Imperialism occurred for several key reasons: 1) Countries wanted to spread their religion, mainly Christianity, to other parts of the world. 2) They sought to gain access to raw materials and luxury goods from other lands to fuel industry. 3) Imperialism boosted a country's prestige and power in the eyes of others. Additional factors driving imperialism included alleviating overpopulation through colonial settlements, gaining captive markets for manufactured goods, obtaining strategic military positions, and controlling global trade routes.
Hvernig gengur þetta fyrir sig?
Fundur - Fyrst ert þú boðuð/aður á fund, það er gert með símtali, sms eða tölvupósti. Ekki gleyma að það er skyldumæting á fundinn. Ef þú vilt byrja strax getur þú líka komið og kynnt þér úrræðin hjá Vinnumálastofnun.
Á fundinum er haldin góð kynning á þeim tækifærum sem standa þér til boða. Eftir fundinn velur þú það sem þér finnst vera áhugaverðast. Ef þú getur ekki ákveðið þig eða telur þig þurfa frekari aðstoð þá getur þú fengið aðstoð ráðgjafa strax eftir fundinn. Ef þig langar að fá aðstoð við að skoða framtíðarmöguleika þína varðandi val á námi eða starfi þá getur þú fengið aðstoð náms- og starfsráðgjafa á þinni þjónustuskrifstofu.
Boðun í úrræði - Eftir fundinn fara ráðgjafar yfir óskir þínar. Fljótlega ert þú boðuð/aður til Vinnumálastofnun til þess að skrifa undir samning þar sem þú skuldbindur þig til að mæta í það úrræði sem þú valdir þér.
Mæting í úrræði - Mikil áhersla er lögð á að þú mætir í það úrræði sem þú valdir þér. Þú getur misst rétt þinn til bóta mætir þú ekki.
Tækifæri - Nýttu þetta tækifæri sem þér býðst til að bæta við færni þína og þar með styrkja stöðu þína á vinnumarkaði eða taka þátt í skemmtilegu og þroskandi sjálfboðaliðastarfi.
The document summarizes a presentation on school-wide literacy at North View Junior High. It defines school-wide literacy as using reading and writing to help students master content in all subject areas. It identifies three focus areas for enhancing school-wide literacy: metacognition, content area vocabulary instruction, and write to learn. Metacognition involves teaching students to reflect on their own thinking. Content area vocabulary instruction emphasizes explicitly teaching discipline-specific terms. Write to learn uses writing as a tool for exploring and developing ideas.
The document discusses the leadership and decision making of three leaders during World War I: Woodrow Wilson, Herbert Asquith, and Kaiser Wilhelm II. It analyzes quotes from each leader and their perspectives on entering the war. Woodrow Wilson wanted peace but also retaliation for lost American lives. Herbert Asquith declared war on Germany in alliance with France after Germany invaded Belgium. Kaiser Wilhelm operated as commander-in-chief of German armed forces and sought to starve Britain into surrendering peace terms.
Imperialism occurred for several key reasons: 1) Countries wanted to spread their religion, mainly Christianity, to other parts of the world. 2) They sought to gain access to raw materials and luxury goods from other lands to fuel industry. 3) Imperialism boosted a country's prestige and power in the eyes of others. Additional factors driving imperialism included alleviating overpopulation through colonial settlements, gaining captive markets for manufactured goods, obtaining strategic military positions, and controlling global trade routes.
Hvernig gengur þetta fyrir sig?
Fundur - Fyrst ert þú boðuð/aður á fund, það er gert með símtali, sms eða tölvupósti. Ekki gleyma að það er skyldumæting á fundinn. Ef þú vilt byrja strax getur þú líka komið og kynnt þér úrræðin hjá Vinnumálastofnun.
Á fundinum er haldin góð kynning á þeim tækifærum sem standa þér til boða. Eftir fundinn velur þú það sem þér finnst vera áhugaverðast. Ef þú getur ekki ákveðið þig eða telur þig þurfa frekari aðstoð þá getur þú fengið aðstoð ráðgjafa strax eftir fundinn. Ef þig langar að fá aðstoð við að skoða framtíðarmöguleika þína varðandi val á námi eða starfi þá getur þú fengið aðstoð náms- og starfsráðgjafa á þinni þjónustuskrifstofu.
Boðun í úrræði - Eftir fundinn fara ráðgjafar yfir óskir þínar. Fljótlega ert þú boðuð/aður til Vinnumálastofnun til þess að skrifa undir samning þar sem þú skuldbindur þig til að mæta í það úrræði sem þú valdir þér.
Mæting í úrræði - Mikil áhersla er lögð á að þú mætir í það úrræði sem þú valdir þér. Þú getur misst rétt þinn til bóta mætir þú ekki.
Tækifæri - Nýttu þetta tækifæri sem þér býðst til að bæta við færni þína og þar með styrkja stöðu þína á vinnumarkaði eða taka þátt í skemmtilegu og þroskandi sjálfboðaliðastarfi.
The document summarizes a presentation on school-wide literacy at North View Junior High. It defines school-wide literacy as using reading and writing to help students master content in all subject areas. It identifies three focus areas for enhancing school-wide literacy: metacognition, content area vocabulary instruction, and write to learn. Metacognition involves teaching students to reflect on their own thinking. Content area vocabulary instruction emphasizes explicitly teaching discipline-specific terms. Write to learn uses writing as a tool for exploring and developing ideas.
The document discusses the leadership and decision making of three leaders during World War I: Woodrow Wilson, Herbert Asquith, and Kaiser Wilhelm II. It analyzes quotes from each leader and their perspectives on entering the war. Woodrow Wilson wanted peace but also retaliation for lost American lives. Herbert Asquith declared war on Germany in alliance with France after Germany invaded Belgium. Kaiser Wilhelm operated as commander-in-chief of German armed forces and sought to starve Britain into surrendering peace terms.
The document discusses programs offered by the Ministry of Social Affairs in Iceland to help unemployed individuals, including Icelandic language courses, job training programs, voluntary work opportunities, study programs, and part-time job options. It provides details on specific courses available, requirements, costs, and how to receive study grants or do job training. It emphasizes the importance of continuing to look for full-time jobs and lists resources available for job seeking.
The document discusses using "Write to Learn" (WTL) activities in the classroom. It provides examples of WTL activities like exit/entrance slips, writing breaks, and double-entry journals. These short, informal writing activities are meant to help students process new information, develop their understanding, and assess their learning. The document emphasizes that WTL activities should take only 5-10 minutes and focus on quality of thinking rather than quality of writing.
Engagement and Motivation Summer Literacy InstituteJessica Crooker
This document discusses principles of student motivation and engagement in reading. It begins by outlining learning targets related to examining the importance of engagement, reflecting on current practices, and applying principles of engagement. Five guiding principles are introduced: meaning is motivating, learning is social, self-efficacy, interest/relevance, and control and choice. The document then expands on each principle and provides examples of how teachers can apply each one to improve student motivation and engagement.
The document discusses five principles of student motivation and engagement:
1. Meaning is motivating - students are more engaged when learning has meaning and purpose rather than being motivated by extrinsic rewards.
2. Learning is social - collaboration and social interaction increase student motivation more than independent work.
3. Self-efficacy - students are more motivated when they believe in their own ability to succeed and their confidence is supported through goal-setting and feedback.
4. Interest/relevance - making the content relevant to students' lives and interests enhances their motivation to learn.
5. Control and choice - providing students autonomy and choice in their learning increases their engagement compared to teacher-centered approaches.
El documento resume la Europa feudal desde el Imperio Carolingio hasta la sociedad estamental. Tras la muerte de Carlomagno en el 800, su imperio se dividió entre sus hijos con el Tratado de Verdún en 843. Entre los siglos IX y X, Europa sufrió invasiones de vikingos, magiares y sarracenos, lo que llevó a un periodo de inseguridad. El feudalismo surgió como sistema político y social, dividiendo la población en estamentos y basándose en las relaciones de vasallaje entre nobles y campes
The document discusses programs offered by the Ministry of Social Affairs in Iceland to help unemployed individuals, including Icelandic language courses, job training programs, voluntary work opportunities, study programs, and part-time job options. It provides details on specific courses available, requirements, costs, and how to receive study grants or do job training. It emphasizes the importance of continuing to look for full-time jobs and lists resources available for job seeking.
The document discusses using "Write to Learn" (WTL) activities in the classroom. It provides examples of WTL activities like exit/entrance slips, writing breaks, and double-entry journals. These short, informal writing activities are meant to help students process new information, develop their understanding, and assess their learning. The document emphasizes that WTL activities should take only 5-10 minutes and focus on quality of thinking rather than quality of writing.
Engagement and Motivation Summer Literacy InstituteJessica Crooker
This document discusses principles of student motivation and engagement in reading. It begins by outlining learning targets related to examining the importance of engagement, reflecting on current practices, and applying principles of engagement. Five guiding principles are introduced: meaning is motivating, learning is social, self-efficacy, interest/relevance, and control and choice. The document then expands on each principle and provides examples of how teachers can apply each one to improve student motivation and engagement.
The document discusses five principles of student motivation and engagement:
1. Meaning is motivating - students are more engaged when learning has meaning and purpose rather than being motivated by extrinsic rewards.
2. Learning is social - collaboration and social interaction increase student motivation more than independent work.
3. Self-efficacy - students are more motivated when they believe in their own ability to succeed and their confidence is supported through goal-setting and feedback.
4. Interest/relevance - making the content relevant to students' lives and interests enhances their motivation to learn.
5. Control and choice - providing students autonomy and choice in their learning increases their engagement compared to teacher-centered approaches.
El documento resume la Europa feudal desde el Imperio Carolingio hasta la sociedad estamental. Tras la muerte de Carlomagno en el 800, su imperio se dividió entre sus hijos con el Tratado de Verdún en 843. Entre los siglos IX y X, Europa sufrió invasiones de vikingos, magiares y sarracenos, lo que llevó a un periodo de inseguridad. El feudalismo surgió como sistema político y social, dividiendo la población en estamentos y basándose en las relaciones de vasallaje entre nobles y campes