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A course syllabus for Computer-Assisted Language Learning (CALL) for the English Department students at IMSIU.
CALL syllabus 2022 .docx
CALL syllabus 2022 .docx
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MTEIL Activities 2010
MTEIL Activities 2010
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Recommandé
A course syllabus for Computer-Assisted Language Learning (CALL) for the English Department students at IMSIU.
CALL syllabus 2022 .docx
CALL syllabus 2022 .docx
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Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC
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Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
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APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
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MTEIL Activities 2009
1.
2.
ACTIVITES OF MTEIL
STUDENTS Year 2008 (June –Dec )
3.
Class Activities Class
observation at SASIN
4.
Class observation at UDOM
SUKSA School
5.
Class Observation at
Thai Airline Training Crew Center
6.
Practice teaching :
English camp at Sundaroprachasun school
7.
Practice teaching at
English camp
8.
Observe classes in
HCM To observe classes at universities and schools in Ho chi Minh City Oct 2008 as part of the course ED 512 Language Teaching: Practice and observation
9.
HCMC University of
Social Sciences and Humanities
10.
NongLam University
11.
12.
Dinh Tien Hoang
Primary School
13.
English class: teaching
comparison
14.
15.
Accommodation at SEAMEO
RETRAC
16.
Bui Thi Xuan
High School
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