...Unité 1 Leçon 1 Leçon 2 Leçon 3 Leçon 4 Unité 2 Leçon 5 Leçon 6 Leçon 7 Leçon 8 Unité 3 Leçon 9 Leçon 10 Leçon 11 Leçon 12 ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 2 3 4 5 ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… 7 8 9 11 …………………………………………………………………………………. ……………………………………………..………………………………….. ……………………………………………..………………………………….. ……………………………………………..………………………………….. 12 13 15 17 ÉCHO A2 – Lexique franco-anglais © CLE International, 2012 1 Augmentation (n.f.) Augmenter (v.) Cancer (n.m.) Chiffre (n.m.) Climat (n.m.) Correspondre (v.) Développer (v.) Devenir (v.) Diminuer (v.) Énergie (n.f.) Évolution (n.f.) Futur (n.m.) Guerre (n.f.) Hésiter (v.) Increase To increase Cancer Figure, number Climate To correspond To develop To become To reduce Energy Evolution, change Future War To hesitate Métier (n.m.) Nourriture (n.f.) Opinion (n.f.) Optimiste (adj.) Paix (n.f.) Partie (n.f.) Pétrole (n.m.) Population (n.f.) Quotidien (n.m.) Relation (n.f.) Riche (adj.) Terre (n.f.) Transporter (v.) Vivement Job, occupation, trade Food Opinion Optimistic Peace Part Oil, petroleum Population, people Daily Relation, relationship Rich Earth, ground To carry, to transport Vivaciously Autant Nommer (v.) As much To name, to list, to appoint ...
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...Overcoming Learners’ Misconceptions of Forces at Key Stage 3 Introduction Children’s ideas of science are developed through science education, but also life experiences. These life experiences will provide learners with an idea of how the world around them works, whether this is right or wrong (Smith, diSessa, & Roschelle, 1994). Children may arrive at Key Stage 3 with deeply imbedded misconceptions of forces and motion that not only affect how they initially think about forces and motion, but also the way in which they learn. One cannot simply teach a new way of thinking without first addressing the underlying misconceptions, and challenging these views. This study focuses on one group of mixed ability year 7 students, studying the forces topic over a course of ten lessons (approximately 11 hours contact time). A review of the literature will cover the kinds of misconceptions that students come with to Key Stage 3, and where these likely originated. It will also consider what research says about how to address misconceptions (both in general terms and specific to the forces topic), and whether or not these techniques are beneficial. Before misconceptions can be challenged, there must first be an understanding of the types of misconceptions held about the topic in general. These can be used to inform pre-topic assessment to distinguish what, if any, misconceptions are held by the students, in order to challenge these views. An action plan will be devised to address...
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...Patient Safety Workshop Learning From Error PATIENT SAFETY WORKSHOP LEARNING FROM ERROR WHO Library Cataloguing-in-Publication Data Patient safety workshop: learning from error. Includes CD-ROM 1.Patient care - standards. 2.Medical errors - standards. 3.Patient rights. 4.Health facilities - standards. 5.Health Management and Planning. I.World Health Organization. ISBN 978 92 4 159902 3 (NLM Classification: WX 167) This publication is a reprint of material originally distributed as WHO/IER/PSP/2008.09. © World Health Organization 2010 All rights reserved. Publications of the World Health Organization can be obtained from WHO Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; e-mail: bookorders@who.int). Requests for permission to reproduce or translate WHO publications – whether for sale or for noncommercial distribution – should be addressed to WHO Press, at the above address (fax: +41 22 791 4806; e-mail: permissions@who.int). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies...
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...1 Introduction Marc MENOU Juillet 2007 M. MENOU / COURS D’ECONOMIE 1 TABLE DES MATIERES 11 L'économie est une science fondamentale _________________________________________________ 4 111 Une préoccupation pratique essentielle ________________________________________________ 4 112 Une problématique théorique fondamentale ____________________________________________ 5 12 L'économie est mal acceptée et mal connue ________________________________________________ 7 121 La science économique est critiquée __________________________________________________ 7 122 La science économique est refusée __________________________________________________ 10 123 La science économique est mal connue _______________________________________________ 13 1231 Des apparences superficielles ______________________________________ 14 1232 Méconnaissance de l'économique ________________________________________________ 16 1233 L'erreur humaine _____________________________________________________________ 20 13 L’explication de ce paradoxe __________________________________________________________ 22 131 Le réel ________________________________________________________________________ 22 1311 La définition du réel __________________________________________________________ 23 1312 L'existence du réel____________________________________________________________ 24 1313 La création et l’évolution du réel ________________________________________________ 24 1314 Les caractéristiques du réel _____________________________________________________...
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...# 2004 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria SDLANG-T/1/2005±2008 LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE...
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...Sharh Arba'een an Nawawî COMMENTARY OF FORTY HADITHS OF AN NAWAWI By Dr. Jamal Ahmed Badi http://fortyhadith.iiu.edu.my/ © 2002 fortyhadith.com Commentaries on Imam Nawawi's Forty Hadith The collection of Forty Hadith by al-Imam alNawawi (or Imam Nawawi) has been known, accepted and appreciated by Muslim scholars for the last seven centuries. Its significance lay in the fact that these selected forty hadiths comprise the main essential and fundamental concepts of Islam which, in turn, construct the minimum level of required revealed knowledge for every single Muslim. Since having good knowledge of the various fundamental aspects of the religion is key to a Muslim's practice and application of Islam, this web site attempts to provide simple and practical commentaries to the collection of Imam Nawawi's Forty Hadith. Various principles are contained in these hadiths, such as belief, Muslim ethics and fiqh. As such, it is very important to have a good understanding of these hadiths based on scholarly interpretations. In addition, these commentaries also try to offer discussions on related contemporary issues pertaining to certain concepts mentioned in these hadiths. The commentaries on this website are by: Dr. Jamal Ahmed Badi Associate Professor Department of General Studies International Islamic University Malaysia If you have any questions or comments on the Forty Hadith, please e-mail them to: abjamal@iiu.edu.my If you have any...
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...The Subtle Subversion The State of Curricula and Textbooks in Pakistan Urdu, English, Social Studies and Civics (DRAFT COPY) compiled by A. H. Nayyar and Ahmed Salim Sustainable Development Policy Institute Report of the project “A Civil Society Initiative in Curricula and Textbooks Reform” A project of the Sustainable Development Policy Institute #3, UN Boulevard, Diplomatic Enclave I, Islamabad Mailing Address: PO Box 2342, Islamabad, Pakistan Telephone: ++(92-51) 2278134, 2278136, 2270674-6 Fax:++(92-51) 2278135 URL: www.sdpi.org e-mail: main@sdpi.org SDPI is an independent, non-profit research institute on sustainable development Partial support from Eqbal Ahmed Foundation is gratefully acknowledged. 2 Contents Summary Recommendations Chapter 1 Chapter 2 Introduction Insensitivity to the Religious Diversity of the Nation Appendix 1-1: Listing of Material in Curriculum Documents Appendix 1-2: Listing of Material in Textbooks Historical Falsehoods and Inaccuracies Glorification of War and the Military Omissions That Could Have Been Enriching Pedagogical Problems in Primary Education: A Critique of the Curriculum Gender Biases Human Rights Teaching of Urdu, Class 6 to 10 Teaching Social Studies, Class 6 to 10 Peace Studies: a proposed program of studies in schools Curriculum Documents Covered Thoughts on Curriculum Objectives List of participants in the project i iii 1 9 27 53 65 77 89 95 101 111 123 127 131 135 137 139 Chapter 3 Chapter...
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...Mao's Last Dancer Li Cunxin Dedication To the two special women in my life—my mother and my wife Mao’s Last Dancer A Wedding Qingdao, 1946 On the day of her marriage, a young girl sits alone in her village home. It is autumn, a beautiful October morning. The country air is cool but fresh. The young girl hears happy music approaching her house. She is only eighteen, and she is nervous, frightened. She knows that many marriage introducers simply take money and tell lies. Some women from her village marry men who don't have all their functional body parts. Those women have to spend the rest of their lives looking after their husbands. Wife beating is common. Divorce is out of the question. Divorced women are humiliated, despised, suffering worse than an animals fate. She knows some women hang themselves instead and she prays this is not going to be her fate. She prays to a kind and merciful god that her future husband will have two legs, two arms, two eyes and two ears. She prays that his body parts are normal and functional. She worries that he will not be kind-hearted and will not like her. But most of all she &+x worries about her unbound feet. Bound feet are still in fashion. Little girls as young as five or six have to tuck four toes under the big toe and squeeze them hard to stop the growth. It is extremely painful, and the girls have to change the cloth bandages and wash their feet daily to avoid infection. The tighter the feet are bound the smaller the feet will...
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...Copyediting & Proofreading FOR DUMmIES by Suzanne Gilad ‰ Copyediting & Proofreading For Dummies® Published by Wiley Publishing, Inc. 111 River St. Hoboken, NJ 07030-5774 www.wiley.com Copyright © 2007 by Wiley Publishing, Inc., Indianapolis, Indiana Published by Wiley Publishing, Inc., Indianapolis, Indiana Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600. Requests to the Publisher for permission should be addressed to the Legal Department, Wiley Publishing, Inc., 10475 Crosspoint Blvd., Indianapolis, IN 46256, 317-572-3447, fax 317-572-4355, or online at http://www.wiley.com/go/permissions. Trademarks: Wiley, the Wiley Publishing logo, For Dummies, the Dummies Man logo, A Reference for the Rest of Us!, The Dummies Way, Dummies Daily, The Fun and Easy Way, Dummies.com, and related trade dress are trademarks or registered trademarks of John Wiley & Sons, Inc., and/or its affiliates in the United States and other countries, and may not be used without written permission. All...
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...I AM MALALA The Girl Who Stood Up for Education and was Shot by the Taliban Malala Yousafzai with Christina Lamb Weidenfeld & Nicolson LONDON To all the girls who have faced injustice and been silenced. Together we will be heard. Contents Cover Title Page Dedication Prologue: The Day my World Changed PART ONE: BEFORE THE TALIBAN 1 2 3 4 5 6 7 8 A Daughter Is Born My Father the Falcon Growing up in a School The Village Why I Don’t Wear Earrings and Pashtuns Don’t Say Thank You Children of the Rubbish Mountain The Mufti Who Tried to Close Our School The Autumn of the Earthquake PART TWO: THE VALLEY OF DEATH 9 10 11 12 13 14 15 Radio Mullah Toffees, Tennis Balls and the Buddhas of Swat The Clever Class The Bloody Square The Diary of Gul Makai A Funny Kind of Peace Leaving the Valley PART THREE: THREE BULLETS, THREE GIRLS 16 17 18 19 20 The Valley of Sorrows Praying to Be Tall The Woman and the Sea A Private Talibanisation Who is Malala? PART FOUR: BETWEEN LIFE AND DEATH 21 ‘God, I entrust her to you’ 22 Journey into the Unknown PART FIVE: A SECOND LIFE 23 ‘The Girl Shot in the Head, Birmingham’ 24 ‘They have snatched her smile’ Epilogue: One Child, One Teacher, One Book, One Pen . . . Glossary Acknowledgements Important Events in Pakistan and Swat A Note on the Malala Fund Picture Section Additional Credits and Thanks Copyright Prologue: The Day my World Changed I COME FROM a country which was created at midnight. When...
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...I AM MALALA The Girl Who Stood Up for Education and was Shot by the Taliban Malala Yousafzai with Christina Lamb Weidenfeld & Nicolson LONDON To all the girls who have faced injustice and been silenced. Together we will be heard. Contents Cover Title Page Dedication Prologue: The Day my World Changed PART ONE: BEFORE THE TALIBAN 1 2 3 4 5 6 7 8 A Daughter Is Born My Father the Falcon Growing up in a School The Village Why I Don’t Wear Earrings and Pashtuns Don’t Say Thank You Children of the Rubbish Mountain The Mufti Who Tried to Close Our School The Autumn of the Earthquake PART TWO: THE VALLEY OF DEATH 9 10 11 12 13 14 15 Radio Mullah Toffees, Tennis Balls and the Buddhas of Swat The Clever Class The Bloody Square The Diary of Gul Makai A Funny Kind of Peace Leaving the Valley PART THREE: THREE BULLETS, THREE GIRLS 16 17 18 19 20 The Valley of Sorrows Praying to Be Tall The Woman and the Sea A Private Talibanisation Who is Malala? PART FOUR: BETWEEN LIFE AND DEATH 21 ‘God, I entrust her to you’ 22 Journey into the Unknown PART FIVE: A SECOND LIFE 23 ‘The Girl Shot in the Head, Birmingham’ 24 ‘They have snatched her smile’ Epilogue: One Child, One Teacher, One Book, One Pen . . . Glossary Acknowledgements Important Events in Pakistan and Swat A Note on the Malala Fund Picture Section Additional Credits and Thanks Copyright Prologue: The Day my World Changed I COME FROM a country which was created at midnight. When...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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...CT1 – P C – 09 Combined Materials Pack ActEd Study Materials: 2009 Examinations Subject CT1 Contents Study Guide for the 2009 exams Course Notes Question and Answer Bank Series X Assignments* *Note: The Series X Assignment Solutions should also be supplied with this pack unless you chose not to receive them with your study material. If you think that any pages are missing from this pack, please contact ActEd’s admin team by email at ActEd@bpp.com or by phone on 01235 550005. How to use the Combined Materials Pack Guidance on how and when to use the Combined Materials Pack is set out in the Study Guide for the 2009 exams. Important: Copyright Agreement This study material is copyright and is sold for the exclusive use of the purchaser. You may not hire out, lend, give out, sell, store or transmit electronically or photocopy any part of it. You must take care of your material to ensure that it is not used or copied by anybody else. By opening this pack you agree to these conditions. The Actuarial Education Company © IFE: 2009 Examinations All study material produced by ActEd is copyright and is sold for the exclusive use of the purchaser. The copyright is owned by Institute and Faculty Education Limited, a subsidiary of the Faculty and Institute of Actuaries. You may not hire out, lend, give out, sell, store or transmit electronically or photocopy any part of the study material. You must take care of your study material to ensure that...
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...Qklhokn 1 Accounting Theory Paper-8 M. Com. (Final) Directorate of Distance Education Maharshi Dayanand University ROHTAK – 124 001 2 jktuhfr foKku Copyright © 2004, Maharshi Dayanand University, ROHTAK All Rights Reserved. No part of this publication may be reproduced or stored in a retrieval system or transmitted in any form or by any means; electronic, mechanical, photocopying, recording or otherwise, without the written permission of the copyright holder. Maharshi Dayanand University ROHTAK – 124 001 Developed & Produced by EXCEL BOOKS PVT. LTD., A-45 Naraina, Phase 1, New Delhi-110028 Qklhokn 3 Contents Chapter 1 Accounting-An Intoduction Chapter 2 The History and Evolution of Accounting Thoughts 23 Chapter 3 Approaches to Accounting Theory 56 Chapter 4 Accounting Postulates, Concepts and Principles 88 Chapter 5 Income Concepts 107 Chapter 6 Revenues, Expenses, Gains and Losses 139 Chapter 7 Valuation of Assets 158 Chapter 8 Liabilities and Equity 177 Chapter 9 Depreciation Accounting and Policy 192 Chapter 10 Inventories and their Valuation 238 Chapter 11 Financial Reporting 277 Chapter 12 Specific Issues in Corporate Reporting 302 Chapter 13 Harmonization of Financial Reporting 323 Chapter 14 Accounting for Price Level Changes 339 Chapter 15 Human Resource Accounting 397 Chapter 16 Financial Engineering:...
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