Actividades diarias de una persona que ayudan al alumno a comprender vocabulario a través de imágenes y que, luego, lo estimulan a escribir sobre su rutina.
Actividades diarias de una persona que ayudan al alumno a comprender vocabulario a través de imágenes y que, luego, lo estimulan a escribir sobre su rutina.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Carmen Dioselina Garzón Mora
Aprendiz
Gabriel Buitrago
Instructor
Servicio Nacional de Aprendizaje
Regional Cundinamarca
Centro de Desarrollo Agroempresarial
Tecnólogo de Talento Humano
Ficha 574730
Chía Sede A Fecha: 05/Octubre/2014
2. Monday Tuesday
Wednesdat Thursday Friday Saturday Sunday
Morning I get up at half
past five,
making
breakfast,
enlisted things
my husband,
later organize
home, enlisted
my son at
eleven o’clock
bring it to
school.
I get up at half
past five,
making
breakfast,
enlisted things
my husband,
later organize
home, enlisted
my son at
eleven o’clock
bring it to
school.
I get up at half
past five,
making
breakfast,
enlisted things
my husband,
later organize
home, enlisted
my son at
eleven o’clock
bring it to
school.
I get up at half past
five, making
breakfast, enlisted
things my husband,
later organize
home, enlisted my
son at eleven
o’clock bring it to
school.
I get up at half
past five, making
breakfast, enlisted
things my
husband, later
organize home,
enlisted my son at
eleven o’clock
bring it to school.
I get up at half
past five
making
breakfast, I
organize
myself to go to
study, I go to
study at seven
o’clock a.m. I
leave at ten
o’clock recess.
I get up at half
past six thirty
a.m. making
breakfast, I
organize for to
accompany to
my husband to
play soccer.
Afternoon Back at home,
lunch half pas
one p.m. Do
task, after see
TV until (up)
five, I get ready
to go to school.
Back at home,
lunch half pas
one p.m. Do
task, Later I go
to study at three
p.m. get out at
half pas nine, I
come home, I lie
down to sleep.
Back at home,
lunch half pas
one p.m. Do
task, after see
TV until (up)
five, I get ready
to go to school
Back at home,
lunch half pas one
p.m. Do task, ,
Later I go to study
at three p.m. get
out at half pas nine,
I come home, I lie
down to sleep.
Back at home,
lunch half pas one
p.m. Do task,
after see TV until
(up) five, I get
ready to go to
school
I have lunch,
and every
Saturday I go
to visit my
parents.
Back home at
one o’clock, later
lunch and after,
go out the park
at play with my
son.
Night I go to study at
six p.m. get out
at half past nine,
I come home,
later eat and
see TV, I lie
down to sleep.
I go to study at
six p.m. get out
at half past nine,
I come home,
later eat and
see TV, I lie
down to sleep.
I go to study at
six p.m. get out
at half past nine,
I come home,
later eat and
see TV, I lie
down to sleep.
I go to study at six
p.m. get out at half
past nine, I come
home, later eat and
see TV, I lie down
to sleep.
I go to study at six
p.m. get out at
half past nine, I
come home, later
eat and see TV, I
lie down to sleep.
, with my
husband and
my son,
returned at
night, we eat
and sleep
Returned at
night, we eat
and sleep.
