For primary students in grade 4 in Madrid bilingual state schools.
For more quality educational content, visit my YouTube channel:
https://www.youtube.com/channel/UCQGYTvyHHivB7GT9q04vT0A
The Solar System is composed of the Sun and the celestial objects which are gravitationally bound to it: planets, moons, dwarf planets and their four known moons, asteroids, meteoroids, comets, and interplanetary dust.
The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year.
Power Point notes that I use in class. I did not make this presentation. I got it from the internet, the reference is on the first page. I may have altered it from it\'s origninal state though.
The Solar System is composed of the Sun and the celestial objects which are gravitationally bound to it: planets, moons, dwarf planets and their four known moons, asteroids, meteoroids, comets, and interplanetary dust.
The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year.
Power Point notes that I use in class. I did not make this presentation. I got it from the internet, the reference is on the first page. I may have altered it from it\'s origninal state though.
The Charming Genius of the Apollo Guidance ComputerBrian Troutwine
The Apollo Project was the first flight system to deploy with a digital, general-purpose computer made of integrated circuits at its core: the Apollo Guidance Computer (AGC). It was a complete research project: no IC computer had run consecutively for more than a few hours, sophisticated programming techniques were unknown and the interactive human/computer interface had to be invented and made to appeal to astronauts opposed to machine interference in flight operations.
In this talk I'll give the historical context for the AGC, discuss its initial design and the evolution of this design as the Apollo Project progressed. We'll do a deep-dive on the machine architecture and note how tight integration with a special-purpose vehicle admitted incredibly sophisticated behaviour from a primitive machine. We'll further discuss the human/computer interface for the AGC, how the astronaut's flight roles dictated the computer's role and vice versa. Motivating examples from select Apollo flights will be used.
Throughout, we'll keep an eye on lessons to be gleaned from the experience of engineering the AGC and how we can adapt these lessons to modern computer systems in mission-critical deployments.
The Sky
Astronomy is about us. As we learn about astronomy, we learn about ourselves. We search for an answer to the question “What are we?” The quick answer is that we are thinking creatures living on a planet that circles a star we call the sun. In this chapter, we begin trying to understand that answer. What does it mean to live on a planet?
The preceding chapter gave us a quick overview of the universe, and chapters later in the book will discuss the details. This chapter and the next help us understand what the universe looks like seen from the surface of our spinning planet.
But appearances are deceiving. We will see in Chapter 4 how difficult it has been for humanity to understand what we see in the #sky every day. In fact, we will discover that modern science was born when people tried to understand the appearance of the sky.
By Kalika Patil, PPT on Planets in our solar system. The Planets in our Solar System are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. To know more check out the ppt
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.
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.
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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?
Celestial bodies in the Solar System: the Sun, planets, satellites, comets, asteroids and meteorids.
1.
2. Our solar system is made up by celestial
bodies. Celestial bodies are natural
objects in the sky and they can be:
-The Sun
-Planets
-Satellites
-Comets
-Asteroids
-Meteorids
3. It is a star because it
produces light and
heat. The Sun is at the
centre of the Solar
System.
4. There are eight planets
that orbit, move around
or revolve around the
Sun.
5. Mercury is the planet
nearest to the Sun.
This small and hot
planet has no moons.
It takes 58 days to
rotate on its axis and
88 days to revolve
around the Sun.
Its temperature goes
from 465ºC to -184ºC.
6. Venus is the the hottest
planet because it can reach
449ºC and it has no moons.
It needs -243 days to rotate
on its axis and 224 days to
orbit the Sun.
Venus is known as the
“morning star” or “evening
star”.
7. We live on the
Earth, the third
planet from the
Sun. It takes 24
hours to rotate
and 365 days to
orbit the Sun.
It has one moon.
8. Mars is the most
Earth-planet in the
Solar System. It has
two moons and its
atmosphere is mainly
composed of carbon
dioxide.
The biggest vocano
in the Solar System
is there.
9. This is the surface of Mars. There is ice on
both north and south poles.
Mars needs more than 24 hours to rotate
on its axis and 686 days to revolve around
the Sun.
10. Jupiter is a gas giant
and the biggest planet
in our Solar System. It
is so big that the rest of
the planets could fit
inside it. It has 63
moons.
It needs 10 hours to
rotate on its axis and
almost 12 years to orbit
the Sun.
11. Saturn is a gas
giant which has
beautiful rings
made of ice and
rocks. It has 33
moons.
It needs 10 hours
to rotate on its
axis and more
than 29 years to
revolve around
the Sun.
12. Uranus is a light blue
gas giant with 27
moons.
This planet is
extremely tilted and a
gas called methane
gives it the blue
colour as it absorbs
red light.
It needs 18 hours to
rotate on its axis and
84 years to revolve
around the Sun.
13. Neptune is a blue gas giant
because its atmosphere is
also composed of methane.
It has 13 moons and it
needs 16 hours to rotate on
its axis and more than 164
years to orbit the Sun!
So, it is the farthest planet
to the Sun.
The poles are in constant
darkness of sunlight for 40
years at a time.
15. It is the only known planet where
living things can survive. This is
because:
- It has enough oxygen in its
atmosphere.
-There is water on its surface.
-Its warm temperature: it is not too hot
or too cold.
16. The Moon is the Earth’s only natural
satellite. It rotates on its axis at the
same time that the Earth, so it needs
24 hours to do so. It also takes about
28 days to orbit the Earth.
Remember!: Satellites, like planets, do
not produce light and heat. The Moon
shines because it reflects off the light
from the Sun.