Historical inquiry for s1 workshop notes (anthropology, archaeology and accou...Lloyd Yeo
These are a set of notes form a workshop conducted for S1 History Teachers on how to interpret Singapore History in pre-modern times (14th century to 15th century) using the historical lenses of archaeology, anthropology and historical accounts.
Brief History of Singapore Immigrants (1819 to 1939)Lloyd Yeo
Slides for Sec 1 students on Immigrants in Singapore society. For St Gabriel's Secondary School Students. The slides feature useful websites for research.
Use of museum and artifact based fieldtrips in the teaching of ancient singaporeLloyd Yeo
This chapter seeks to locate the efforts of a group of history teachers in the context of collaboration with academic and professional bodies as well as a Networked Learning Community who systematically sought to incorporate museum-based learning and embed such teaching resources in the teaching of ancient Singapore history. Using Activity
Theory (AT) as a learning theory to explore these networks of collaboration, the learning networks that were established showed that such approaches could lead to a more effective co-creation of knowledge outcome for practitioner inquiry and have
some positive outcomes for student learning.
WW2 was a terrible time and some were able to adjust and get on better than others. This interview excerpt and set of links to an oral interview provides other perspectives of World War 2 worth exploring.
Poems and biography of Mamoru Shinozaki, a diplomat and administrator during the Japanese Occupation of Singapore/Syonan-To from 1942 to 1945. Useful background and material for students and teachers who are studying World War 2 in Singapore from the perspective of the Japanese. His account is quite atypical of other Japanese accounts.
Poetry and background to Maurice Crowther, a World War 2 veteran who fought in Malaya and Singapore between 1941 to 1945. He was interned in Changi and subsequently worked as a convict labourer in Korea and Japan. Useful for students who are studying World War 2 in Asia from the perspective of European soldiers caught up in the war.
Historical inquiry for s1 workshop notes (anthropology, archaeology and accou...Lloyd Yeo
These are a set of notes form a workshop conducted for S1 History Teachers on how to interpret Singapore History in pre-modern times (14th century to 15th century) using the historical lenses of archaeology, anthropology and historical accounts.
Brief History of Singapore Immigrants (1819 to 1939)Lloyd Yeo
Slides for Sec 1 students on Immigrants in Singapore society. For St Gabriel's Secondary School Students. The slides feature useful websites for research.
Use of museum and artifact based fieldtrips in the teaching of ancient singaporeLloyd Yeo
This chapter seeks to locate the efforts of a group of history teachers in the context of collaboration with academic and professional bodies as well as a Networked Learning Community who systematically sought to incorporate museum-based learning and embed such teaching resources in the teaching of ancient Singapore history. Using Activity
Theory (AT) as a learning theory to explore these networks of collaboration, the learning networks that were established showed that such approaches could lead to a more effective co-creation of knowledge outcome for practitioner inquiry and have
some positive outcomes for student learning.
WW2 was a terrible time and some were able to adjust and get on better than others. This interview excerpt and set of links to an oral interview provides other perspectives of World War 2 worth exploring.
Poems and biography of Mamoru Shinozaki, a diplomat and administrator during the Japanese Occupation of Singapore/Syonan-To from 1942 to 1945. Useful background and material for students and teachers who are studying World War 2 in Singapore from the perspective of the Japanese. His account is quite atypical of other Japanese accounts.
Poetry and background to Maurice Crowther, a World War 2 veteran who fought in Malaya and Singapore between 1941 to 1945. He was interned in Changi and subsequently worked as a convict labourer in Korea and Japan. Useful for students who are studying World War 2 in Asia from the perspective of European soldiers caught up in the war.
Background and information to World War 2 poems by Mary Thomas. For use by teachers and students in understanding war from the perspective of women civilians interned at Changi Prison in Singapore between 1942 to 1945.
Coach classic (adapted from Coach's piece, 2000)Lloyd Yeo
This is a writeout written on 2 Jun 2017. First written by Dan Crosswell in 2000, it recounts and describes the formation and development of the Saturday Afternoon Recreational Softball (SARS) and makes references to it's growth in 2017 into a Coach's Classic Tournament held on an annual basis.
I Found a Bone by Teo Kah Leng (and historical background)Lloyd Yeo
This poem and handout provides the background to Teo Kah Leng as a poet. The idea is to use such approaches to look at how history and literature are intertwined but yet also separate as disciplinary literacy approaches.
Pedagogical value of cartoons in the History ClassroomLloyd Yeo
Presentation at the Networked Learning Community (NLC) Symposium on 2 Nov 2015. Pedagogical value of cartoons in the History Classroom by Lloyd Yeo (St Gabriel's School), Ezal (Fairfield Methodist) and Joseph Tham (Crescent Girls)
A Review Lesson of the Cuban Missile Crisis for St Gabriel's Secondary School using political cartoons. This presentation looks at the following inquiry question:
1. Why did the CMC break out?
2. Why did the CMC almost lead to nuclear conflict?
3. How was the CMC resolved?
4. What was the impact of the CMC?
Augmented Reality: A Case Study on an Interactive Heritage Trail for High Sch...Lloyd Yeo
How can you use Location-Based Augmented Reality Mobile Applications for Transfer of Learning in a History Field Trip for a Secondary School in Singapore?
This is a presentation at the Humanities Cluster Humanities Symposium held on 28 May 2015.
Teaching the use of Cartoon Strips in the history classroom (Slides for stude...Lloyd Yeo
The slides identify features of cartoon strips and different ways for students to design their own historical strips using storification and comic strip prototypes (e.g. information giving vs. humor)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Background and information to World War 2 poems by Mary Thomas. For use by teachers and students in understanding war from the perspective of women civilians interned at Changi Prison in Singapore between 1942 to 1945.
Coach classic (adapted from Coach's piece, 2000)Lloyd Yeo
This is a writeout written on 2 Jun 2017. First written by Dan Crosswell in 2000, it recounts and describes the formation and development of the Saturday Afternoon Recreational Softball (SARS) and makes references to it's growth in 2017 into a Coach's Classic Tournament held on an annual basis.
I Found a Bone by Teo Kah Leng (and historical background)Lloyd Yeo
This poem and handout provides the background to Teo Kah Leng as a poet. The idea is to use such approaches to look at how history and literature are intertwined but yet also separate as disciplinary literacy approaches.
Pedagogical value of cartoons in the History ClassroomLloyd Yeo
Presentation at the Networked Learning Community (NLC) Symposium on 2 Nov 2015. Pedagogical value of cartoons in the History Classroom by Lloyd Yeo (St Gabriel's School), Ezal (Fairfield Methodist) and Joseph Tham (Crescent Girls)
A Review Lesson of the Cuban Missile Crisis for St Gabriel's Secondary School using political cartoons. This presentation looks at the following inquiry question:
1. Why did the CMC break out?
2. Why did the CMC almost lead to nuclear conflict?
3. How was the CMC resolved?
4. What was the impact of the CMC?
Augmented Reality: A Case Study on an Interactive Heritage Trail for High Sch...Lloyd Yeo
How can you use Location-Based Augmented Reality Mobile Applications for Transfer of Learning in a History Field Trip for a Secondary School in Singapore?
This is a presentation at the Humanities Cluster Humanities Symposium held on 28 May 2015.
Teaching the use of Cartoon Strips in the history classroom (Slides for stude...Lloyd Yeo
The slides identify features of cartoon strips and different ways for students to design their own historical strips using storification and comic strip prototypes (e.g. information giving vs. humor)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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!
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.
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.