1. The document discusses science education for all learners, emphasizing that science should be accessible to students regardless of their background.
2. It addresses science for students with disabilities, gifted students, and those from diverse linguistic and cultural backgrounds. Accommodations like IEPs and challenging enrichment activities are recommended.
3. The challenges of educating English language learners are also covered, emphasizing hands-on learning, concept development, and non-language cues. Teaching strategies should help students bridge past experiences and language gaps.
The document outlines the curriculum for Year 4 students at The Falcons School For Boys Preparatory. Key subjects covered include English, mathematics, science, history, geography, French, Latin, religious studies, PSHE/citizenship, ICT, PE, art, music, drama, and homework. Each subject is broken down by term and includes the topics, skills, and resources covered that school year.
This document provides information about history and history education programs available at the University of Newcastle, including honors programs, graduate certificates, and master's degrees. It encourages attendees of the HNTR Launch to speak with staff to learn more about their options. It then profiles several history and education faculty members and their research interests related to history curriculum, historical consciousness, textbooks, Australian history, and more.
This document discusses Universe Awareness (UNAWE), an initiative to expose underprivileged children ages 4-10 to astronomy. UNAWE aims to broaden children's perspectives and stimulate tolerance through the inspirational aspects of science. It uses hands-on materials, games, songs and cartoons translated into multiple languages to teach about the beauty and scale of the universe. UNAWE also provides teacher training and an international network for collaboration. Its goals are to develop children's cognitive skills, reach large numbers, and support the UN's education and gender equality goals.
Universe Awareness: Stimulating Young Children with the Beautiful Universeunawe
"Universe Awareness: Stimulating Young Children with the Beautiful Universe"
C. Odman
Presented at:
Second Advanced International Colloquium on Building the Scientific Mind 2007
Vancouver, Canada
May 2007
This document provides information about a trip to Japan organized by St. Paul's School for 5 students. The trip will take place from June 1st to June 23rd and will include staying with host families, attending classes at Gakushuin University, and traveling within Tokyo and to destinations like Kyoto and Nara. Students will experience Japanese culture and language. Applications are due by December 1st and decisions will be made based on factors like maturity, Japanese ability, academics, and attitude. The document also briefly outlines a 4-month exchange program.
This document describes Universe Awareness (UNAWE), an initiative to expose underprivileged children ages 4-10 to astronomy. UNAWE aims to broaden children's perspectives and stimulate tolerance using inspirational astronomy lessons. It has run pilot programs in Venezuela and Tunisia and involves educators from over 20 countries developing culturally-relevant astronomy materials. UNAWE seeks to reach large numbers of children and support the UN's education goals through a bottom-up approach driven by local needs.
Connecting Curriculum, Teaching and Workforce Quality in Aboriginal and Torres Strait Islander Education.
Presentation by Professor Peter Buckskin PSM, FACE
Dean: Indigenous Scholarship, Engagement and Research
University of South Australia
Buunji National Indigenous Education Conference, Sydney 6 November 2013
1. The document discusses science education for all learners, emphasizing that science should be accessible to students regardless of their background.
2. It addresses science for students with disabilities, gifted students, and those from diverse linguistic and cultural backgrounds. Accommodations like IEPs and challenging enrichment activities are recommended.
3. The challenges of educating English language learners are also covered, emphasizing hands-on learning, concept development, and non-language cues. Teaching strategies should help students bridge past experiences and language gaps.
The document outlines the curriculum for Year 4 students at The Falcons School For Boys Preparatory. Key subjects covered include English, mathematics, science, history, geography, French, Latin, religious studies, PSHE/citizenship, ICT, PE, art, music, drama, and homework. Each subject is broken down by term and includes the topics, skills, and resources covered that school year.
This document provides information about history and history education programs available at the University of Newcastle, including honors programs, graduate certificates, and master's degrees. It encourages attendees of the HNTR Launch to speak with staff to learn more about their options. It then profiles several history and education faculty members and their research interests related to history curriculum, historical consciousness, textbooks, Australian history, and more.
This document discusses Universe Awareness (UNAWE), an initiative to expose underprivileged children ages 4-10 to astronomy. UNAWE aims to broaden children's perspectives and stimulate tolerance through the inspirational aspects of science. It uses hands-on materials, games, songs and cartoons translated into multiple languages to teach about the beauty and scale of the universe. UNAWE also provides teacher training and an international network for collaboration. Its goals are to develop children's cognitive skills, reach large numbers, and support the UN's education and gender equality goals.
Universe Awareness: Stimulating Young Children with the Beautiful Universeunawe
"Universe Awareness: Stimulating Young Children with the Beautiful Universe"
C. Odman
Presented at:
Second Advanced International Colloquium on Building the Scientific Mind 2007
Vancouver, Canada
May 2007
This document provides information about a trip to Japan organized by St. Paul's School for 5 students. The trip will take place from June 1st to June 23rd and will include staying with host families, attending classes at Gakushuin University, and traveling within Tokyo and to destinations like Kyoto and Nara. Students will experience Japanese culture and language. Applications are due by December 1st and decisions will be made based on factors like maturity, Japanese ability, academics, and attitude. The document also briefly outlines a 4-month exchange program.
This document describes Universe Awareness (UNAWE), an initiative to expose underprivileged children ages 4-10 to astronomy. UNAWE aims to broaden children's perspectives and stimulate tolerance using inspirational astronomy lessons. It has run pilot programs in Venezuela and Tunisia and involves educators from over 20 countries developing culturally-relevant astronomy materials. UNAWE seeks to reach large numbers of children and support the UN's education goals through a bottom-up approach driven by local needs.
Connecting Curriculum, Teaching and Workforce Quality in Aboriginal and Torres Strait Islander Education.
Presentation by Professor Peter Buckskin PSM, FACE
Dean: Indigenous Scholarship, Engagement and Research
University of South Australia
Buunji National Indigenous Education Conference, Sydney 6 November 2013
Universe Awareness in the UK: It's all about opportunitiesunawe
"Universe Awareness in the UK: it's all about opportunities"
C. Odman
Presented at: National Astronomy Meeting, UK 2007
Preston, United Kingdom
April 2007
Draft Summary Australian Curriculum History 1Annabel Astbury
The document summarizes the draft Australian curriculum for history. It outlines the key elements of the curriculum, including the rationale, aims, content descriptions organized by year level, and skills to be developed in historical inquiry. The curriculum takes a world history approach and includes depth studies on ancient civilizations, medieval societies, and Australian and world history. It is intended to help students understand their role as active citizens and contribute to shaping the future.
Draft Summary Australian Curriculum History May 2010Annabel Astbury
The document summarizes the draft Australian curriculum for history. It includes an overview of the curriculum's structure, content, and goals. Key points include:
- The curriculum takes a world history approach and includes a range of historical contexts.
- Content is organized into two strands - historical knowledge and understanding, and historical skills.
- Depth studies provide closer examination of particular topics or historical periods.
- Content is outlined for each year level from kindergarten to year 10.
This document provides an overview of implementing the new HASS (Humanities and Social Sciences) curriculum at Nuriootpa High School. It discusses timetabling challenges, focusing assessments on understanding rather than content coverage, and integrating the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's engagement with Asia, and sustainability. Resources and exemplars are suggested to help bring the priorities to life across subject areas in an inclusive and meaningful way.
This document provides an overview of Dr Bronwen Wade-Leeuwen's professional development module called "Inspired by Plants", which teaches teachers how to integrate science, technology, engineering, arts and math (STEAM) curricula into K-8 classrooms. The module was developed collaboratively between Dr Wade-Leeuwen and Dr Katherine Stewart. It uses hands-on activities centered around the study of plants to illustrate how exploring science concepts through creative arts can build students' skills and engage their interest in STEM fields. The module is designed to help teachers meet the Australian Curriculum standards while developing their own competencies in STEAM pedagogy.
The document provides information about implementing the new NSW History syllabus, which incorporates the Australian Curriculum. It outlines key changes in the NSW syllabus compared to the Australian Curriculum, including additional mandatory Asian history content and more flexibility. It discusses using overviews to provide historical context and structure units of study. Teachers are encouraged to design lessons that develop historical skills and concepts. Examples are provided of potential problems with overviews and solutions, including engaging student activities and assessment. Guidance and resources are suggested for planning units and lessons incorporating overviews and depth studies.
10 Reasons Why You Should Study Abroad in Australia.docxIndrayani Acharya
Embarking on a study abroad journey in Australia offers an unparalleled experience, and this article explores ten captivating reasons why it should be your top choice. From its world-class education system and diverse culture to stunning natural wonders and vibrant cities, you'll discover why Australia stands out as a dream destination for international students seeking adventure, personal growth, and academic excellence. Unearth fascinating facts about Australia that will pique your curiosity and ignite the desire to immerse yourself in this captivating country.
This document discusses building scientific inquiry skills from infancy through elementary school. It outlines how inquiry can look different at each developmental stage, from developing vocabulary and encouraging questioning in infants and toddlers, to more sophisticated investigations led by school-aged children with teacher scaffolding. The document provides examples of inquiry-based activities for different ages, and emphasizes creating an environment where children can explore, ask questions, and investigate concepts through hands-on experiences. National and state standards for scientific inquiry are also summarized.
Curriculum as Knowledge System: Warlpiri Pina-jarrinjakuNinti_One
The document summarizes a presentation about the Warlpiri Pina-jarrinjaku website, which houses teaching and learning resources developed through the Warlpiri curriculum cycle. The summary includes:
- The website was commissioned by the NT Department of Education and Warlpiri schools to archive their collection of Warlpiri teaching materials.
- The Warlpiri curriculum cycle was developed over many years with input from elders and is based on the transmission of Warlpiri knowledge traditions.
- The website allows access to the Warlpiri resources, including term planners and materials covering topics like the Dreaming, places, food, and integrating Warlpiri language and math.
- The resources and curriculum
The newsletter summarizes events from the Chinese Language Teachers' Association of Western Australia (CLTAWA) over the past few months. It discusses the national Chinese language teachers' conference in July, with the theme of "Celebrating and Looking to the Future". It also describes excursions for year 9 and primary school students to promote Chinese language and culture. Finally, it mentions several professional development and social events held by CLTAWA, including workshops, a storytelling competition, and gatherings for members and school principals.
This report outlines an action research project conducted at a local Christian school in Western Sydney to help the school implement Aboriginal and Torres Strait Islander histories and culture as a cross-curriculum priority. The research included a resource review which found that most books focused on traditional Dreaming stories and recommended adding more modern narratives. A teacher survey found that teachers had minimal knowledge but most felt the priority was important; they wanted cultural awareness training and professional development. The report concludes that teacher capacity must be developed to provide meaningful education and a respectful school culture established to support the new curriculum focus.
Nuriootpa High School is considering changes to its teaching of HASS (Humanities and Social Sciences) subjects in Year 8. Currently, Year 8 students have their S&E (Society and Environment) lessons split into separate semesters of History and Geography. The school plans to teach the new HASS subjects from the Australian Curriculum during these lessons starting next year. This will require addressing issues around timetabling and staffing, as well as ensuring the priorities and capabilities of the Australian Curriculum are incorporated. Some ideas discussed include focusing on the guiding principles and key inquiry questions of each subject area rather than trying to cover all content, and using a scope and sequence to help plan the course.
This document summarizes resources presented at an IPSHA Teacher Librarian Umbrella Group meeting on March 13, 2014. It includes resources for the Australian Curriculum in various subjects such as English, math, history, science and geography. Websites are listed that provide lesson plans, units of work, activities and digital books to support teaching different subjects of the Australian Curriculum. The document also discusses how picture books can be used to interpret and evaluate texts as well as engage students on many levels of learning and pleasure.
Secondary Science CPD Booklet 30 September 2011Mark Ferguson
The document provides information about a CPD (Continuing Professional Development) day for secondary science teachers. It will be held at South Island School on September 30th and focus on improving the learning environment inside and outside the classroom. The day will include keynote presentations by Ed Walsh in the morning and afternoon. In between, there will be three sessions of optional breakout sessions on various science education topics led by different presenters. A schedule is provided outlining the timing and locations of the various presentations and sessions throughout the day.
Integrating ideas and ideologies in the classroomhvidtfelt
The document discusses UNESCO's program in integrated science teaching from 1969-1983. It aims to integrate science teaching into the overall curriculum and develop teaching materials presenting science concepts through unified approaches. The program launched experimental projects and workshops to develop new teaching methods and materials. It worked to spread integrated science teaching globally and supported sharing experiences, though evaluation of programs' goals and impacts was challenging due to interpretative flexibility and high costs.
Policy to Praxis: Keynote presentation by leading Aboriginal educator Profess...MATSITI
This document discusses strategies for improving education outcomes for Aboriginal and Torres Strait Islander students both inside and outside of school. It outlines initiatives like the Australian curriculum, which includes Aboriginal and Torres Strait Islander histories and cultures as a priority. It also discusses teaching standards and modules to train teachers on building relationships with Indigenous communities, understanding their own biases, and teaching Indigenous knowledge and experiences in culturally-appropriate ways. The goal is to dismantle barriers to Indigenous education through improved pedagogy, curriculum, and increasing the number of Indigenous teachers.
This document discusses an international studies program between UCLA and an LA Unified School District K-12 school called the International Studies Learning Center (ISLC).
Each grade from 6th to 12th focuses on a different world region, learning about its geography, culture and current issues. UCLA faculty and centers provide resources and guidance to help integrate international topics into various subjects. The goal is to introduce students to diverse global perspectives and prepare them for an interconnected world.
This document proposes a seminar outreach program called SOMA that aims to increase representation of minority researchers in neuroscience. It notes that current demographics in neuroscience graduate programs do not match the diversity of the U.S. population. SOMA would bring in minority scientists to give talks on their academic and research experiences to enhance visibility and provide mentoring. It outlines an evaluation plan and hopes to facilitate connections between speakers and UC Davis researchers in alignment with diversity goals. A budget of $5,000 is requested to cover four seminars from May 2017 to December 2017.
UNAWE Short Talks during EU-UNAWE International Workshop 2013unawe
The document provides an overview of short talks given at a UNAWE conference. Talks covered topics like UNAWE activities in Tunisia, Brazil, Venezuela and other countries. Specific programs discussed include developing tactile astronomy experiences for visually impaired children, engaging indigenous communities in Australia, using real science and data in teacher training, and the IAU Office of Astronomy for Development's funded projects. The talks showcase the broad range of contexts in which astronomy is being used for education and development worldwide through UNAWE.
Universe Awareness in the UK: It's all about opportunitiesunawe
"Universe Awareness in the UK: it's all about opportunities"
C. Odman
Presented at: National Astronomy Meeting, UK 2007
Preston, United Kingdom
April 2007
Draft Summary Australian Curriculum History 1Annabel Astbury
The document summarizes the draft Australian curriculum for history. It outlines the key elements of the curriculum, including the rationale, aims, content descriptions organized by year level, and skills to be developed in historical inquiry. The curriculum takes a world history approach and includes depth studies on ancient civilizations, medieval societies, and Australian and world history. It is intended to help students understand their role as active citizens and contribute to shaping the future.
Draft Summary Australian Curriculum History May 2010Annabel Astbury
The document summarizes the draft Australian curriculum for history. It includes an overview of the curriculum's structure, content, and goals. Key points include:
- The curriculum takes a world history approach and includes a range of historical contexts.
- Content is organized into two strands - historical knowledge and understanding, and historical skills.
- Depth studies provide closer examination of particular topics or historical periods.
- Content is outlined for each year level from kindergarten to year 10.
This document provides an overview of implementing the new HASS (Humanities and Social Sciences) curriculum at Nuriootpa High School. It discusses timetabling challenges, focusing assessments on understanding rather than content coverage, and integrating the cross-curriculum priorities of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's engagement with Asia, and sustainability. Resources and exemplars are suggested to help bring the priorities to life across subject areas in an inclusive and meaningful way.
This document provides an overview of Dr Bronwen Wade-Leeuwen's professional development module called "Inspired by Plants", which teaches teachers how to integrate science, technology, engineering, arts and math (STEAM) curricula into K-8 classrooms. The module was developed collaboratively between Dr Wade-Leeuwen and Dr Katherine Stewart. It uses hands-on activities centered around the study of plants to illustrate how exploring science concepts through creative arts can build students' skills and engage their interest in STEM fields. The module is designed to help teachers meet the Australian Curriculum standards while developing their own competencies in STEAM pedagogy.
The document provides information about implementing the new NSW History syllabus, which incorporates the Australian Curriculum. It outlines key changes in the NSW syllabus compared to the Australian Curriculum, including additional mandatory Asian history content and more flexibility. It discusses using overviews to provide historical context and structure units of study. Teachers are encouraged to design lessons that develop historical skills and concepts. Examples are provided of potential problems with overviews and solutions, including engaging student activities and assessment. Guidance and resources are suggested for planning units and lessons incorporating overviews and depth studies.
10 Reasons Why You Should Study Abroad in Australia.docxIndrayani Acharya
Embarking on a study abroad journey in Australia offers an unparalleled experience, and this article explores ten captivating reasons why it should be your top choice. From its world-class education system and diverse culture to stunning natural wonders and vibrant cities, you'll discover why Australia stands out as a dream destination for international students seeking adventure, personal growth, and academic excellence. Unearth fascinating facts about Australia that will pique your curiosity and ignite the desire to immerse yourself in this captivating country.
This document discusses building scientific inquiry skills from infancy through elementary school. It outlines how inquiry can look different at each developmental stage, from developing vocabulary and encouraging questioning in infants and toddlers, to more sophisticated investigations led by school-aged children with teacher scaffolding. The document provides examples of inquiry-based activities for different ages, and emphasizes creating an environment where children can explore, ask questions, and investigate concepts through hands-on experiences. National and state standards for scientific inquiry are also summarized.
Curriculum as Knowledge System: Warlpiri Pina-jarrinjakuNinti_One
The document summarizes a presentation about the Warlpiri Pina-jarrinjaku website, which houses teaching and learning resources developed through the Warlpiri curriculum cycle. The summary includes:
- The website was commissioned by the NT Department of Education and Warlpiri schools to archive their collection of Warlpiri teaching materials.
- The Warlpiri curriculum cycle was developed over many years with input from elders and is based on the transmission of Warlpiri knowledge traditions.
- The website allows access to the Warlpiri resources, including term planners and materials covering topics like the Dreaming, places, food, and integrating Warlpiri language and math.
- The resources and curriculum
The newsletter summarizes events from the Chinese Language Teachers' Association of Western Australia (CLTAWA) over the past few months. It discusses the national Chinese language teachers' conference in July, with the theme of "Celebrating and Looking to the Future". It also describes excursions for year 9 and primary school students to promote Chinese language and culture. Finally, it mentions several professional development and social events held by CLTAWA, including workshops, a storytelling competition, and gatherings for members and school principals.
This report outlines an action research project conducted at a local Christian school in Western Sydney to help the school implement Aboriginal and Torres Strait Islander histories and culture as a cross-curriculum priority. The research included a resource review which found that most books focused on traditional Dreaming stories and recommended adding more modern narratives. A teacher survey found that teachers had minimal knowledge but most felt the priority was important; they wanted cultural awareness training and professional development. The report concludes that teacher capacity must be developed to provide meaningful education and a respectful school culture established to support the new curriculum focus.
Nuriootpa High School is considering changes to its teaching of HASS (Humanities and Social Sciences) subjects in Year 8. Currently, Year 8 students have their S&E (Society and Environment) lessons split into separate semesters of History and Geography. The school plans to teach the new HASS subjects from the Australian Curriculum during these lessons starting next year. This will require addressing issues around timetabling and staffing, as well as ensuring the priorities and capabilities of the Australian Curriculum are incorporated. Some ideas discussed include focusing on the guiding principles and key inquiry questions of each subject area rather than trying to cover all content, and using a scope and sequence to help plan the course.
This document summarizes resources presented at an IPSHA Teacher Librarian Umbrella Group meeting on March 13, 2014. It includes resources for the Australian Curriculum in various subjects such as English, math, history, science and geography. Websites are listed that provide lesson plans, units of work, activities and digital books to support teaching different subjects of the Australian Curriculum. The document also discusses how picture books can be used to interpret and evaluate texts as well as engage students on many levels of learning and pleasure.
Secondary Science CPD Booklet 30 September 2011Mark Ferguson
The document provides information about a CPD (Continuing Professional Development) day for secondary science teachers. It will be held at South Island School on September 30th and focus on improving the learning environment inside and outside the classroom. The day will include keynote presentations by Ed Walsh in the morning and afternoon. In between, there will be three sessions of optional breakout sessions on various science education topics led by different presenters. A schedule is provided outlining the timing and locations of the various presentations and sessions throughout the day.
Integrating ideas and ideologies in the classroomhvidtfelt
The document discusses UNESCO's program in integrated science teaching from 1969-1983. It aims to integrate science teaching into the overall curriculum and develop teaching materials presenting science concepts through unified approaches. The program launched experimental projects and workshops to develop new teaching methods and materials. It worked to spread integrated science teaching globally and supported sharing experiences, though evaluation of programs' goals and impacts was challenging due to interpretative flexibility and high costs.
Policy to Praxis: Keynote presentation by leading Aboriginal educator Profess...MATSITI
This document discusses strategies for improving education outcomes for Aboriginal and Torres Strait Islander students both inside and outside of school. It outlines initiatives like the Australian curriculum, which includes Aboriginal and Torres Strait Islander histories and cultures as a priority. It also discusses teaching standards and modules to train teachers on building relationships with Indigenous communities, understanding their own biases, and teaching Indigenous knowledge and experiences in culturally-appropriate ways. The goal is to dismantle barriers to Indigenous education through improved pedagogy, curriculum, and increasing the number of Indigenous teachers.
This document discusses an international studies program between UCLA and an LA Unified School District K-12 school called the International Studies Learning Center (ISLC).
Each grade from 6th to 12th focuses on a different world region, learning about its geography, culture and current issues. UCLA faculty and centers provide resources and guidance to help integrate international topics into various subjects. The goal is to introduce students to diverse global perspectives and prepare them for an interconnected world.
This document proposes a seminar outreach program called SOMA that aims to increase representation of minority researchers in neuroscience. It notes that current demographics in neuroscience graduate programs do not match the diversity of the U.S. population. SOMA would bring in minority scientists to give talks on their academic and research experiences to enhance visibility and provide mentoring. It outlines an evaluation plan and hopes to facilitate connections between speakers and UC Davis researchers in alignment with diversity goals. A budget of $5,000 is requested to cover four seminars from May 2017 to December 2017.
UNAWE Short Talks during EU-UNAWE International Workshop 2013unawe
The document provides an overview of short talks given at a UNAWE conference. Talks covered topics like UNAWE activities in Tunisia, Brazil, Venezuela and other countries. Specific programs discussed include developing tactile astronomy experiences for visually impaired children, engaging indigenous communities in Australia, using real science and data in teacher training, and the IAU Office of Astronomy for Development's funded projects. The talks showcase the broad range of contexts in which astronomy is being used for education and development worldwide through UNAWE.
Similar to UNAWE in Australia by Robert Hollow (20)
The document summarizes the development and goals of the UNAWE (Universe Awareness) program and the Universe in the Box educational kit. It discusses how the kit aims to inspire children's interest in science and technology using astronomy concepts tailored for different ages and cultures. The kit covers topics like the Earth-Moon-Sun system, the solar system, constellations, and the life cycles of stars. It has been implemented and tested in several countries. The document also outlines plans for an Islamic Heritage Astronomy kit that would showcase the contributions of Muslim scientists and use astronomy concepts to foster cultural understanding.
Astronomy Literacy Goals by Pedro Russo, Cecilia Scorza & H. Lee unawe
This document outlines the goals and process for developing astronomy literacy concepts for an 18-year-old. It aims to establish a benchmark for astronomy education around the globe based on existing science literacy goals. The development process involves drafting concepts, gathering community input, revisions, and expert reviews. The initial concepts are based on existing benchmarks but tailored for global use and different age groups, with 10 main principles and 50 sub-principles covering topics like the solar system, stars, and cosmology.
"Universe Awareness Sri Lanka – a volunteer effort" by Thilina Heenatigalaunawe
UNAWE Sri Lanka is an astronomy outreach program that began in 2009 as part of International Year of Astronomy. Since then, it has reached over 1500 girl guides and 34 orphanages through its Saturday Astronomy Program and SpaceScoop publications. While volunteers are not always reliable, focused efforts with student ambassadors, interns, and regular meetups have been effective. Moving forward, the program aims to provide astronomy resources for people with disabilities, publish multilingual educational materials, and bring the Universe in a Box exhibit to additional cities.
Short presentation at the UNAWE International Workshop 2015 in Leiden, the Netherlands 5 - 9 October. Astronomy, education, unawe, science education, outreach, primary education, children
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
UNAWE in Australia by Robert Hollow
1. ASTRONOMY & SPACE SCIENCE
5 October 2015
Robert Hollow,
CSIRO Astronomy and Space Science
UNAWE in Australia
Email: robert.hollow@csiro.au
Twitter: @roberthollow
CSIRO acknowledges the Wadjarri Yamatji
people as the traditional custodians of the
land
2. General Capabilities
Literacy
Numeracy
Information and communication
technology capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding
Cross-curriculum priorities
Aboriginal and Torres Strait
Islander histories and
cultures
Asia and Australia’s engagement
with Asia
Sustainability
New Australian Curriculum F -10
UNAWE in Australia. R. Hollow
“Astronomy” – Yrs F, 3, 5, 7, 10
3. • Strong demand by Primary teachers
• Sessions run at state and national
science teacher conferences
• Extended sessions at GTTP
workshops
• UNAWE resources are flexible and
attainable
–Earth Balls
–Space Scoops
–Design an Alien
Teacher Professional Development
3UNAWE in Australia. R. Hollow