This document provides information about a National Language A course offered at Monash University. The course aims to improve students' proficiency in the national language for both oral and written communication in official, creative, and non-creative contexts according to their intellectual abilities. The course will be delivered on-campus in Malay and is compulsory for all Malaysian students pursuing an undergraduate degree. It involves both face-to-face and online lectures over 8 weeks, with assessments including learning exercises, assignments, quizzes, presentations and a final exam. The course covers topics like pronunciation, grammar, oral and written communication skills.
Penterjemah perlu berusaha untuk menerangkan makna keseluruhan teks asal tersebut.
Penterjemah dibolehkan menambah apa yang patut
dan menggugurkan apa yang tidak perlu.
Sekiranya perkataan dan ungkapan yang digunakan dalam teks asal sesuai dan boleh digunapakai, maka ia perlu dikekalkan.
Ayat-ayat yang panjang boleh dipotong bagi mendapatkan ayat yang pendek dan mudah.
Gaya dan dialek teks asal perlu dikekalkan.
Penterjemah perlu berusaha untuk menerangkan makna keseluruhan teks asal tersebut.
Penterjemah dibolehkan menambah apa yang patut
dan menggugurkan apa yang tidak perlu.
Sekiranya perkataan dan ungkapan yang digunakan dalam teks asal sesuai dan boleh digunapakai, maka ia perlu dikekalkan.
Ayat-ayat yang panjang boleh dipotong bagi mendapatkan ayat yang pendek dan mudah.
Gaya dan dialek teks asal perlu dikekalkan.
En comparación con las elecciones del 20 D, Unidos Podemos ha perdido 1.062.704 votos. Y el PSOE 120.606. El 3,36% de aumento de la abstención casi se corresponde con la suma de estas dos cifras. La abstención ha afectado fundamentalmente a las izquierdas. Sobre todo a UP, el gran perdedor, cuyas sonrisas de campaña se trocaron en lágrimas la noche del 26 J...
Por el contrario, el PP ha aumentado sus resultados en 669.220 votos, 300.000 mil de los cuales los ha perdido Ciudadanos y han vuelto a los populares. La movilización plena de la derecha ante el peligro de una victoria de las izquierdas hegemonizada por UP le ha dado la victoria a Mariano Rajoy.
Begin deze maand (januari 2017) las ik ‘Sterker dan ooit’ (‘Rising strong’) van Brené Brown (van o.a. ‘De kracht van kwetsbaarheid’ en ‘De moed van imperfectie’). Al lezend trof het mij dat ‘Sterker dan ooit’ (een gedeelte van) het creatief wisselwerkingsproces (Creative Interchange – CI) beschrijft. De bijtitel ‘De wijsheid van vallen en opstaan’ geeft aan dat eigenlijk vooral over de linkerkant en het midden van m’n Cruciale dialoogmodel gaat.
Daardoor geïnspireerd schreef ik in de loop van deze maand vijf columns: “Over Vallen, Opstaan en weer Doorgaan.” Columns vier en vijf van deze serie behandelen de rechterzijde van het Cruciale dialoogmodel; gedeelte dat niet uit de verf komt in Brené’s boek.
Deze vijf columns heb ik nu aaneengeregen tot de paper “Het ‘sterk-weer-opstaan’ proces” die ik hier post.
Creatively,
Johan
22 to 23 May, 2017 @ The Royale Chulan Hotel, Kuala Lumpur, Malaysia. (www.aida.org.my/aida3/)
Conference on Learning, Teaching and Training 2017
(CoLT 2017)
*Brought to you by the Association for Instructional Design Advancement or AIDA
*Supported by Life Success Program Sdn Bhd and ZETA Academy.
For registration; https://drive.google.com/file/d/0B8g5GK3Qd689aDFzZlhuNkFBOTA/view
CoLT 2017 Speakers Biodata and their Topics, Abstracts & Learning Outcomes AIDA Malaysia
22 to 23 May, 2017 @ The Royale Chulan Hotel, Kuala Lumpur, Malaysia.
Conference on Learning, Teaching and Training 2017 (CoLT 2017)
Brought to you by the Association for Instructional Design Advancement or AIDA
Supported by Life Success Program Sdn Bhd and ZETA Academy.
For registration; https://drive.google.com/file/d/0B8g5GK3Qd689aDFzZlhuNkFBOTA/view
Project OneEducational SystemBinder1. Describe the nature .docxwkyra78
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
A unique new pre-entry course for international students entering the British independent school system for the first time; The Integration Workshop.
Offered exclusively by Eridux Education, the Integration Workshop is a 2-day, 12-hour program that specifically aims to provide international students with the practical tools necessary for long-term success.
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.
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.
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.
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
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.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Survey of Techniques for Maximizing LLM Performance.pptx
Mpu3212 mpw2113 national language a (heutagogy summer 2016)
1. www.monash.edu
MPU3212 / MPW2113
National Language A
Kursus ini membolehkan pelajar mempertingkat kecekapan berbahasa sesuai dengan intelek pelajar
untuk berkomunikasi secara lisan dan tulisan dalam konteks rasmi, kreatif dan bukan kreatif. Mata
pelajaran ini disediakan untuk mempertingkat kecekapan berbahasa sesuai dengan intelek pelajar
untuk berkomunikasi dengan lisan dan tulisan dalam konteks rasmi, kreatif dan bukan kreatif.
Mode of Delivery On-campus (Malaysia)
Medium of instruction Malay
Workload requirements This is a three MQF credit point unit with two hours of class contact per
week over 8 teaching weeks. This includes time spent in preparing for
and completing assessment tasks, and time spent in general study,
revision, and examination preparation.
Unit relationships This unit is a compulsory unit for all Malaysian students pursuing an
undergraduate degree as stipulated in subsection 41 (4) Private Higher
Education Act 1996 (Act 555). In relation to this, Department of Higher
Education, Malaysian Ministry of Education (Administrative Circular JPT
/ GS1000-606 JLD.1 (25) dated 27 June 2013) provided further
explanation on the implementation of General Studies in a public or
private higher education institutions. All Malaysian students are
compelled to enrol, undertake, attend and pass this unit as a pre-
requisite to the award of a degree.
Attendance policy Attendance will be recorded, monitored and reported strictly for every
student in each unit enrolled and undertaken manually and / or
electronically through various reporting platforms. A Malaysian
student enrolled in General Studies (GS) U1 units are required to
attend a minimum of 80% of the scheduled face-to-face and online
sessions. Failure in achieving minimum percentage of attendance may
result in student being barred for Final Examination or any other
penalties recommended to be imposed by the General Studies Office.
Late comers or absent for face-to-face lectures may not be permitted to
enter the lecture as well as incompletion of any online learning activities
prescribed shall be marked as Absent – No reason (AN).
Original medical certificates issued by certified and approved medical
practitioners are required to be produced to the General Studies Office
in order to be deemed as Absent – Other (AO).