, Big Pharma is strongly losing MS on this Market Segment
Este texto foi disponibilizado aos participantes do III Cursos de BRINQUEDISTA HOSPITALAR promovido pelo Hospital Universitário Pedro Ernesto - HUPE / Universidade do Estado do Rio de Janeiro - UERJ, de 26, 27, 29 e 30 de maio de 2014.
Sabemos que a infância deve ser respeitada em sua diversidade e, como tal, o direito ao brincar inclusivo merece um olhar diferenciado. As brincadeiras devem ser pensadas e planejadas para todos, assim como os profissionais envolvidos com estas práticas devem ser orientados sobre a melhor forma de organizar brinquedos e atividades lúdicas que atendam às crianças sem discriminá-las, “alertando para a importância de cada brinquedo na promoção do desenvolvimento infantil” (SIAULYS, 2006, P.5).
O olhar inclusivo no momento das brincadeiras permite o estabelecimento de mudança interior tanto dos profissionais quanto das crianças; as que têm deficiências podem vivenciar a inclusão brincando com todos e as demais terão a oportunidade de sentir que estar com seu próximo “um pouco diferente” é saudável e contribui para sua formação social. Estas práticas podem fazer de todas pessoas melhores.
This presentation is done by Willbert Pilarta as one of his projects on ITALIAN REGIONS in his Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Lara Dioquino as one of her projects on ITALIAN REGIONS in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Penielle Saguindan as one of her projects on ITALIAN REGIONS in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Monneth Agcaoili as one of her projects on ITALIAN REGIONS in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
Μέρος Α΄
Ιστορική Ανασκόπηση : Από την υποχρεωτική στείρωση των σχιζοφρενών στο ολοκαύτωμα
Μέρος Β΄
Αναδρομή στο έργο του M. Foucault
i. Οι πειθαρχικοί και ρυθμιστικοί μηχανισμοί της εξουσίας
ii. Το παράδειγμα της σεξουαλικότητας
iii. «Βιο-εξουσία» και ρατσισμός
iv. Ναζισμός: Η επιβολή του θανάτου ως «τελική λύση» και ως ολοκληρωτική αυτοκτονία
v. Η «βιο-εξουσία» ως απαραίτητο συστατικό για την εδραίωση του καπιταλισμού
Μέρος Γ΄
Σύγχρονες εκφάνσεις της «βιο-πολιτικής»
Die Nutzung mobiler Geräte wie Smartphones oder Tablet nimmt rasant zu. Worauf Sie als Unternehmen achten müssen, um diese Entwicklung nicht zu verschlafen und wie Sie davon profitieren können, erklärt Markus Neumann, strategischer Planer bei SinnerSchraderMobile.
This presentation is done by Angelo Buligan as one of his projects on MY DREAM HOUSE in his Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
Impact of Emerging Markets in Global Pharma 2013 and role of Top 12 PharmaJose Ignacio Diaz
Global Pharmaceutical market grew 2% in 2013 although Developed and Emerging Markets played a very different role:
While EM delivered 30 bn USD of additional revenues, DM reduced sales more than 8 bn USD
Within Developed Markets, EU dropped 16 bn USD (-7%) versus 2012 while USA, Canada, Japan and other APAC developed markets grew at an average of 2%
In Emerging Markets, BRIC contributed more than 80% to growth, meaning 25 bn USD, while rest of Pharmerging represented nearly 5 additional billion
Top 12 Pharmaceutical Companies represent 39% of Global Pharmaceutical Market in 2013 with much stronger position in Developed Markets (42,5%) than in Emerging Markets (27%)
In 2013 MS of Top 12 declined in both market segments, but while in DM decrease was 0,8%, in EM nearly doubled (-1,5%)
While more than 80% of Market Growth is delivered by Emerging Markets, Big Pharma is strongly losing MS on this Market Segment
Este texto foi disponibilizado aos participantes do III Cursos de BRINQUEDISTA HOSPITALAR promovido pelo Hospital Universitário Pedro Ernesto - HUPE / Universidade do Estado do Rio de Janeiro - UERJ, de 26, 27, 29 e 30 de maio de 2014.
Sabemos que a infância deve ser respeitada em sua diversidade e, como tal, o direito ao brincar inclusivo merece um olhar diferenciado. As brincadeiras devem ser pensadas e planejadas para todos, assim como os profissionais envolvidos com estas práticas devem ser orientados sobre a melhor forma de organizar brinquedos e atividades lúdicas que atendam às crianças sem discriminá-las, “alertando para a importância de cada brinquedo na promoção do desenvolvimento infantil” (SIAULYS, 2006, P.5).
O olhar inclusivo no momento das brincadeiras permite o estabelecimento de mudança interior tanto dos profissionais quanto das crianças; as que têm deficiências podem vivenciar a inclusão brincando com todos e as demais terão a oportunidade de sentir que estar com seu próximo “um pouco diferente” é saudável e contribui para sua formação social. Estas práticas podem fazer de todas pessoas melhores.
This presentation is done by Willbert Pilarta as one of his projects on ITALIAN REGIONS in his Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Lara Dioquino as one of her projects on ITALIAN REGIONS in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Penielle Saguindan as one of her projects on ITALIAN REGIONS in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Monneth Agcaoili as one of her projects on ITALIAN REGIONS in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Krishna Sigaya as one of her projects on ITALIAN REGIONS in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Mark Sing as one of his projects on ITALIAN REGIONS in his Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Cherisse Adlawan as one of her projects on ITALIAN REGIONS in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Lara Maigue as one of her projects on ITALIAN REGIONS in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Bridget Patayan as one of her projects on MY DREAM HOUSE in her Italian 10 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Joachim Limos as one of his projects on ITALIAN REGIONS in his Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Bernadette Alegre as one of her projects on ITALIAN REGIONS in her Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Vanessa Gem Cordova as one of her projects on ITALIAN REGIONS in her Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Valyn Baluyot as one of her projects on ITALIAN REGIONS in her Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by TJ Dizon as one of his projects on ITALIAN REGIONS in his Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Norwin Gonzales as one of his projects on ITALIAN REGIONS in his Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Kestle Khea M. Belderol as one of her projects on ITALIAN REGIONS in her Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Care de Guzman as one of her projects on ITALIAN REGIONS in her Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Angelica Marie Orlina as one of her projects on ITALIAN REGIONS in her Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Zenda Laqui as one of her projects on ITALIAN REGIONS in her Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
This presentation is done by Czarina Villamora as one of her projects on ITALIAN REGIONS in her Italian 11 class (AY 2013-2014) at the University of the Philippines under Prof. Emanuela Adesini.
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
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.
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
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.
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.
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.
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.
2. LA CASA DEI MIEI SOGNI: CASA DI VETRO
IN MONTAGNA
LA CASA E' DI VETRO E DI PIETRA. LA CASA E'
COMODA, LUMINOSA E SILENZIOSA, E C’E UN
BELLISSIMO PANORAMA. NELLA CASA C’E LA SCALA
ESTERNA.
C’E LA CUCINA, IL BAGNO, IL SOGGIORNO E LA
CAMERA DA LETTO.
PISCINA
3. IN CUCINA C’E IL FORNELLO, C’E IL RUBINETTO,
IN SOGGIORNO CI SONO DUE DIVANI, C'E' LA
C’E IL LAVELLO, C’E IL MOBILETTO, C’E IL
SCALA INTERNA.
FRIGORIFERO E C’E IL TAVOLO.
ALL’INGRESSO C’E LA PORTA, C’E LA SEDIA, C’E
L’ARMADIO, C’E IL CAMINO.
IN CAMERA DA LETTO C’E IL LETTO, C’E IL
TAVOLO, CI SONO LE LENZUALA E LE FEDERE
PER DUE CUSCINI.
4. SOGGIORNO IN BAGNO C’E IL LAVANDINO, C’E LA VASCA
DA BAGNO, C’E LO SPECCHIO.
IL GARAGE