Cinderella lived with her two mean sisters who made her do all the housework. She was sad when she couldn't go to the prince's ball. Her fairy godmother magically made her a beautiful dress and shoes so she could attend. At the ball, Cinderella danced with the prince but had to leave at midnight, losing one of her glass slippers. The prince searched the land to find the girl whose foot fit the slipper, which belonged to Cinderella. They fell in love and got married, living happily ever after.
Retold by Ruth Hobart
Illustrated by Giovanni Manna
BLACKCAT
earlyreads
Poor Cinderella! She has to do all the housework, and her sisters won't take her to the ball at the royal palace! But thanks to a fairy godmother - and not forgetting her pets! - she does go to the ball. There, the Prince falls in love with her, but she has to leave. Will they meet again?
Retold by Ruth Hobart
Illustrated by Giovanni Manna
BLACKCAT
earlyreads
Poor Cinderella! She has to do all the housework, and her sisters won't take her to the ball at the royal palace! But thanks to a fairy godmother - and not forgetting her pets! - she does go to the ball. There, the Prince falls in love with her, but she has to leave. Will they meet again?
A special treat on the 20th Anniversary of the release of PowerPoint. I'm sure you will all agree that this story has never been properly told - to full advantage - in this way ...
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.
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!
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.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
3. They were very lazy and ugly too. “Cinderella, bring me cake!” “Cinderella, clean my bedroom!” “Cinderella, bring me wool!” they said Poor Cinderella! From morning to night she cleaned and cook and washed.
4. She was very sad. One morning, at 10 o´clock, a letter arrived. Come to the Ball! WHERE? The Castle WHEN? 14th July at 8 o´clock DRESS? Beautiful clothes “EXCELENT!” said the ugly sisters. “Let´s go!”
5. Cinderella was very, very sad. “I want to go to the ball too”, she said. “But I have no dress or shoes to wear” She cried and cried. Then – at 9 o´clock on the night of the ball: Trrrrrrrrrrring!
6. “Wow! Who are you?” said Cinderella. “I am your fairy godmother. I am here to help you”, said the lady.
7. Cinderella had a beautiful dress and shoes. “Now – go to the ball!” said the fairy godmother. “But, at 12 o´clock, no later, come home!”
8. When the prince saw Cinderella, he said. “Wow! She´s beautiful!” “Would you like to dance with me?” He asked her. They danced all night.
9. Then Cinderella heard the clock. “Oh, no, 12 o´clock,” she said. “It´s time to go!” She ran quickly from the castle. “ Come back!” call the prince. “Please don´t go!”
10. But it was too late! It was after 12 o´clock! “Oh no,” she said. Where are my beautiful dress and shoes!” The prince was very sad. But… what is this? “Ah, her beautiful shoe,” he said. “Now I will find her”
11. The prince tried every foot in every house… but it was no good! The shoe was too big or too small. “Where is she?” the price said sadly. Cinderella came from the kitchen. Cinderella try the shoe.
12. “YES! The shoe is yours,” the prince said. He asked Cinderella to marry him. She said “YES!” They soon got married and they were very, very happy. And the ugly sisters? What do you think?
