The specific knowledge, skills, and attitudes required, as well as provide educational practices under supervision. Has a direct bearing on students’ ability to integrate theory to practice.
The specific knowledge, skills, and attitudes required, as well as provide educational practices under supervision. Has a direct bearing on students’ ability to integrate theory to practice.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Instructions for Submissions thorugh G- Classroom.pptx
LDMMMMM.pptx
1. Republic of the Philippines
Department of Education
Division of Masbate
Rodolfo Z. Titong National High School
PRACTICUM PORTFOLIO
IN LDM 2
RICSHELL VASQUEZ
TEACHER I
2. INDIVIDUAL LEARNING
MONITORING PLANS
LESSON PLANS DLP, DLL,
WHLP, WLP, LESSON
EXEMPLARS & THE LIKES
3.1. Learner’s gender, needs, strengths,
interest & experiences
3.4 Learners in difficult circumstances
4.2. Learning outcomes aligned with
learning competencies
PAGE
TEACHER-MADE/ MODIFIED
LEARNING RESOURCES
REFLECTIVE SUMMARY
4.5. Teaching & learning resources
including ICT
7.3. Professional links with colleagues
7.5. Professional Development Goals
7.4. Professional reflection & learning to
improve practice
CERTIFICATES OF PARTICIPATION
IN ANY PD ACTIVITIES
TABLE OF CONTENTS
3. TABLE OF CONTENTS
PAGE
ENGAGING LEARNERS FOR
THEIR PROGRESS &
ACHIEVEMENT
PROFESSIONAL ENGAGEMENT
WITH COLLEAGUES
ENGAGING STAKEHOLDERS IN
THE TEACHING-LEARNING
PROCESS
5.2. Monitoring & evaluation of learner
progress & achievement
5.3. Feedback to improve learning
7.3. Professional links with colleagues
5.4. Communication of learner needs,
progress & achievement to key stakeholders
6.2. Engagement of parents & the wider
school community in the educative process.
5. NAME OF ARTIFACT : INDIVIDUAL LEARNING MONITORING PLAN
PROFESSIONAL STANDARDS/STRAND:
3.1. Learners’ gender, needs, strengths, interest and experiences
ANNOTATION: Individual Learning Monitoring Plan (ILMP) serves as a tool in monitoring
the learner's performance. I communicate them through messenger and home visit to give
feedbacks and follow-ups. I gave simple examples and explained to them clearly.
6. NAME OF ARTIFACT : INDIVIDUAL LEARNING MONITORING PLAN
PROFESSIONAL STANDARDS/STRAND:
3.1. Learners’ gender, needs, strengths, interest and experiences
ANNOTATION:
Individual Learning Monitoring Plan (ILMP) serves as a tool in monitoring the learner's
performance. I communicate them through messenger and home visit to give feedbacks
and follow-ups. I gave simple examples and explained to them clearly.
7. NAME OF ARTIFACT : INDIVIDUAL LEARNING MONITORING PLAN
PROFESSIONAL STANDARDS/STRAND:
3.1. Learners’ gender, needs, strengths, interest and experiences
ANNOTATION:
Individual Learning Monitoring Plan (ILMP) serves as a tool in monitoring the learner's
performance. I communicate them through messenger and home visit to give feedbacks
and follow-ups. I gave simple examples and explained to them clearly.
8. NAME OF ARTIFACT : WEEKLY HOME LEARNING PLAN
PROFESSIONAL STANDARDS/STRAND:
3.4. Learners in difficult circumstances
ANNOTATION:
This is the sample of my weekly home learning plan. It has different activities that will
enhance the student’s ability and comprehension.
9. NAME OF ARTIFACT : LESSON PLANS (DLP, DLL, WHLP, WLL, LESSON
EXEMPLARS)
PROFESSIONAL STANDARDS/STRAND:
4.1. Planning & management of teaching & learning process
ANNOTATION:
Learners output should be aligned with learning objectives. In making CO plan, evaluation
must jived to learning objectives.
10. NAME OF ARTIFACT : TEACHER-MADE/ MODIFIED LEARNING
RESOURCES
PROFESSIONAL STANDARDS/STRAND:
4.5 Teaching & Learning resources including ICT
ANNOTATION:
I made a learning activity sheets for my learners as a supplementary material. And told
them that if they have some query. They are free to ask me in our group chat.
11. NAME OF ARTIFACT : CERTIFICATES OF PARTICIPATION IN ANY
PROFESSIONAL DEVELOPMENT ACTIVITIES
PROFESSIONAL STANDARDS/STRAND:
7.5. Professional Development Goals
ANNOTATION:
This trainings help me to gain new knowledge and skills in engaging an activities that will
develop my professional and personal growth with my colleagues.
12. NAME OF ARTIFACT : REFLECTIVE SUMMARY
PROFESSIONAL STANDARDS/STRAND:
7.4. Professional reflection & learning to improve practice
LDM Course helps us to assess our strengths and weaknesses. This helps us to
gain knowledge, skills and mindset that are necessary in this new normal set-
up. It helps us to ensure the quality of learning that we will provide to our
learners despite of this pandemic. At first its difficult, but we need to cope up
with the changes we have in order to survive. This changes also is an
opportunity for us learn more. To be creative and innovative in implementing
this distance learning. MOV’s serve as a proof of continuous learning using
selected modality.
14. NAME OF ARTIFACT : MOVs ON ENGAGING LEARNERS FOR THEIR
PROGRESS & ACHIEVEMENT
PROFESSIONAL STANDARDS/STRAND:
5.2. Monitoring & evaluation of learner progress & achievement
5.3. Feedback to improve learning
15. NAME OF ARTIFACT : MOVs ON PROFESSIONAL ENGAGEMENT WITH
COLLEAGUES
PROFESSIONAL STANDARDS/STRAND:
7.3. Professional links with colleagues
16. NAME OF ARTIFACT : MOVs ON ENGAGING STAKEHOLDERS IN THE
TEACHING LEARNING PROCESS
PROFESSIONAL STANDARDS/STRAND:
5.4. Communication of learner needs, progress and achievements to key stakeholders
