Undang-undang Nomor 23 Tahun 2004 mengatur tentang penghapusan kekerasan dalam rumah tangga. Dokumen ini membahas ketentuan pidana untuk tindakan kekerasan fisik, psikis, seksual, dan penelantaran anggota keluarga dengan sanksi berupa pidana penjara dan denda. Kekerasan dalam rumah tangga diatur sebagai tindak pidana yang dapat diadukan kepada pihak berwajib.
This document provides definitions for 1000 common SAT words beginning with A. Each word is followed by its part of speech, definition, and an example sentence using the word. Some of the words defined include abase (to humiliate), abate (to reduce), abduct (to kidnap), aberration (something abnormal), and abdicate (to give up a position of power).
Undang-undang Nomor 23 Tahun 2004 mengatur tentang penghapusan kekerasan dalam rumah tangga. Dokumen ini membahas ketentuan pidana untuk tindakan kekerasan fisik, psikis, seksual, dan penelantaran anggota keluarga dengan sanksi berupa pidana penjara dan denda. Kekerasan dalam rumah tangga diatur sebagai tindak pidana yang dapat diadukan kepada pihak berwajib.
This document provides definitions for 1000 common SAT words beginning with A. Each word is followed by its part of speech, definition, and an example sentence using the word. Some of the words defined include abase (to humiliate), abate (to reduce), abduct (to kidnap), aberration (something abnormal), and abdicate (to give up a position of power).
Sci access 14th : Biology review part 1Tanchanok Pps
The document provides an outline for a biology review course presented by Supanat Phuangphong. The course is divided into three parts that cover microscopes, cells, membrane transportation, cell division, biomolecules, and genetics. Part one focuses on microscopes, cells, membrane transportation, and cell division. Part two covers animal physiology topics. Part three is about botany and genetics. The document then provides more detailed information about various topics from the course outline such as the different types of microscopes, cell structures, and biomolecules.
A União Europeia está enfrentando desafios sem precedentes devido à pandemia de COVID-19 e à invasão russa da Ucrânia. Isso destacou a necessidade de autonomia estratégica da UE em áreas como energia, defesa e tecnologia digital para garantir sua segurança e prosperidade a longo prazo. A Comissão Europeia propôs novas iniciativas para fortalecer a resiliência econômica e geopolítica do bloco.
The document defines curriculum in several ways, including as a scope and sequence document listing intended learning outcomes by grade level and topic, as textbooks that function as daily guides to instructional ends and means, and at different levels from the individual student to the international level. It also describes different types of curriculum, such as the official/written curriculum, operational curriculum, hidden curriculum, and extra curriculum.
Sci access 14th : Biology review part 1Tanchanok Pps
The document provides an outline for a biology review course presented by Supanat Phuangphong. The course is divided into three parts that cover microscopes, cells, membrane transportation, cell division, biomolecules, and genetics. Part one focuses on microscopes, cells, membrane transportation, and cell division. Part two covers animal physiology topics. Part three is about botany and genetics. The document then provides more detailed information about various topics from the course outline such as the different types of microscopes, cell structures, and biomolecules.
A União Europeia está enfrentando desafios sem precedentes devido à pandemia de COVID-19 e à invasão russa da Ucrânia. Isso destacou a necessidade de autonomia estratégica da UE em áreas como energia, defesa e tecnologia digital para garantir sua segurança e prosperidade a longo prazo. A Comissão Europeia propôs novas iniciativas para fortalecer a resiliência econômica e geopolítica do bloco.
The document defines curriculum in several ways, including as a scope and sequence document listing intended learning outcomes by grade level and topic, as textbooks that function as daily guides to instructional ends and means, and at different levels from the individual student to the international level. It also describes different types of curriculum, such as the official/written curriculum, operational curriculum, hidden curriculum, and extra curriculum.
The document discusses teaching and learning approaches for the 21st century. It emphasizes that learning is an active process where students construct their own understanding rather than passively receiving information. Students learn in different ways, including visually, auditorily and kinesthetically. Effective teaching methods engage students in the learning process and use active learning techniques like group work and reflection to supplement lectures. Testing and assessment must also evolve to evaluate higher-order thinking skills and the various literacies needed in the 21st century.
The document discusses the evolution of technology and the internet through different phases:
- Web 1.0 allowed for viewing and linking of single web pages for information but no interaction between users.
- Web 2.0 facilitated sharing of information and user collaboration through dynamic pages using multimedia. It enabled users to create their own content and use social networking systems.
- Web 3.0 will involve machines understanding people and processing web information through semantic search and reasoning. Information will be presented contextually and connections between people will be augmented through immersive technologies. Learning will be integrated into society everywhere.
Introduction to 088708 Summer 2013 a course of Curriculum,Teaching and Learning Technology Program @ Faculty of Education Chiang Mai University,Thailand
Unit 2 Academic Leadership
Training section held by Faculty of Education, Chiang Mai University ,Thailand... this one is used during 18-21 February 2013.
Performance improvement (PI) aims to enhance measurable outcomes through structured systems. PI models involve performance analysis, cause analysis, intervention selection, design/development, implementation, and evaluation. PI can improve organizational, process, and individual performance. Key principles include applying empiricism, pragmatism, and humanism. Foundations include behavioral learning, communications, systems, and organizational development theories. Early contributors helped establish the field.
The document discusses constructivist design theory. It notes that constructivism has two main orientations: individual constructivism which emphasizes individual meaning-making, and social constructivism which highlights the role of social interactions in knowledge development. The most effective learning occurs when people actively derive meaning from their experiences and context. Constructivist design focuses on interactive and collaborative learning, scaffolding, problem-based learning, authentic learning activities, and learner control.
Ralph Tyler :Basic Principles of Curriculum and InstructionSoontaree Konthieng
Ralph Tyler outlines four fundamental questions for developing curriculum and planning instruction: (1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to achieve these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? He discusses that educational objectives should be determined by studying learners, contemporary life, and suggestions from subject specialists. Objectives should not come from a single source but be determined through considering multiple perspectives.
12. ครูในยุคปจจุบันจะตองเผชิญอะไรบาง
โลกปรับ คริสตวรรษที่
11-18 19-20 21
Society
Static Growth Dynamic
Community Rural Urban Virtual
Context
Local International Transnational
Pace of
Months Days Seconds
changes
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13. วิกฤตโลก
•
ประชากรโลก
•
วิกฤตพลังงานZZ Z ก. ภัยจากธรรมชาติ
•
วิกฤตอาหารZZ Z ข. ภัยจากมนุษย
•
วิกฤตน้ำZZ Z Z หรือ ก + ข
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14. ยุคแหงความสุดโตง - age of extremity
Knowledge
Overwhelming
Environmental
extremes
Social
Extremes
Political
extremes
Nature
Extremes
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15. World Economic Structure*
The Triad Rise of the Rest
The Rest of the World The Rest of the Asia
The Rest of the Asia China/India
ดร.สุวิทย เมษินทรีย-สถาบันศศิน-จุฬาฯ
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36. ที่เป
ลี่ย
นไป
ผูเร
ียน
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37. ที่เป
ลี่ย
นไป
ผูเร
ียน Why? How urgent ?
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38. ที่เป
ลี่ย
นไป
ผูเร
ียน Why? How urgent ?
Demographic Shift From
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39. ที่เป
ลี่ย
นไป
ผูเร
ียน Why? How urgent ?
Demographic Shift From
•Baby Boom Generation(1946-1964)
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40. ที่เป
ลี่ย
นไป
ผูเร
ียน Why? How urgent ?
Demographic Shift From
•Baby Boom Generation(1946-1964)
•Generation X (1960-1980’s)
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41. ที่เป
ลี่ย
นไป
ผูเร
ียน Why? How urgent ?
Demographic Shift From
•Baby Boom Generation(1946-1964)
•Generation X (1960-1980’s)
•Generation Y (1980-1990)
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42. ที่เป
ลี่ย
นไป
ผูเร
ียน Why? How urgent ?
Demographic Shift From
•Baby Boom Generation(1946-1964)
•Generation X (1960-1980’s)
•Generation Y (1980-1990)
•Generation Z (1990-early 2000)
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43. ที่เป
ลี่ย
นไป
ผูเร
ียน Why? How urgent ?
Demographic Shift From
•Baby Boom Generation(1946-1964)
•Generation X (1960-1980’s)
•Generation Y (1980-1990)
•Generation Z (1990-early 2000)
•Generation AO: Always On (2000-2020)
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44. ที่เป
ลี่ย
นไป
ผูเร
ียน Why? How urgent ?
Demographic Shift From
•Baby Boom Generation(1946-1964)
•Generation X (1960-1980’s)
•Generation Y (1980-1990)
•Generation Z (1990-early 2000)
•Generation AO: Always On (2000-2020)
New Profiles of Students and Workers
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51. การเรียนรูในศตวรรษที่ 21
สอนใหนอยลง เรียนรูใหมากขึ้น
Love to Learn Learn to Learn
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52. การเรียนรูในศตวรรษที่ 21
สอนใหนอยลง เรียนรูใหมากขึ้น
Love to Learn Learn to Learn
Learn to Live
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53. การเรียนรูในศตวรรษที่ 21
สอนใหนอยลง เรียนรูใหมากขึ้น
Love to Learn Learn to Learn
Learn to Live Learn to Love
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54. การเรียนรูในศตวรรษที่ 21
สอนใหนอยลง เรียนรูใหมากขึ้น
Love to Learn Learn to Learn
Learn to Live Learn to Love
**บทบาทของผูนำทางวิชาการ ???***
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70. technically profiffiicient ความเชี่ยวชาญดานเทคนิค* Build your brand สรางแบรนดของตนเอง
self-improvement พัฒนาตนเอง Reliability นาเชื่อถือ
Seek and take responsibility for one's actions ผิดชอบตอการกระทำ Social maturity
แสวงหาและรับ มีวุฒิภาวะทางสังคม
good problem solving skills มีทักษะที่ดีในการแกปญหา Spiritual maturity มีวุฒิภาวะทางจิตวิญญาณ
self-study ศึกษาหาความรูดวยตนเอง Motivation ใหแรงบันดาลใจ
Focus on Priority มุงเนนที่ลำดับความสำคัญ Emotional stability มีความมั่นคงทางอารมณ
Cooperation มีทักษะการทำงานรวมกัน Disposition อุปนิสัยใจคอดี
Understanding the soft stuff เขาใจประเด็นที่ละเอียดออน Concern for others หวงใยผูอื่น
Listen รูจักฟง Embrace humor and optimismมีอารมณขันและมองโลกในแงดี
Love people รักผูอื่น Commit to excellence มุงหวังความเปนเลิศ
Check your attitude ตรวจสอบทัศนะของตนเอง Earn trust สรางความไววางใจ
Reinforce core value สนับสนุนคานิยมหลัก Submit to the authority of others
ยอมในอำนาจของผูอื่น
Take action ลงมือทำ Take risks กลาเสี่ยง
Aim for the hearts ตั้งเปาที่ใจ Commitment รับผิดชอบ ทุมเท
Be proactive ควบคุมสถานการณได Tell the truth but with compassion
พูดความจริงดวยความรัก
Expect conflffllictี ยอมรับ/พรอมรับมือกับความขดแยง Develop service attitude พัฒนาจิตอาสา
Good followers เปนผูตามที่ดี Love what you do รักในสิ่งที่ทำ
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102. สงทายกันดวยสองสิ่งนี้
“It is not the strongest or the most
intelligent who will survive but those who
can best manage change.”
― Charles Darwin
http://www.goodreads.com/author/quotes/12793.Charles_Darwin?auto_login_attempted=true
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