CURRICULUM VITAE (CV) 1. Personal Description ❖ Name ------------------------- Dessie Ewnetu Jenberie ❖ Sex: - -------------------------- Male ❖ Place of Birth ----------------- Merawi‚ Amhara‚ Ethiopia ❖ Date of birth ----------------- December 05/1982 E.C ❖ Marital Status ---------------- single ❖ Nationality: --------------------Ethiopian ❖ Current Address-------------- Merawi Addresses:
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Nanyang Technological University (DR-NTU) has adopted a taxonomy with the intention of facilitate the search and retrieval of information. In addition‚ the goal of the taxonomy is to provide value to the repository and provide a good interface for the users‚ allowing a soft navigation through their collections. In the present paper we provide an overview of the main characteristics of the current taxonomy and we assess whether the taxonomy fulfil its goal or not. According with informal interviews
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Names: Motor Learning and Control Lab 1 – Gentile’s Taxonomy You may work in groups (2-4) for this lab. This lab will give you the opportunity to practice using Gentile’s taxonomy to classify skills. As a group you should choose 4 cells from Table 2.2 (in your book and on the Powerpoint slides). Please choose 4 different cells (e.g.‚ 2B‚ 3C‚ 1A‚ and 4D). For each cell you should identify a skill that fits in that cell and provide a rationale for your choice. Please
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Creative curriculum I. Introduction: Creative curriculum A.) Description of what is Creative Curriculum II. Theories and research behind Creative Curriculum A.) Maslow B.) Erikson C.) Piaget D.) Smilansky E.) Vygotsky F.) Gardner III. How children learn and develop A.) Areas of development 1.) Social/Emotional 2.) Physical 3.) Cognitive 4.) Language B.) Individual differences IIII. The learning environment A.) Setting and maintaining the classroom
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WHAT MAKES A GOOD QUALITY SCHOOL CURRICULUM? Background paper developed by Mr. Philip STABBACK Dr. Brian MALE Ms. Dakmara GEORGESCU1 Geneva‚ November 2011 1 The paper is meant to inform the curriculum process in Iraq by drawing attention on important aspects of current education and curriculum quality that underpin options considered in the process of developing the new Iraqi Curriculum Framework. 1 WHAT MAKES A GOOD QUALITY SCHOOL CURRICULUM? INTRODUCTION The purpose of this
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Key elements and relationships in curriculum Key elements within the curriculum and the relationships between them are shown in diagram 1 below. Staff and students are at the heart of curriculum. The relationships between them are shaped by the answers to key questions about assessment‚ content‚ learning interactions and the connections between those elements. In the diagram the top question in each pair is a design question for staff. The lower set of questions is commonly asked by students
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Supporting the Curriculum 1. Explain what is meant by the term National Curriculum? The national curriculum is a legal requirement and is compulsory to all schools children aged 5 to 16 whether attending private or public school. Schools must provide an age appropriate and achievableeducation to all students. Schools are required to provide a varied education including English‚ mathematics‚ science‚ religious education and physical education. The education should challenge the learner and needs
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Taxonomy Scientists use taxonomy to classify organisms and assign each organism a universally accepted name. They do this by using a Dichotomous Key to classify organisms‚ the binary nomenclature‚ DNA‚ and RNA. In the taxonomic nomenclature naming system‚ there are different levels called a taxon (taxa plural) or taxonomic category. The different levels to the taxonomic nomenclature naming system are called: Domain‚ Kingdom‚ Phylum‚ Class‚ Order‚ Family‚ Genus‚ and Species
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What is Curriculum? 1. A plan for learning which contains; Statement of aims and objectives Selection and organization of content Patterns of teaching Evaluation of outcomes 2. A program of studies which includes sequences of courses 3. A planned action for instruction 4. A plan of all the experiences learners‚ undertake under 5. the auspices of the school . 6. A set of planned learning experiences and intended outcomes formulated through systematic instruction of knowledge and experiences
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Carol Gestwick‚ (1995) in Developmentally Appropriate Practice: Curriculum and Development in Early Education‚ postulates that‚ “Portfolios are collections or samplings of information relating to each child’s development progress in an educational setting.” In addition‚ portfolio is a collection of student’s work which is being collected over a period of time‚ so that the class teacher‚ principal‚ vice principal and parents can view the child’s progression in the various subject disciplines offered
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