Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Risk assessment
1. Filming Risk Assessment
Group No 24 Film Title Face-less
Teacher Jon O’Hara Filming Date 3rd
November 2017
Team members
List those involved
Amy Taylor, Sophia Collymore-Mohamed, ZackMorgan-Vinciguerra and Jack Bastow
Locations
Where are you planning to film
Castle field, Reigate High Street and Castle Grounds.
Hazard Who is at risk Risk Level Control measures
Outline of risk assessment
Summary of what is proposed in
terms of sequences and set ups.
List whomightbe harmed
from this activity
e.g. staff, student, public, etc.
For each hazard, decide
level of risk
i.e. if you were to do the
activitywithout your controls
List the measures you will be taking to
minimise the risk identified
e.g. moving trip obstacles, allocate
responsibilityfor equipment, film awayfrom
traffic, have bottled water etc.
Allergic reaction Students Trivial Have antihistamine on set.
Object falling, movingor flying Students and generalpublic Medium Secure and hold everything safely.
Slippery surface Students and generalpublic Medium Wear sensible shoes & w atch where walking.
Trip Hazard Students and generalpublic Medium Keep floor clear.
ManagementFactors Students Low Communicate and stay on plan.
Nuisance noise & Vibration General public Low Keep quiet and avoid recording loud noises.
Stress & Anxiety General Public Low Wear hi-vis to alert public of w hat is happening.
Hazard list – select your hazards from the list belowand use these to complete Part B
Situational hazards Tick Physical / chemical hazards Tick Health hazards Tick
Assault by person Contact with cold liquid / v apour Disease causativ e agent
Attack by animal Contact with cold surf ace Inf ection
Breathing compressed gas Contact with hot liquid / v apour Allergic reaction X
Cold env ironment Contact with hot surf ace Lack of f ood / water
Crush by load Electric shock Lack of oxy gen
Drowning Explosiv e blast Phy sical f atigue
Entanglement in mov ing machinery Explosiv e release of stored pressure Repetitiv e action
High atmospheric pressure Fire Static body posture
Hot env ironment Hazardous substance Stress / anxiety X
Manual handling Ionizing radiation Venom poisoning
Object f alling, mov ing or f ly ing X Laser light
Obstruction / exposed f eature Lightning strike Environmental hazards
Sharp object / material Noise Litter
Shot by f irearm Non-ionizing radiation Nuisance noise / v ibration X
Slippery surf ace X Stroboscopic light Phy sical damage
Trap in mov ing machinery Vibration Waste substance released into air
Trip hazard X Waste substance released into soil / water
Vehicle impact / collision Managerial / organisational hazards
Falls f rom height Management f actors (lack of communication,
co-operation, co-ordination and competence)
X
Risk matrix – use this to determine risk for
each hazard i.e. ‘how bad and how likely’ Likelihood of Harm
Severity of Harm
Remote
e.g. <1 in 1000 chance
Very unlikely
e.g. 1 in 200 chance
Unlikely
e.g. 1 in 50 chance
Possible
e.g. 1 in 10 chance
Likely
e.g. >1 in 3 chance
Negligible e.g. small bruise Trivial Trivial Trivial Low Low
Slight e.g. small cut, deep bruise Trivial Trivial Low Low Medium
Moderate e.g. deep cut, torn muscle Trivial Low Medium Medium High
Severe e.g. fracture, loss of consciousness Low Medium High High Extremely high
Very Severe e.g. death, permanent disability Low Medium High Extremely high Extremely high