The document outlines the syllabus for a course on fire protection and arson investigation, describing the flexible learning setup that combines in-person and at-home learning. It provides definitions of flexible learning, an overview of the course topics and schedule, requirements, rules for both in-person and at-home sessions, and the grading system. The flexible learning model involves a combination of face-to-face classes and self-study of modules at home according to a schedule that splits time between the two methods of instruction.
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview of the various debates in
global governance, development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
The Coronavirus (COVID-19) Pandemic has caused the disruption of classes, affecting billions of learners in most countries, especially in the Philippines. In the Philippines, this is the beginning of the new norms in education, a change from face-to-face delivery to distance learning.
The concept of “modular distance learning” is strictly linked to the idea of a flexible curriculum, which provides all the concerns in education with a framework to establish clear and realistic learning objectives.
The concept of “modular distance learning” is strictly linked to the idea of a flexible curriculum, which provides all the concerns in education with a framework to establish clear and realistic learning objectives.
Data gathering uses a method that involves the participation of students and teachers in modular learning and teaching through the collection of outputs in the strand of Humanities and Social Sciences without violating the health protocol.
Modular approach to teaching enables the learner to have control over his/her learning and accepts greater responsibility for learning. It demands greater maturity on the part of the learner, the modules is more appropriate for more mature students.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This course introduces students to the contemporary world by examining the multifaceted phenomenon of
globalization. Using the various disciplines of the social sciences, it examines the economic, social, political,
technological, and other transformations that have created an increasing awareness of the interconnectedness
of peoples and places around the globe. To this end, the course provides an overview of the various debates in
global governance, development, and sustainability. Beyond exposing the student to the world outside the
Philippines, it seeks to inculcate a sense of global citizenship and global ethical responsibility.
The Coronavirus (COVID-19) Pandemic has caused the disruption of classes, affecting billions of learners in most countries, especially in the Philippines. In the Philippines, this is the beginning of the new norms in education, a change from face-to-face delivery to distance learning.
The concept of “modular distance learning” is strictly linked to the idea of a flexible curriculum, which provides all the concerns in education with a framework to establish clear and realistic learning objectives.
The concept of “modular distance learning” is strictly linked to the idea of a flexible curriculum, which provides all the concerns in education with a framework to establish clear and realistic learning objectives.
Data gathering uses a method that involves the participation of students and teachers in modular learning and teaching through the collection of outputs in the strand of Humanities and Social Sciences without violating the health protocol.
Modular approach to teaching enables the learner to have control over his/her learning and accepts greater responsibility for learning. It demands greater maturity on the part of the learner, the modules is more appropriate for more mature students.
Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education Grade 9 - Computer System Servicing. Daily lesson log in Technology in Livelihood Education G
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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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 workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Course Code: CRI 189
Course Title: Fire Protection and Arson Investigation
Student’s Activity Sheet: Module #0
1
Introducing Flexible Learning
1.
Materials: Student handbook,
syllabus and course outline
References:
What is the Flexible Learning Setup?
Dear Students,
Welcome to Flexible Learning Setup! This is a combination of face-to-face classes and home-based
learning. For school year 2021, we will follow the 4-10 schedules, which mean:
● you will attend face-to-face classes for 4 days in a week; and
● you will study at home for the next 10 days.
The primary instructional material for the flexible learning set-up is the Flexible Learning Module. The
learning experiences in the modules are designed for full self-study in the event that you will need or be
required to stay home.
Other definition of Flexible Learning as cited in (https://www.igi-
global.com/dictionary/classification-approaches-web-enhanced-learning/11249):
1. Systems in which students may choose to complete some of their learning on-campus and some of
their learning off-campus.
2. A broad term used to describe the design and delivery of programs, courses, and learning
interventions in such a way as to cater for student demands for variety, access, recognition of diverse
learning styles, and student control over and customizability of the learning experience. It is often
incorrectly used in an interchangeable manner with other terms such as “open learning,” “distance
learning,” “work-based learning,” as well as “e-learning,” which are all instances or forms of flexible
learning in that they provide flexibility to the student in terms of time/pace, place, access, content,
and/or delivery mode.
3. An approach to learning in which the time, place, and pace of learning may be determined by
learners. In this chapter this term is used to include the approaches taken by distance learning and
open learning.
4. This term describes a learning design perspective deeply rooted in the needs of students, with the
main objective being to provide them with the most flexibility about the learning content, schedules,
access, and learning styles as possible. A flexible learning design customizes learning environments to
meet the needs of learners, using both technological and non-technological tools. Flexible Learning is
closely related to Blended Learning and Distributed Learning.
2. Course Code: CRI 189
Course Title: Fire Protection and Arson Investigation
Student’s Activity Sheet: Module #0
2
5. This enables teachers and students to adapt to teaching and learning requirements at any given
moment. Students can modify their learning environments to fit a variety of learning styles and activities
ranging from individual to group exercises.
6. An approach which suggests instructional designers to provide learning facilities which gives learners
choices for time and/or place for learning in a customized way.
7. Accessing education in a way that is more responsive and often supported by use of technology.
8. A teaching strategy designed to empower students to learn, to learn fully, effectively, efficiently, and
with rewarding satisfaction. It is the responsibility of our profession as teachers or faculty to study ways
of maximizing the potential of our environments to support students’ learning and to minimize those
elements in their environments that may impede it.
9. Approaches to teaching and learning that are learner centred, free up the time, place and methods of
learning and teaching and use appropriate technologies in a networked environment (Moran &
Myringer, 1999, p. 60).
10. An approach to learning in which the time, place, and pace of learning may be determined by
learners. In this chapter this term is used to include the approaches taken by distance learning and
open learning.
11. Learning in which specific factors such as content, time, space, mode, and pace are determined by
the learner.
OVERVIEW OF THE SUBJECT (CRI 189 FIRE PROTECTION AND ARSON INVESTIGATION):
The course presents the creation of the Bureau of Fire Protection, its mandate, powers and
functions. It also covers the understanding of the behaviour, characteristics and chemistry of
fire. It involved fire safety and protection, including the conduct of arson investigation.
3. Course Code: CRI 189
Course Title: Fire Protection and Arson Investigation
Student’s Activity Sheet: Module #0
3
COURSE OUTLINE:
CRI
189
Fire Protection and
Arson Investigation
Course Topics Place of Study
PERIOD 1 (FIRST GRADING PERIOD)
1 First Day: Introduction Flexible Learning.
Overview of subject, requirements, and grading
system. Gathering of student data, creating
group chats, and setting house rules.
Distribution of materials
IN
2 Lesson 1 What is Fire? IN
3 Lesson 2 Elements of Fire and The Fire Triangle and Fire
Tetrahedron
OUT
4 Lesson 3 Classifications of Fire OUT
5 Lesson 4 SUMMATIVE ASSESSMENT
Principles of Fire
IN
6 Lesson 5 Stages of Fire IN
7 Lesson 6 The Transmission of Heat OUT
8 Lesson 7 Sources of Ignition OUT
9 P1 Exam Administration of P1 Exam IN
PERIOD 2 (SECOND GRADING PERIOD)
10 Lesson 8 Combustion and Its Principles IN
11 Lesson 9 Factors that Influenced the Spread of Fire OUT
12 Lesson 10 Spontaneous Combustion OUT
13 Lesson 11 Flashover, Back draft, Bite back and Flash Fire IN
14 Lesson 12 SUMMATIVE ASSESSMENT
R.A. 9514, with emphasis on Sections 1 to 9 of
the law
IN
15 Lesson 13 The Bureau of Fire Protection as provided OUT
4. Course Code: CRI 189
Course Title: Fire Protection and Arson Investigation
Student’s Activity Sheet: Module #0
4
under R.A. 6975, R.A. 9263 and R.A. 9592
16 Lesson 14 Organization and Training of Fire Brigades, Fire
Safety Practitioners and Volunteers
OUT
17 P2 Exam Administration of P2 Exam IN
PERIOD 3 (THIRD-GRADING PERIOD)
18 Lesson 15 The Fire Safety Enforcement Functions IN
19 Lesson 16 The Fire Safety Measures on Selected Division OUT
20 Lesson 17 The Fire Fighting Operations on Selected
Installation/Facility/Building/Structure
OUT
21 Lesson 18 SUMMATIVE ASSESSMENT
Fire and Arson Investigation
IN
22 Lesson 19 Determination of the Origin of Fire, Cause and
Liability
IN
23 Lesson 20 Arson and Crimes Involving Destruction as
amended by PD 1613 and PD 1744
OUT
24 Lesson 21 Evidence to establish an Arson case OUT
25 Lesson 22 Report Writing in Arson Investigation IN
26 P3 Exam Administration of P3 Exam IN
COURSE REQUIREMENTS:
1. First Period, Second Period, and Final Period;
2. Active class participation regular attendance and everybody must prepare a personalized prayer to
be rendered before the class starts;
3. Wearing of school ID’s and prescribed uniform;
4. Males are not allowed to wear earrings; 4 x 5 haircuts for males must be observed;
5. Cheating is dealt as a major offense and carried a consequence of DROPPED;
6. Drunkenness is not allowed. Observe the proper classroom environment;
7. Fifteen minutes late is considered absent and seven consecutive absences are considered as
dropped. Cell phones must be TURNED OFF as the class starts; otherwise it will be confiscated;
8. Bring with you your own paper, notebook and ball pen;
9. Submission of the accomplished SAS, collection of summative assessments, compiled list of theories
at the end of every period; and
10. Books will be given points.
5. Course Code: CRI 189
Course Title: Fire Protection and Arson Investigation
Student’s Activity Sheet: Module #0
5
RULES DURING THE IN SESSION:
1. Wash your hands often with soap and water for at least 20 seconds especially after you have been in
a public place, or after blowing your nose, coughing, or sneezing;
2. If soap and water are not readily available, use a hand sanitizer that contains at least 60% alcohol;
3. Cover all surfaces of your hands and rub them together until they feel dry;
4. Avoid touching your eyes, nose, and mouth with unwashed hands;
5. Avoid close contact with people who are sick. If possible, maintain 6 feet between the people who is
sick;
6. Put distance between yourself and other people. Remember that some people without symptoms
may be able to spread virus;
7. Cover your mouth and nose with a cloth face cover when around others;
8. You could spread COVID-19 to others even if you do not feel sick;
9. You should wear a cloth face cover when they have to go out in public, for example to the grocery
store or to pick up other necessities;
10. The cloth face cover is meant to protect other people in case you are infected;
11. Continue to keep about 6 feet between yourself and others. The cloth face cover is not a substitute
for social distancing;
12. Shaking hands with classmates is not allowed;
13. Cover coughs and sneezes;
14. If you are around others and do not have on your cloth face covering, remember to always cover
your mouth and nose with a tissue when you cough or sneeze or use the inside of your elbow and do
not spit;
14. Throw used tissues in the trash;
15. Immediately wash your hands with soap and water for at least 20 seconds. If soap and water are
not readily available, clean your hands with a hand sanitizer that contains at least 60% alcohol.
RULES DURING THE OUT SESSION:
1. Communication line should be open;
2. Check in every morning—and throughout the day;
3. Make regular queries with your instructors especially on the topics of the lesson that you found it
confusing;
4. Establish a “flexible learning” space;
5. Allow frequent “brain breaks”; and
6. Complete and submit your finished modules within a timely manner to ensure you are meeting
requirements to earn credit for your classes.
GRADING SYSTEM:
For Third Year board subjects offered in the regular term, the formula for the Final Grade is:
FG = (0.17 x P1) + (0.17 x P2) + (0.16 x P3) + (0.50 x FE)
Where:
• FG refers to the Final Grade
• P1 refers to the First Period Grade
• P2 refers to the Second Period Grade
• P3 refers to the Third Period Grade
6. Course Code: CRI 189
Course Title: Fire Protection and Arson Investigation
Student’s Activity Sheet: Module #0
6
• FE refers to the Final Examination
The 1st Periodical Grade is computed as follows:
P1 = (CS x 2/3) + (P1E)/3
The 2nd Periodical Grade is computed as follows:
P2 = (CS x 2 /3) + (P2Es/3) + (P1G/2)
The 3rd Periodical Grade is computed as follows:
P3 = (CS x 2 /3) + (P3ES/3) + P2G/2
Class Standing composed primarily of the finished modules whether in school or at home.
GATHERING OF STUDENT DATA (Can be made through Google Forms):
Complete Name: ___________________________________________________________
Age: _________________________________________
Sex: _________________________________________
Civil Status: ___________________________________
Contact Number: _______________________________
Year Level: ___________________________________
Email Address: ________________________________
FB Account: __________________________________
Permanent Address: ________________________________________________________________
Father’s Name: _______________________________ Occupation: _______________________
Mother’s Name: _______________________________ Occupation: _______________________
Father’s Contact Number: _______________________________
Mother’s Contact Number: _______________________________
Temporary (Boarding house’s Address): _________________________________________________
Landlord’s/Landlady’s Contact Number: _________________________________________________
Guardian’s Contact Number: _______________________________
Scholarship Obtained in School: _______________________________
7. Course Code: CRI 189
Course Title: Fire Protection and Arson Investigation
Student’s Activity Sheet: Module #0
7
CREATING GROUP CHATS:
Rules to be observed:
1. Be Kind and Courteous
We're all in this together to create a welcoming environment. Let's treat everyone with respect. Healthy
debates are natural, but kindness is required at ALL times.
We can't tell you not to post anything political (especially during these times), but if you disagree with
someone, please do so with kindness and respect. No trolling, please!
Comment threads that get to mean shall be closed.
2. No Hate Speech or Bullying
Make sure everyone feels safe. Bullying of any kind isn't allowed, and degrading comments about
things like race, religion, culture, sexual orientation, gender or identity will not be tolerated.
3. No Selling or Spam Posts
No IFs, ANDs, or BUTs. Posts of this nature will not be approved. Comments that sell or spam others
shall be deleted.
4. Respect Everyone's Privacy
Being part of the group requires mutual trust. Authentic, expressive discussions make groups great, but
may also be sensitive and private. What is shared in the group should stay in the group.
5. Use the Search Bar
We will be using this Facebook Group to pass on official announcements from the school. We will also
have recurring themes for many discussions. Some of the hashtags that you'll be seeing a lot of will be:
#Ask (if you want to asking something about the lesson)
6. For Meme posts that to lighten the mood, share a joke, and celebrate weird victories. (These
posts are subject to the Group Adviser's approval.) Use this #MemeLang
8. Course Code: CRI 189
Course Title: Fire Protection and Arson Investigation
Student’s Activity Sheet: Module #0
8
DISTRIBUTION OF MATERIALS:
SOURCES:
https://www.thinglink.com/scene/330571647486525441
https://www.igi-global.com/dictionary/classification-approaches-web-enhanced-learning/11249
https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html
https://www.education.vic.gov.au/school/teachers/teachingresources/Pages/Teachingandremotelearning.aspx
https://www.edutopia.org/article/7-guiding-principles-parents-teaching-home