The document summarizes the Rebellions of 1837-38 that occurred in Lower Canada and Upper Canada. In Lower Canada, the French-speaking Canadien population rebelled against the authoritarian rule of the British government and the Château Clique. Key leaders included Louis Papineau and the Patriotes. In Upper Canada, William Lyon Mackenzie led a rebellion against the Family Compact, culminating in a failed attack on Toronto. Both rebellions were defeated by December 1837, but unrest continued in 1838 with guerrilla fighters active in both colonies.
The document provides a template for summarizing a film, including descriptors of its genre, setting, starring actors and director, a brief plot summary, positive and negative vocabulary for critique, and a recommendation. It allows the reviewer to customize details to summarize a specific movie.
The document provides a template for writing a movie review by listing 7 questions to answer about the title, director, setting, main characters, plot summary without ending, recommendation, opinion, and rating. The questions guide writing a review that covers key details about the movie.
Fiche pédagogique pour travailler avec l'affiche et la bande annonce du film "Intouchables". Ce diaporama se complète avec des fiches que vous pouvez trouver sur www.airensection.blogspot.com
The document summarizes the Rebellions of 1837-38 that occurred in Lower Canada and Upper Canada. In Lower Canada, the French-speaking Canadien population rebelled against the authoritarian rule of the British government and the Château Clique. Key leaders included Louis Papineau and the Patriotes. In Upper Canada, William Lyon Mackenzie led a rebellion against the Family Compact, culminating in a failed attack on Toronto. Both rebellions were defeated by December 1837, but unrest continued in 1838 with guerrilla fighters active in both colonies.
The document provides a template for summarizing a film, including descriptors of its genre, setting, starring actors and director, a brief plot summary, positive and negative vocabulary for critique, and a recommendation. It allows the reviewer to customize details to summarize a specific movie.
The document provides a template for writing a movie review by listing 7 questions to answer about the title, director, setting, main characters, plot summary without ending, recommendation, opinion, and rating. The questions guide writing a review that covers key details about the movie.
Fiche pédagogique pour travailler avec l'affiche et la bande annonce du film "Intouchables". Ce diaporama se complète avec des fiches que vous pouvez trouver sur www.airensection.blogspot.com
The document summarizes various language teaching methods from the 19th century to present day, including the Series Method, Berlitz Method, Audiolingual Method, Structural Situational Method, Silent Way, Total Physical Response, Communicative Language Teaching, Natural Approach, Cooperative Language Teaching, Content-Based Language Teaching, and Task-Based Language Teaching. It also provides brief biographies of influential applied linguists such as Claude Marcel, Francois Gouin, Thomas Prendergast, Noam Chomsky, and Earl Stevick.
Historical overview of esl education feb. 21candyvdv
This document provides an overview of the history and methodologies of English language teaching. It describes several historical periods and the predominant methods used:
- In the Classical period (17th-19th centuries), the focus was on religious orthodoxy and morality, and foreign language learning meant learning Latin and Greek. Grammar translation was popular.
- From the 1850s to 1950s, grammar translation remained dominant, emphasizing reading, writing, grammar rules, and translation over speaking.
- Reforms in the early-mid 20th century emphasized understanding meaning and presenting language concepts without translation or explicit grammar rules. Notable approaches included the Direct Method, Audiolingual Method, and Situational Language Teaching
This document discusses various cognitive and socio-affective principles for language learning. It outlines concepts like automaticity, meaningful learning, intrinsic motivation, autonomy, willingness to communicate, and the connection between language and culture. It also mentions the effects of a learner's native language on their second language acquisition and the idea of an independent interlanguage. Finally, it briefly defines communicative competence as having four areas of competence: linguistic, sociolinguistic, discourse, and strategic.
The document discusses teaching reading and writing. It notes that reading is the receptive skill of understanding written language while writing is the productive skill of creating new written language. Reading relies on input and vocabulary building to aid comprehension, while writing involves structuring and conveying thoughts in a meaningful way. The document provides tips for teaching both skills, such as using simple texts for beginner readers and modeling writing techniques like copying, filling in blanks, and summarizing. Overall, it emphasizes that reading and writing are interconnected skills that support each other's development.
The document outlines 10 core principles of community education that emphasize situating learning within the lived experiences and needs of community participants. Education is seen as a dialogical and transformative process where participants and tutors mutually learn from one another in a supportive environment. A diversity of intelligences and assessment methods are valued to accommodate different learning styles. The goal is discovery-based learning through a variety of participatory methods rather than a programmed syllabus.
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
This 5 minute video provides tips for teaching writing and reading to elementary school students. It recommends breaking writing tasks into small, manageable steps and focusing on one skill at a time such as spelling, grammar, or story structure. The video also suggests reading aloud to students and asking questions to check comprehension.
This document provides guidance on teaching listening skills to students. It discusses what listening involves, such as identifying information and relating it to prior knowledge. It also outlines why teaching listening is important, such as helping students acquire language subconsciously. The document then offers principles for teaching listening comprehension, such as providing background knowledge and pre-listening exercises. It also suggests various listening activities that can help students overcome difficulties, such as giving them charts or role playing situations. Finally, it discusses challenges students may face with listening and provides tips for teachers on how to prepare, conduct, and follow up on listening activities.
Tt2 mind map teaching speaking and pronuntiation dmavdcandyvdv
The document discusses techniques for teaching speaking and pronunciation in a second language. It provides examples of speaking activities such as brainstorming, storytelling, interviews, and picture describing. Some suggestions for teaching speaking include giving students time to speak, having the teacher speak less, providing vocabulary, and connecting speech to meaningful communication practices. For teaching pronunciation, it recommends contextualizing drills and sounds within effective communication activities to help students improve their oral production and auditory reception.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
The document discusses introverts and extroverts, providing definitions and examples. It notes that introverts tend to focus more on inner thoughts while extroverts focus more on external things. The document suggests teachers should better understand and accommodate introverted students, for example by building quiet time into the school day for individual work and limiting an emphasis on large group activities and social standards. It also provides suggestions from Susan Cain on teaching students to work independently and encouraging introverts to open up on their own terms.
This document outlines the syllabus for a university course, including:
1) Course details such as class times, location, prerequisites, and instructor contact information.
2) An overview of learning objectives, required materials, technology requirements, assignments, and grading policies.
3) University policies on intellectual property, dropping courses, and services for students with disabilities.
4) A tentative weekly schedule listing topics, readings, and assignment deadlines for each class.
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
T.t. ii syllabus writing workshop april 05candyvdv
The document discusses principles for constructing an effective syllabus. An effective syllabus should make both a promise and a plan. The syllabus serves as a contract that clearly outlines expectations and obligations for both students and instructors. It also provides a plan by explaining course goals and how materials and activities are organized to help students achieve those goals. Developing a plan requires careful consideration of students and course purpose. A well-designed plan allows instructors to keep promises while maintaining flexibility.
Cooperative learning is a teaching method where small groups work together to solve a problem or complete a task. Using video in cooperative learning allows students to pause, rewind and discuss course content together, helping them understand concepts more thoroughly. When implemented effectively with clear expectations, video cooperative learning can boost student engagement and performance.
The document contains the name "Dulce María A. Vargas" and appears to be related to chapters 5 and 6 of a work by someone named "Daetz". However, there is not enough contextual information provided to fully understand the topic or essential details contained within the referenced document.
This document provides tips and strategies for organizing students into cooperative learning teams. It recommends creating groups of 4 students and keeping teams together for 4 to 6 weeks. It also suggests seating arrangements like table groups and discusses how to set up team materials. The document outlines several teaching strategies for teams, including team building activities, discussions, sorting tasks, quiz games, writing prompts, and movement activities like having students "scoot" to new seats to solve problems as a group.
Active engagement strategies for success videocandyvdv
Research shows that students learn better when actively engaged in class through discussion, problem-solving, and applying concepts to real-world situations. This video recommends three strategies for keeping students engaged: asking open-ended questions, incorporating small group work, and relating course material to students' interests or career goals. When students are actively involved in their education through these engagement strategies, it leads to better understanding and higher achievement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The document summarizes various language teaching methods from the 19th century to present day, including the Series Method, Berlitz Method, Audiolingual Method, Structural Situational Method, Silent Way, Total Physical Response, Communicative Language Teaching, Natural Approach, Cooperative Language Teaching, Content-Based Language Teaching, and Task-Based Language Teaching. It also provides brief biographies of influential applied linguists such as Claude Marcel, Francois Gouin, Thomas Prendergast, Noam Chomsky, and Earl Stevick.
Historical overview of esl education feb. 21candyvdv
This document provides an overview of the history and methodologies of English language teaching. It describes several historical periods and the predominant methods used:
- In the Classical period (17th-19th centuries), the focus was on religious orthodoxy and morality, and foreign language learning meant learning Latin and Greek. Grammar translation was popular.
- From the 1850s to 1950s, grammar translation remained dominant, emphasizing reading, writing, grammar rules, and translation over speaking.
- Reforms in the early-mid 20th century emphasized understanding meaning and presenting language concepts without translation or explicit grammar rules. Notable approaches included the Direct Method, Audiolingual Method, and Situational Language Teaching
This document discusses various cognitive and socio-affective principles for language learning. It outlines concepts like automaticity, meaningful learning, intrinsic motivation, autonomy, willingness to communicate, and the connection between language and culture. It also mentions the effects of a learner's native language on their second language acquisition and the idea of an independent interlanguage. Finally, it briefly defines communicative competence as having four areas of competence: linguistic, sociolinguistic, discourse, and strategic.
The document discusses teaching reading and writing. It notes that reading is the receptive skill of understanding written language while writing is the productive skill of creating new written language. Reading relies on input and vocabulary building to aid comprehension, while writing involves structuring and conveying thoughts in a meaningful way. The document provides tips for teaching both skills, such as using simple texts for beginner readers and modeling writing techniques like copying, filling in blanks, and summarizing. Overall, it emphasizes that reading and writing are interconnected skills that support each other's development.
The document outlines 10 core principles of community education that emphasize situating learning within the lived experiences and needs of community participants. Education is seen as a dialogical and transformative process where participants and tutors mutually learn from one another in a supportive environment. A diversity of intelligences and assessment methods are valued to accommodate different learning styles. The goal is discovery-based learning through a variety of participatory methods rather than a programmed syllabus.
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
This 5 minute video provides tips for teaching writing and reading to elementary school students. It recommends breaking writing tasks into small, manageable steps and focusing on one skill at a time such as spelling, grammar, or story structure. The video also suggests reading aloud to students and asking questions to check comprehension.
This document provides guidance on teaching listening skills to students. It discusses what listening involves, such as identifying information and relating it to prior knowledge. It also outlines why teaching listening is important, such as helping students acquire language subconsciously. The document then offers principles for teaching listening comprehension, such as providing background knowledge and pre-listening exercises. It also suggests various listening activities that can help students overcome difficulties, such as giving them charts or role playing situations. Finally, it discusses challenges students may face with listening and provides tips for teachers on how to prepare, conduct, and follow up on listening activities.
Tt2 mind map teaching speaking and pronuntiation dmavdcandyvdv
The document discusses techniques for teaching speaking and pronunciation in a second language. It provides examples of speaking activities such as brainstorming, storytelling, interviews, and picture describing. Some suggestions for teaching speaking include giving students time to speak, having the teacher speak less, providing vocabulary, and connecting speech to meaningful communication practices. For teaching pronunciation, it recommends contextualizing drills and sounds within effective communication activities to help students improve their oral production and auditory reception.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
The document discusses introverts and extroverts, providing definitions and examples. It notes that introverts tend to focus more on inner thoughts while extroverts focus more on external things. The document suggests teachers should better understand and accommodate introverted students, for example by building quiet time into the school day for individual work and limiting an emphasis on large group activities and social standards. It also provides suggestions from Susan Cain on teaching students to work independently and encouraging introverts to open up on their own terms.
This document outlines the syllabus for a university course, including:
1) Course details such as class times, location, prerequisites, and instructor contact information.
2) An overview of learning objectives, required materials, technology requirements, assignments, and grading policies.
3) University policies on intellectual property, dropping courses, and services for students with disabilities.
4) A tentative weekly schedule listing topics, readings, and assignment deadlines for each class.
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
T.t. ii syllabus writing workshop april 05candyvdv
The document discusses principles for constructing an effective syllabus. An effective syllabus should make both a promise and a plan. The syllabus serves as a contract that clearly outlines expectations and obligations for both students and instructors. It also provides a plan by explaining course goals and how materials and activities are organized to help students achieve those goals. Developing a plan requires careful consideration of students and course purpose. A well-designed plan allows instructors to keep promises while maintaining flexibility.
Cooperative learning is a teaching method where small groups work together to solve a problem or complete a task. Using video in cooperative learning allows students to pause, rewind and discuss course content together, helping them understand concepts more thoroughly. When implemented effectively with clear expectations, video cooperative learning can boost student engagement and performance.
The document contains the name "Dulce María A. Vargas" and appears to be related to chapters 5 and 6 of a work by someone named "Daetz". However, there is not enough contextual information provided to fully understand the topic or essential details contained within the referenced document.
This document provides tips and strategies for organizing students into cooperative learning teams. It recommends creating groups of 4 students and keeping teams together for 4 to 6 weeks. It also suggests seating arrangements like table groups and discusses how to set up team materials. The document outlines several teaching strategies for teams, including team building activities, discussions, sorting tasks, quiz games, writing prompts, and movement activities like having students "scoot" to new seats to solve problems as a group.
Active engagement strategies for success videocandyvdv
Research shows that students learn better when actively engaged in class through discussion, problem-solving, and applying concepts to real-world situations. This video recommends three strategies for keeping students engaged: asking open-ended questions, incorporating small group work, and relating course material to students' interests or career goals. When students are actively involved in their education through these engagement strategies, it leads to better understanding and higher achievement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.