�ݺ�ߣshows by User: bea11-12

�ݺ�ߣshows by User: bea11-12 / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: bea11-12 / Sun, 22 Aug 2021 15:12:57 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: bea11-12 Child Apperception Test by Mariver C. Mangulabnan /slideshow/child-apperception-test-by-mariver-c-mangulabnan/250026963 childapperceptiontest-210822151258
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes. In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses. ]]>
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes. In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses. ]]> Sun, 22 Aug 2021 15:12:57 GMT /slideshow/child-apperception-test-by-mariver-c-mangulabnan/250026963 bea11-12@slideshare.net(bea11-12) Child Apperception Test by Mariver C. Mangulabnan bea11-12 The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes. In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/childapperceptiontest-210822151258-thumbnail.jpg?width=120&height=120&fit=bounds" /> The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes. In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses.

Child Apperception Test by Mariver C. Mangulabnan from Mariver Mangulabnan

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0 Pragmatism by Mariver C. Mangulabnan /bea11-12/pragmatism-by-mariver-c-mangulabnan pragmatismmariverc-210822151019
Derived from the Greek word “pragma” which means work, practice, or activity It is the philosophy of practical experience]]>
Derived from the Greek word “pragma” which means work, practice, or activity It is the philosophy of practical experience]]> Sun, 22 Aug 2021 15:10:19 GMT /bea11-12/pragmatism-by-mariver-c-mangulabnan bea11-12@slideshare.net(bea11-12) Pragmatism by Mariver C. Mangulabnan bea11-12 Derived from the Greek word “pragma” which means work, practice, or activity It is the philosophy of practical experience <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/pragmatismmariverc-210822151019-thumbnail.jpg?width=120&height=120&fit=bounds" /> Derived from the Greek word “pragma” which means work, practice, or activity It is the philosophy of practical experience

Pragmatism by Mariver C. Mangulabnan from Mariver Mangulabnan

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0 Leadership for Diversity and Inclusion by Mariver C. Mangulabnan /slideshow/leadership-for-diversity-and-inclusion-by-mariver-c-mangulabnan/250026953 educleadershipmariverc-210822150704
Diversity - The quality or state of having many different forms, types, ideas, etc. Inclusion - The act of including (compare membership) Diversity also means to create inclusion — creating an atmosphere in which all people feel valued, respected and have the same opportunities as others. Thus, you might say that diversity is creating opportunity, value, and respect for all, while inclusion is ensuring they actually feel it.]]>
Diversity - The quality or state of having many different forms, types, ideas, etc. Inclusion - The act of including (compare membership) Diversity also means to create inclusion — creating an atmosphere in which all people feel valued, respected and have the same opportunities as others. Thus, you might say that diversity is creating opportunity, value, and respect for all, while inclusion is ensuring they actually feel it.]]> Sun, 22 Aug 2021 15:07:04 GMT /slideshow/leadership-for-diversity-and-inclusion-by-mariver-c-mangulabnan/250026953 bea11-12@slideshare.net(bea11-12) Leadership for Diversity and Inclusion by Mariver C. Mangulabnan bea11-12 Diversity - The quality or state of having many different forms, types, ideas, etc. Inclusion - The act of including (compare membership) Diversity also means to create inclusion — creating an atmosphere in which all people feel valued, respected and have the same opportunities as others. Thus, you might say that diversity is creating opportunity, value, and respect for all, while inclusion is ensuring they actually feel it. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/educleadershipmariverc-210822150704-thumbnail.jpg?width=120&height=120&fit=bounds" /> Diversity - The quality or state of having many different forms, types, ideas, etc. Inclusion - The act of including (compare membership) Diversity also means to create inclusion — creating an atmosphere in which all people feel valued, respected and have the same opportunities as others. Thus, you might say that diversity is creating opportunity, value, and respect for all, while inclusion is ensuring they actually feel it.

Leadership for Diversity and Inclusion by Mariver C. Mangulabnan from Mariver Mangulabnan

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0 Analyzing Work and Job Design by Mariver C. Mangulabnan /slideshow/analyzing-work-and-job-design-by-mariver-c-mangulabnan/250026945 personnelmanagemertmariverc-210822150332
Human resource management aims at optimum utilization of human potential. For this purpose, it is essential to make everyone understand their job and expectations from the job. This enables them to charter their behavior appropriately. Job Analysis is a process of determining the essential characteristics that are necessary to perform the job effectively. A good job analysis conveys information to take a number of important decisions relating to Human Resources Management. Job Design is next to Job Analysis. Job Design involves systematic attempts to organize tasks, duties and responsibilities into a unit of work to achieve certain objectives. Job design integrates the work content and qualification required for each job that meets the needs of employees and the organization. Designing a job analysis leads to preparation of job description and job specification.]]>
Human resource management aims at optimum utilization of human potential. For this purpose, it is essential to make everyone understand their job and expectations from the job. This enables them to charter their behavior appropriately. Job Analysis is a process of determining the essential characteristics that are necessary to perform the job effectively. A good job analysis conveys information to take a number of important decisions relating to Human Resources Management. Job Design is next to Job Analysis. Job Design involves systematic attempts to organize tasks, duties and responsibilities into a unit of work to achieve certain objectives. Job design integrates the work content and qualification required for each job that meets the needs of employees and the organization. Designing a job analysis leads to preparation of job description and job specification.]]> Sun, 22 Aug 2021 15:03:32 GMT /slideshow/analyzing-work-and-job-design-by-mariver-c-mangulabnan/250026945 bea11-12@slideshare.net(bea11-12) Analyzing Work and Job Design by Mariver C. Mangulabnan bea11-12 Human resource management aims at optimum utilization of human potential. For this purpose, it is essential to make everyone understand their job and expectations from the job. This enables them to charter their behavior appropriately. Job Analysis is a process of determining the essential characteristics that are necessary to perform the job effectively. A good job analysis conveys information to take a number of important decisions relating to Human Resources Management. Job Design is next to Job Analysis. Job Design involves systematic attempts to organize tasks, duties and responsibilities into a unit of work to achieve certain objectives. Job design integrates the work content and qualification required for each job that meets the needs of employees and the organization. Designing a job analysis leads to preparation of job description and job specification. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/personnelmanagemertmariverc-210822150332-thumbnail.jpg?width=120&height=120&fit=bounds" /> Human resource management aims at optimum utilization of human potential. For this purpose, it is essential to make everyone understand their job and expectations from the job. This enables them to charter their behavior appropriately. Job Analysis is a process of determining the essential characteristics that are necessary to perform the job effectively. A good job analysis conveys information to take a number of important decisions relating to Human Resources Management. Job Design is next to Job Analysis. Job Design involves systematic attempts to organize tasks, duties and responsibilities into a unit of work to achieve certain objectives. Job design integrates the work content and qualification required for each job that meets the needs of employees and the organization. Designing a job analysis leads to preparation of job description and job specification.

Analyzing Work and Job Design by Mariver C. Mangulabnan from Mariver Mangulabnan

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0 Evaluating Process in Education by Mariver C. Mangulabnan /slideshow/evaluating-process-in-education-by-mariver-c-mangulabnan/250026934 evaluatingprocessmangulabnan-210822145801
“Evaluation is a general process of a systematic and critical analysis leading to judgments and/or recommendations regarding the quality of higher education institution or a programme.” -UNESCO ]]>
“Evaluation is a general process of a systematic and critical analysis leading to judgments and/or recommendations regarding the quality of higher education institution or a programme.” -UNESCO ]]> Sun, 22 Aug 2021 14:58:01 GMT /slideshow/evaluating-process-in-education-by-mariver-c-mangulabnan/250026934 bea11-12@slideshare.net(bea11-12) Evaluating Process in Education by Mariver C. Mangulabnan bea11-12 “Evaluation is a general process of a systematic and critical analysis leading to judgments and/or recommendations regarding the quality of higher education institution or a programme.” -UNESCO <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/evaluatingprocessmangulabnan-210822145801-thumbnail.jpg?width=120&height=120&fit=bounds" /> “Evaluation is a general process of a systematic and critical analysis leading to judgments and/or recommendations regarding the quality of higher education institution or a programme.” -UNESCO

Evaluating Process in Education by Mariver C. Mangulabnan from Mariver Mangulabnan

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0 Philosophical Foundations of the Curriculum by Mariver C. Mangulabnan /bea11-12/philosophical-foundations-of-the-curriculum-by-mariver-c-mangulabnan 2mariverc-180210111438
Perennialism Essentialism Progressivism Reconstructionism]]>
Perennialism Essentialism Progressivism Reconstructionism]]> Sat, 10 Feb 2018 11:14:38 GMT /bea11-12/philosophical-foundations-of-the-curriculum-by-mariver-c-mangulabnan bea11-12@slideshare.net(bea11-12) Philosophical Foundations of the Curriculum by Mariver C. Mangulabnan bea11-12 Perennialism Essentialism Progressivism Reconstructionism <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2mariverc-180210111438-thumbnail.jpg?width=120&height=120&fit=bounds" /> Perennialism Essentialism Progressivism Reconstructionism

Philosophical Foundations of the Curriculum by Mariver C. Mangulabnan from Mariver Mangulabnan

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0 Constructivist Learning Theory by Mariver C. Mangulabnan /slideshow/constructivist-learning-theory-by-mariver-c-mangulabnan/87724536 mariver7-180210111004
Constructivism - Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. (Brooks & Brooks). ]]>
Constructivism - Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. (Brooks & Brooks). ]]> Sat, 10 Feb 2018 11:10:04 GMT /slideshow/constructivist-learning-theory-by-mariver-c-mangulabnan/87724536 bea11-12@slideshare.net(bea11-12) Constructivist Learning Theory by Mariver C. Mangulabnan bea11-12 Constructivism - Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. (Brooks & Brooks). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mariver7-180210111004-thumbnail.jpg?width=120&height=120&fit=bounds" /> Constructivism - Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. (Brooks & Brooks).

Constructivist Learning Theory by Mariver C. Mangulabnan from Mariver Mangulabnan

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0 FORCE and GRAVITY by Mariver C. Mangulabnan /slideshow/force-and-gravity-by-mariver-c-mangulabnan/87724271 forcegravity-180210110535
Force - a push or pull of an object Gravity - is a strong attractive force the Earth exerts on us and the things around us. It is the force that makes objects fall down.]]>
Force - a push or pull of an object Gravity - is a strong attractive force the Earth exerts on us and the things around us. It is the force that makes objects fall down.]]> Sat, 10 Feb 2018 11:05:35 GMT /slideshow/force-and-gravity-by-mariver-c-mangulabnan/87724271 bea11-12@slideshare.net(bea11-12) FORCE and GRAVITY by Mariver C. Mangulabnan bea11-12 Force - a push or pull of an object Gravity - is a strong attractive force the Earth exerts on us and the things around us. It is the force that makes objects fall down. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/forcegravity-180210110535-thumbnail.jpg?width=120&height=120&fit=bounds" /> Force - a push or pull of an object Gravity - is a strong attractive force the Earth exerts on us and the things around us. It is the force that makes objects fall down.

FORCE and GRAVITY by Mariver C. Mangulabnan from Mariver Mangulabnan

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0 Dividing Whole Number by a Fraction - Prepared by: Mariver C. Mangulabnan /slideshow/dividing-whole-number-by-a-fraction-prepared-by-mariver-c-mangulabnan/78434256 dividingwholenumberbyafraction-preparedbymariverc-170801015115
Dividing Whole Number by a Fraction using the visual method and reciprocal method]]>
Dividing Whole Number by a Fraction using the visual method and reciprocal method]]> Tue, 01 Aug 2017 01:51:15 GMT /slideshow/dividing-whole-number-by-a-fraction-prepared-by-mariver-c-mangulabnan/78434256 bea11-12@slideshare.net(bea11-12) Dividing Whole Number by a Fraction - Prepared by: Mariver C. Mangulabnan bea11-12 Dividing Whole Number by a Fraction using the visual method and reciprocal method <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/dividingwholenumberbyafraction-preparedbymariverc-170801015115-thumbnail.jpg?width=120&height=120&fit=bounds" /> Dividing Whole Number by a Fraction using the visual method and reciprocal method

Dividing Whole Number by a Fraction - Prepared by: Mariver C. Mangulabnan from Mariver Mangulabnan

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0 https://cdn.slidesharecdn.com/profile-photo-bea11-12-48x48.jpg?cb=1722399755 https://cdn.slidesharecdn.com/ss_thumbnails/childapperceptiontest-210822151258-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/child-apperception-test-by-mariver-c-mangulabnan/250026963 Child Apperception Tes... https://cdn.slidesharecdn.com/ss_thumbnails/pragmatismmariverc-210822151019-thumbnail.jpg?width=320&height=320&fit=bounds bea11-12/pragmatism-by-mariver-c-mangulabnan Pragmatism by Mariver ... https://cdn.slidesharecdn.com/ss_thumbnails/educleadershipmariverc-210822150704-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/leadership-for-diversity-and-inclusion-by-mariver-c-mangulabnan/250026953 Leadership for Diversi...