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検索ワード: response to mom letter (英語 - タガログ語)

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英語

タガログ語

情報

英語

Response to the parent

タガログ語

pabalang na sagot sa magulang

最終更新: 2019-12-22
使用頻度: 1
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参照: 匿名

英語

Greece: Poster Response to Unemployment Crisis · Global Voices

タガログ語

Gresya: Paskil, Kinutya ang Krisis sa Kawalang-Trabaho

最終更新: 2016-02-24
使用頻度: 1
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参照: 匿名

英語

Responses to climate indonesia

タガログ語

sagot sa klima ng indonesia

最終更新: 2016-06-28
使用頻度: 1
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参照: 匿名

英語

Management is in response to the emergence of large organizations specially during the industrial revolution to bring about order and system to procedures and practices in organizations.

タガログ語

Ang pamamahala ay bilang tugon sa paglitaw ng mga malalaking organisasyon lalo na sa panahon ng rebolusyong pang-industriya upang dalhin ang order at sistema sa mga pamamaraan at kasanayan sa mga organisasyon.

最終更新: 2018-01-14
使用頻度: 1
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参照: 匿名

英語

DSWD Secretary Esperanza Cabral (now the Secretary of the Department of Health) issued this statement in response to the blog report of Ella:

タガログ語

Nagbigay ng pahayag na ito ang dating kalihim ng DSWD (na ngayo'y kalihim na nang Kagawaran ng Kalusugan) na si Esperanza Cabral bilang tugon sa iniulat ni Ella sa kanyang blog:

最終更新: 2016-02-24
使用頻度: 1
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参照: 匿名

英語

In response to the news, bloggers have been sharing their experiences of trying to get into the U.S. or strategies they've heard can circumvent the travel ban.

タガログ語

Sa pagtugon sa balita, ang mga manunulat sa Internet ay nagbahagi ng kanilang mga karanasang subuking makapasok sa Estados Unidos o mga estratehiya na narinig daw nila na makadaya sa pagpipigil sa paglalakbay.

最終更新: 2016-02-24
使用頻度: 1
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参照: 匿名

英語

This display of misconduct warrants disciplinary action taken against you. Therefore, this letter of warning is being issued to you by the organization as a formal warning. Any future violations of the organization’s code of conduct may result in further disciplinary action, up to and possibly termination. The warning letters copy will be placed in your personnel file. You may provide a response to this letter.

タガログ語

Ang pagpapakita ng maling paggana ay nagbabagabag sa aksyong pandisiplina na ginawa laban sa iyo. Samakatuwid, ang liham na babala na ito ay ibinibigay sa iyo ng samahan bilang pormal na babala. Sumulat ka ng iyong eksplenasyon upang malaman namin ang iyong panig.Ang anumang mga paglabag sa hinaharap ng code ng pag-uugali ng samahan ay maaaring magresulta sa karagdagang pagkilos ng disiplina, hanggang sa at posibleng pagwawakas. Ang kopya ng mga titik ng babala ay ilalagay sa iyong mga file ng tauhan. Maaari kang magbigay ng tugon sa liham na ito.

最終更新: 2019-10-18
使用頻度: 1
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参照: 匿名

英語

c/CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Background of the Study Over the past 25 years, mathematics anxiety has become a very popular research topic for both mathematics educators and educational psychologists. Mathematics anxiety has been defined as a state of discomfort which occurs in response to situations involving mathematical tasks which are perceived as threatening to self esteem (Cemen, 1987). In turn, these feelings of anxiety can lead to panic, tension, helplessness, fear, distress

タガログ語

c / KABANATA 1 ANG PROBLEMA AT ITS BACKGROUND Ang background ng Pag-aaral Sa nakalipas na 25 taon, ang pagkabalisa sa matematika ay naging isang napaka-tanyag na paksa ng pananaliksik para sa parehong mga guro sa matematika at psychologist sa edukasyon. Ang pagkabalisa sa matematika ay tinukoy bilang isang estado ng kakulangan sa ginhawa na nangyayari bilang tugon sa mga sitwasyon na kinasasangkutan ng mga gawain sa matematika na kung saan ay napapalagay na nagbabanta sa pagpapahalaga sa sarili (Cemen, 1987). Kaugnay nito, ang mga damdaming ito ng pagkabalisa ay maaaring humantong sa gulat, pag-igting, walang magawa, takot, pagkabalisa

最終更新: 2020-03-05
使用頻度: 2
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参照: 匿名

英語

Reciprocal Determinism - This is the central concept of SCT. This refers to the dynamic and reciprocal interaction of person (individual with a set of learned experiences), environment (external social context), and behavior (responses to stimuli to achieve goals). Behavioral Capability - This refers to a person's actual ability to perform a behavior through essential knowledge and skills. In order to successfully perform a behavior, a person must know what to do and how to do it. People learn from the consequences of their behavior, which also affects the environment in which they live. Observational Learning - This asserts that people can witness and observe a behavior conducted by others, and then reproduce those actions. This is often exhibited through "modeling" of behaviors. If individuals see successful demonstration of a behavior, they can also complete the behavior successfully. Reinforcements - This refers to the internal or external responses to a person's behavior that affect the likelihood of continuing or discontinuing the behavior. Reinforcements can be self-initiated or in the environment, and reinforcements can be positive or negative. This is the construct of SCT that most closely ties to the reciprocal relationship between behavior and environment. Expectations - This refers to the anticipated consequences of a person's behavior. Outcome expectations can be health-related or not health-related. People anticipate the consequences of their actions before engaging in the behavior, and these anticipated consequences can influence successful completion of the behavior. Expectations derive largely from previous experience. While expectancies also derive from previous experience, expectancies focus on the value that is placed on the outcome and are subjective to the individual. Self-efficacy - This refers to the level of a person's confidence in his or her ability to successfully perform a behavior. Self-efficacy is unique to SCT although other theories have added this construct at later dates, such as the Theory of Planned Behavior. Self-efficacy is influenced by a person's specific capabilities and other individual factors, as well as by environmental factors (barriers and facilitators).

タガログ語

tagalog tagalog

最終更新: 2018-04-06
使用頻度: 1
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参照: 匿名
警告:見えない HTML フォーマットが含まれています

英語

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

タガログ語

pagsasanay form sa pagsusuri

最終更新: 2015-06-12
使用頻度: 1
品質:

参照: 匿名

英語

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: ________________________________________________________________

タガログ語

form ng pagsusuri

最終更新: 2015-06-12
使用頻度: 1
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参照: 匿名

英語

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.

タガログ語

talambuhay ni Plato

最終更新: 2015-06-07
使用頻度: 1
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参照: 匿名
警告:見えない HTML フォーマットが含まれています

英語

You probably do not need to change this. It is initially '' \\d\\c which tells chat to expect nothing, wait one second, and send nothing. This gives your isp time to get ppp started. If your isp requires any additional input after you have logged in you should put it here. This may be a program name like ppp as a response to a menu prompt. If you need to make an entry, make the first entry the prompt you expect and the second the required response. Example: your isp sends 'Protocol' and expect you to respond with 'ppp'. You would put 'otocol ppp' (without the quotes) here. Fields must be separated by white space. You can have more than one expect-send pair.

タガログ語

Maaring hindi na kailangan ang pagbabago dito. Ito ang ang panimulang '' \\d\\c na nagsasabi sa chat na maghintay ng blankong tugon, maghintay ng isang segundo at magpadala din ng blanko. Ito ay magbibigay panahon sa inyong isp upang buhayin ang ppp. Ilagay dito ang tugon sa karagdagang kahilingan (input) ng inyong isp matapos ang inyong pag-login. Maaring ito ay pangalang ng program, tulad ng tugon ng ppp sa tanong ng menu (menu prompt). Kung kailangang tugunan ang kahilingan, ilagay sa una ang inaasahang tanong (prompt) at sa ikalawa ang kailangang sagot. Halimbawa: ang inyong isp ay hinihiling ang 'Protocol:' at kailangang ang inyong tugon ay 'ppp'. Inyong ilalagay ang 'otocol ppp' (nang wala ang qoutes) dito. Lahat ng tugon ay dapat hinihiwalay ng espasyo (white space). Maaring magkaroon ng higit sa isang pares ng kahilingan at tugon.

最終更新: 2014-08-15
使用頻度: 1
品質:

参照: 匿名

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