Transcript: When students are taken into account A Good Teacher must be... . And Brailovski mentions, “(…) This essential gestures (…): say and demonstrate, for the teachers, summary in the idea of ”explain”, assist and work, for students, added in the gestures of look, listen to, read and write”, “(…) ask and participate”. A CIRCULAR PROCESS Marion Williams and Robert Burden (1997: 120) suggest that motivation is a ‘state of cognitive arousal’ which provokes a ‘decision to act’, as a result of which there is ‘sustained intellectual and/ or physical effort’ so that the person can achieve some ‘previously set goal’. “The strength of (..) motivation will depend on how much value the individual places on the outcome he or she wishes to achieve”. The purpose of evaluation in learning... Students have to be motivated... Nunan (2011) reminds us that even controlled or guided activities can be fun, especially if they are turned into games or competitions (…)”. Dynamic. Continuous. Circular. Interpersonal. When Planning a Lesson As Antello says, "(...) The teacher understands students not only when she or he knows them inside the classroom, but knowing the world which they are living in, their environment, their likes, etc.”. And Roger states, “We have to consider the whole student, as a physical and cognitive, but primarily emotional, being”. Lesson Plans The teacher not only learns from books, she/he learns in the classroom, from students' movements, eye' contact, etc. As Davini says, “ The teacher is a mediator between the knowledge and students, he has to adequate the material to their capacities, their interests and the necessities of the particular group and the characteristics of the specific socio-cultural context”. Harmer states, “We need to try to match the activities we take into lessons with the students we are teaching. One way of doing this is to keep a constant eye on what they respond well to and what they feel less engaged with. ” To create an optimal environment for learning English, the input in the classroom needs to be comprehensible and just above the students ‘current level of English. Teachers can support comprehension of input by using lots of visual, realia, gestures, and caregiver speech.” (Krashen, 1981) As Harmer says, “Effective teachers are well-prepared. Part of this preparation resides in the knowledge they have of their subject and the skill of teaching. But another feature of being well-prepared is having thought in advanced of what we are going to do in our lessons”. As Litwin says, “Through games we help the acquisition of social proposals, behaviour habits, and work rules. The game among partners is a privilege method in the acquisition of behaviour that helps cooperation, teach solidarity and fraternity, good coexistence and help”. Freire says, “(…) who teaches, learns while teaching and who learns, teaches while learning”. As Harmer says, “An important tool in instruction is for the teacher to organize a demonstration of what is to happen. (…) Demonstration is almost always appropriate and will almost always ensure that students have a better grasp of what they are supposed to do than instructions can on their own”. "(...) One of the things that we are uniquely able to do on the spot is to use mime, gesture and expression to convey meaning and atmosphere. As Givrtz and Palamidessi state, “The evaluation (…) give us information. The purpose of an evaluation is to prove, check something related to the expected qualities of a person or a thing”. And Brown states, “Total commitment, total involvement, a total physical, intellectual, and emotional response are necessary to successfully send and receive messages in a second language”. As Roger says, “Teachers as facilitators must therefore provide the nurturing context for learners to construct their meaning in interaction with others”. Harmer reminds us, “(…) if we wish to develop a good learning environment in the classroom- we need to establish an appropriate relationship with our students. We need to spend time making sure that the teacher-student rapport is positive and useful.” add logo here
Transcript: By Dora Le & Ann Lung AP Rhet Period 1 1 What Is Process? 2 3 Understanding Process Explanations 4 Planning depict the process accurately distinguish what usually and occasionally happens mentally tests all steps in sequence 5 6 use transitions use transitional words and phrases ensure step leads to the next 7 Structuring A Process Essay Congradulations thank you How To Write A Process Essay describe unfamiliar equipment or material three sections explains how to do something use clear & consistent discussion interrupted only for definitions, explanations, or cautions Goal College writing-calls for instructions to persuade present information include clear thesis statement thesis-identifies process & must provide clear logical transitions explain reasons for performing the steps Using Process define terms transitions-establish sequential and chronological relationships can be instructions or process explanation Presents events in strict chronological order now you know how to write a process essay enables readers to perform a process uses present tense speaks directly to the readers keep reader's needs in mind avoid unneccary shifts in tense/mood easy as 1,2,3 is important too does not need a formal conclusion reinforce thesis Introduction (why it is performed) examples: first, second, meanwhile, in conclusion, finally, etc. body reviews the procedure's major stages conclusion Clarity is extremely important Understanding Instructions Help understand how it's carried out use 1st or 3rd person past or present tense style of process explanation varies Accomodating your audience identifies the process include information about materials present overview of the process thesis is stated each treats one major stage CHRONOLOGICAL ORDER
Transcript: Free Read PowerPoint Project Judith Rumelt, better known by her pen name Cassandra Clare, is an American author of young adult fiction. Main Characters Summary Prominent literary item Will Herondale-Will has dark hair and ocean blue eyes. Will is rude and cruel because he believes everyone that loves him will die. He believes this because a demon put a 'curse' on him. Tessa Gray- Tessa has blonde hair and grey eyes. She is very witty and enjoys literature. Recommendation of book Setting Jem Carstairs-Jem has silver hair and eyes, due to the drug he was tortured with before his family was killed. He plays the violin and is very kind, caring, and lovable. The most unique thing in Clockwork Angel is that there are supernatural occurrences such as demons, shape shifters, witches, vampires, and werewolves, etc. I definitely recommend Clockwork Angel by Cassandra Clare. I recommend this book because it uses great figurative language, such as "The machine walked like a man." Also, "There was a boy standing in front of her. He couldn´t have been much older than she was-seventeen or possibly eighteen. He was dressed in what looked like workman´s clothes-a frayed black jacket, trousers, and tough-looking boots. He wore no waistcoat, and thick leather straps crisscrossed his waist and chest. Attached to the straps were weapons-daggers and folding knives and things that looked like blades of ice. In His left hand-slim and long fingered-was bleeding where she had gashed the back of it with her pitcher. But that wasn´t what made her stare. He had the most beautiful face she had ever seen. Tangled black hair and eyes like blue glass. Elegant cheekbones,and long, thick lashes. He looked like every fictional hero she´d ever conjured up in her head. Tessa Gray goes to London to live with her brother. When she arrives Tessa is captured by twin sisters dubbed 'the Dark Sisters'. She was tortured and forced to use her gift of shape shifting for evil until Will Herondale rescues her. He then takes her to the institute, a place for shadowhunters to be cared for. Tessa meets the residents of the institute, Charlotte Branwell, the head of the institute, Henry Branwell, Charlotte's husband and inventor of a many great inventions, Jessamine Lovelace, girly and against all things shadowhunter, Jem Carstairs, a kind but very ill shadowhunter. Presentation Themes Clockwork Angel by Cassandra Clare Most unique thing in the book Presentation by Canaan Hall Clockwork Angel takes place in the institute, and the Dark Sister's home. The institute is an old church with very many rooms for passing visitors. The Dark Sister's house is large but sparsly furnished, in Tessa's room there is a bed with restraints, a mirror, and a nightstand with a few books. The themes for Clockwork angel are; you always need friends that you can trust, don't judge someone by their looks you don't know what they are going through, and even someone you wouldn't expect could be the hero. Cassandra Clare One prominent literary item in the book is personification. Personification is used throughout Clockwork Angel, such as "The machine walked like a man." Another example is, "The door creaked with a noise that sounded like a scream."
Transcript: You can add pictures... In order to create affects use Zoom-in, Zoom out, rotation and resizing. All images used under license from Shutterstock.com While using affects, be careful! ...like these birds by rotating the image... You can add Youtube videos... You can add high resolution images as background to your Prezi 3D Background For Example, we can give falling affect... Don't forget to mention where you get your images from!
Transcript: The adsorption of contaminant molecules by catalysis The improvement of light absorption The improvement of charge separation and transportation ZnS QDs by precipitation method ( Zinc acetate, Sodium sulphide) ( T= 90º, t= 2h) (NaOH was used as a surfactant) (Low crystalyity) ZnS NPs by hydrothermal method ( Zinc chloride, Thioacetamide) (T=140º, t=5h) ZnS microspheres by hydrothermal method (Zinc chloride, Sodium thiosulfate) (T=180º, t=12h) The strongest material ever Optical Properties Synthesis of pure ZnS Secondary, the use of certain organic acids as additives (Formic acid) , in order to inhibit the growth of moulds, bacteria and yeasts. Graphite : narrow peak (2θ = 26.8º)(d=0.33 nm) ZnO nanorod : high intensity peak (002) (2θ = 34.331º) (JCPDS 00-001-1136) ZnS : sphalerite (111), (200), (220), (311) (JCPDS 00-001-0792) Graphite The mechanical and wear-resistance performance of the coating. 1 Morphology PL : The excessive of rGO can act a center for the recombination of electron-hole pairs instead of providing an electron pathway Solar cell device Synthesis of ZnS-based organic (graphene and polypyrrole) composite The intensity of the absorption peak of MB at 663 nm decreases with the increase of irradiation time D(%) = [(A(MB)0 - A(MB)t)/ A(MB)0] × 100 ZG-0 = 0.27% , ZG-1 = 59%, ZG-2 = 68%, ZG-3 = 79%, ZG-4 = 63% UV-vis absorbtion spectra Na2S + 2H2O 2NaOH + H2S (1) ZnO + H2S ZnS + H2O (2) Hummer's method Research Main Points The rule of graphene 300 times stronger than steel and much harder than diamond! Examples for nanomaterial that already used as a reinforcement in the coating XRD Pure ZnS QDs Publications Nanotechnology solutions hexagonal arrangement of carbon in layer stacked to each other One-pot synthesis Multi-step syntheis one-pot synthesis Multi-step synthesis synthesis of Graphene oxide nanosheets. ( Hummer's method) Graphene nanosheets (GNS) - Titanium dioxide composite Graphene Graphene : (2θ = 25.63º) PPy : amorphous (2θ = 26º) ZnS : Sphalerite ( 111), (220), (311) Insertion for a desired properties ZG-0 ( 0% GO), ZG-1 (0.5% GO), ZG-2 (1% GO), ZG-3 (1.5% GO), ZG-4 (2% GO) Synthesis of ZnS-based inorganic (ZnO-ZnS core-shell) composite Absorption XRD Characterization Morphology Synthesis of pure ZnS ZnO-ZnS core-shell nanostructure By Khaled El Sayed Mustafa The morphology of the core-shell structure is a mixture of round and rectangular shape Uv-vis absorption of ZnO-ZnS core-shell Photocatalytic measurement: Mild steel substrate XRD Characterization Improvement of high-surface area of catalysis (BET) Selective adsorption of the aromatic dye on the catalyst ( π electrons ) qe = ( Ci – Ce )V/m GO Intense and sharp peak ( 2θ = 10.6º ) (001) (d=0.83 nm) rGO very broad ( 2θ = 24.31º ) (002) ( d= 0.36 nm) very weak peak ( 2θ = 42.53º ) (100) ( d= 0.21 nm) ZG-0 Zinc blend ( 2θ = 28.609º, 33.153º, 47.591º, 56.473º, 59.227º, 69.583º, 76.894º ) (1 1 1), (2 0 0), (2 2 0), (3 1 1), (2 2 2), (4 0 0) and (3 3 1) ZG-0 Wurtzite ( 2θ = 27.081 ) Graphene : ideal ohmic ZnS nanoparticles : two fold light response, resistance of 3.23 × 10 23 Ωcm2 ZP : resistance of 2.81 × 10 23 Ωcm2 GZP : 1.35 × 10 23 Ω cm2 Hexagonal ZnO ZnS (111) Experimental XRD Characterization One-pot synthesis of ZnO-ZnS core-shell nanostructure Electrodeposition of rGO by Mg(NO3)2 Electrodeposition of ZnO nanorod arrays (ZnCl2, KOH, 1mM) anealing on the high purify Argon gas Sulfidation process ( thioacetamide) Photocatalytic Silo Corrosion failure The Anticorrosion Effect of Ni- RGO -TiO2 Nanocomposite Coating on Mild Steel in Neutral Environment The ZnS shell with an estimated tickness of 18 nm is observed Cathodic Protection synthesis of graphene nanosheets ( microwave assisted t=5min, 15 micro liter Hydrazine) PPy nanotube ( Pyrrol monomer, Fecl3, Methylene orange as a template) A red shift and increase in absorption edge of the UV-Vis spectra of ZnS were observed in the presence of graphene. The PL emission of ZnS-graphene decreased compared to the pure ZnS due to the presence of graphene the PL emission of the ZnO-ZnS core-shell nanostructure decreased due to the presense of ZnS shell and formation of type-II band alignment structure in the hetero-interface which is beneficial for solar cell devices. The presence of rGO in ZnS-rGO composite gives significant improvement in the degradation of methylene blue under visible light irradiation compared to pure ZnS, due to the increased adsorption of the dye, decrease in the band gap and stepwise structure of the energy levels in the composite. The presence of graphene and PPy in the GZP turnary composite lead to higher photocurrent response due to the creation of an interfacial separation between the graphene and the PPy by ZnS nanoparticles, which act as a bridge, and due to enhanced charge transport by graphene. ZnS microsphere-rGO composite Corrosion Inhibitors Crystal structure Bridging effect Charge separation Research Assistant Environmental Modifications Pt foil a counter
Transcript: huddle Mrs. Rossi huddle to crowd together crowd huddle separate
Transcript: - proactive PREPARATORY actions done when there is no immediate typhoon threat - necessary to carry-out actions when an Advisory or Alert is issued by PAGASA. - as required by law and good practices from LGU experiences. EARLY PREPAREDNESS ACTIONS A. CREATE Local Systems and Structures Issue Exec Order - LDRRMC, LDRRMO, ICS, CDVs PREPARE Plans - LDRRMPLCCAP, IAP, Evacuation Plan, CONDUCT Infra Audit DESIGNATE Emergency Op Center ALPHA Conduct trainings for: - info and awareness personnel - DRRMO and admin personnel - humanitarian personnel - security, lifeline and SRR personnel - post disaster response personnel checklist of minimum EARLY and CRITICAL PREPAREDNESS ACTIONS during typhoons for City and Municipal Mayors B. INSTITUTIONALIZE Policies and Plans Create LDRRMO position and staff Assign ICS key posts Assign specific tasks to local functionaries and Punong Barangays e.g. identification of evac centers by ME, identification of repacking centers by MSWDO, creation of BDRRMC by PBs Create MOA with supermarkets, pharmacies, etc CRITICAL PREPAREDNESS ACTIONS supplies, equipment EARLY PREPAREDNESS ACTIONS EARLY PREPAREDNESS ACTIONS Thank You! series of progressive minimum response actions depends on the intensity and possible impact of the typhoon. triggered by the advisory from NDRRMC and DILG –CODIX conveyed to the LGUs by the DILG . LISTO MANUALS BRAVO Guides/References: C. BUILD Competencies CHARLIE D. ACQUIRE Security, Search and Rescue, Medical and Clearing Resources EARLY PREPAREDNESS ACTIONS Hazard, Risk, Flush Points Maps Family /Community Guide to Preparedness Updated CLUP Infra Audit Baseline Data RA 10121 Local DRR Communication Protocol EARLY PREPAREDNESS ACTIONS
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