1) Darwin wrote up a draft of his theory of natural selection in 1842 but did not publish it for 20 years as he wanted to gather more evidence to support his ideas. 2) In 1858, Darwin decided to publish after he learned that Alfred Russel Wallace had developed a similar theory of evolution. 3) Darwin published On the Origin of Species in 1859, introducing his theory that natural selection is the mechanism driving evolution.
Histórias, livros, ebooks, flashcards, aulas, vídeos e páginas para colorir gratuitos para crianças - www.freekidstories.org
crianças, bebês, crianças pequenas, pré-escolares, histórias da Bíblia, histórias do Novo Testamento, atos dos apóstolos, milagres, inglês e portugues bilíngües,
Histórias, livros, ebooks, flashcards, aulas, vídeos e páginas para colorir gratuitos para crianças - www.freekidstories.org
crianças, bebês, crianças pequenas, pré-escolares, histórias da Bíblia, histórias do Novo Testamento, atos dos apóstolos, milagres, inglês e portugues bilíngües,
Darwin theory of evolution was the first insight for understanding life on earth. To get more information about Darwin and his work; contact myassignmenthelp.net
Darwin theory of evolution was the first insight for understanding life on earth. To get more information about Darwin and his work; contact myassignmenthelp.net
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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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.
Embracing GenAI - A Strategic ImperativePeter 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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Lesson Overview
Darwin Presents His Case
THINK ABOUT IT
Darwin wrote up a complete draft of his ideas about natural selection,
but he put the work aside and didn’t publish it for another 20 years.
Darwin knew that his own theory was just as radical as Lamarck’s, so
he wanted to gather as much evidence as he could to support his ideas
before he made them public.
Then, in 1858, Darwin reviewed an essay containing similar ideas about
evolution by Alfred Russel Wallace, an English naturalist working in
Malaysia. Not wanting to get “scooped,” Darwin decided to move
forward with his own work.
Wallace’s essay was presented together with some of Darwin’s
observations at a scientific meeting in 1858. The next year, Darwin
published his first complete work on evolution: On the Origin of Species.
4. Lesson Overview
Darwin Presents His Case
Evolution by Natural Selection
Under what conditions does natural selection occur?
Natural selection occurs in any situation in which more individuals are born
than can survive (the struggle for existence), there is natural heritable
variation (variation and adaptation), and there is variable fitness among
individuals (survival of the fittest).
5. Lesson Overview
Darwin Presents His Case
The Struggle for Existence
After reading Malthus, Darwin realized that if more individuals are
produced than can survive, members of a population must compete to
obtain food, living space, and other limited necessities of life.
Darwin described this as the struggle for existence.
6. Lesson Overview
Darwin Presents His Case
Variation and Adaptation
Darwin knew that individuals have natural variations among their
heritable traits, and he hypothesized that some of those variants are
better suited to life in their environment than others.
Any heritable characteristic that increases an organism’s ability to
survive and reproduce in its environment is called an adaptation.
7. Lesson Overview
Darwin Presents His Case
Variation and Adaptation
Adaptations can involve body parts or structures, like a tiger’s claws;
colors, like those that make camouflage or mimicry possible; or
physiological functions, like the way a plant carries out photosynthesis.
8. Lesson Overview
Darwin Presents His Case
Variation and Adaptation
The scarlet king snake exhibits mimicry—an adaptation in which an
organism copies, or mimics, a more dangerous organism. Although the
scarlet king snake is harmless, it looks like the poisonous eastern coral
snake, so predators avoid it, too.
9. Lesson Overview
Darwin Presents His Case
Variation and Adaptation
A scorpionfish’s coloring is an example of camouflage—an
adaptation that allows an organism to blend into its background and
avoid predation.
10. Lesson Overview
Darwin Presents His Case
Variation and Adaptation
Many adaptations also involve behaviors, such as the complex
avoidance strategies prey species use.
For example, a crane will display defensive behavior in an effort to
scare off an approaching fox.
11. Lesson Overview
Darwin Presents His Case
Survival of the Fittest
According to Darwin, differences in adaptations affect an individual’s
fitness.
Fitness describes how well an organism can survive and reproduce in
its environment.
Individuals with adaptations that are well-suited to their environment can
survive and reproduce and are said to have high fitness.
Individuals with characteristics that are not well-suited to their
environment either die without reproducing or leave few offspring and
are said to have low fitness.
This difference in rates of survival and reproduction is called survival of
the fittest. In evolutionary terms, survival means reproducing and
passing adaptations on to the next generation.
12. Lesson Overview
Darwin Presents His Case
Natural Selection
Darwin named his mechanism for evolution natural selection because of
its similarities to artificial selection.
Natural selection is the process by which organisms with variations
most suited to their local environment survive and leave more offspring.
In natural selection, the environment—not a farmer or animal breeder—
influences fitness.
13. Lesson Overview
Darwin Presents His Case
Natural Selection
Well-adapted individuals survive and reproduce.
From generation to generation, populations continue to change as they
become better adapted, or as their environment changes.
Natural selection acts only on inherited traits because those are the only
characteristics that parents can pass on to their offspring.
14. Lesson Overview
Darwin Presents His Case
Natural Selection
This hypothetical population of
grasshoppers changes over time as a
result of natural selection.
Grasshoppers can lay more than 200
eggs at a time, but only a small fraction
of these offspring survive to reproduce.
15. Lesson Overview
Darwin Presents His Case
Natural Selection
Certain variations, called
adaptations, increase an individual’s
chances of surviving and
reproducing.
In this population of grasshoppers,
heritable variation includes yellow
and green body color.
Green color is an adaptation: The
green grasshoppers blend into their
environment and so are less visible
to predators.
16. Lesson Overview
Darwin Presents His Case
Natural Selection
Because their color serves as a
camouflage adaptation, green
grasshoppers have higher fitness and
so survive and reproduce more often
than yellow grasshoppers do.
17. Lesson Overview
Darwin Presents His Case
Natural Selection
Green grasshoppers become more
common than yellow grasshoppers in
this population over time because
more grasshoppers are born than
can survive, individuals vary in color
and color is a heritable trait, and
green grasshoppers have higher
fitness in this particular environment
18. Lesson Overview
Darwin Presents His Case
Natural Selection
Natural selection does not make organisms “better.” Adaptations don’t
have to be perfect—just good enough to enable an organism to pass its
genes to the next generation.
Natural selection also doesn’t move in a fixed direction. There is no one,
perfect way of doing something. Natural selection is simply a process
that enables organisms to survive and reproduce in a local environment.
19. Lesson Overview
Darwin Presents His Case
Natural Selection
For example, many different styles of pollination have evolved
among flowering plants. Oak tree flowers are pollinated by wind.
Apple tree flowers are pollinated by insects. Both kinds of pollination
work well enough for these plants to survive and reproduce in their
environments.
20. Lesson Overview
Darwin Presents His Case
Natural Selection
If local environmental conditions change, some traits that were once
adaptive may no longer be useful, and different traits may become
adaptive.
If environmental conditions change faster than a species can adapt to
those changes, the species may become extinct.
21. Lesson Overview
Darwin Presents His Case
Common Descent
What does Darwin’s mechanism for evolution suggest about living and
extinct species?
22. Lesson Overview
Darwin Presents His Case
Common Descent
What does Darwin’s mechanism for evolution suggest about living and
extinct species?
According to the principle of common descent, all species—living and
extinct—are descended from ancient common ancestors.
23. Lesson Overview
Darwin Presents His Case
Common Descent
Natural selection depends on the ability of organisms to reproduce and
leave descendants. Every organism alive today is descended from parents
who survived and reproduced.
Just as well-adapted individuals in a species survive and reproduce, welladapted species survive over time.
Darwin proposed that, over many generations, adaptation could cause
successful species to evolve into new species.
He also proposed that living species are descended, with modification,
from common ancestors—an idea called descent with modification.
According to the principle of common descent, all species—living and
extinct—are descended from ancient common ancestors.
24. Lesson Overview
Darwin Presents His Case
Common Descent
This aspect of Darwin’s theory implies that life has been on Earth for a very
long time—enough time for all this descent with modification to occur!
Hutton and Lyell’s contribution to Darwin’s theory is that deep time gave
enough time for natural selection to act.
For evidence of descent with modification over long periods of time, Darwin
pointed to the fossil record.
25. Lesson Overview
Darwin Presents His Case
Common Descent
Darwin based his explanation for
the diversity of life on the idea that
species change over time.
This page from one of Darwin’s
notebooks shows the first
evolutionary tree ever drawn. This
sketch shows Darwin’s explanation
for how descent with modification
could produce the diversity of life.
A single “tree of life” links all living
things.