The document discusses philosophical thoughts from the Age of Enlightenment in 18th century France. It compares the unequal societal orders of the time to concepts of equality and discusses separating governmental powers to prevent tyranny. Philosophers would meet to critique absolute royal power and argue that principles of justice, tolerance and liberty should apply to all.
The document discusses philosophical thoughts from the Age of Enlightenment in 18th century France. It compares the unequal societal orders of the time to concepts of equality and discusses separating governmental powers to prevent tyranny. Philosophers would meet to critique absolute royal power and argue that principles of justice, tolerance and liberty should apply to all.
This document provides an overview of the CFL Experience Toolkit, which is designed to guide users through the process of designing, financing, and implementing compact fluorescent lamp (CFL) programs in developing countries. It describes the main sections and navigation tools of the toolkit. The toolkit contains (1) a step-by-step guide to walk through each phase of a CFL program, (2) case studies of existing CFL programs, and (3) a knowledge center with technical specifications, templates, and other resources. The goal is to educate users on best practices and provide resources to help plan and execute their own CFL programs.
The document discusses the future of social media. It notes that while social media was once exciting, some argue it has become boring as big brands have adopted social media marketing tactics. However, innovation continues to be driven by individuals, not brands. New technologies like Bitcoin and user-generated sites show social media's future remains promising and will continue evolving in untapped ways. The document concludes that brands should focus less on interrupting conversations to promote products, and more on building communication tools people find inherently social and valuable.
This document discusses the different types of transitions and their purposes. There are four main types of transitions: those that add information, say the opposite, show cause and effect, or show order in time. Transitions connect ideas and indicate how one idea relates to another, such as continuing a train of thought, contrasting ideas, showing one thing resulting from another, or placing events in a timeline. Examples are provided for each type of transition.
The document contains an email address with no other text or context provided. It does not contain enough information to generate a multi-sentence summary. The document appears to be an email address.
This document provides a revised draft of the model course on Officer in Charge of a Navigational Watch. The course was revised to more closely reflect the requirements of the 2010 Manila Amendments to the STCW Convention. The Sub-Committee is invited to review the draft course and take any appropriate action. The course aims to meet the mandatory minimum requirements for navigation, cargo handling and stowage, and controlling ship operations at the operational level. It outlines the entry standards, certification issued on completion, staffing requirements and teaching facilities needed.
This document outlines strategies for 90% target language use and culturally responsive teaching in world language classrooms. It discusses building relationships through authentic communication and setting the tone for target language use from day one. Culturally responsive teaching focuses on relationships, rigor defined as proficiency, relevance through meaningful themes and essential questions, and creating real and authentic experiences. The document provides examples for how to implement these strategies in the classroom.
This document provides an overview of the CFL Experience Toolkit, which is designed to guide users through the process of designing, financing, and implementing compact fluorescent lamp (CFL) programs in developing countries. It describes the main sections and navigation tools of the toolkit. The toolkit contains (1) a step-by-step guide to walk through each phase of a CFL program, (2) case studies of existing CFL programs, and (3) a knowledge center with technical specifications, templates, and other resources. The goal is to educate users on best practices and provide resources to help plan and execute their own CFL programs.
The document discusses the future of social media. It notes that while social media was once exciting, some argue it has become boring as big brands have adopted social media marketing tactics. However, innovation continues to be driven by individuals, not brands. New technologies like Bitcoin and user-generated sites show social media's future remains promising and will continue evolving in untapped ways. The document concludes that brands should focus less on interrupting conversations to promote products, and more on building communication tools people find inherently social and valuable.
This document discusses the different types of transitions and their purposes. There are four main types of transitions: those that add information, say the opposite, show cause and effect, or show order in time. Transitions connect ideas and indicate how one idea relates to another, such as continuing a train of thought, contrasting ideas, showing one thing resulting from another, or placing events in a timeline. Examples are provided for each type of transition.
The document contains an email address with no other text or context provided. It does not contain enough information to generate a multi-sentence summary. The document appears to be an email address.
This document provides a revised draft of the model course on Officer in Charge of a Navigational Watch. The course was revised to more closely reflect the requirements of the 2010 Manila Amendments to the STCW Convention. The Sub-Committee is invited to review the draft course and take any appropriate action. The course aims to meet the mandatory minimum requirements for navigation, cargo handling and stowage, and controlling ship operations at the operational level. It outlines the entry standards, certification issued on completion, staffing requirements and teaching facilities needed.
This document outlines strategies for 90% target language use and culturally responsive teaching in world language classrooms. It discusses building relationships through authentic communication and setting the tone for target language use from day one. Culturally responsive teaching focuses on relationships, rigor defined as proficiency, relevance through meaningful themes and essential questions, and creating real and authentic experiences. The document provides examples for how to implement these strategies in the classroom.
This document discusses using folktales to teach language and culture. It proposes exploring how to create thematic units centered around folktales that teach language concepts while reinforcing cultural understanding. The presenter aims to provide strategies for novice teachers and learners to stay in the target language. Neuroscience research is discussed showing how stories activate more areas of the brain than plain facts alone. Various forms of assessment centered around folktales are proposed, including illustrating stories, acting out tales, discussing characters, and writing original legends.
This document discusses how words are comprised of sounds and contain meanings, as well as optional and required semantic and grammatical information. Words also relate to other words through co-location patterns.
Classroom management in a foreign language classroom is challenging but important for maximizing instruction time. Effective classroom management requires being proactive rather than reactive through establishing clear expectations, using a commanding teacher persona, seizing control on the first day of class, having a decisive yet compassionate voice, and building relationships with students. It also relies on developing a shared sense of responsibility, inviting student voice, and leveraging motivators like cultural imitation, goal setting, and grades to convince students to meet behavioral expectations.
The document discusses strategies for designing instruction to improve students' interpersonal communication skills for interacting with native speakers in real-time. It defines the interpersonal mode as spoken or signed interactions that involve negotiating meaning, asking clarifying questions, sharing information and opinions, and expressing reactions and feelings. It then provides examples of communication situations that utilize interpersonal skills and presents strategies for practicing the interpersonal mode, including various seating configurations, sentence starters, reaction words, and impromptu conversation scaffolds.
Studying rigorous language courses provides several benefits. It improves cognitive skills like flexible thinking and intercultural understanding. Proficiency in additional languages can open up career opportunities in fields like teaching, social work, customer service, healthcare, the military and more that require strong language abilities.
This document discusses improving language teaching methods by focusing on essential communication skills rather than excessive grammar and vocabulary. It recommends simplifying unit planning around key questions and purposes for interpersonal speaking, interpretive listening and reading, and presentational writing. The most effective factors for fluency are comprehensible input from authentic texts, interaction with native speakers, and intrinsic motivation rather than discrete grammar instruction. Sample unit essential questions, conversation goals, writing prompts, and input texts are provided as examples.
The document discusses strategies for helping students understand target languages without relying on English translations. It presents examples of using visuals and animations, designing scaffolded conversation experiences, implementing micro-practice and short-practice sessions, using body language and checking for understanding, empowering student-led construction of meaning, teaching clarification strategies, and using instruction time for scaffolded expression practice. Teachers are also encouraged to display high-frequency expressions and use communication breakdowns to identify needed vocabulary.
The document discusses strategies for increasing target language use in the classroom, including aiming for 90% or more instruction in the target language, changing student beliefs about their ability to understand and speak the language, planning opportunities for target language use, and holding all students accountable for using the target language. It also mentions collaborating with students and assessing target language use over time.
This document outlines Paris Granville's best first day of teaching ever. It includes an introduction where she introduces herself in the target language of French. The rest of the document provides tips for teaching such as greeting students in the target language, using the target language for 90% of class time, engaging students in group discussions, and not being afraid of challenges when using the target language.
Impact des Critères Environnementaux, Sociaux et de Gouvernance (ESG) sur les...mrelmejri
J'ai réalisé ce projet pour obtenir mon diplôme en licence en sciences de gestion, spécialité management, à l'ISCAE Manouba. Au cours de mon stage chez Attijari Bank, j'ai été particulièrement intéressé par l'impact des critères Environnementaux, Sociaux et de Gouvernance (ESG) sur les décisions d'investissement dans le secteur bancaire. Cette étude explore comment ces critères influencent les stratégies et les choix d'investissement des banques.
Conseils pour Les Jeunes | Conseils de La Vie| Conseil de La JeunesseOscar Smith
Besoin des conseils pour les Jeunes ? Le document suivant est plein des conseils de la Vie ! C’est vraiment un document conseil de la jeunesse que tout jeune devrait consulter.
Voir version video:
➡https://youtu.be/7ED4uTW0x1I
Sur la chaine:👇
👉https://youtube.com/@kbgestiondeprojets
Aimeriez-vous donc…
-réussir quand on est jeune ?
-avoir de meilleurs conseils pour réussir jeune ?
- qu’on vous offre des conseils de la vie ?
Ce document est une ressource qui met en évidence deux obstacles qui empêchent les jeunes de mener une vie épanouie : l'inaction et le pessimisme.
1) Découvrez comment l'inaction, c'est-à-dire le fait de ne pas agir ou d'agir alors qu'on le devrait ou qu'on est censé le faire, est un obstacle à une vie épanouie ;
> Comment l'inaction affecte-t-elle l'avenir du jeune ? Que devraient plutôt faire les jeunes pour se racheter et récupérer ce qui leur appartient ? A découvrir dans le document ;
2) Le pessimisme, c'est douter de tout ! Les jeunes doutent que la génération plus âgée ne soit jamais orientée vers la bonne volonté. Les jeunes se sentent toujours mal à l'aise face à la ruse et la volonté politique de la génération plus âgée ! Cet état de doute extrême empêche les jeunes de découvrir les opportunités offertes par les politiques et les dispositifs en faveur de la jeunesse. Voulez-vous en savoir plus sur ces opportunités que la plupart des jeunes ne découvrent pas à cause de leur pessimisme ? Consultez cette ressource gratuite et profitez-en !
En rapport avec les " conseils pour les jeunes, " cette ressource peut aussi aider les internautes cherchant :
➡les conseils pratiques pour les jeunes
➡conseils pour réussir
➡jeune investisseur conseil
➡comment investir son argent quand on est jeune
➡conseils d'écriture jeunes auteurs
➡conseils pour les jeunes auteurs
➡comment aller vers les jeunes
➡conseil des jeunes citoyens
➡les conseils municipaux des jeunes
➡conseils municipaux des jeunes
➡conseil des jeunes en mairie
➡qui sont les jeunes
➡projet pour les jeunes
➡conseil des jeunes paris
➡infos pour les jeunes
➡conseils pour les jeunes
➡Quels sont les bienfaits de la jeunesse ?
➡Quels sont les 3 qualités de la jeunesse ?
➡Comment gérer les problèmes des adolescents ?
➡les conseils de jeunes
➡guide de conseils de jeunes
Cycle de Formation Théâtrale 2024 / 2025Billy DEYLORD
Pour la Saison 2024 / 2025, l'association « Le Bateau Ivre » propose un Cycle de formation théâtrale pour particuliers amateurs et professionnels des arts de la scène enfants, adolescents et adultes à l'Espace Saint-Jean de Melun (77). 108 heures de formation, d’octobre 2024 à juin 2025, à travers trois cours hebdomadaires (« Pierrot ou la science de la Scène », « Montage de spectacles », « Le Mime et son Répertoire ») et un stage annuel « Tournez dans un film de cinéma muet ».
Newsletter SPW Agriculture en province du Luxembourg du 12-06-24BenotGeorges3
Les informations et évènements agricoles en province du Luxembourg et en Wallonie susceptibles de vous intéresser et diffusés par le SPW Agriculture, Direction de la Recherche et du Développement, Service extérieur de Libramont.
Le fichier :
Les newsletters : https://agriculture.wallonie.be/home/recherche-developpement/acteurs-du-developpement-et-de-la-vulgarisation/les-services-exterieurs-de-la-direction-de-la-recherche-et-du-developpement/newsletters-des-services-exterieurs-de-la-vulgarisation/newsletters-du-se-de-libramont.html
Bonne lecture et bienvenue aux activités proposées.
#Agriculture #Wallonie #Newsletter #Recherche #Développement #Vulgarisation #Evènement #Information #Formation #Innovation #Législation #PAC #SPW #ServicepublicdeWallonie
Formation M2i - Onboarding réussi - les clés pour intégrer efficacement vos n...M2i Formation
Améliorez l'intégration de vos nouveaux collaborateurs grâce à notre formation flash sur l'onboarding. Découvrez des stratégies éprouvées et des outils pratiques pour transformer l'intégration en une expérience fluide et efficace, et faire de chaque nouvelle recrue un atout pour vos équipes.
Les points abordés lors de la formation :
- Les fondamentaux d'un onboarding réussi
- Les outils et stratégies pour un onboarding efficace
- L'engagement et la culture d'entreprise
- L'onboarding continu et l'amélioration continue
Formation offerte animée à distance avec notre expert Eric Collin
4. L’anniversaire de Lucie Modèle : Qu’est-ce que Michel donne aux parents pour préparer la fête ? Il leur donne des ballons. Qu’est-ce que Maman va offrir à Lucie ? Maman et Papa, qu’est-ce qu’ils envoient à oncle Marcel ? Qu’est-ce que Sara donne à Maman pour préparer la fête ? Qui va téléphoner aux amis de Lucie ? Qui va me prêter une belle chemise ?
7. Backdrops: - These are full sized backdrops, just scale them up! - Can be Copy-Pasted out of Templates for use anywhere! www.animationfactory.com
Notes de l'éditeur
*Journal : vêtements*Intro: Verbes comme attendreActivité de pratique: Verbes comme attendre, pronoms compléments*Infogap Conversation: *Video ou musique:*Bouger :