Nelson mandela
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Nelson Mandela was a South African leader who studied at Witwatersrand University and spent 27 years in prison for defending the rights of Africans and opposing apartheid. After his release, he became the first president of South Africa to be elected through popular vote, helping establish a non-racial democracy.
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AUNG SAN SUU KYI Burma's Modern Symbol of Freedom
Burma's Modern Symbol of Freedom
The Burmese Peace Prize Laureate Aung San Suu Kyi is the daughter of the legendary liberation movement leader Aung San.
Following studies abroad, she returned home in 1988.
From then on, she led the opposition to the military junta that had ruled Burma since 1962.
She was one of the founders of the National League for Democracy (NLD), and was elected secretary general of the party.
Inspired by Mahatma Gandhi, she opposed all use of violence and called on the military leaders to hand over power to a civilian government.
The aim was to establish a democratic society in which the country's ethnic groups could cooperate in harmony.
https://www.nobelprize.org/nobel_prizes/peace/laureates/1991/kyi-facts.html
https://www.nobelprize.org/mediaplayer/index.php?id=1819
https://www.nobelprize.org/mediaplayer/index.php?id=1809
https://www.nobelprize.org/nobel_prizes/peace/laureates/1991/kyi-facts.html
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Dr. David Palmer from Smith College will give a presentation titled "On the Interpretation of Generalized Operants" on November 19, 2010 at 3:30 PM in room 1718 of Wood Hall. There will be an informal discussion over pizza at noon in room 3715 of Wood Hall. Dr. Palmer became interested in radical behaviorism after reading Walden Two in college and avoiding the draft. He spent a decade trying to start an experimental community and teaching radical behaviorism before getting his PhD. He has been a professor at Smith College for 21 years and continues to study memory, problem-solving, and verbal behavior from a behaviorist perspective.
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Este documento trata sobre la falta de una biblioteca en una institución educativa y sus efectos negativos en el aprendizaje del idioma inglés. La falta de materiales didácticos adecuados y de capacitación para los profesores ha impedido que los estudiantes muestren mayor interés en el inglés. Además, la ausencia de una biblioteca en la escuela se debe al descuido de las autoridades directivas al no gestionar estos recursos ante las instituciones correspondientes.
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Multiplechoiceitems
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This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
How your learning Outcomes, Syllabus and Outline Effect Students.
You Had Me at Hello.
How your learning Outcomes, Syllabus and Outline Effect Students.
Learn how to create student learning outcomes, a course syllabus and outline that attract students and improve their perceptions of your online course. Engage students and improve performance in your online courses
Course planning and syllabus design
This document discusses course planning and design, including developing a course rationale, describing entry and exit levels, choosing course content, sequencing content, and preparing a scope and sequence plan. It emphasizes that a good course rationale should answer who the course is for, what it is about, and what kind of teaching and learning will occur. Content is chosen based on learner needs and proficiency levels. Content is then sequenced considering factors like simple to complex, chronology, prerequisite learning, and spiral sequencing.
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AUNG SAN SUU KYI Burma's Modern Symbol of Freedom
Burma's Modern Symbol of Freedom
The Burmese Peace Prize Laureate Aung San Suu Kyi is the daughter of the legendary liberation movement leader Aung San.
Following studies abroad, she returned home in 1988.
From then on, she led the opposition to the military junta that had ruled Burma since 1962.
She was one of the founders of the National League for Democracy (NLD), and was elected secretary general of the party.
Inspired by Mahatma Gandhi, she opposed all use of violence and called on the military leaders to hand over power to a civilian government.
The aim was to establish a democratic society in which the country's ethnic groups could cooperate in harmony.
https://www.nobelprize.org/nobel_prizes/peace/laureates/1991/kyi-facts.html
https://www.nobelprize.org/mediaplayer/index.php?id=1819
https://www.nobelprize.org/mediaplayer/index.php?id=1809
https://www.nobelprize.org/nobel_prizes/peace/laureates/1991/kyi-facts.html
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Dr. David Palmer from Smith College will give a presentation titled "On the Interpretation of Generalized Operants" on November 19, 2010 at 3:30 PM in room 1718 of Wood Hall. There will be an informal discussion over pizza at noon in room 3715 of Wood Hall. Dr. Palmer became interested in radical behaviorism after reading Walden Two in college and avoiding the draft. He spent a decade trying to start an experimental community and teaching radical behaviorism before getting his PhD. He has been a professor at Smith College for 21 years and continues to study memory, problem-solving, and verbal behavior from a behaviorist perspective.
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Este documento trata sobre la falta de una biblioteca en una institución educativa y sus efectos negativos en el aprendizaje del idioma inglés. La falta de materiales didácticos adecuados y de capacitación para los profesores ha impedido que los estudiantes muestren mayor interés en el inglés. Además, la ausencia de una biblioteca en la escuela se debe al descuido de las autoridades directivas al no gestionar estos recursos ante las instituciones correspondientes.
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The document provides guidance on effective course design and developing a course syllabus. It discusses determining learning objectives and outcomes, selecting appropriate course content and materials, and using instructional strategies to engage students. The goals of the syllabus are to articulate course aims and objectives, demonstrate how assessments relate to objectives, and clarify expectations for instructors and students. An effective syllabus requires reflection on course goals and logic, and serves as a contract to help students achieve control over their learning.
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The document provides guidance on designing effective test items and discusses different item formats. It recommends writing items with plausible distractors, clearly defining the task in the stem, avoiding ambiguous wording, and keeping questions concise. The advantages and disadvantages of multiple choice, matching, completion, essay, and other item types are outlined. Key terms related to measurement and evaluation are also defined.
Course planning and syllabus design
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
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The knowledge of craft and processes does little to help in the day-to-day relationship with teams and clients. That's because the actual practical skills are just part of the game: there are competences that go beyond that: soft skills, sensibility, empathy, relational abilities, proactivity, etc. All of these are rarely highlighted or taught, and even less often they are used in specific tasks such as team growth or hiring.
The Hybrid Traits is an effective model to frame these additional skills, allowing us to focus on them and embed them in our professional life. It's not easy however, because everything starts from the individual's desire to practice introspection.
This is an excerpt from the talk and workshop done at UXHK 2015.
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The document discusses various levels of planning and development involved in creating language courses, including developing a course rationale, describing entry and exit levels, choosing content, sequencing content, and planning course structure. It provides examples and considerations for each step, such as developing a rationale that describes who the course is for and what kind of teaching and learning will occur, using proficiency scales to define entry and exit levels, and selecting a syllabus framework like situational, topical, or functional to structure the course content. The planning process involves multiple iterations and balancing of factors to create an effective course.
sense reference denotation and connotation
This document contains 3 sections:
1. Names of 3 people from Loja, Ecuador.
2. An explanation of types of references including variable and constant references with examples.
3. Descriptions of sense and denotation, dealing with relationships within language and the literal meaning of words, respectively.
Semantic
This document defines and provides examples of different types of sentences:
- Simple sentences contain one independent clause.
- Compound sentences contain two independent clauses joined by a coordinator.
- Complex sentences contain an independent clause and one or more dependent clauses.
- Compound-complex sentences contain two or more independent clauses and one or more dependent clauses.
The document also defines utterances, propositions, and provides examples of each.
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The document discusses various types of syllabus approaches that have been used in language teaching, including structural/grammar, notional/functional, situational, skill-based, task-based, content-based, and lexical based syllabi. It also defines curriculum and syllabus design, explaining that syllabus design focuses more narrowly on selecting and grading content within the broader curriculum.
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Based partially on Bryson (2011), this is the first class for the Siena Heights Graduate College LDR 660 Strategic Planning class I teach at Lake Michigan College.
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This presntation is based on chapter six of the book "Curriculum Development in Language Teaching" By: Jack C. Richards. Cambridge Language Education.
syllabus design for M.Ed, M.Phil Linguistics and Curriculum Designers
This document provides an overview of a presentation on syllabus and curriculum design. It discusses key concepts like what a curriculum and syllabus are, the differences between them, and major types of syllabus design. The presentation covers product-oriented syllabi like structural, situational, and notional/functional syllabi as well as process-oriented syllabi like procedural/task-based syllabi. It also discusses principles of curriculum and syllabus design like needs analysis, approaches, and models. The document aims to help designers develop effective English language teaching curricula and syllabi.
Curriculum and syllabus- Octavio Canseco
The document discusses the definitions and relationship between curriculum and syllabus. It states that curriculum broadly refers to all aspects of planning, implementing, and evaluating an educational program, while a syllabus can be defined as a narrower list of content to be taught. A curriculum addresses the why, how, and how well of the learning process, as well as the what, whereas a syllabus focuses specifically on selecting and sequencing the content and objectives to be covered. Overall, a syllabus translates the broader philosophy of a curriculum into specific steps and can be seen as expressing the content that learners will be exposed to in their course of study.
From syllabus design to curriculum development
6. Classroom activities should be meaningful and involve real communication
Syllabus design
The document outlines a syllabus design presentation for intermediate level English learners aged 17-19. The goals of the syllabus are to introduce students to interesting topics, enable language use in communication, and apply learning practically. The syllabus is organized thematically with 5 topics per theme and includes multiple text types. Language elements like grammar, vocabulary, and phonology are focused on for each topic. Communicative tasks integrate the 4 skills of reading, listening, speaking, and writing. Critical thinking tasks encourage analysis and evaluation. Assessment is through written exams focusing on writing skills.
Course planning and syllabus design
This document discusses various approaches to curriculum and syllabus design for language courses. It describes defining the rationale, entry and exit levels, choosing content, and determining scope and sequence. Various syllabus frameworks are presented such as grammatical, lexical, functional, situational, topical, competency-based, skills-based, and task-based. The document also covers selecting a syllabus framework, developing instructional blocks like modules and units, and preparing a scope and sequence plan.
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The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
What is a Syllabus in Language Teaching?
This document discusses different types of syllabus approaches including product-oriented, process-oriented, and natural approach syllabuses. Product-oriented syllabuses include synthetic, analytic, grammatical, and functional-notional syllabuses which are organized by parts of language, purposes, grammar notions, and realistic tasks. Process-oriented syllabuses are organized around procedural tasks and include content, task-based, and natural approach syllabuses which specify tasks and activities, use experiential contexts, and emphasize comprehension before production. The document also outlines a teaching curriculum model of needs analysis, goal identification, objective setting, and evaluation.
Approches to Syllabus Design
The document discusses several approaches to syllabus design in language teaching, including structural, notional-functional, situational, skill-based, and task-based syllabi. The structural syllabus focuses on grammar structures, while the notional-functional syllabus emphasizes semantic and communicative functions. The situational syllabus organizes language content by real-world situations. Skill-based syllabi target specific language abilities, and task-based syllabi use activities for non-instructional purposes outside the classroom.
Syllabi in English Language Teaching
The document discusses different types of syllabi that can be used in English language teaching, including procedural, cultural, situational, skill-based, structural, multi-dimensional, task-based, process, learner-led, proportional, content-based, and lexical syllabi. It emphasizes that no single type is appropriate for all situations and teachers should choose types that fit their teaching procedures, combining multiple types to create a flexible syllabus that meets student needs.
Course planning and syllabus design
The document discusses various approaches to designing language course content and structure. It describes factors to consider when developing a course rationale and determining entry/exit levels. Common approaches for sequencing content include simple to complex, chronological order, and prerequisite skills. Syllabus frameworks that can be used include situational, topical, functional, task-based, and integrated. Instructional blocks are self-contained learning sequences that reflect overall course goals and objectives.
Syllabus Designing
The document discusses syllabus design for language teaching. It defines a syllabus and outlines different types of syllabi, including product-oriented syllabi like structural, situational, and notional/functional syllabi as well as process-oriented syllabi like procedural/task-based, learner-led, and proportional syllabi. Practical guidelines are provided for choosing a syllabus type based on desired outcomes and available resources. Key factors in effective syllabus design include determining learning objectives, selecting content and materials, and outlining course requirements, policies, and evaluation methods.
Grow Your Personal Leadership with Your Hybrid Traits
The knowledge of craft and processes does little to help in the day-to-day relationship with teams and clients. That's because the actual practical skills are just part of the game: there are competences that go beyond that: soft skills, sensibility, empathy, relational abilities, proactivity, etc. All of these are rarely highlighted or taught, and even less often they are used in specific tasks such as team growth or hiring.
The Hybrid Traits is an effective model to frame these additional skills, allowing us to focus on them and embed them in our professional life. It's not easy however, because everything starts from the individual's desire to practice introspection.
This is an excerpt from the talk and workshop done at UXHK 2015.
Critical Thinking and Problem Solving
"We cannot solve our problems with the same thinking we used when we created them." -Albert Einstein
Train your brain to look at situations and problems differently, open your mind to new ideas, and use scientific reasoning on your problems.
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Chapter 6, curriculum development in language teaching. j.c. richards
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syllabus design for M.Ed, M.Phil Linguistics and Curriculum Designers
ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESP
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Introduction to World Religions and Belief Systems Lesson 5 - Islam.pptx
This lesson is intended world religion topics.
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OM Meditation - ultimate meditation technique
PHASE-IV
The very deep experience of silence helps to expand from the 3 - dimensional awareness of the body to all pervasive awareness. The bed of silence becomes deeper and more expansive - an ocean of silence with waves on it merge into complete silence called Ajapa state of the mind. This silence is the source of Creativity, Power, Knowledge and Bliss.
PHASE V
From this deep ocean of silence in the heart region, let one OM emerge as an audible sound which diffuses into the entire body and the space all around. Enjoy the beautiful vibrations.
Blink the eyes slowly, gently open the eyes and come out of meditation.
Me and You Slideshow by: Kal-el Marcus L. Go
"Me and You" expresses the troubles what we had need may be thinking is workable as things to What God tells us, if we can believe Him.
THE IMPORTANCE OF AWARENESS AND CONSCIOUSNESS
The subject of spiritualism fundamentally relates to two specific tenets, independent yet closely associated as one—awareness and consciousness.
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
2nd issue of Volume 15. A magazine in urdu language mainly based on spiritual treatment and learning. Many topics on ISLAM, SUFISM, SOCIAL PROBLEMS, SELF HELP, PSYCHOLOGY, HEALTH, SPIRITUAL TREATMENT, Ruqya etc.A very useful magazine for everyone.
taittreya upanishad - tradition of yoga and Upanishads, this concept of panch...
taittreya upanishad - tradition of yoga and Upanishads, this concept of panch...Karuna Yoga Vidya Peetham
In his search towards reality or the unchanging fundamental unit of this universe, a scientist started with the external gross world of solid matter which is simple and easy to see, divide, and do experiments with.
This search led him through steps of understanding of this entire world of matter starting from elements, molecules, atoms, protons, neutrons and electrons;
He further understood that it is all packets of energy.
The atoms conglomerate together to form various chemicals; our body is therefore a permutation and combination of various chemicals. (Packets of energy in various configurations) When they join together they form molecules, cells, tissues organs, etc.
These follow certain well defined laws of nature and are controlled by nervous (electrical) and chemical (hormones) mechanisms to bring about movement and action in each and every cell.
Thus annamaya kosha is the physical frame which the grossest of the five Koshas.chakra yoga - kundalini yoga - awakening
chakra yoga
Number of petals: 4 Location: Base of the spine Name: Foundation
Plane: Physical plane Sense Organ: Nose Work Organ: Anus Sense: Smell Element: Earth Shape: Square Sound: Lang
Muladhara is the root centre of physical experience, located at the base of the spine, the sacral plexus. The square represents the earth itself, the four dimensions and the four directions. Four allows for completion, and earth embodies the elements and conditions for human completion on all levels.
Muladhara Chakra is the meeting place of the three main nadis: Ida, Pingala and Sushumna. The downward-pointing triangle indicates the downward movement of energy and the three main nadis.
The seed mantra is Lam, the yellow square represents the earth element. The Muladhara chakra governs the vital breath Apana. An inverted triangle in the centre of the square encloses the unmanifest Kundalini, represented as a snake wrapped in three and a half coils around the svayambhu (self born) linga. Because her mouth faces downward, the flow of energy is downward.
The opening at the entrance of the sushumna is called brahma-dvara, the door of Brahma, which is closed by the coils of the sleeping Kundalini. As soon as one begins working with Muladhara chakra, this dormant energy awakens, raises its head and flows freely into the channel of Sushumna, the central nerve canal that runs along the spine. These two aspects of the kundalini: sleeping and waking, are identified as her “poison” and her “nectar.” The kundalini is poison when she remains asleep in the lower abdomen; she is nectar when she rises up through Sushumna, the medial channel, to reunite with Siva, the Absolute, in the yogin’s cranial vault.
In the pericarp is found the presiding deity Brahma, the lord of creation. His skin is the color of wheat, he wears a yellow dhoti and a green scarf. Brahma is four-faced, four-armed, holding in his upper left hand a lotus flower, the symbol of purity.
"Lift off" by Pastor Mark Behr at North Athens Baptist Church
23 June 2024
Morning Service at North Athens Baptist Church Athens, Michigan
“Lift Off” by Pastor Mark Behr
Scriptures: Luke 24:50-53; Acts 1:6-11.
We are a small country Church in Athens Michigan who loves to reach out to others with the love of God. We worship an Awesome God who loves the whole world and wants everyone to see and understand what He has done for us. (1 Corinthians 15:1-4) We hope you are encouraging by our Sunday Morning sermon videos. If you are ever in the area, please feel free to attend our Sunday Morning Services at North Athens Baptist Church 2020 M Drive South, Athens, Michigan. If you have any question and would like to talk to Pastor Mark, or have prayer request please call the church at (269) 729-553
Sunday School: 9:30 a.m.
Morning Service: 10:45 a.m.
Full Morning Service on Facebook Live at: https://www.facebook.com/groups/nabc2020athensmichigan
Sermon Only Live on YouTube at: https://www.youtube.com/@NABC2020AthensMI
Sermon Only Audio of Morning Sermon at: https://soundcloud.com/user-591083416
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian
SBS – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
Tales of This and Another Life - Chapters.pdf
This book is one of the best of the translated ones, for it has a warning character for all those who find themselves in the experience of material life. Irmão X provides a shrewd way of describing the subtleties and weaknesses that can jeopardize our intentions, making us more attentive and vigilant by providing us with his wise pages, reminding us between the lines of the Master's words: "Pray and watch."
Which Zodiac Sign Makes the Best Partner.pdf
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Is Lucid Dreaming Dangerous? Risks and Benefits!
Lucid Dreaming: Understanding the Risks and Benefits
The ability to control one's dreams or for the dreamer to be aware that he or she is dreaming. This process, called lucid dreaming, has some potential risks as well as many fascinating benefits. However, many people are hesitant to try it initially for fear of the potential dangers. This article aims to clarify these concerns by exploring both the risks and benefits of lucid dreaming.
The Benefits of Lucid Dreaming
Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
Lucid dreaming is safe and beneficial if done with caution. It has many benefits, such as overcoming fear and improving mental health, and minimal risks. There are many resources and tutorials available for those interested in trying it.
Barriers of worship.ppt Break the Barriers to Worship
God calls us to a journey of worshiping Him. In this journey you will encounter different obstacles and derailments that will want to sway you from worshiping God. You got to be intentional in breaking the barriers staged on your way of worship in order to offer God acceptable worship.
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Nelson mandela
- 1. NAME: DAYRA YANANGÓMEZ MODULE: 8 “A” SUBJECT: ENGLISH TEACHER : MGS. KARINA CELI TOPIC: NELSON MANDELA
- 3. He finished his studies in 1943 in Witwatersrand University.
- 4. He was in prison 27 years
- 5. He was the first president elected through popular elections
- 6. he defended the african from being treated differently than the white
- 7. Become first black president of South Africa.