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English

Response to Scientific Research-Based Intervention (RtI).

Tagalog

Tugon sa Pang-Agham na Namamagitan na Nakabatay sa Pagsisiyasat  (RtI).

Last Update: 2014-06-26
Usage Frequency: 1
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English

Responses to climate indonesia

Tagalog

sagot sa klima ng indonesia

Last Update: 2016-06-28
Subject: General
Usage Frequency: 1
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English

My personal response to the movie is that there should be more teachers like Mrs. Gruwell, with the determination and the will to teach no matter what the atmosphere of the classroom is or the attitude of the students. The teacher is the one that makes the difference in the classroom. I actually don’t relate to the movie but yes I have some friends that don’t take school seriously and think that the streets has them a better life. In the movie I had three favorite characters, those where Mrs. Gruwell, Eva and the . I liked them because Mrs. Gruwell never gave up and even got divorced but never let down her students that really needed her. Eva changed her attitude from protecting her own to doing what is right no matter what. The choose to change his gang life in the streets to saying sorry and going back home with his mother. Just like this kids made a really important transformation of their lifes, who don’t have nothing, they started having hope and realized that no matter how difficult life is there is always hope. The teachers can learn that no matter what is their situation in the classroom they are the ones that are capable of making a change. They just have to believe in themselves first and then do what ever it takes to make a difference. Everybody should see this movie because it’s a movie that teaches a little bit of everything to all ages. From the students until the teachers a lesson its been sent by the drama of the story.

Tagalog

type buong pangungusap sa iyong langage

Last Update: 2017-01-30
Subject: General
Usage Frequency: 1
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English

training evEVALUATION FORM Topic Title: Health Awareness and Free Screening of HIV/AIDS Participant's Name (optional): _______________________________________ We appreciate your help in evaluating this program. Please indicate your rating of the presentation in the categories below by circling the appropriate number, using a scale of 1 (low) through 5 (high). Please fill out both sides of this form: SPEAKERS (generally) 1. Knowledgeable in content areas 2. Content consistent with objectives 3. Clarified content in response to questions CONTENT 1. Appropriate for intended audience 2. Consistent with stated objectives TEACHING METHODS 1. Visual aids, handouts, and oral presentations clarified content 2. Teaching methods were appropriate for subject matter 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Comment: _________________________________________________________ RELEVANCY 1. Information could be applied to practice 2. Information could contribute to achieving personal, professional goals 1 2 3 4 5 1 2 3 4 5 FACILITY 1. Was adequate and appropriate for session 2. Was comfortable and provided adequate space 1 2 3 4 5 1 2 3 4 5 This program enhanced my understanding about my health. ____ Substantially ____ Somewhat ____ Not at all I would recommend this program to others. ____ Yes ____ No ____ Not sure COMMENTS/PROGRAM IMPROVEMENTS: ________________________________________________________________ aluation form

Tagalog

pagsasanay form sa pagsusuri

Last Update: 2015-06-12
Subject: General
Usage Frequency: 1
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English

EVALUATION FORM Topic Title: Health Awareness and Free Screening of HIV/AIDS Participant's Name (optional): _______________________________________ We appreciate your help in evaluating this program. Please indicate your rating of the presentation in the categories below by circling the appropriate number, using a scale of 1 (low) through 5 (high). Please fill out both sides of this form: SPEAKERS (generally) 1. Knowledgeable in content areas 2. Content consistent with objectives 3. Clarified content in response to questions CONTENT 1. Appropriate for intended audience 2. Consistent with stated objectives TEACHING METHODS 1. Visual aids, handouts, and oral presentations clarified content 2. Teaching methods were appropriate for subject matter 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Comment: _________________________________________________________ RELEVANCY 1. Information could be applied to practice 2. Information could contribute to achieving personal, professional goals 1 2 3 4 5 1 2 3 4 5 FACILITY 1. Was adequate and appropriate for session 2. Was comfortable and provided adequate space 1 2 3 4 5 1 2 3 4 5 This program enhanced my understanding about my health. ____ Substantially ____ Somewhat ____ Not at all I would recommend this program to others. ____ Yes ____ No ____ Not sure COMMENTS/PROGRAM IMPROVEMENTS: ________________________________________________________________

Tagalog

form ng pagsusuri

Last Update: 2015-06-12
Subject: General
Usage Frequency: 1
Quality:

Reference:

English

Plato was born around the year 428 BCE in Athens. His father died while Plato was young, and his mother remarried to Pyrilampes, in whose house Plato would grow up. Plato's birth name was Aristocles, and he gained the nickname Platon, meaning broad, because of his broad build. His family had a history in politics, and Plato was destined to a life in keeping with this history. He studied at a gymnasium owned by Dionysios, and at the palaistra of Ariston of Argos. When he was young he studied music and poetry. According to Aristotle, Plato developed the foundations of his metaphysics and epistemology by studying the doctrines of Cratylus, and the work of Pythagoras and Parmenides. When Plato met Socrates, however, he had met his definitive teacher. As Socrates' disciple, Plato adopted his philosophy and style of debate, and directed his studies toward the question of virtue and the formation of a noble character. Plato was in military service from 409 BC to 404 BC. When the Peloponnesian War ended in 404 BC he joined the Athenian oligarchy of the Thirty Tyrants, one of whose leaders was his uncle Charmides. The violence of this group quickly prompted Plato to leave it. In 403 BC, when democracy was restored in Athens, he had hopes of pursuing his original goal of a political career. Socrates' execution in 399 BC had a profound effect on Plato, and was perhaps the final event that would convince him to leave Athenian politics forever. Plato left Attica along with other friends of Socrates and traveled for the next twelve years. To all accounts it appears that he left Athens with Euclides for Megara, then went to visit Theodorus in Cyrene, moved on to study with the Pythagoreans in Italy, and finally to Egypt. During this period he studied the philosophy of his contemporaries, geometry, geology, astronomy and religion. After 399 BC Plato began to write extensively. It is still up for debate whether he was writing before Socrates' death, and the order in which he wrote his major texts is also uncertain. However, most scholars agree to divide Plato's major work into three distinct groups. The first of these is known as the Socratic Dialogues because of how close he stays within the text to Socrates' teachings. They were probably written during the years of his travels between 399 and 387 BC. One of the texts in this group called the Apology seems to have been written shortly after Socrates' death. Other texts relegated to this group include the Crito, Laches, Lysis, Charmides, Euthyphro, and Hippias Minor and Major. Plato returned to Athens in 387 BC and, on land that had once belonged to Academos, he founded a school of learning which he called the Academy. Plato's school is often described at the first European university. Its curriculum offered subjects including astronomy, biology, mathematics, political theory, and philosophy. Plato hoped the Academy would provide a place where thinkers could work toward better government in the Grecian cities. He would preside over the Academy until his death. The period from 387 to 361 BC is often called Plato's "middle" or transitional period. It is thought that he may have written the Meno, Euthydemus, Menexenus, Cratylus, Repuglic, Phaedrus, Syposium and Phaedo during this time. The major difference between these texts and his earlier works is that he tends toward grander metaphysical themes and begins to establish his own voice in philosophy. Socrates still has a presence, however, sometimes as a fictional character. In the Meno for example Plato writes of the Socratic idea that no one knowingly does wrong, and adds the new doctrine of recollection questioning whether virtue can be taught. In the Phaedo we are introduced to the Platonic doctrine of the Forms, in which Plato makes claims as to the immortality of the human soul. The middle dialogues also reveal Plato's method of hypothesis. Plato's most influential work, The Republic, is also a part of his middle dialogues. It is a discussion of the virtues of justice, courage, wisdom, and moderation, of the individual and in society. It works with the central question of how to live a good life, asking what an ideal State would be like, and what defines a just individual. These lead to more questions regarding the education of citizens, how government should be formed, the nature of the soul, and the afterlife. The dialogue finishes by reviewing various forms of government and describing the ideal state, where only philosophers are fit to rule. The Republic covers almost every aspect of Plato's thought. In 367 BC Plato was invited to be the personal tutor to Dionysus II, the new ruler of Syracuse. Plato accepted the invitation, but found on his arrival that the situation was not conducive for philosophy. He continued to teach the young ruler until 365 BC when Syracuse entered into war. Plato returned to Athens, and it was around this time that Plato's famous pupil Aristotle began to study at the Academy. In 361 BC Plato returned to Syracuse in response to a letter from Dion, the uncle and guardian of Dionysus II, begging him to come back. However, finding the situation even more unpleasant than his first visit, he returned to Athens almost as fast as he had come. Back at the Academy, Plato probably spent the rest of his life writing and conversing. The way he ran the Academy and his ideas of what constitutes an educated individual have been a major influence to education theory. His work has also been influential in the areas of logic and legal philosophy. His beliefs on the importance of mathematics in education has had a lasting influence on the subject, and his insistence on accurate definitions and clear hypotheses formed the foundations for Euclid's system of mathematics. His final years at the Academy may be the years when he wrote the "Later" dialogues, including the Parmenides, Theatetus, Sophist,Statesmas,Timaeus,Critias,Philebus, and Laws. Socrates has been delegated a minor role in these texts. Plato uses these dialogues to take a closer look at his earlier metaphysical speculations. He discusses art, including dance, music, poetry, architecture and drama, and ethics in regards to immortality, the mind, and Realism. He also works with the philosophy of mathematics, politics and religion, covering such specifics as censorship, atheism, and pantheism. In the area of epistemology he discusses a priori knowledge and Rationalism. In his theory of Forms, Plato suggests that the world of ideas is constant and true, opposing it to the world we perceive through our senses, which is deceptive and changeable. In 347 Plato died, leaving the Academy to his sister's son Speusippus. The Academy remained a model for institutions of higher learning until it was closed, in 529 CE, by the Emperor Justinian.

Tagalog

talambuhay ni Plato

Last Update: 2015-06-07
Subject: General
Usage Frequency: 1
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Reference:
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English

Goryeo, also known as Koryŏ (Hangul: 고려; hanja: 高麗; Korean pronunciation: [koɾjʌ]; 918–1392), was a Korean dynasty established in 918 by King Taejo. This kingdom later gave name to the modern exonym "Korea".[1] It united the Later Three Kingdoms in 936 and ruled most of the Korean peninsula until it was removed by the leader of the Joseon dynasty in 1392. The Goryeo dynasty expanded its borders to present-day Wonsan in the north-east (936–943) and the Amnok River (993) and finally almost the whole of the Korean peninsula (1374). Two of this period's most notable products are Goryeo celadon pottery and the Tripitaka Koreana — the Buddhist scriptures (Tripitaka) carved onto roughly 80,000 woodblocks and stored, and still in, Haeinsa. Subjects and officials of the Goryeo dynasty also created the world's first metal-based movable type in 1234; the oldest surviving movable metal type book, the Jikji, was made in 1377. In 668, Silla conquered Baekje and Goguryeo with alliance of Tang Dynasty, but by the late 9th century it was tottering, its monarchs being unimaginative and pressed by the power of powerful statesmen. Many robbers and outlaws agitated and in 900 Gyeon Hwon revolted from Silla control in the Jeolla region as Hubaekje and next year Gung Ye revolted from the northern regions as Hugoguryeo (Taebong). A son of a regional lord, Wang Geon went into Hugoguryeo as a general. Hugoguryeo fell when Wang Geon revolted and killed Gung Ye in 918; Silla was overpowered by Goryeo and Hubaekje and surrendered to Goryeo in 935. In 936 Hubaekje surrendered and Goryeo started an unbroken dynasty that ruled Korea for 474 years. By the 14th century Goryeo had lost much of its power under Yuan Dynasty influences. Although King Gongmin managed to free his kingdom from the Mongol influence, the Goryeo general Yi Seonggye revolted and overthrew the last king of Goryeo, King Gongyang in 1392. Gongyang was killed in 1394.

Tagalog

QUERY LENGTH LIMIT EXCEDEED. MAX ALLOWED QUERY : 500 CHARS

Last Update: 2015-01-28
Subject: History
Usage Frequency: 1
Quality:

Reference:
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