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Transcript: What is Halloween? and What do people do on Halloween? Origins of Halloween Why we (as Ahmadi Muslims) should avoid celebrating halloween? What is Shirk? Do Muslims believe in ghosts and supernatural things? What is Halloween? Celebrated on the night of October 31st Traditional activities include: Trick-or-treating Carving jack-o-lanterns Costume parties Visiting "haunted houses" Origin of Halloween celebration of the end of the harvest season Samhain was a time used by the ancient pagans to take stock of supplies and prepare for winter The ancient Gaels believed that on October 31, the boundaries between living and the dead overlapped and the deceased would come back to cause havoc such as sickness or damaged crops Masks and costumes were worn in an attempt to mimic the evil spirits or appease them. Why we should avoid celebrating Halloween? Halloween is a harmful innovation among Christians which takes one closer to shirk. The Bible forbids witches, satanic practices etc. but Halloween is generally regarded as fun. Hudhur said it should always be remembered that any ‘fun’ that is based on shirk or any harmful way is to be avoided. We must give up on worldly traditions like these to follow the right path Faith Matters These practices makes children do wrong things in the name of “fun” These practices makes children do wrong things in the name of “fun” Agenda Friday Sermon October 29th 2010 ... small Conclusion Even a hint of shirk is unacceptable to God What is Shirk? Associate anyone in the name, action, or worship of Allah constitutes shirk Condition of Baiat number 6 says that we “shall refrain from following ______________ Ahmadi muslims do not believe in ghosts and other supernatural things (witches, goblins...) Do Muslims believe in ghosts and supernatural being? Heaven is a better reward than the candy get from you get from trick or treat QUESTIONS? “Badness attracts and leads man to adopt it with intensity, while forgetting traditions and beliefs. Some Ahmadis, considering such matters trivial, also get inclined in this way, resulting in very bad consequences” Shirk causes man to sink morally and spiritually. Belief in Divine Unity is a seed out of which grows all virtues, and lack of which lies at the root of all sins Halloween and what do people do on halloween? What other holidays do we not celebrate? Originated from the ancient celtic festival known as Samhain It is extremely wrong to believe in things that are supernatural even if it is for fun We must give up on worldly traditions like these to follow the right path Halloween is a tradition when many people celebrate it with extravagant parties, elaborate costumes and spending more $$$ Hudhur’s Friday Sermon October 29th 2010 Why should Ahmadi Muslims avoid celebrating Halloween? Bringing of dead spirits is WRONG and it goes against what we believe as Muslims

Human Geography Template

Transcript: Human Geography Presentation Introduction Introduction Sustainability at UF has been an ongoing goal since 2001 when the University adopted the US Green Building Council codes. In 2009 they made a detailed plan that set goals that would be implemented and assessed through an annual report every three years. While ambitious goals are important accountability through independent evaluation is essential to successful implementation and review. Hypothesis Sustainability implementation on the University of Florida campus has had varied success and mixed overall knowledge across the campus. Flesh out methods Focus on fleshing out background by avoiding temporal gap by keeping narrative talk about why the indicators were chosen Methods Consulting archival documents and quantitative data in archival documents from the University of Florida Survey a population of various students to assess their perception of sustainability on the campus Assess with the following criteria in mind: land cover, trash can and recycling centers, water fountain distribution, and sustainable building practices Background In 2009 the University of Florida adopted the LEED building standards and required through three iterations to build all new buildings to LEED-Gold Certifications. In 2006 the University of Florida began implementing the Recylcing program through the office of sustainability at football home games with the intent to spread the program to regular activity on campus. In 2017 the Campus Master Plan was updated with amendments and future building sites. Land Cover Land Cover 77 of the listed projects are additions Of the current projects 11 being worked only two of them are demolition and construction programs, six of them involve upgrading or renovation to make space more efficient, and three are cosmetic or office moving. There are 11 projects in the design phase and 8 in planning phase. These projects are all in accordance with the Master plan and LEED building standards. Current Projects and Further Elaboration Construction and renovations allow for preservation of historic spaces to be updated. It sounds counter intuitive, but as technology has improved and emissions from waste can be reduced upgrading technology allows for reduced emissions. Although beyond the scope of this study there are areas of preservation and building available at this link. Pros and Cons of Construction Surveyed Perception Recycling Trash Can and Recycling Centers With current initiatives, UF achieves a waste recycling rate of nearly 40%, or over 6,000 tons of material annually. "I like to think we have things pretty well controlled and inventoried, as far as where the thousands of recycling bins and recycle stations are located – both inside and outside. That is, until the Big Belly invasion. The addition of those 70+ stations resulted in the fast & furious removal and relocation of probably 120 or more previous stations. I have made many corrections to my lists, but I’m not comfortable with the accuracy any more." Current knowledge of Recycling and Waste Management The amount of water fountains is unknown, however with the data provided by surveyors approximations can be made. There are at least 100 water bottle refill stations and the minimum of those survived is over 30,000 water bottles saved during the duration of the refill time. 11 people daily use of refill stations as daily use surveyed Less than 17 oz: 85 oz Around 34 oz: 340 oz Between 34oz and 17oz: 272-136 oz With those estimates applied to the University population there can be a maximum number of 184,512 gallons and minimum of 148,510 gallons used refilling water bottles a day from refill stations. Water Fountain Distribution Water Fountains All of the 17 people we surveyed were content with their access to water refill stations yet if they ran into a problem with them only 1 person knew who to contact. Net zero emissions were stated as a goal by 2015, yet on the sustainability timeline there is not mention or report updating the progression of this goal. There was supposed to be an annual report every three years since the 2009 CAP was implemented yet the three expected follow-ups have not been provided. Access to Information Access to Information There have been drastic improvements, however there is still a requirement for interested parties to contact an email address. They may not always provide the answer that you would like to hear or have information to sufficiently answer your question. However, there is credit to be given to the allocation of staff to answer concerned parties' questions. "UF will track and publicly report annual boundary-scale upgrades with goal of increasing spatial and temporal resolution over time." The last report with accordance to this policy is from 2009 and you need to go through multiple pages to accumulate statistics on multiple topics. Infrastructure and Funding There is enforcement and implementation from the University of Florida Campus

Presentation Template

Transcript: Opportunities for development My vision for English Independent writing Sufficient opportunities for children to write both in context and out of genre, and in genre out of context, choice of independent writing tasks, shadowing English manager and liaising with a SLE to ensure extended independent writing is part of the planning cycle. 'Bridging' gaps in English: Supporting progression from year 5 to year 6, building a set of skills to transfer, adapting units to challenge, booster group for 'inspired writers'. Purpose for writing: Using trips to stimulate writing, sharing work with year 3, providing 'real life' learning to motivate and excite, parent topic morning workshops. A language-rich learning environment: A strong focus on the importance of speaking, reading, and writing for all learners, a variety of books, reading awards and class book display, real-life literacy. Pupil generated success criteria Inspirational interventions in place for identified vulnerable groups of learners Develop marking policy to ensure feedback encourages children to identify their next steps and focus on progression Foster a culture of editing and improving writing Learning walks to improve the level of challenge (e.g. displays, modelling, working wall) Peer work/ group work (e.g. peer coaching/ peer questioning) Personalised writing targets regularly reviewed and updated " If your actions inspire others to dream more, learn more, do more and become more, you are a leader" (John Quincy Adams) "A good leader inspires others with confidence in him; a great leader inspires them with confidence in themselves" (anon) Orchard Lea is a creative, innovative and well-known primary school providing an outstanding curriculum and learning environment for all of the children. Parents are involved in their child's education and have excellent relationships with the school. Children learn from themselves and each other in an exciting and challenging way. Staff are proud to be part of a team at Orchard Lea and have a strong desire to help the children on their individual journeys to become the very best they can be! My vision for English “The best leaders don’t know just one style of leadership – they are all skilled at several, and have the flexibility to switch between styles as the circumstances dictate.” – Daniel Goleman Develop our taught curriculum including increased opportunities for maths and English in light of the new National Curriculum and our school values. Leading and managing improvement Develop provision through outstanding teaching and learning so all pupils are enabled to make good progress within every lesson. There will be a special focus on the able pupil and pupil premium children. Develop Writing mentors Advance use of book corners and class book Empowering children to have more choice in their reading and writing Ensure planning shows coverage, content and progression; support year groups in planning new units/developing existing units. Form cluster moderation opportunities for each year group Monitor and observe the use of guided writing to develop good practice Create opportunities for more peer observation Develop an increased transparency in our partnership working with parents incorporating learning, behaviour and pupil wellbeing. My vision for English Reading mentors in every class Children working with class teachers to support peers, launched summer reading challenge, planned visits to the infant school, reading mentor handbooks used. Shape coding integrated into English teaching and learning Staff meeting delivered, resource packs given to teachers, Shape coding displays, extra support given to SENCO and support staff for use as an intervention. Spelling strategy consolidating the aims of the New Curriculum: Encourage progression, develop exploration of vocabulary, multisensory approach. Reading for pleasure: Combined into guided reading sessions, class reading champions, class book built into timetable, home- school reading journals monitored by reading mentors, paired reading opportunities. Develop ‘Parent Power’ within our library Parent workshops Informal parent evenings on key areas of our English curriculum Create English home learning toolkits for parents and children Parent readers and training Increase the profile of home/ school reading records Aspirational shared values: The school and the team have a clear sense of direction. Focus on improvement and explicit expectations: Detailed criteria and definitions to support high-performance teaching and learning. Data-rich decision taking: To develop targeted interventions Clear targets: Explicit outcomes e.g. reviewing target setting Job-related development strategies: Supporting other colleagues with effective development Coaching to improve performance: Sustained support to build confidence and enable change Team-based learning and working: Working as a team with a common purpose, high trust, complementary skills and mutual confidence. High

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