The document is the 2010-2011 school improvement plan for Tech High School. It outlines 5 measurable goals for the school year: 1) to increase academic achievement for all students, 2) to provide a safe and orderly learning environment, 3) to promote engagement and collaboration of stakeholders, 4) to provide support services that support student success, and 5) to employ and retain highly qualified staff. Each goal includes initiatives and action steps to work towards meeting the goal.
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
The document discusses a six-point plan to increase academic rigor in schools by committing to rigor for all students, conducting an inventory of advanced course offerings, supporting teacher professional development, aligning curricula between middle and high school, using data to inform decisions and identify prospective students, and offering a fully aligned college readiness system with AP courses. The plan is presented as a treatment to address concerns about student preparation for college.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
This document provides information on the Course Syllabus for FS 2 - Participation and Teaching Assistantship at Davao de Oro State College. It outlines the course description, objectives, outcomes, content, instructional plan and assessments. The course aims to allow pre-service students to participate and assist in teaching and learning activities such as assessment of learning, preparation of instructional materials and classroom routines. Over 13 weeks, students will reflect on their role as teachers, apply principles of assessment, instructional material design, and classroom management. They will also prepare lesson plans, design a bulletin board, and do two demonstration teachings. The goal is for students to gain experience assisting in the classroom in preparation for their teaching careers.
The document is the 2010-2011 school improvement plan for Tech High School. It outlines 5 measurable goals for the school year: 1) to increase academic achievement for all students, 2) to provide a safe and orderly learning environment, 3) to promote engagement and collaboration of stakeholders, 4) to provide support services that support student success, and 5) to employ and retain highly qualified staff. Each goal includes initiatives and action steps to work towards meeting the goal.
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
The document discusses a six-point plan to increase academic rigor in schools by committing to rigor for all students, conducting an inventory of advanced course offerings, supporting teacher professional development, aligning curricula between middle and high school, using data to inform decisions and identify prospective students, and offering a fully aligned college readiness system with AP courses. The plan is presented as a treatment to address concerns about student preparation for college.
Part of the requirements in GURO21 Course 1 is the crafting of one's professional development plan (PDP). This document is an example of such which contains my plans for personal and professional development which will further ripple its influence to the academe.
This document provides information on the Course Syllabus for FS 2 - Participation and Teaching Assistantship at Davao de Oro State College. It outlines the course description, objectives, outcomes, content, instructional plan and assessments. The course aims to allow pre-service students to participate and assist in teaching and learning activities such as assessment of learning, preparation of instructional materials and classroom routines. Over 13 weeks, students will reflect on their role as teachers, apply principles of assessment, instructional material design, and classroom management. They will also prepare lesson plans, design a bulletin board, and do two demonstration teachings. The goal is for students to gain experience assisting in the classroom in preparation for their teaching careers.
This document outlines a project to help students choose their senior high school strand. It involves administering a 200-item assessment covering various subjects and an essay on goals. This will help students understand their strengths and passions to make an informed choice, rather than feel pressured into certain strands. The assessment will be conducted yearly in collaboration with DepEd. Expected outcomes include empowering students and challenging stereotypes about strands.
This document outlines Miles Intermediate School's strategic plan for improving student achievement. The plan focuses on building teacher capacity, implementing the International Baccalaureate program, and establishing systems to support student growth. Key priorities include improving literacy and math skills, preparing students for global diversity, and increasing parent engagement. The school will provide targeted professional learning, implement rigorous projects, and strengthen partnerships to achieve these goals. Funding will support teacher training, data analysis, and resources for the IB authorization process. The strategic plan is intended to help Miles Intermediate increase test scores and other performance measures.
The document outlines the goals and objectives of a Title IID grant from the Office of Educational Technology. The overarching goals are to improve student academic performance on assessments in core subjects and provide comprehensive professional development for technology integration. Specific goals include improving student achievement through technology, ensuring technology literacy by 8th grade, and encouraging effective integration of technology. Objectives include increasing student competency in technology literacy, engagement, and test scores, as well as developing technology leadership, improving educator skills, and revising school plans to integrate technology.
The document summarizes a grant program called Leadership Innovation for Education (LIFE) that aims to improve student academic performance in core subjects through effective technology use. It provides details on professional development for educators, including workshops, online courses, and coaching/mentoring. It also outlines goals of developing student e-portfolios and online courses. Evaluation of the program will include surveys, observations, interviews and assessments of technology/literacy skills and student e-portfolios.
The document provides an orientation for volunteers of the Elevate [Math] program. It discusses the Silicon Valley Education Foundation's vision of transforming public education. It explains that Elevate [Math] is a 4-week summer program that prepares 8th grade students for success in algebra and the Common Core standards. The program takes a holistic approach, supporting students, families, teachers and districts. Evaluations show the program improves student achievement and mindsets, as well as teaching practices. Districts that provide the program see higher algebra proficiency rates. The transition to Common Core does not change the program's philosophy of front-loading support to boost math skills and confidence.
This document outlines a three-day in-service training for teachers on integrating information and communication technology (ICT) into lesson instruction. The training will be held at Simbalan National High School from October 24-26, 2013. It will teach teachers basic skills in Microsoft Word, Excel, PowerPoint and movie making software. The objectives are for teachers to be able to create documents, class records, presentations and instructional movies using ICT. A budget of 6,375 pesos from the school's funds will cover facilitators, materials and meals for the 15 participating teachers. The schedule details the topics and activities to be covered each day. An evaluation form will collect teacher feedback on the relevance, skills gained, design and interaction
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan involves 13 sessions to be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions led by the School Head, Master Teachers, and Grade Leaders. Evaluations will be conducted to track teacher and student performance. The LAC plan aims to improve teaching quality and learning outcomes through various professional development activities and community engagement.
The OPAL Project aims to improve student academic performance through technology-infused instruction and professional development for educators. The project will provide blended professional development for teachers to develop technology-rich, project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state assessments, especially for English language learners and students with disabilities, and provide sustained, high-quality technology training for educators. Participating schools and educators are expected to fully support and collaborate with the project.
The document outlines several division programs and projects for the 2018-2019 school year (SY) aimed at improving curriculum implementation and student performance. Key programs include:
1. HI-TEACH - Focuses on instructional supervision, technical assistance for teachers, and capacity building for school heads to ensure full implementation of K-12 curriculum.
2. POWER IT UP - Implements intervention, reinforcement, and enhancement activities to improve student performance in all subject areas to at least 75% proficiency.
3. I-LIKHA - Contextualizes instructional materials to address 21st century learner needs and support teachers through localization of resources.
4. AGAP - Strengthens the assessment
The document discusses STEM education in Maryland. It outlines the governor's STEM taskforce which aims to: 1) align K-12 STEM curriculum with college and career requirements; 2) triple the number of STEM teachers and increase their retention rate; 3) ensure all math and science teachers have skills to teach college-ready curriculum. It also discusses previous STEM initiatives in Maryland and components of effective STEM activities like problem-based learning.
1) The document discusses guidelines for classroom assessment in the Philippine K-12 basic education program.
2) Classroom assessment is formative and aims to track learner progress, provide feedback, and ensure students can demonstrate knowledge and skills based on learning standards.
3) Assessment methods evaluate students' mastery of content and performance standards, as well as higher-order thinking skills, through tests, tasks, projects and other measures.
The OPAL Project is a 3-year Title II Part D competitive grant that aims to improve student academic performance in core subjects through effective technology integration and professional development for educators. The project will provide blended professional development for teachers to develop project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state exams and provide sustained, high-quality professional development for educators to infuse technology into instruction. Participating schools must work collaboratively with project staff to support the goals of improving instruction with technology.
This document provides an overview and agenda for a Title IID technology grant focusing on improving student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through technology-based projects, 2) Increase teacher ability to integrate technology, and 3) Strengthen teacher collaboration. Teachers will attend professional development sessions on topics like digital storytelling and Google Maps. Students will create online history timelines and maps to demonstrate social studies understanding. The grant will provide ongoing support to help teachers and students develop technology and project-based learning skills.
Integration of the graduate profiles and academic literacy capabilities into ...Neda Zdravkovic
The International Consortium of Academic Language and Learning Developers (ICALLD) Online Symposium 2018:
Academic Literacies in a Globalised World: Diversity, Digitalisation, Dependency
Achieving constructive alignment in curriculum and assessment design is one of the key challenges for faculty teaching staff and course coordinators. A primary driver for this alignment is the attainment of specific capabilities defined through graduate profiles, employability-driven needs, disciplinary knowledge and practice. This presentation will engage participants in the process of transforming academic curricula to accommodate students’ learning needs and develop transferable capabilities as defined in the newly released Graduate Profile. Based on the undergraduate year 1 case-study at the University of Auckland, we will focus on the application of learning analytics to identify gaps, curriculum analysis and re-design process, pedagogy, theoretical frameworks and evidence of impact. This session will open the discussion on practical as well as challenging experiences in integrating academic literacy capabilities into curriculum and its outcomes.
The document is a portfolio created by Rob Reynolds to provide evidence of meeting the Iowa Teaching Standards. It includes artifacts and reflections for each of the 8 teaching standards. For standard 1, artifacts include a course syllabus used to communicate expectations. For standard 2, an algebra review handout is used. Examples of planning like reading strategies emails and student work are included for standards 3 and 4. Assessments, grades posted to Edline, and aligned reviews are discussed under standard 5. Classroom management through prayer is described for standard 6. Professional development through conferences and an e-portfolio are discussed for standard 7. Interactive online assignments are presented for standard 8. The faith standard highlights experiences like Kairos retreats and daily prayer
1. California is phasing in K-12 distance learning programs to meet student needs, standardize quality, and save costs. It started with high school courses and plans to expand to other grades.
2. Phase I involves piloting course management systems and vendor content. Courses are supplemental and often blended with online and in-person instruction. Popular vendors include Odysseyware, Pearson, and Aventa.
3. Future phases include training teachers to modify vendor content and develop their own lessons using open resources, moving to a blended model with less reliance on vendors.
This strategic plan by the Cavite National High School outlines goals and objectives for 2014-2019. Goal 1 aims to provide quality education and improve student performance through remedial classes and teacher training. Goal 2 is to develop highly qualified teachers through continuing education programs. Goal 3 seeks to upgrade school facilities by maintaining furniture in acceptable condition through acquisitions and repairs. The plan lists strategies, performance measures, timelines, and budget requirements to achieve these goals over the five year period.
The document summarizes trends in online learning and discusses strategies for implementing successful online education programs. Key points include:
- Online learning in K-12 has grown rapidly in recent years and is expected to continue growing. Nearly 30% of higher ed students took an online course in 2009.
- Effective online courses require high-quality content, strong teacher-student interaction, proctored assessments, and support for struggling students. Student self-motivation and time management are important skills.
- Research on an online math course found no significant difference in performance between online and face-to-face students. Policymakers are encouraged to expand access to online learning options.
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
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Contenu connexe
Similaire à Math Annual implementation plan on year 2023
This document outlines a project to help students choose their senior high school strand. It involves administering a 200-item assessment covering various subjects and an essay on goals. This will help students understand their strengths and passions to make an informed choice, rather than feel pressured into certain strands. The assessment will be conducted yearly in collaboration with DepEd. Expected outcomes include empowering students and challenging stereotypes about strands.
This document outlines Miles Intermediate School's strategic plan for improving student achievement. The plan focuses on building teacher capacity, implementing the International Baccalaureate program, and establishing systems to support student growth. Key priorities include improving literacy and math skills, preparing students for global diversity, and increasing parent engagement. The school will provide targeted professional learning, implement rigorous projects, and strengthen partnerships to achieve these goals. Funding will support teacher training, data analysis, and resources for the IB authorization process. The strategic plan is intended to help Miles Intermediate increase test scores and other performance measures.
The document outlines the goals and objectives of a Title IID grant from the Office of Educational Technology. The overarching goals are to improve student academic performance on assessments in core subjects and provide comprehensive professional development for technology integration. Specific goals include improving student achievement through technology, ensuring technology literacy by 8th grade, and encouraging effective integration of technology. Objectives include increasing student competency in technology literacy, engagement, and test scores, as well as developing technology leadership, improving educator skills, and revising school plans to integrate technology.
The document summarizes a grant program called Leadership Innovation for Education (LIFE) that aims to improve student academic performance in core subjects through effective technology use. It provides details on professional development for educators, including workshops, online courses, and coaching/mentoring. It also outlines goals of developing student e-portfolios and online courses. Evaluation of the program will include surveys, observations, interviews and assessments of technology/literacy skills and student e-portfolios.
The document provides an orientation for volunteers of the Elevate [Math] program. It discusses the Silicon Valley Education Foundation's vision of transforming public education. It explains that Elevate [Math] is a 4-week summer program that prepares 8th grade students for success in algebra and the Common Core standards. The program takes a holistic approach, supporting students, families, teachers and districts. Evaluations show the program improves student achievement and mindsets, as well as teaching practices. Districts that provide the program see higher algebra proficiency rates. The transition to Common Core does not change the program's philosophy of front-loading support to boost math skills and confidence.
This document outlines a three-day in-service training for teachers on integrating information and communication technology (ICT) into lesson instruction. The training will be held at Simbalan National High School from October 24-26, 2013. It will teach teachers basic skills in Microsoft Word, Excel, PowerPoint and movie making software. The objectives are for teachers to be able to create documents, class records, presentations and instructional movies using ICT. A budget of 6,375 pesos from the school's funds will cover facilitators, materials and meals for the 15 participating teachers. The schedule details the topics and activities to be covered each day. An evaluation form will collect teacher feedback on the relevance, skills gained, design and interaction
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan involves 13 sessions to be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions led by the School Head, Master Teachers, and Grade Leaders. Evaluations will be conducted to track teacher and student performance. The LAC plan aims to improve teaching quality and learning outcomes through various professional development activities and community engagement.
The OPAL Project aims to improve student academic performance through technology-infused instruction and professional development for educators. The project will provide blended professional development for teachers to develop technology-rich, project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state assessments, especially for English language learners and students with disabilities, and provide sustained, high-quality technology training for educators. Participating schools and educators are expected to fully support and collaborate with the project.
The document outlines several division programs and projects for the 2018-2019 school year (SY) aimed at improving curriculum implementation and student performance. Key programs include:
1. HI-TEACH - Focuses on instructional supervision, technical assistance for teachers, and capacity building for school heads to ensure full implementation of K-12 curriculum.
2. POWER IT UP - Implements intervention, reinforcement, and enhancement activities to improve student performance in all subject areas to at least 75% proficiency.
3. I-LIKHA - Contextualizes instructional materials to address 21st century learner needs and support teachers through localization of resources.
4. AGAP - Strengthens the assessment
The document discusses STEM education in Maryland. It outlines the governor's STEM taskforce which aims to: 1) align K-12 STEM curriculum with college and career requirements; 2) triple the number of STEM teachers and increase their retention rate; 3) ensure all math and science teachers have skills to teach college-ready curriculum. It also discusses previous STEM initiatives in Maryland and components of effective STEM activities like problem-based learning.
1) The document discusses guidelines for classroom assessment in the Philippine K-12 basic education program.
2) Classroom assessment is formative and aims to track learner progress, provide feedback, and ensure students can demonstrate knowledge and skills based on learning standards.
3) Assessment methods evaluate students' mastery of content and performance standards, as well as higher-order thinking skills, through tests, tasks, projects and other measures.
The OPAL Project is a 3-year Title II Part D competitive grant that aims to improve student academic performance in core subjects through effective technology integration and professional development for educators. The project will provide blended professional development for teachers to develop project-based learning units and student e-portfolios. It will also explore online learning opportunities for students. The goals are to improve student performance on state exams and provide sustained, high-quality professional development for educators to infuse technology into instruction. Participating schools must work collaboratively with project staff to support the goals of improving instruction with technology.
This document provides an overview and agenda for a Title IID technology grant focusing on improving student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through technology-based projects, 2) Increase teacher ability to integrate technology, and 3) Strengthen teacher collaboration. Teachers will attend professional development sessions on topics like digital storytelling and Google Maps. Students will create online history timelines and maps to demonstrate social studies understanding. The grant will provide ongoing support to help teachers and students develop technology and project-based learning skills.
Integration of the graduate profiles and academic literacy capabilities into ...Neda Zdravkovic
The International Consortium of Academic Language and Learning Developers (ICALLD) Online Symposium 2018:
Academic Literacies in a Globalised World: Diversity, Digitalisation, Dependency
Achieving constructive alignment in curriculum and assessment design is one of the key challenges for faculty teaching staff and course coordinators. A primary driver for this alignment is the attainment of specific capabilities defined through graduate profiles, employability-driven needs, disciplinary knowledge and practice. This presentation will engage participants in the process of transforming academic curricula to accommodate students’ learning needs and develop transferable capabilities as defined in the newly released Graduate Profile. Based on the undergraduate year 1 case-study at the University of Auckland, we will focus on the application of learning analytics to identify gaps, curriculum analysis and re-design process, pedagogy, theoretical frameworks and evidence of impact. This session will open the discussion on practical as well as challenging experiences in integrating academic literacy capabilities into curriculum and its outcomes.
The document is a portfolio created by Rob Reynolds to provide evidence of meeting the Iowa Teaching Standards. It includes artifacts and reflections for each of the 8 teaching standards. For standard 1, artifacts include a course syllabus used to communicate expectations. For standard 2, an algebra review handout is used. Examples of planning like reading strategies emails and student work are included for standards 3 and 4. Assessments, grades posted to Edline, and aligned reviews are discussed under standard 5. Classroom management through prayer is described for standard 6. Professional development through conferences and an e-portfolio are discussed for standard 7. Interactive online assignments are presented for standard 8. The faith standard highlights experiences like Kairos retreats and daily prayer
1. California is phasing in K-12 distance learning programs to meet student needs, standardize quality, and save costs. It started with high school courses and plans to expand to other grades.
2. Phase I involves piloting course management systems and vendor content. Courses are supplemental and often blended with online and in-person instruction. Popular vendors include Odysseyware, Pearson, and Aventa.
3. Future phases include training teachers to modify vendor content and develop their own lessons using open resources, moving to a blended model with less reliance on vendors.
This strategic plan by the Cavite National High School outlines goals and objectives for 2014-2019. Goal 1 aims to provide quality education and improve student performance through remedial classes and teacher training. Goal 2 is to develop highly qualified teachers through continuing education programs. Goal 3 seeks to upgrade school facilities by maintaining furniture in acceptable condition through acquisitions and repairs. The plan lists strategies, performance measures, timelines, and budget requirements to achieve these goals over the five year period.
The document summarizes trends in online learning and discusses strategies for implementing successful online education programs. Key points include:
- Online learning in K-12 has grown rapidly in recent years and is expected to continue growing. Nearly 30% of higher ed students took an online course in 2009.
- Effective online courses require high-quality content, strong teacher-student interaction, proctored assessments, and support for struggling students. Student self-motivation and time management are important skills.
- Research on an online math course found no significant difference in performance between online and face-to-face students. Policymakers are encouraged to expand access to online learning options.
Similaire à Math Annual implementation plan on year 2023 (20)
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
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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 document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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.
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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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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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
1. Republic of the Philippines
Department of Education
Region XI
Digos City National High School
Digos City
ANNUAL IMPLEMENTATION PLAN (2024 - 2025)
MATH DEPARTMENT
SCHOOL
IMPROVEMENT
PROJECT TITLE
PROJECT
OBJECTIVE
OUTPUT OF THE
YEAR
ACTIVITIES PERSON(
S)
RESPON
SIBLE
SCHEDULE/V
ENUE
BUDG
ET
PER
ACTIV
ITY
BUDGET SOURCE MATERI
ALS
NEEDED
MOO
E
PT
A
LG
U
CANTE
EN
I.Curriculum
Development
1.Project “SAVER”
S-tudents’
A-ttending
V-ital
E-nrichment and
R-emediation
To mentor,
correct, assist,
evaluate, and
improve
students' grasp
of
understanding
on adding and
subtracting
integers every
quarter by 20,
30, and 40
students per
section.
To determine
students’
mastery on the
fundamental
operations in
math.
To identify
basic math
In a class, at least
75% of students can
add and subtract
integers.
A report of the
diagnostic test as a
basis for the
intervention classes
A) Conduct a
meeting with the
grade level master
teachers and grade
level chairpersons to
discuss the
“Diagnostic Test”.
importance of the
Project
lessons to be included in
the test.
the writers of the test
items
other matters related to
the project.
B) Conduct a Pre-test for
addition and subtraction
of integers.
C) Identify the final list
of students per teacher.
D) Conduct remediation
to all the students and
implement blended
learning if necessary.
Math
Teachers
Students
and Parents
September 2024 –
June 2025
P 4,000 ✓ Internet
Access,
Ink, Bond
paper,
cartolina,
manila
paper,
pentel
pen/marker
2. competencies
that are not
mastered by the
students in their
previous grade
level.
To To give special
sessions to
students having
difficulty with
the basic
competencies
Students accurately
answered at least
75% of the items.
E) Provide, distribute,
and retrieve guided
practice activities.
F) Conduct a Post test to
determine the proficiency
level of the students.
G) Conduct a successive
remediation.
H) Compare the results of
pre-assessment to final
assessment and determine
the increase of the
proficiency level of the
students.
I) Feedbacking
2.Project “HOPE”
H-arping
O-pportunities to
recover the
P-erformance of
students in
E-ducation
To increase the
students’
cognitive level
of
Mathematical
competence
every quarter
by 75% of each
class.
80% of the class
obtained a grade of at
least 75% in
mathematics.
a) Provide differentiated
activities (via
worksheets) based on
the competencies’
student’s cognitive
level.
b) Conduct remediation
activities to students
every 1st
and 3rd
Friday of the month.
c) Conduct Performance
- Based Assessment
every quarter to
assess students’
learning.
Math
Teachers
Students
and Parents
September 2024 –
June 2025
P 7,000 ✓
Internet
Access,
Ink, Bond
paper
3. 3. Project
“S-STAR”
S-HOWCASE
S-tudents’
T-alents
A-cademic
R-epertoire
To equip
students’
potential,
attend and
participate
local contest
including Math
Thinkers’
Quest (MTQ),
regional,
national, and
international
competitions
Teachers and students
attended MTQ,
DFOT, RFOT, and
NFOT, and
international
competitions.
a) Conduct selection of
quizzers.
b) Train and send
students’ qualifiers to
DFOT, RFOT,
NFOT, and
international
competitions.
c) Recognize students’
academic
achievements.
Math
Teachers
Students
September 2024 -
June 2025
P 47,000 ✓
Internet
Access,
Ink, Bond
paper,
Travel
allowance.
Communic
ation
allowance.
4. 1. Learning and
Environmental
Goal
1) Project “LMC”
Local Math Contest
G – uiding
I – ntensively to
S – tudents’
A – cquisition of
mastery level in
all
competencies
To harness the
knowledge,
skills, and
attitudes of
potential math
quizzers
Get the highest
honors/places in
divisional math
contests and at least
one award per grade
level in the regional
math competition.
a. Meet with the math
coaches, grade-level
chairpersons, and master
teachers to discuss the
project.
b. Identify potential math
quizzers at every grade
level.
c. Call the concerned parents
about the project to ensure
the full support of their
students.
d. Hold a local math contest
each month for all grades.
e. Create a reward system for
the contestants as a way of
recognizing their efforts.
Department
Head
Master
Teachers
Math
Teachers
Students
September 2024 -
May 2025
4, 000 ✓ Internet
Access,
Ink, Bond
paper,
5. 1. Project
“STEEP”
S – ystematic
T – ool
E – ngaged
E – ducational
Research
P - roject
To come up
with
instructional
intervention
materials as a
tool to master
students’ least
– learned
competencies.
To enhance,
strengthen, and
cultivate the
young
researchers'
intervention
and methods
of critical
thinking and
reasoning
through
reviews and
scientific
theories,
concepts, and
ideas.
A Researched –
based Instructional
Intervention material.
Approved Research
Implementation
a. Conduct action
research seminar –
workshop to teachers
and students
b. Conduct action
research of the least –
learned
competencies.
c. Create instructional
intervention materials
on the least – learned
competencies.
d. Validate the
instructional
interventional
materials.
e. Feedback.
f. Send off the
instructional
intervention materials
for BERF.
Department
Head,
Master
Teachers,
Math
Teachers,
and
Students
October 2024 –
July 2025
10, 000 ✓ Internet
Access,
Ink, Bond
paper,
communic
ation
allowance
6. 2. Project
“ASHES”
A – Advocacy for
a
S – afe and
H – ealthy
E – nvironment in
S - chool
To ensure a
clean, healthy,
and safe
working
environment to
mitigate
teachers’
absences due to
health issues.
Procurement of
health care needs and
proper sanitation.
a. Prepare the necessary
documents for the
procurement of
healthcare needs and
for proper sanitation.
b. Procure paraphernalia
for healthcare and
proper sanitation.
c. Maintain a clean,
healthy, and safe
workplace.
Department
Head, and
Math
Teachers.
September 2024 –
July 2025
6, 000 ✓ Alcohol,
Face
Masks,
Face
Shields,
Liquid
Hand
Soaps,
Disinfectan
t Spray,
Bleach,
and
Medical
Kit
7. 2. Staff Management
and Development
1. Project “PTCM”
Partaking
One’s
best
Teaching
Experiences in
Enhancing
Classroom
Management
1.To share best
teaching
experiences,
expertise,
knowledge,
and ideas on
specific topics
with staff
member.
2. To
accelerate the
personal and
professional
development of
teachers.
3. To provide
teachers with
constructive
critical
feedback aimed
at improving
their classroom
management
and
instructional
techniques.
Teacher’s Portfolio a) Conduct LAC session
b) Orient teachers on goals
and objectives of SLAC
c) Call the teachers for a
meeting/planning
d) Mentoring
e) Observing classes
f) Feedbacking
Department
Head
Math
Teachers
August 2024 –
June 2025
(Every second
Friday of the
month)
P 2, 000 ✓
8. 2. Projects “
HANDS”
H- old
A- Activities that
N- etworks and
D- evelops
S- ocialization
To maximize
staff potential,
increase
motivation,
show
appreciation,
improve
productivity
and create a
positive
workplace.
Teacher’s
Camaraderie and
teamwork.
a) Ask permission to conduct
team building/INSET
training and others.
b) Conduct team
building/teachers’ retreat.
c) Giving of awards and
recognitions.
d) Feedbacking
Department
Head
Math
Teachers
Speaker
February
2024/December
2024
P 12,000 ✓ Food
Travel
expenses
Stipend,
3. Project “SMS”
Solve, Master and
Share
(Professional
Development)
To continually
harness the
knowledge,
skills and
attitudes of the
teachers by
solving MTAP,
and Olympiad
problems
Gained knowledge in
solving
MTAP/Olympiad
problems
a. Discuss with the teachers
the significance of the
project, etc.
b. Make a training schedule
c. Conduct the training
d. Make a report on the
project.
Department
Head
Math
Teachers
Speaker
September 2024-
June 2025
P 5,000 ✓ ✓
Internet
Access,
Ink, Bond
paper,
communic
ation
allowance,
television,
travel
allowance,
sala set
9. 3. COMMUNITY
LINKAGES AND
PARTNERSHIP
GOAL
Project “I CARE”
I – Integrating
C – Community
A – and
R – Remediation in
E - Education
To remediate
students with
grades 78 and
below in
academic
performance in
mathematics
60% of the concerned
students will have a
grade of 80 and
above.
a. Ask permission from the
principal’s office.
b. Identify students who
have grades 78 and below
through their math
teachers.
c. Meet parents and
students.
d. Coordinate with barangay
officials in Digos City
e. Conduct series of tutorial
sessions to interested
students at DiCNHS
covered court.
f. Feedbacking
Department
Head
Master
Teachers
Math
Teachers
Advisers
Subject
Teachers
November 2024 -
April 2025
P 3,000 ✓ Bond paper
Ink, Travel
allowance,
fuel
Prepared by:
JERNALYN L. CASTRO
OIC-Math Department
Approved by:
ELIZABETHA R. BUERON
School Head