This presentation introduces some of the anxieties teachers feel when faced by advanced English language learners and gives some tips on how to deal with such students.
This document provides information about an English language lesson plan aimed at intermediate students. The lesson focuses on vocabulary related to character adjectives, as well as the language used for giving advice and making suggestions. Students will work in groups, pairs, and individually. The main activities involve students reading character profiles, explaining problems to classmates, giving each other advice, and recalling the advice discussions. The overall goal is to practice conversational skills around personality descriptions and helping others.
This document discusses teaching listening skills. It outlines the different types of texts that can be listened to, such as conversations, lectures, news, and music. The reasons for listening are also provided, including getting messages, following instructions, and improving language skills. The document then describes how to teach listening through strategies like predicting, listening for general details and specific information. It provides steps for teaching listening as presentation, practice, and production. Examples of activities are given for each step, such as discussing background knowledge, completing grids, and summarizing.
The document discusses the present progressive tense, with objectives to learn how and when to use it and write a sentence using it. It provides the conjugations for the present progressive of different pronouns, such as "He/She/It + is" and "They/You/We + are" and "I + am".
Dysgraphia a disability to affect the ability to writeHome and School
Dysgraphia is a learning disability that affects writing abilities. It causes problems with spelling, organizing words on a page, and expressing thoughts in writing, despite normal intellectual and reading abilities. Symptoms include illegible handwriting, irregular letter sizes, and difficulty communicating through writing. Treatments include occupational therapy to improve motor skills, and educational therapy to develop strategies for writing assignments.
The lesson plan introduces kindergarten students to bears through listening to bear sounds, discussing prior knowledge, reading a book about bears, and doing a post-reading drawing activity. It aims to develop students' speaking, listening, and reading comprehension skills. Formative assessment involves observing student engagement during discussion and evaluating their drawing for relevance to the lesson.
This document contains reflections and assignments from an educator for their students. It includes the following key points:
1) The educator provides assignments to show how they plan speaking activities using materials, encourage communication, and help students produce language through real-world objects.
2) Assignments address learning strategies like reading stories to students, using interactive writing, and demonstrating language produced by students.
3) The educator is asked to reflect on how they encourage risk-taking, creativity, and maintain direction and value in teaching.
4) Further assignments address documenting language used, modeling grammar rules, increasing student motivation and interaction, and providing homework that absorbs and practices English.
This document provides information about an English language lesson plan aimed at intermediate students. The lesson focuses on vocabulary related to character adjectives, as well as the language used for giving advice and making suggestions. Students will work in groups, pairs, and individually. The main activities involve students reading character profiles, explaining problems to classmates, giving each other advice, and recalling the advice discussions. The overall goal is to practice conversational skills around personality descriptions and helping others.
This document discusses teaching listening skills. It outlines the different types of texts that can be listened to, such as conversations, lectures, news, and music. The reasons for listening are also provided, including getting messages, following instructions, and improving language skills. The document then describes how to teach listening through strategies like predicting, listening for general details and specific information. It provides steps for teaching listening as presentation, practice, and production. Examples of activities are given for each step, such as discussing background knowledge, completing grids, and summarizing.
The document discusses the present progressive tense, with objectives to learn how and when to use it and write a sentence using it. It provides the conjugations for the present progressive of different pronouns, such as "He/She/It + is" and "They/You/We + are" and "I + am".
Dysgraphia a disability to affect the ability to writeHome and School
Dysgraphia is a learning disability that affects writing abilities. It causes problems with spelling, organizing words on a page, and expressing thoughts in writing, despite normal intellectual and reading abilities. Symptoms include illegible handwriting, irregular letter sizes, and difficulty communicating through writing. Treatments include occupational therapy to improve motor skills, and educational therapy to develop strategies for writing assignments.
The lesson plan introduces kindergarten students to bears through listening to bear sounds, discussing prior knowledge, reading a book about bears, and doing a post-reading drawing activity. It aims to develop students' speaking, listening, and reading comprehension skills. Formative assessment involves observing student engagement during discussion and evaluating their drawing for relevance to the lesson.
This document contains reflections and assignments from an educator for their students. It includes the following key points:
1) The educator provides assignments to show how they plan speaking activities using materials, encourage communication, and help students produce language through real-world objects.
2) Assignments address learning strategies like reading stories to students, using interactive writing, and demonstrating language produced by students.
3) The educator is asked to reflect on how they encourage risk-taking, creativity, and maintain direction and value in teaching.
4) Further assignments address documenting language used, modeling grammar rules, increasing student motivation and interaction, and providing homework that absorbs and practices English.
The student was learning to improve their spelling and punctuation skills through online educational programs to help develop their literacy abilities. They felt successful in their learning, recognizing an improvement in their definition skills on one program. The student's knowledge of definitions helped them in definition activities on another program. Their focus on improving literacy skills through structured learning activities helped strengthen areas that needed development.
This document provides information about an English listening activity that aims to improve students' listening skills, help them get accustomed to hearing the target language, and distinguish between sounds and words. The activity involves students listening to a conversation and then answering questions about it. It is meant to be used during English listening classes, such as one about food, as it will help students better understand spoken English and learn new vocabulary words.
An interactive approach to teaching listeningWalter Foreman
This presentation offers suggestions on how to make the teaching of English listening more interactive for students. The focus is on Korean students learning EFL. The intended audience is Korean public school teachers.
Pre, while and post listening skills and activitiesAlexander Benito
This document discusses strategies for developing pre, while and post listening skills. Pre-listening activities prepare students by activating prior knowledge about the topic and making predictions. While listening, students monitor their understanding and fulfill the assigned task. Post listening activities include checking comprehension, discussing responses, and problem solving using the content. The goal is to engage students before, during and after listening to enhance understanding of authentic audio materials.
The document discusses differentiating instruction for struggling readers and writers. It recommends differentiating content, process, and product. It also recommends daily reading and writing opportunities, mini lessons, interactive writing, and conferences. The document then profiles three students, Eve in kindergarten, Jayn in 3rd grade, and Colin in 5th grade, and recommends interventions for their specific needs, which include activities related to alphabet knowledge, fluency, decoding, vocabulary, comprehension, phonological awareness, and spelling.
Whole School Language Presentation (Nov 2016)ben10prem
The presentation covered Prem's whole school language policy and pathways. It discussed the importance of English as the language of instruction, supporting students' mother tongue development, and ensuring literacy in at least one language. The pathways were exemplified by three students with different language experiences - one studying in their mother tongue of English, one studying their mother tongue of Thai, and one studying both their mother tongues of English and Korean. The key points were that every child's experience is unique and the most important factor is strong literacy, with both language and literature and acquisition courses being valued diploma options.
This document discusses different types of questions that can be asked during listening activities. It covers the differences between display and referential questions, focused and open questions, pre-, post-, and while-listening questions. It also discusses the differences between first and second language acquisition, form and function, visual supported versus non-visual supported questions, and individual versus group questions. The document provides examples and brief explanations of each type of question.
This document provides an outline for classroom activities including discussing how believable stories are through asking questions, presenting theories about the past, and playing a game where students share an experience and classmates determine if it is believable or not. It also includes a grammar activity involving adjectives with the suffix -able and listening practice.
This document provides guidance on engaging participants and teaching reading using appropriate tools and methods. It recommends finding where participants are, providing tasks they need and want to choose themselves. Participants should experience words, learn words, become aware of sounds, link sounds to letters, and work on one new phonetic concept at a time like diphthongs or graphemes. Reading full words should wait until decoding is understood. The document also discusses using listening to phonemes and reading with their own words to teach reading effectively.
Effective literacy teachers understand their emergent and beginning literacy learners by assessing their interests, instructional needs, and developmental progress. Teachers select texts that are age-appropriate in terms of readability, length, structure, print size, and visual supports. For emergent literacy learners, teachers provide systematic and explicit instruction in phonological awareness through activities that manipulate sounds in words. For beginning literacy learners, teachers focus on developing phonics awareness, vocabulary, sight words, fluency, and comprehension through decoding, concept sorting, close reading, and writing activities.
The document outlines an ELP (English Language Proficiency) program that identifies students' language abilities across four domains - speaking, writing, listening, and reading - based on access test scores from levels 1 to 6. It provides examples of language tasks students may be able to do at each level and notes teachers should provide supports, such as helping organize information or giving more time, as listed in a student's individual ELP. Students are encouraged to speak up when needing additional help from teachers.
1. Speaking is an interactive process that involves constructing meaning through producing, receiving, and processing information that depends on context.
2. There are three stages of speaking: pre-speaking involves planning and organizing ideas, speaking involves actively engaging with audiences, and post-speaking is a time for reflection and goal setting.
3. During the pre-speaking stage, students choose topics, determine their purpose and audience, and decide on a format. The speaking stage has students communicate their ideas through formal and informal situations. In the post-speaking stage, students reflect on their performance and set goals for improvement with teacher and peer feedback.
The document summarizes the key principles and techniques of the Direct Method for teaching language. It focuses on connecting meaning directly to the target language without translation, using real-world topics and situations. Some techniques include reading aloud, question and answer exercises, conversation practice, dictation, and paragraph writing. Grammar and vocabulary are taught inductively through demonstration, pictures, and sentences rather than explicit instruction or single words. The goal is for students to communicate in the target language through speaking practice.
This document provides guidance on how to give an effective presentation. It outlines key steps like understanding the audience, simplifying the message, practicing the presentation, and timing each section. Visual aids should complement the spoken content. The presenter should establish context, state the main points clearly, and conclude by recapping the key messages. Questions from the audience should be acknowledged respectfully and answered clearly while keeping the focus on the central topic. Preparing for different scenarios like technical difficulties or challenging questions helps ensure a smooth presentation.
This document provides information about word study and spelling strategies for teachers. It includes:
1. A discussion of apps and resources for supporting word study instruction, including reviews of spelling apps on Twitter.
2. An overview of Ontario curriculum expectations for grade 5 spelling, such as spelling unfamiliar words using strategies like understanding sound-symbol relationships.
3. Details on spelling patterns related to sound, structure, and meaning; examples include short vowels, consonant blends, prefixes, and suffixes.
4. A description of the Nelson Word Study program which includes transparencies, activity cards, and an interactive teacher tools CD-ROM.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
The document discusses different approaches to teaching listening skills, including bottom-up and top-down processing. Bottom-up processing involves breaking down utterances into individual chunks to understand meaning, while top-down processing uses background knowledge and context clues to infer meaning. The document also outlines strategies for developing listening as a comprehension skill versus an acquisition skill to learn new vocabulary and structures. Classroom activities are suggested to help students notice differences between texts and their memory, and to restructure language from the texts into their own spoken or written output.
This document outlines the goals and structure of an advanced English course for upper-intermediate students. The course aims to help students improve their English skills including listening, speaking, reading, writing, vocabulary, grammar, and language functions. It covers topics such as introducing oneself, expressing opinions, narrating experiences, and writing argumentative essays. The syllabus and lessons are designed to provide students with 90 hours of instruction to advance their English abilities to an independent user level.
The document summarizes information about the Cambridge English: Advanced (CAE) exam, which tests English proficiency at level C1, the second highest level of the Common European Framework of Reference. It describes who typically takes the exam, including those pursuing university studies or careers requiring advanced English skills. The exam comprehensively tests all areas of language ability through five papers assessing reading, writing, use of English, listening, and speaking. It aims to evaluate if candidates can effectively communicate and understand complex written and spoken English, as outlined by specific language abilities defined for level C1. Candidates will receive a certificate stating their proficiency level of C1, C2, or B2 based on their exam results.
The student was learning to improve their spelling and punctuation skills through online educational programs to help develop their literacy abilities. They felt successful in their learning, recognizing an improvement in their definition skills on one program. The student's knowledge of definitions helped them in definition activities on another program. Their focus on improving literacy skills through structured learning activities helped strengthen areas that needed development.
This document provides information about an English listening activity that aims to improve students' listening skills, help them get accustomed to hearing the target language, and distinguish between sounds and words. The activity involves students listening to a conversation and then answering questions about it. It is meant to be used during English listening classes, such as one about food, as it will help students better understand spoken English and learn new vocabulary words.
An interactive approach to teaching listeningWalter Foreman
This presentation offers suggestions on how to make the teaching of English listening more interactive for students. The focus is on Korean students learning EFL. The intended audience is Korean public school teachers.
Pre, while and post listening skills and activitiesAlexander Benito
This document discusses strategies for developing pre, while and post listening skills. Pre-listening activities prepare students by activating prior knowledge about the topic and making predictions. While listening, students monitor their understanding and fulfill the assigned task. Post listening activities include checking comprehension, discussing responses, and problem solving using the content. The goal is to engage students before, during and after listening to enhance understanding of authentic audio materials.
The document discusses differentiating instruction for struggling readers and writers. It recommends differentiating content, process, and product. It also recommends daily reading and writing opportunities, mini lessons, interactive writing, and conferences. The document then profiles three students, Eve in kindergarten, Jayn in 3rd grade, and Colin in 5th grade, and recommends interventions for their specific needs, which include activities related to alphabet knowledge, fluency, decoding, vocabulary, comprehension, phonological awareness, and spelling.
Whole School Language Presentation (Nov 2016)ben10prem
The presentation covered Prem's whole school language policy and pathways. It discussed the importance of English as the language of instruction, supporting students' mother tongue development, and ensuring literacy in at least one language. The pathways were exemplified by three students with different language experiences - one studying in their mother tongue of English, one studying their mother tongue of Thai, and one studying both their mother tongues of English and Korean. The key points were that every child's experience is unique and the most important factor is strong literacy, with both language and literature and acquisition courses being valued diploma options.
This document discusses different types of questions that can be asked during listening activities. It covers the differences between display and referential questions, focused and open questions, pre-, post-, and while-listening questions. It also discusses the differences between first and second language acquisition, form and function, visual supported versus non-visual supported questions, and individual versus group questions. The document provides examples and brief explanations of each type of question.
This document provides an outline for classroom activities including discussing how believable stories are through asking questions, presenting theories about the past, and playing a game where students share an experience and classmates determine if it is believable or not. It also includes a grammar activity involving adjectives with the suffix -able and listening practice.
This document provides guidance on engaging participants and teaching reading using appropriate tools and methods. It recommends finding where participants are, providing tasks they need and want to choose themselves. Participants should experience words, learn words, become aware of sounds, link sounds to letters, and work on one new phonetic concept at a time like diphthongs or graphemes. Reading full words should wait until decoding is understood. The document also discusses using listening to phonemes and reading with their own words to teach reading effectively.
Effective literacy teachers understand their emergent and beginning literacy learners by assessing their interests, instructional needs, and developmental progress. Teachers select texts that are age-appropriate in terms of readability, length, structure, print size, and visual supports. For emergent literacy learners, teachers provide systematic and explicit instruction in phonological awareness through activities that manipulate sounds in words. For beginning literacy learners, teachers focus on developing phonics awareness, vocabulary, sight words, fluency, and comprehension through decoding, concept sorting, close reading, and writing activities.
The document outlines an ELP (English Language Proficiency) program that identifies students' language abilities across four domains - speaking, writing, listening, and reading - based on access test scores from levels 1 to 6. It provides examples of language tasks students may be able to do at each level and notes teachers should provide supports, such as helping organize information or giving more time, as listed in a student's individual ELP. Students are encouraged to speak up when needing additional help from teachers.
1. Speaking is an interactive process that involves constructing meaning through producing, receiving, and processing information that depends on context.
2. There are three stages of speaking: pre-speaking involves planning and organizing ideas, speaking involves actively engaging with audiences, and post-speaking is a time for reflection and goal setting.
3. During the pre-speaking stage, students choose topics, determine their purpose and audience, and decide on a format. The speaking stage has students communicate their ideas through formal and informal situations. In the post-speaking stage, students reflect on their performance and set goals for improvement with teacher and peer feedback.
The document summarizes the key principles and techniques of the Direct Method for teaching language. It focuses on connecting meaning directly to the target language without translation, using real-world topics and situations. Some techniques include reading aloud, question and answer exercises, conversation practice, dictation, and paragraph writing. Grammar and vocabulary are taught inductively through demonstration, pictures, and sentences rather than explicit instruction or single words. The goal is for students to communicate in the target language through speaking practice.
This document provides guidance on how to give an effective presentation. It outlines key steps like understanding the audience, simplifying the message, practicing the presentation, and timing each section. Visual aids should complement the spoken content. The presenter should establish context, state the main points clearly, and conclude by recapping the key messages. Questions from the audience should be acknowledged respectfully and answered clearly while keeping the focus on the central topic. Preparing for different scenarios like technical difficulties or challenging questions helps ensure a smooth presentation.
This document provides information about word study and spelling strategies for teachers. It includes:
1. A discussion of apps and resources for supporting word study instruction, including reviews of spelling apps on Twitter.
2. An overview of Ontario curriculum expectations for grade 5 spelling, such as spelling unfamiliar words using strategies like understanding sound-symbol relationships.
3. Details on spelling patterns related to sound, structure, and meaning; examples include short vowels, consonant blends, prefixes, and suffixes.
4. A description of the Nelson Word Study program which includes transparencies, activity cards, and an interactive teacher tools CD-ROM.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
This document provides guidance on how to teach listening skills. It recommends using audio and video segments from various sources to engage students. When using segments, instructors should first have students consider what they want to learn and not take notes until after listening. They can then discuss what was heard. The document also emphasizes the importance of pre-listening, active listening, and post-listening activities like questioning, note-comparing, and vocabulary practice to reinforce comprehension. Creating listening guides can help focus students' attention on key elements. The goal is to give students opportunities to clarify meaning, extend thinking, and critically analyze what they hear.
The document discusses different approaches to teaching listening skills, including bottom-up and top-down processing. Bottom-up processing involves breaking down utterances into individual chunks to understand meaning, while top-down processing uses background knowledge and context clues to infer meaning. The document also outlines strategies for developing listening as a comprehension skill versus an acquisition skill to learn new vocabulary and structures. Classroom activities are suggested to help students notice differences between texts and their memory, and to restructure language from the texts into their own spoken or written output.
This document outlines the goals and structure of an advanced English course for upper-intermediate students. The course aims to help students improve their English skills including listening, speaking, reading, writing, vocabulary, grammar, and language functions. It covers topics such as introducing oneself, expressing opinions, narrating experiences, and writing argumentative essays. The syllabus and lessons are designed to provide students with 90 hours of instruction to advance their English abilities to an independent user level.
The document summarizes information about the Cambridge English: Advanced (CAE) exam, which tests English proficiency at level C1, the second highest level of the Common European Framework of Reference. It describes who typically takes the exam, including those pursuing university studies or careers requiring advanced English skills. The exam comprehensively tests all areas of language ability through five papers assessing reading, writing, use of English, listening, and speaking. It aims to evaluate if candidates can effectively communicate and understand complex written and spoken English, as outlined by specific language abilities defined for level C1. Candidates will receive a certificate stating their proficiency level of C1, C2, or B2 based on their exam results.
The Cambridge English: Advanced, also known as Certificate in Advanced English (CAE), is a high-level English qualification recognized by universities, employers, and governments worldwide. The CAE exam assesses English proficiency at level C1, the second highest level on the Common European Framework of Reference, demonstrating highly proficient academic and professional English abilities. The exam consists of five papers testing reading, writing, use of English, listening, and speaking, each worth 20% of the total marks and ranging in duration from 40 minutes to 1 hour and 30 minutes.
Cae cambridge certificate in advanced english 2Maria Frederico
This document is a watermarked sample from A-PDF to demonstrate their watermark removal software. The watermarked text and repetitive symbols throughout the document serve as an example of a watermark. Purchasing the full software from A-PDF's website will remove this watermark.
IELTS advanced grammar tips : Academic and General examThe Free School
This presentation offers 12 advanced English language grammar tips that may aid instructors who teach the writing components of the International English Language Testing System (IELTS) exam. Furthermore, this presentation also aims to assist those who plan to sit for the General or Academic version of this global language test. This presentation is suitable for future IELTS examinees who are upper intermediate to advanced English language writers.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.