Powerpoint support de la séance Sources Visuelles du séminaiire Méthodologie de la Recherche (Département d'études asiatiques, Aix-Marseille Université)
Nevada Digital Newspaper Project and Chronicling America PresentationMarina Georgieva
Presentation and demo session of the Nevada Digital Newspaper Project and the Chronicling America database in front of the Clark County Nevada Genealogy Society.
The poster introduces the possible uses of Chronicling America as a genealogy research tool. It also gives insight about the different types of information that can be found on the historic newspaper pages.
Nevada Digital Newspaper Project and Chronicling America PresentationMarina Georgieva
Presentation and demo session of the Nevada Digital Newspaper Project and the Chronicling America database in front of the Clark County Nevada Genealogy Society.
The poster introduces the possible uses of Chronicling America as a genealogy research tool. It also gives insight about the different types of information that can be found on the historic newspaper pages.
Présentation Powerpoint de la séance 12 du cours "La Chine: empire, impérialisme, révolutions (1830-1949) (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 12 du cours "La Chine: empire, impérialisme, révolutions (1830-1949) (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 11 du cours "Comprendre la Chine: Culture, société, histoire (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 10 du cours "La Chine: empire, impérialisme, révolutions (1830-1949) (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 8 du cours "Comprendre la Chine: Culture, société, histoire (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 10 du cours "Comprendre la Chine: Culture, société, histoire (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 8 du cours "La Chine: empire, impérialisme, révolutions (1830-1949) (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 6 du cours "Comprendre la Chine: Culture, société, histoire (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 7 du cours "La Chine: empire, impérialisme, révolutions (1830-1949) (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 7 du cours "Comprendre la Chine: Culture, société, histoire (Département d'études asiatiques, Aix-Marseille Université)
Published in: Education
Présentation Powerpoint de la séance 6 du cours "Comprendre la Chine: Culture, société, histoire (Département d'études asiatiques, Aix-Marseille Université)
HistChine 1.4 : Construire le premier empire: Qin et Hanankeqiang
Présentation Powerpoint de la séance 5 du cours "Comprendre la Chine: Culture, société, histoire (Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 5 du cours "La Chine: empire, impérialisme, révolutions (1830-1949)
(Département d'études asiatiques, Aix-Marseille Université)
Présentation Powerpoint de la séance 4 du cours "La Chine: empire, impérialisme, révolutions (1830-1949)
(Département d'études asiatiques, Aix-Marseille Université)
HistChine 5.2: Menaces internes et externesankeqiang
Présentation Powerpoint de la séance 2 du cours "La Chine: empire, impérialisme, révolutions (1830-1949)
(Département d'études asiatiques, Aix-Marseille Université)
HistChine1.2: Mythes et pouvoir dans la Chine antiqueankeqiang
Présentation Powerpoint de la séance 2 du cours 'Comprendre la Chine: culture, société, histoire" (Département d'études asiatiques, Aix-Marseille Université)
Ce cours s'appuie sur les outils et les tutoriels développés par ChinaX (Harvard University)
HistChine 1.1: La Chine: une vision globale critiqueankeqiang
Powerpoint de la séance 1 du cours "Comprendre la Chine: culture, société, histoire" (Département d'études asiatiques, Aix-Marseille Université)
Ce cours s'appuie sur les outils et les tutoriels développés par ChinaX (Harvard University)
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The 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
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.
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
8. Migrant agricultural worker's family.
Seven hungry children. Mother aged
32, the father is a native Californian.
Destitute in a pea pickers camp,
because of the failure of the early
pea crop. These people had just sold
their tent in order to buy food. Most
of the 2,500 people in this camp
were destitute."
9. Migrant agricultural worker's family.
Seven hungry children. Mother aged
32, the father is a native Californian.
Destitute in a pea pickers camp,
because of the failure of the early
pea crop. These people had just sold
their tent in order to buy food. Most
of the 2,500 people in this camp
were destitute."
10. I saw and approached the hungry and desperate mother,
as if drawn by a magnet. I do not remember how I
explained my presence or my camera to her, but I do
remember she asked me no questions. I made five
exposures, working closer and closer from the same
direction. I did not ask her name or her history. She told
me her age, that she was thirty-two. She said that they
had been living on frozen vegetables from the
surrounding fields, and birds that the children killed. She
had just sold the tires from her car to buy food. There
she sat in that lean- to tent with her children huddled
around her, and seemed to know that my pictures might
help her, and so she helped me. There was a sort of
equality about it. (From: Popular Photography, Feb.
1960).