Lesson 1: Critical Thinking
•Download as PPTX, PDF•
1 like•186 views
This document outlines the aims and structure for an online environmental science class session. The session will include introducing classmates, discussing a topic by watching a video, and sharing opinions in groups. Students will discuss human impact on the environment, learn the vocabulary word "pollution", make predictions about issues a video may address, watch the video, and reflect on it in a group chat. The video is called "Man vs Earth" and addresses how pollution cannot exist without humanity and mankind's influence on the environment.
Report
Share
Report
Share
Recommended
PRESENTATION BRAZ-TESOL GYN OCT 2015
This document describes Conversation Workouts (CWOs), an approach to improving English speaking skills through high intensity interval training. CWOs adapt concepts from high intensity interval training (HIIT) to develop speaking abilities. A variety of workout activities are presented in 3-5 minute intervals, with rest periods, to push students out of their comfort zones. The workouts focus on different speaking skills and include activities like storytelling, question/answer rounds, presentations and debates. Instructions are provided for preparing, structuring and giving feedback for each activity. The goal is to improve various aspects of communicative competence, such as vocabulary, grammar, discourse skills and the ability to converse spontaneously.
Civics day 2 broken squares lp
The document outlines a classroom activity and lesson plan aimed at building a supportive classroom community based on the principles of Ubuntu. Students will participate in challenges that require cooperation and sharing resources without communication to complete individual tasks as a group. They will read about and discuss the concept of Ubuntu, which emphasizes unity, shared humanity, and that an injury to one is an injury to all. The goal is for students to reflect on how to support each other and make the classroom a space where everyone can succeed.
hcd_masks_and_backpack.pptx
The document provided information about best practices for participating in Zoom meetings and breakout sessions. It included tips such as using speaker view instead of gallery view, muting microphones outside of breakout rooms, and using the chat function appropriately. Ground rules were also outlined, such as being respectful, keeping microphones muted, being understanding of varying technology access, and removing disruptive participants. Breakout sessions were discussed, including joining promptly and remaining until prompted to return, sharing without judgment, and keeping stories within sessions unless given permission.
Engage Students: 'Popular' Song Sparks English Learning With The Weeknd and M...
DESCRIPTION:
This plan features the song "Popular" (clean version) by The Weeknd, Madonna & Playboi Carti and is designed to spark engaging discussions, expand vocabulary, and offer a critical lens through which students can view the themes of fame and popularity, especially in the digital age.
It also includes a homework task: WRITING AN ESSAY in the molds of Cambridge English: First (B2)
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B1+B2
Learner type: teens and adults
Skills: listening, writing, speaking, reading
Topic: Fame, Popularity, and the Influence of Social Media
Materials: Genially presentation, worksheet.pdf/; vocabulary video; clean version of Music Video
Duration: about 1 hour
Intercultural miscommunications
This document outlines the schedule and assignments for an intercultural communication class over four days. On Monday, students answer poll questions about intercultural communication. On Tuesday, the class discusses these answers and watches a lecture video. Their homework is to watch a video about intercultural miscommunications. On Wednesday, students discuss this video in groups and are assigned to find an example of intercultural miscommunication to present. On Thursday, students prepare and present their examples to the class, receiving peer feedback using a rubric.
Engage and Inspire! Tips and Tricks for Online Classes
Looking for new ways to interact with your students online? The Technology Twins provide recommended tools and strategies you can use during live meetings, whether you are teaching a class, presenting a webinar, or meeting one-on-one. Presented at the 2021 Annual Conference of the National Career Development Association.
Visual Notetaking with English Learners
This document outlines steps for visual note-taking during a classroom lecture or video. It encourages capturing main ideas, details, and drawings non-linguistically. Students are instructed to divide their notes into three columns for main ideas, details, and sketches during two viewings of a motivational video. They then discuss their notes in groups and create a poster illustrating the video's ten main ideas. Finally, students write a summary paragraph about what they learned, including the video title, main message, ideas that resonated with them, and how they will apply the lessons.
Beyond the Brainstorm: Deepening Online Learning
This document discusses strategies for fostering collaborative online dialogue to support learning. It recommends setting clear expectations, using discussion prompts that encourage collaboration, explicitly teaching collaborative skills, and assessing contributions in a way that recognizes collaborative efforts. The document also reviews relevant research on collaborative online pedagogy and discusses specific techniques for facilitation, such as asking grounded questions, guiding wandering discussions, and nurturing a supportive community culture.
Recommended
PRESENTATION BRAZ-TESOL GYN OCT 2015
This document describes Conversation Workouts (CWOs), an approach to improving English speaking skills through high intensity interval training. CWOs adapt concepts from high intensity interval training (HIIT) to develop speaking abilities. A variety of workout activities are presented in 3-5 minute intervals, with rest periods, to push students out of their comfort zones. The workouts focus on different speaking skills and include activities like storytelling, question/answer rounds, presentations and debates. Instructions are provided for preparing, structuring and giving feedback for each activity. The goal is to improve various aspects of communicative competence, such as vocabulary, grammar, discourse skills and the ability to converse spontaneously.
Civics day 2 broken squares lp
The document outlines a classroom activity and lesson plan aimed at building a supportive classroom community based on the principles of Ubuntu. Students will participate in challenges that require cooperation and sharing resources without communication to complete individual tasks as a group. They will read about and discuss the concept of Ubuntu, which emphasizes unity, shared humanity, and that an injury to one is an injury to all. The goal is for students to reflect on how to support each other and make the classroom a space where everyone can succeed.
hcd_masks_and_backpack.pptx
The document provided information about best practices for participating in Zoom meetings and breakout sessions. It included tips such as using speaker view instead of gallery view, muting microphones outside of breakout rooms, and using the chat function appropriately. Ground rules were also outlined, such as being respectful, keeping microphones muted, being understanding of varying technology access, and removing disruptive participants. Breakout sessions were discussed, including joining promptly and remaining until prompted to return, sharing without judgment, and keeping stories within sessions unless given permission.
Engage Students: 'Popular' Song Sparks English Learning With The Weeknd and M...
DESCRIPTION:
This plan features the song "Popular" (clean version) by The Weeknd, Madonna & Playboi Carti and is designed to spark engaging discussions, expand vocabulary, and offer a critical lens through which students can view the themes of fame and popularity, especially in the digital age.
It also includes a homework task: WRITING AN ESSAY in the molds of Cambridge English: First (B2)
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B1+B2
Learner type: teens and adults
Skills: listening, writing, speaking, reading
Topic: Fame, Popularity, and the Influence of Social Media
Materials: Genially presentation, worksheet.pdf/; vocabulary video; clean version of Music Video
Duration: about 1 hour
Intercultural miscommunications
This document outlines the schedule and assignments for an intercultural communication class over four days. On Monday, students answer poll questions about intercultural communication. On Tuesday, the class discusses these answers and watches a lecture video. Their homework is to watch a video about intercultural miscommunications. On Wednesday, students discuss this video in groups and are assigned to find an example of intercultural miscommunication to present. On Thursday, students prepare and present their examples to the class, receiving peer feedback using a rubric.
Engage and Inspire! Tips and Tricks for Online Classes
Looking for new ways to interact with your students online? The Technology Twins provide recommended tools and strategies you can use during live meetings, whether you are teaching a class, presenting a webinar, or meeting one-on-one. Presented at the 2021 Annual Conference of the National Career Development Association.
Visual Notetaking with English Learners
This document outlines steps for visual note-taking during a classroom lecture or video. It encourages capturing main ideas, details, and drawings non-linguistically. Students are instructed to divide their notes into three columns for main ideas, details, and sketches during two viewings of a motivational video. They then discuss their notes in groups and create a poster illustrating the video's ten main ideas. Finally, students write a summary paragraph about what they learned, including the video title, main message, ideas that resonated with them, and how they will apply the lessons.
Beyond the Brainstorm: Deepening Online Learning
This document discusses strategies for fostering collaborative online dialogue to support learning. It recommends setting clear expectations, using discussion prompts that encourage collaboration, explicitly teaching collaborative skills, and assessing contributions in a way that recognizes collaborative efforts. The document also reviews relevant research on collaborative online pedagogy and discusses specific techniques for facilitation, such as asking grounded questions, guiding wandering discussions, and nurturing a supportive community culture.
kboyce_LessonPlan_wordsoundpower
This lesson plan outlines a 90-minute workshop on social media etiquette and personal branding, including opening and closing activities, discussions on identity and online safety, and exercises on the influence of music and cultivating kindness online. The workshop aims to teach students about personal image, authenticity, leadership, and internet safety through interactive presentations, group activities, and reflective writing. Various materials and resources are listed to engage students at different experience levels.
1.1 Why do forums #1
Forums allow students to share ideas with classmates since they do not see each other in person. Forums are graded like quizzes and most modules have at least one forum. In forums, students must respond to a prompt with a complete answer, read and respond to two other posts with full sentences, and stay on topic. Some forums require creating projects like Prezis or Vokis, for which students post a link instead of the full project file. The Learning Block forum provides daily tips from the teacher. Students can also use the Getting Started forum to ask questions.
Gender Diversity or Diversity of Sexual OrientationFor this .docx
Gender Diversity or Diversity of Sexual Orientation
For this assignment, you will begin by selecting ONE (1)of the following two topics for your
essay:
(a) gender diversity or
(b) diversity of sexual orientation. Based on the topic you chose, select one of the videos listed below, which will serve as the basis for your reflection paper. These videos can be found in the Films on Demand database located in the Waldorf Online Library
(If the video you selected is not currently available, please select another from the list.)
Topic Option #1: Gender Diversity
Choose one of the following videos to serve as the basis of your reflection paper.
“TED Talks: Sheryl Sandberg—Why We Have Too Few Women Leaders”
“She Says: Women in the News”
“TEDTalks: Courtney Martin—Reinventing Feminism”
Topic Option #2: Diversity of Sexual Orientation
Choose one of the following videos to serve as the basis of your reflection paper.
“Being Gay: Coming Out in the 21st Century”
“Transcending Gender: Portraits from the Community”
“Rocking the Cradle: Gay Parenting”
Assignment Criteria:Immediate Reactions to Video. As you watch the videos, keep a pen and a pad of paper handy, and jot down notes on the following:
What are your immediate reactions and thoughts about the people featured in the video?
Make sure to write down these notes as you are watching the video, in order to capture your immediate reactions and thoughts. Also, make sure not to self-censor, or
to sugarcoat your reactions and thoughts, based on political or cultural expectations.
Written Reflection
After watching the video, look at the notes you took on your immediate reactions and thoughts about the people featured in the video. Now, write a minimum 500-word paper on your reflection. Include the following elements in your reflection paper, and use headings in your paper to correspond to each of these elements:
1.Title: Title your paper as a reflection paper on either gender diversity or diversity of sexual orientation,and list the title of the video you chose to watch for this assignment.
2.Introduction: Introduce the topic of your reflection paper (i.e., gender diversity or diversity of sexual orientation), and provide a synopsis of the video. ORG 6700, Diversity and Inclusion in the Organization Culture6
3.What I Learned about the People Featured in the Video: Use the notes you jotted down while watching the video to describe your immediate reactions to the people featured in the video. What did you learn about them? What did you learn about the demographic featured in the video, and what did you learn about the individuals featured in the video? (Be sure not to self-censor.
Be honest as you describe your reactions.)
4.What I Learned about Myself: Now, take a second look at the notes you jotted down while watching the video.
What did you learn about yourself, as you reflect on the immediate reactions you had to the people featured in the video?
How did this video ...
Word up handout
The document describes an idiom presentation project for an English class. Students will be assigned to present on three idioms to their classmates, including writing a dialogue demonstrating use of the idioms and creating a short PowerPoint. They will practice their dialogue before presenting. Classmates will take notes during presentations to study idioms for tests. Example presentation guidelines are provided for a phrasal verbs presentation with similar requirements of a dialogue, PowerPoint, and delivering the presentation with a partner.
English 111, November 6, 2012
This document provides an overview of the day's class topics and homework assignments. It will discuss remixes of student work, key concepts of remediation including immediacy and hypermediacy, examples of remediation, an assignment to remediate a previous argument into audio or video format, and homework to develop remediation ideas and read an article on multiple media. Students are expected to participate in an online class discussion and share ideas from the reading.
Brookfield Teaching for Critical Thinking Chapter 8 "Making Discussions Crit...
This document provides instructions and guidance for setting up and using the Edmodo online platform for educational discussions. It outlines how to create an Edmodo account, join discussion groups, add co-teachers, and set up assignments for students. The document also discusses what critical discussions should and should not entail, including allowing multiple perspectives, embracing ambiguity, and avoiding predetermined outcomes. Various discussion techniques are described, such as Circle of Voices, Circular Response, and Structured Silence.
A Workshop on Designing Amazing Workshops
This document appears to be notes from a workshop on designing workshops. It includes sections on metaphors for teachers as architects, pilots, or trekking guides who design workshops. It discusses facilitation techniques like the ORID method and experiential learning cycle. Key parts of workshop design are covered like challenges, learning by doing, feedback, and ensuring activities are interconnected. The document also reflects on workshop facilitation principles and includes a reflection activity.
Vibrant Online Discussions
The document provides guidance for facilitating vibrant online discussions. It recommends clearly establishing expectations and ground rules, arranging the discussion space, planning thought-provoking discussion starters, and encouraging participation from quiet members while preventing monopolization. The facilitator should keep discussions on track, clarify confusion, and summarize discussions periodically. Sample discussion board topics are also provided relating to medical procedures portrayed in media.
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Base...
Presentation in the 10th International Conference on Mobile Learning 2014, 28 February – 2 March, Madrid, Spain. The aim of the research is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. The paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper presents challenges of supporting learning as part of work practices taking place in the workplace, because learning has different attributes during work than in formal educational contexts: e.g. it is informal, just in time and social. The theoretical framework of the design is the tradition of pragmatism. We start with the concepts of experience, change of practices / habits and reflection, claiming that living through experiences suggest changes for practices and these trigger reflective processing of the situations. We present an Android application ‘Ach So!’ for creating and annotating short videos as potential solution for informal learning for physical work practices. The paper ends in proposing future steps in the development of the application. The co-design process for the application is lean and iterative, where the design receives feedback from the project partners, skilled workers, apprentices and managers of SMEs targeted to be the main users of the application.
Lesson 3 critical thinking and conversational styles - v3
Language learners often have trouble adapting to the different conversational styles of both other learners and native speakers. In this lesson, learners watch "Understanding Conversational Styles around the Globe:bowling, basketball and rugby" (by Susan Steinbach at The Seabright Group). The video shows 3 conversational styles from different parts of the world.
2.10 Close Read Visual Texts
This document outlines the requirements for an assessment task where students will analyze a sequence from a film. Students will select a sequence, answer 6 analysis questions about aspects like ideas, purpose, characters, and film techniques, and publish their analysis on a blog. The document provides example analysis questions, review questions for students, and the assessment schedule criteria of achieved, merit, and excellence.
The computer lab
The document discusses how to use the Bombay TV website to work with video fragments from movies. Students can add subtitles, voiceovers, or text to speech to video clips. Once complete, they receive a link and embed code to share their work. As an example activity, students can be paired to write dialogues using expressions from a chosen video clip. They then share and comment on each other's results.
Bmc english language_composition(situational writing)_reflections
A new syllabus has been introduced for O and N level English Language candidates for the GCE Examinations. This new syllabus has expanded the scope of assessment to include text responses that assess a candidates ability to convey not only their points of view but also their emotions and feelings. This set of slides is designed to provide a form and structure to these candidates to help them craft written responses that help them capture their feelings about a given topic.
082809 Gov Team Political Ideology 2 50m
This document provides an overview and instructions for a government team competition. It includes the following key details:
- The competition will involve answering 3 surprise questions with a 4 minute prepared response and 8 minutes of follow up questioning.
- Important due dates are listed for submitting questions on September 14th, 28th, and October 12th.
- Instructions are provided for preparing for a debate on political ideologies, including assigned roles, arguments, and a debate format.
- Homework assigned is to schedule unit meetings in September to research congressional questions from multiple viewpoints using the textbook and exploring beyond.
Optional Phonics Review Webinar July 6
The webinar will cover optional phonics review on July 6, 2016 from 7:00-8:00 pm CST. Participants are encouraged to login 10 minutes early and can access the webinar or recording through the provided link. The chat window before the webinar starts invites participants to share their beliefs about teaching phonics. Audio and video should be turned off unless raising a hand to speak. Technical support is available by phone for any login issues.
Design For Change Laos Training Workshop
Presentation slides for Design For Change Laos Training Workshop, held at Vientiane College, Feb 7th, 2012
The way you_think_the_way_you_act
This document outlines activities and objectives for a lesson plan comparing psychological differences between men and women. The lesson includes videos, readings, and discussions to help students reflect on topics like processing information, emotions, and problem-solving approaches between genders. Evaluations include interactive activities where students express and discuss their understandings of gender differences.
Final Year Project Media Art 2010/2011
The document is a proposal for a final year project presentation by MohdShaminAizat about creating an audio-visual installation promoting tolerance in children. The installation would use projection mapping to project animations onto a miniature model of a kindergarten. Research was conducted on the importance of teaching tolerance to children and how intolerance is often learned from adults. Precedent studies analyzed other videos promoting tolerance that inspired the project. The development process included choosing appropriate sounds and creating the miniature school model by hand.
Final Year Project Digital Media 2010/2011
This presentation slide is only for the purpose of my final year project. A projection Mapping project for the topic of Tolerance in Children.
Practicum period III - Mandatory Assignment Unit 2
This lesson plan aims to teach 1st year secondary students about ocean awareness. It includes a warm-up activity using Mentimeter to elicit students' prior knowledge about marine resources and conservation. Students will then watch a video about the importance of oceans and discuss it in breakout rooms. Several interactive activities are planned, including identifying polluting objects in an image, writing about their consequences, and a Kahoot quiz to review information from a reading on plastic garbage patches. The plan provides scaffolding such as highlighting important information and uses a variety of resources like videos, images and games. The tutor provides positive feedback and suggestions to record a video of teaching with the activities.
Final project
For the final phase of the course, students will be assessed on everything they have learned through instructional design tasks and projects. The upcoming tasks will include scenario-based roleplays done in pairs, a mix of individual, pair, and group work, discussions/debates to test their knowledge, and a group project. The tasks will cover environmental science, energy science, and ecosystem science, requiring students to apply the scientific vocabulary and concepts from each unit through roleplays, persuasive writing, and designing an ideal ecosystem. Upon completing the tasks, there will be an end of course celebration party in Second Life to socialize and reflect on the learning experience.
Environmental science Lesson 2
This document outlines the lessons and objectives for Unit 1. Lesson 1 focuses on critical thinking skills. Lesson 2 defines environmental science and teaches vocabulary in a science context through defining words, finding synonyms, and antonyms. Lesson 3 covers new energy vocabulary and resources. Lesson 4 discusses ecosystems and vocabulary. The objectives are to define environmental science, use new vocabulary correctly, find synonyms and antonyms of words, and broaden vocabulary. Exercises are included to practice these skills.
More Related Content
Similar to Lesson 1: Critical Thinking
kboyce_LessonPlan_wordsoundpower
This lesson plan outlines a 90-minute workshop on social media etiquette and personal branding, including opening and closing activities, discussions on identity and online safety, and exercises on the influence of music and cultivating kindness online. The workshop aims to teach students about personal image, authenticity, leadership, and internet safety through interactive presentations, group activities, and reflective writing. Various materials and resources are listed to engage students at different experience levels.
1.1 Why do forums #1
Forums allow students to share ideas with classmates since they do not see each other in person. Forums are graded like quizzes and most modules have at least one forum. In forums, students must respond to a prompt with a complete answer, read and respond to two other posts with full sentences, and stay on topic. Some forums require creating projects like Prezis or Vokis, for which students post a link instead of the full project file. The Learning Block forum provides daily tips from the teacher. Students can also use the Getting Started forum to ask questions.
Gender Diversity or Diversity of Sexual OrientationFor this .docx
Gender Diversity or Diversity of Sexual Orientation
For this assignment, you will begin by selecting ONE (1)of the following two topics for your
essay:
(a) gender diversity or
(b) diversity of sexual orientation. Based on the topic you chose, select one of the videos listed below, which will serve as the basis for your reflection paper. These videos can be found in the Films on Demand database located in the Waldorf Online Library
(If the video you selected is not currently available, please select another from the list.)
Topic Option #1: Gender Diversity
Choose one of the following videos to serve as the basis of your reflection paper.
“TED Talks: Sheryl Sandberg—Why We Have Too Few Women Leaders”
“She Says: Women in the News”
“TEDTalks: Courtney Martin—Reinventing Feminism”
Topic Option #2: Diversity of Sexual Orientation
Choose one of the following videos to serve as the basis of your reflection paper.
“Being Gay: Coming Out in the 21st Century”
“Transcending Gender: Portraits from the Community”
“Rocking the Cradle: Gay Parenting”
Assignment Criteria:Immediate Reactions to Video. As you watch the videos, keep a pen and a pad of paper handy, and jot down notes on the following:
What are your immediate reactions and thoughts about the people featured in the video?
Make sure to write down these notes as you are watching the video, in order to capture your immediate reactions and thoughts. Also, make sure not to self-censor, or
to sugarcoat your reactions and thoughts, based on political or cultural expectations.
Written Reflection
After watching the video, look at the notes you took on your immediate reactions and thoughts about the people featured in the video. Now, write a minimum 500-word paper on your reflection. Include the following elements in your reflection paper, and use headings in your paper to correspond to each of these elements:
1.Title: Title your paper as a reflection paper on either gender diversity or diversity of sexual orientation,and list the title of the video you chose to watch for this assignment.
2.Introduction: Introduce the topic of your reflection paper (i.e., gender diversity or diversity of sexual orientation), and provide a synopsis of the video. ORG 6700, Diversity and Inclusion in the Organization Culture6
3.What I Learned about the People Featured in the Video: Use the notes you jotted down while watching the video to describe your immediate reactions to the people featured in the video. What did you learn about them? What did you learn about the demographic featured in the video, and what did you learn about the individuals featured in the video? (Be sure not to self-censor.
Be honest as you describe your reactions.)
4.What I Learned about Myself: Now, take a second look at the notes you jotted down while watching the video.
What did you learn about yourself, as you reflect on the immediate reactions you had to the people featured in the video?
How did this video ...
Word up handout
The document describes an idiom presentation project for an English class. Students will be assigned to present on three idioms to their classmates, including writing a dialogue demonstrating use of the idioms and creating a short PowerPoint. They will practice their dialogue before presenting. Classmates will take notes during presentations to study idioms for tests. Example presentation guidelines are provided for a phrasal verbs presentation with similar requirements of a dialogue, PowerPoint, and delivering the presentation with a partner.
English 111, November 6, 2012
This document provides an overview of the day's class topics and homework assignments. It will discuss remixes of student work, key concepts of remediation including immediacy and hypermediacy, examples of remediation, an assignment to remediate a previous argument into audio or video format, and homework to develop remediation ideas and read an article on multiple media. Students are expected to participate in an online class discussion and share ideas from the reading.
Brookfield Teaching for Critical Thinking Chapter 8 "Making Discussions Crit...
This document provides instructions and guidance for setting up and using the Edmodo online platform for educational discussions. It outlines how to create an Edmodo account, join discussion groups, add co-teachers, and set up assignments for students. The document also discusses what critical discussions should and should not entail, including allowing multiple perspectives, embracing ambiguity, and avoiding predetermined outcomes. Various discussion techniques are described, such as Circle of Voices, Circular Response, and Structured Silence.
A Workshop on Designing Amazing Workshops
This document appears to be notes from a workshop on designing workshops. It includes sections on metaphors for teachers as architects, pilots, or trekking guides who design workshops. It discusses facilitation techniques like the ORID method and experiential learning cycle. Key parts of workshop design are covered like challenges, learning by doing, feedback, and ensuring activities are interconnected. The document also reflects on workshop facilitation principles and includes a reflection activity.
Vibrant Online Discussions
The document provides guidance for facilitating vibrant online discussions. It recommends clearly establishing expectations and ground rules, arranging the discussion space, planning thought-provoking discussion starters, and encouraging participation from quiet members while preventing monopolization. The facilitator should keep discussions on track, clarify confusion, and summarize discussions periodically. Sample discussion board topics are also provided relating to medical procedures portrayed in media.
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Base...
Presentation in the 10th International Conference on Mobile Learning 2014, 28 February – 2 March, Madrid, Spain. The aim of the research is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. The paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper presents challenges of supporting learning as part of work practices taking place in the workplace, because learning has different attributes during work than in formal educational contexts: e.g. it is informal, just in time and social. The theoretical framework of the design is the tradition of pragmatism. We start with the concepts of experience, change of practices / habits and reflection, claiming that living through experiences suggest changes for practices and these trigger reflective processing of the situations. We present an Android application ‘Ach So!’ for creating and annotating short videos as potential solution for informal learning for physical work practices. The paper ends in proposing future steps in the development of the application. The co-design process for the application is lean and iterative, where the design receives feedback from the project partners, skilled workers, apprentices and managers of SMEs targeted to be the main users of the application.
Lesson 3 critical thinking and conversational styles - v3
Language learners often have trouble adapting to the different conversational styles of both other learners and native speakers. In this lesson, learners watch "Understanding Conversational Styles around the Globe:bowling, basketball and rugby" (by Susan Steinbach at The Seabright Group). The video shows 3 conversational styles from different parts of the world.
2.10 Close Read Visual Texts
This document outlines the requirements for an assessment task where students will analyze a sequence from a film. Students will select a sequence, answer 6 analysis questions about aspects like ideas, purpose, characters, and film techniques, and publish their analysis on a blog. The document provides example analysis questions, review questions for students, and the assessment schedule criteria of achieved, merit, and excellence.
The computer lab
The document discusses how to use the Bombay TV website to work with video fragments from movies. Students can add subtitles, voiceovers, or text to speech to video clips. Once complete, they receive a link and embed code to share their work. As an example activity, students can be paired to write dialogues using expressions from a chosen video clip. They then share and comment on each other's results.
Bmc english language_composition(situational writing)_reflections
A new syllabus has been introduced for O and N level English Language candidates for the GCE Examinations. This new syllabus has expanded the scope of assessment to include text responses that assess a candidates ability to convey not only their points of view but also their emotions and feelings. This set of slides is designed to provide a form and structure to these candidates to help them craft written responses that help them capture their feelings about a given topic.
082809 Gov Team Political Ideology 2 50m
This document provides an overview and instructions for a government team competition. It includes the following key details:
- The competition will involve answering 3 surprise questions with a 4 minute prepared response and 8 minutes of follow up questioning.
- Important due dates are listed for submitting questions on September 14th, 28th, and October 12th.
- Instructions are provided for preparing for a debate on political ideologies, including assigned roles, arguments, and a debate format.
- Homework assigned is to schedule unit meetings in September to research congressional questions from multiple viewpoints using the textbook and exploring beyond.
Optional Phonics Review Webinar July 6
The webinar will cover optional phonics review on July 6, 2016 from 7:00-8:00 pm CST. Participants are encouraged to login 10 minutes early and can access the webinar or recording through the provided link. The chat window before the webinar starts invites participants to share their beliefs about teaching phonics. Audio and video should be turned off unless raising a hand to speak. Technical support is available by phone for any login issues.
Design For Change Laos Training Workshop
Presentation slides for Design For Change Laos Training Workshop, held at Vientiane College, Feb 7th, 2012
The way you_think_the_way_you_act
This document outlines activities and objectives for a lesson plan comparing psychological differences between men and women. The lesson includes videos, readings, and discussions to help students reflect on topics like processing information, emotions, and problem-solving approaches between genders. Evaluations include interactive activities where students express and discuss their understandings of gender differences.
Final Year Project Media Art 2010/2011
The document is a proposal for a final year project presentation by MohdShaminAizat about creating an audio-visual installation promoting tolerance in children. The installation would use projection mapping to project animations onto a miniature model of a kindergarten. Research was conducted on the importance of teaching tolerance to children and how intolerance is often learned from adults. Precedent studies analyzed other videos promoting tolerance that inspired the project. The development process included choosing appropriate sounds and creating the miniature school model by hand.
Final Year Project Digital Media 2010/2011
This presentation slide is only for the purpose of my final year project. A projection Mapping project for the topic of Tolerance in Children.
Practicum period III - Mandatory Assignment Unit 2
This lesson plan aims to teach 1st year secondary students about ocean awareness. It includes a warm-up activity using Mentimeter to elicit students' prior knowledge about marine resources and conservation. Students will then watch a video about the importance of oceans and discuss it in breakout rooms. Several interactive activities are planned, including identifying polluting objects in an image, writing about their consequences, and a Kahoot quiz to review information from a reading on plastic garbage patches. The plan provides scaffolding such as highlighting important information and uses a variety of resources like videos, images and games. The tutor provides positive feedback and suggestions to record a video of teaching with the activities.
Similar to Lesson 1: Critical Thinking (20)
Gender Diversity or Diversity of Sexual OrientationFor this .docx
Gender Diversity or Diversity of Sexual OrientationFor this .docx
Brookfield Teaching for Critical Thinking Chapter 8 "Making Discussions Crit...
Brookfield Teaching for Critical Thinking Chapter 8 "Making Discussions Crit...
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Base...
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Base...
Lesson 3 critical thinking and conversational styles - v3
Lesson 3 critical thinking and conversational styles - v3
Bmc english language_composition(situational writing)_reflections
Bmc english language_composition(situational writing)_reflections
Practicum period III - Mandatory Assignment Unit 2
Practicum period III - Mandatory Assignment Unit 2
More from tsyun
Final project
For the final phase of the course, students will be assessed on everything they have learned through instructional design tasks and projects. The upcoming tasks will include scenario-based roleplays done in pairs, a mix of individual, pair, and group work, discussions/debates to test their knowledge, and a group project. The tasks will cover environmental science, energy science, and ecosystem science, requiring students to apply the scientific vocabulary and concepts from each unit through roleplays, persuasive writing, and designing an ideal ecosystem. Upon completing the tasks, there will be an end of course celebration party in Second Life to socialize and reflect on the learning experience.
Environmental science Lesson 2
This document outlines the lessons and objectives for Unit 1. Lesson 1 focuses on critical thinking skills. Lesson 2 defines environmental science and teaches vocabulary in a science context through defining words, finding synonyms, and antonyms. Lesson 3 covers new energy vocabulary and resources. Lesson 4 discusses ecosystems and vocabulary. The objectives are to define environmental science, use new vocabulary correctly, find synonyms and antonyms of words, and broaden vocabulary. Exercises are included to practice these skills.
Digital aurora society netiquette guidelines
Netiquette guidelines are provided to ensure effective online communication and interaction among participants of the Digital Aurora Society course. The guidelines include:
1) Be kind, considerate, and respectful in all communication. Treat others as you wish to be treated.
2) Respect others' privacy and do not ask overly personal questions or persist if someone declines to answer.
3) Use English to a level expected of teachers.
4) Respond to emails within 24 hours to be respectful of others' time.
5) Feel free to ask questions if unsure of anything, as this is a learning environment.
Lesson 4: Ecosystems
This document outlines lessons on ecosystems, including introducing new vocabulary words and the skill of paraphrasing. It discusses the key terms related to ecosystems like food chains and food webs. Examples are provided to demonstrate how to paraphrase sentences by changing their structure and substituting synonyms while maintaining the original meaning.
Lesson 3: Energy
This document provides an overview of Unit 1, Lesson 3 of an energy resources course. The lesson introduces new vocabulary related to energy sources and teaches students how to describe trends. It includes exercises where students identify different types of energy production from images, discuss which sources are commonly used now and may be used in the future, and analyze a graph showing projected worldwide energy use from 2008 to 2030. The graph shows that the use of oil, coal, and gas is expected to decline while the use of nuclear, hydroelectric, and renewable sources like solar and wind is projected to increase.
Lesson 2: Environmental Science
This document outlines the lessons in Unit 1 of an environmental science course. It includes 4 lessons that cover topics like critical thinking, environmental science, energy resources, and ecosystems. Each lesson includes new vocabulary terms, class discussions, individual and group exercises. Students are asked to define vocabulary words, find synonyms and antonyms, write sentences using the terms, and discuss topics in the online chatroom. The goal is for students to learn key environmental science concepts and vocabulary.
More from tsyun (6)
Recently uploaded
Call Girls Dehradun +91-8094342248 Vip Call Girls Dehradun
Call Girls Dehradun +91-8094342248 Vip Call Girls Dehradun
一比一原版美国南加州大学毕业证（usc学位证）如何办理
原件一模一样【微信：WP101A】【美国南加州大学毕业证（usc学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国南加州大学毕业证（usc学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国南加州大学毕业证（usc学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国南加州大学毕业证（usc学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国南加州大学毕业证（usc学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Good Agricultural Practices Presentation PDF.pdf
Presentation on Good Agricultural Practices in CAR Philippines.
一比一原版美国亚利桑那大学毕业证（ua学位证）如何办理
原件一模一样【微信：WP101A】【美国亚利桑那大学毕业证（ua学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国亚利桑那大学毕业证（ua学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国亚利桑那大学毕业证（ua学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国亚利桑那大学毕业证（ua学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国亚利桑那大学毕业证（ua学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
原版制作(UPSaclay毕业证书)巴黎萨克雷大学毕业证PDF成绩单一模一样
原件一模一样【微信：bwp0011】《(UPSaclay毕业证书)巴黎萨克雷大学毕业证PDF成绩单》【微信：bwp0011】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问微bwp0011
【主营项目】
一.毕业证【微bwp0011】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微bwp0011】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版美国贝翰文大学毕业证（BU学位证）如何办理
原件一模一样【微信：WP101A】【美国贝翰文大学毕业证（BU学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国贝翰文大学毕业证（BU学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国贝翰文大学毕业证（BU学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国贝翰文大学毕业证（BU学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国贝翰文大学毕业证（BU学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Notes on National Green Tribunal, Environmental laws
Notes on National Green Tribunal, Environmental laws
A Comprehensive Guide on Cable Location Services Detections Method, Tools, an...
A Comprehensive Guide on Cable Location Services Detections Method, Tools, an...Aussie Hydro-Vac Services
Explore Aussie Hydrovac's comprehensive cable location services, employing advanced tools like ground-penetrating radar and robotic CCTV crawlers for precise detection. Also offering aerial surveying solutions. Contact for reliable service in Australia.Welcoming Wolves Back Home and the Effects of Manifest Destiny
Explore ideas based on manifest destiny, why we don't own the land, and how ranchers can learn to live with wolves.
Emerging Earth Observation methods for monitoring sustainable food production
Presented by Daniela Requena Suarez, Helmholtz GeoResearch Center Potsdam (GFZ) at "Side event 60th sessions of the UNFCCC Subsidiary Bodies - Sustainable Bites: Innovating Low Emission Food Systems One Country at a Time" on 13 June 2024
REPORT-PRESENTATION BY CHIEF SECRETARY, ANDAMAN NICOBAR ADMINISTRATION IN OA ...
Green Tribunal Andaman
一比一原版美国堪萨斯大学毕业证（KU学位证）如何办理
原件一模一样【微信：WP101A】【美国堪萨斯大学毕业证（KU学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Download the Latest OSHA 10 Answers PDF : oyetrade.com
Latest OSHA 10 Test Question and Answers PDF for Construction and General Industry Exam.
Download the full set of 390 MCQ type question and answers - https://www.oyetrade.com/OSHA-10-Answers-2021.php
To Help OSHA 10 trainees to pass their pre-test and post-test we have prepared set of 390 question and answers called OSHA 10 Answers in downloadable PDF format. The OSHA 10 Answers question bank is prepared by our in-house highly experienced safety professionals and trainers. The OSHA 10 Answers document consists of 390 MCQ type question and answers updated for year 2024 exams.
Formulation of aramang baked products enriched with malunggay
The modification of an existing product or the formulation of a new product to fill a newly identified market niche or customer need are both examples of product development. This study generally developed and conducted the formulation of aramang baked products enriched with malunggay conducted by the researchers. Specifically, it answered the acceptability level in terms of taste, texture, flavor, odor, and color also the overall acceptability of enriched aramang baked products. The study used the frequency distribution for evaluators to determine the acceptability of enriched aramang baked products enriched with malunggay. As per sensory evaluation conducted by the researchers, it was proven that aramang baked products enriched with malunggay was acceptable in terms of Odor, Taste, Flavor, Color, and Texture. Based on the results of sensory evaluation of enriched aramang baked products proven that three (3) treatments were all highly acceptable in terms of variable Odor, Taste, Flavor, Color and Textures conducted by the researchers.
学校原版(unuk学位证书)英国牛津布鲁克斯大学毕业证硕士文凭原版一模一样
原版定制【微信:bwp0011】《(unuk学位证书)英国牛津布鲁克斯大学毕业证硕士文凭》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
一比一原版美国加州大学欧文分校毕业证（uci学位证）如何办理
原件一模一样【微信：WP101A】【美国加州大学欧文分校毕业证（uci学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国加州大学欧文分校毕业证（uci学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国加州大学欧文分校毕业证（uci学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国加州大学欧文分校毕业证（uci学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国加州大学欧文分校毕业证（uci学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Recently uploaded (20)
Call Girls Dehradun +91-8094342248 Vip Call Girls Dehradun
Call Girls Dehradun +91-8094342248 Vip Call Girls Dehradun
BASIC CONCEPT OF ENVIRONMENT AND DIFFERENT CONSTITUTENET OF ENVIRONMENT
BASIC CONCEPT OF ENVIRONMENT AND DIFFERENT CONSTITUTENET OF ENVIRONMENT
Ch-2-Forest_And_Wildlife_Resources_Full_Chapter_Explanation_pdf_.pdf
Ch-2-Forest_And_Wildlife_Resources_Full_Chapter_Explanation_pdf_.pdf
Notes on National Green Tribunal, Environmental laws
Notes on National Green Tribunal, Environmental laws
A Comprehensive Guide on Cable Location Services Detections Method, Tools, an...
A Comprehensive Guide on Cable Location Services Detections Method, Tools, an...
Welcoming Wolves Back Home and the Effects of Manifest Destiny
Welcoming Wolves Back Home and the Effects of Manifest Destiny
Green Wealth Management - UBS A world of access and opportunuty
Green Wealth Management - UBS A world of access and opportunuty
Emerging Earth Observation methods for monitoring sustainable food production
Emerging Earth Observation methods for monitoring sustainable food production
REPORT-PRESENTATION BY CHIEF SECRETARY, ANDAMAN NICOBAR ADMINISTRATION IN OA ...
REPORT-PRESENTATION BY CHIEF SECRETARY, ANDAMAN NICOBAR ADMINISTRATION IN OA ...
Download the Latest OSHA 10 Answers PDF : oyetrade.com
Download the Latest OSHA 10 Answers PDF : oyetrade.com
Formulation of aramang baked products enriched with malunggay
Formulation of aramang baked products enriched with malunggay
Lesson 1: Critical Thinking
- 2. Aims for Today Get to know your classmates Discuss a given topic (watch a video on this topic) Form an opinion and share it with the group
- 3. Types of icons Individual work icon This icon means you will work alone
- 4. Types of group work icons Pair work icon This icon means you will pick 1 other person to work with.
- 5. Types of group work icons Group work icon Class discussion When you see this icon, we will all meet and contribute in the chat room
- 6. It’s who we are Hello and a warm welcome to everyone! Let’s first get to know each other a little better -What is your name? -How old are you? -Where in the world are you, and what time is it there? Click on the ‘chat’ icon in the upper left hand corner of your screen to share your answers.
- 7. Activate Background Knowledge With a partner, discuss what impact humans have had on the environment. 2 Min
- 8. Prepare :Vocabulary What do you think the following word means? POLLUTION Make use of the Frayer model in the next slide ….If you get stuck: use http://www.thesaurus.com/ * * Scroll down the page for the antonyms to appear 5 Min
- 9. Prepare :Vocabulary Definition: Synonyms: Antonyms: Use the word in a sentence: Pollution
- 10. Introduction to the video clip: Think about the following questions: Can there be pollution without mankind? What influence does mankind have on the environment? 2 Min Do not answer -just think about the questions.
- 11. Let’s Predict Based on the questions, think of 2 issues that you think the video might address – then post them in our group chat. 3 Min
- 12. Listen and Think Now follow the link and watch the video ‘Man vs Earth’ https://www.youtube.com/watch?v=VrzbRZn5Ed4 (You can stop watching at 4:05 minutes) The man in the video speaks quite fast, there is a textual version in a word document under Supplementary Material on our home page.
- 13. Reflect What was the video about? Did it include the 2 issues you suggested? Post your answers in the chat group 5 Min
- 14. Thank you all! Remember to reflect on this weeks lesson in your ‘Blog Spot’