These slides give you a brief system of council of european framework. it is an education system usually implemented in european countries and some parts of india.
The ELIC examinations were offered between 1990 and 2004, with the lower levels like the Preliminary Certificate being discontinued in 2000. While the examinations were phased out altogether by 2004, the highest level, the Diploma, would have been accredited at Level 6 or university first degree level had it been submitted for approval. The ELIC qualification originally consisted of five parts, from the Preliminary Certificate to the Final Diploma. Candidates had to complete modules to advance through the levels until achieving the Final Diploma. The Final Diploma was recognized as a degree-level qualification by many universities and was accepted for higher degree programs in many countries.
Cambridge ESOL offers the widest range of English exams in the world. More than 11,500 organizations worldwide recognize Cambridge ESOL exams. Cambridge ESOL works with education ministries to develop English assessment programs. In Mexico, Cambridge ESOL worked with SEP and the BBC on an adult English distance learning course that includes assessments at three levels related to Cambridge exams. The document then provides information about the Key English Test (KET) and Preliminary English Test (PET), including exam structure, certificates awarded, and benefits of taking the exams.
The European Qualifications Framework for lifelong learning, Jens BjornaveldYouth Agora
The document discusses the European Qualifications Framework (EQF), which provides a common reference point to compare qualifications across Europe. It aims to facilitate lifelong learning and mobility by making qualifications more transparent and easier to understand. Key dates are outlined relating to the establishment and rollout of the EQF. The EQF is a voluntary process and is based on learning outcomes rather than educational structures. It represents both opportunities and challenges for reforming national qualifications systems and clarifying relationships between vocational and higher education.
The document discusses the role and responsibilities of a National Referent in the RAISE project.
The National Referent will act as the tutor coordinator at the national level and represent their country at the European level. They must have strong communication, technological, and English language skills. As well as knowledge of the social and telecentre context. Key responsibilities include installing and maintaining the Moodle platform, registering tutors and students, translating and adapting course content, implementing and guiding tutors through the pilot training courses, and facilitating communication and participation among tutors.
The European Qualifications Framework (EQF) was developed between 2004-2008 to act as a translation device to make qualifications more understandable across different European countries and education systems. The EQF allows comparison of qualifications like diplomas and certificates issued in various European countries using learning outcomes as a common reference point. Countries must place their own qualification titles within the EQF's 8-level grid to facilitate comparison and transfer of qualifications between countries, systems, and institutions.
1. The document is a statement of results for a candidate who took the International Certificate in Financial English (ICFE) examination in December 2015.
2. The candidate, M N AbduSh Shakoor, received a B2 Pass result, scoring 52 out of 100.
3. A B2 Pass result indicates the candidate's ability is at Level B2 of the Common European Framework of Reference for Languages in the context of using English for finance and accounting.
The Common European Framework of Reference for Languages (CEF) aims to provide a common basis for language learning across Europe by identifying common reference levels of proficiency and describing what language learners should know and be able to do at each level. It consists of 6 common reference levels, a self-assessment grid to help learners track their progress, and a descriptive scheme that outlines the competencies that make up language ability at different levels. While comprehensive, the CEF is not a reader-friendly document and does not recommend any specific teaching methodology.
The ELIC examinations were offered between 1990 and 2004, with the lower levels like the Preliminary Certificate being discontinued in 2000. While the examinations were phased out altogether by 2004, the highest level, the Diploma, would have been accredited at Level 6 or university first degree level had it been submitted for approval. The ELIC qualification originally consisted of five parts, from the Preliminary Certificate to the Final Diploma. Candidates had to complete modules to advance through the levels until achieving the Final Diploma. The Final Diploma was recognized as a degree-level qualification by many universities and was accepted for higher degree programs in many countries.
Cambridge ESOL offers the widest range of English exams in the world. More than 11,500 organizations worldwide recognize Cambridge ESOL exams. Cambridge ESOL works with education ministries to develop English assessment programs. In Mexico, Cambridge ESOL worked with SEP and the BBC on an adult English distance learning course that includes assessments at three levels related to Cambridge exams. The document then provides information about the Key English Test (KET) and Preliminary English Test (PET), including exam structure, certificates awarded, and benefits of taking the exams.
The European Qualifications Framework for lifelong learning, Jens BjornaveldYouth Agora
The document discusses the European Qualifications Framework (EQF), which provides a common reference point to compare qualifications across Europe. It aims to facilitate lifelong learning and mobility by making qualifications more transparent and easier to understand. Key dates are outlined relating to the establishment and rollout of the EQF. The EQF is a voluntary process and is based on learning outcomes rather than educational structures. It represents both opportunities and challenges for reforming national qualifications systems and clarifying relationships between vocational and higher education.
The document discusses the role and responsibilities of a National Referent in the RAISE project.
The National Referent will act as the tutor coordinator at the national level and represent their country at the European level. They must have strong communication, technological, and English language skills. As well as knowledge of the social and telecentre context. Key responsibilities include installing and maintaining the Moodle platform, registering tutors and students, translating and adapting course content, implementing and guiding tutors through the pilot training courses, and facilitating communication and participation among tutors.
The European Qualifications Framework (EQF) was developed between 2004-2008 to act as a translation device to make qualifications more understandable across different European countries and education systems. The EQF allows comparison of qualifications like diplomas and certificates issued in various European countries using learning outcomes as a common reference point. Countries must place their own qualification titles within the EQF's 8-level grid to facilitate comparison and transfer of qualifications between countries, systems, and institutions.
1. The document is a statement of results for a candidate who took the International Certificate in Financial English (ICFE) examination in December 2015.
2. The candidate, M N AbduSh Shakoor, received a B2 Pass result, scoring 52 out of 100.
3. A B2 Pass result indicates the candidate's ability is at Level B2 of the Common European Framework of Reference for Languages in the context of using English for finance and accounting.
The Common European Framework of Reference for Languages (CEF) aims to provide a common basis for language learning across Europe by identifying common reference levels of proficiency and describing what language learners should know and be able to do at each level. It consists of 6 common reference levels, a self-assessment grid to help learners track their progress, and a descriptive scheme that outlines the competencies that make up language ability at different levels. While comprehensive, the CEF is not a reader-friendly document and does not recommend any specific teaching methodology.
The Common European Framework of Reference for Languages (CEF) aims to provide a common basis for language learning across Europe by identifying common reference levels of proficiency and describing what language learners should know and be able to do at each level. It consists of 6 common reference levels, a self-assessment grid to help learners track their progress, and a descriptive scheme that comprehensively outlines the knowledge and skills of language users at different levels. While not prescriptive, the CEF aims to help curriculum developers, teachers, test makers, and learners plan and assess language learning in a coherent and transparent way.
The Common European Framework of Reference (CEFR) is a standard developed by the Council of Europe to describe language ability. It introduces six common reference levels (A1 to C2) to standardize language education across Europe. The CEFR provides clear definitions of what language learners can do at each level to facilitate cooperation in language education.
This document discusses language assessment targets and proficiency levels. It introduces the Common European Framework of Reference (CEFR), which established international standards for language learning, teaching, and assessment. The CEFR describes language abilities through 6 proficiency levels from A1 to C2. It also uses "can do" statements to outline the communication skills learners have at each level without focusing on grammar. The document then explains how major English tests, like the TOEFL and IELTS, develop assessment targets based on the CEFR levels and proficiency descriptors.
The document discusses the use of language portfolios to develop communicative competencies at level B2. It describes how language portfolios allow learners to record their language learning experiences, assess their own language skills, and provide documentation of qualifications. Language portfolios have two main parts - a language passport that provides an overview of the individual's language proficiencies, and a language biography where learners document their personal language learning history and intercultural experiences. Teachers can use language portfolios to better plan teaching activities and help students develop individual learning strategies. The overall goals of language portfolios are to motivate learners and provide a record of the linguistic and cultural skills they have acquired.
The common european framework of reference for languagesJheyswat
The Common European Framework of Reference for Languages (CEFR) was developed between 1993 and 1996 by an international working party and published in 2001 by the Council of Europe. It introduced six common reference levels (A1-C2) to standardize descriptions of language ability. The CEFR aims to provide a transparent, coherent and comprehensive framework that can be used flexibly for various purposes including curriculum design, assessment, and comparing language abilities across different countries and educational systems.
Tim Goodier: Implementing the new CEFR Companion Volumeeaquals
The document discusses implementing the CEFR Companion Volume with new descriptors into language teaching. It provides background on Eurocentres and its role in developing the Common European Framework of Reference (CEFR). It outlines an agenda covering disruption in 21st century language learning and the new areas described in the Companion Volume, including mediation, online interaction, and plurilingual/pluricultural competences. Examples of descriptors from these new areas are provided, and it discusses how the descriptors can be elaborated into curriculum, with the goal of building a developmental community of practice around implementing the Companion Volume.
The document provides guidance on using the Common European Framework of Reference for Languages (CEFR) effectively. It discusses the CEFR's origins and history, how it conceptualizes language ability through six common reference levels (A1 to C2), and its action-oriented approach to language use. The document emphasizes that the CEFR is a framework rather than a standardized assessment, and that users must adapt it to their own contexts and languages. It outlines principles for applying the CEFR in teaching, learning, curriculum design, and assessment.
The document provides guidance on using the Common European Framework of Reference for Languages (CEFR) effectively. It discusses the CEFR's origins and history, how it conceptualizes language ability through six common reference levels (A1 to C2), and its action-oriented approach to language use. The document emphasizes that the CEFR is a framework rather than a standardized method, and encourages readers to adapt it to their own contexts and learners. It also outlines principles for applying the CEFR in teaching, learning, assessment, and developing reference level descriptions for specific languages.
Summary:The Common European Framework of Reference for Language JrPanaifo
The document discusses the Common European Framework of Reference (CEFR), which was created by the Council of Europe to standardize language assessments across Europe. The CEFR describes language proficiency through 6 levels from A1 to C2. It is used by curriculum developers, teachers, exam boards, and publishers to determine the language skills required for educational programs and jobs. While initially criticized for its broad levels, the CEFR provides a common system for comparing language qualifications internationally.
The Common European Framework (CEFR) is an international standard used to describe language ability consistently across languages and locations. It divides learners into 6 levels from A1 for beginners to C2 for mastery. The CEFR aims to increase transparency in language education by outlining what learners should be able to do at each level in reading, writing, listening and speaking. The framework hopes primary students in Malaysia will achieve level A1 in English by Year 3 and leave primary school at level A2 or higher.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
The document summarizes a webinar on setting language objectives for English language learners. It includes an agenda for the webinar covering topics such as how instruction for ELLs is changing, the importance of language objectives, leveraging WIDA resources, and creating language objectives step-by-step. It provides examples of differentiating language objectives for different levels of ELL students based on WIDA standards and models. The webinar aims to help participants gain practical tips for developing language objectives tailored to individual ELLs or groups of ELLs at similar language levels.
Setting ELL Language Objectives (Webinar Slides from Ellevation Education)Jordan Meranus
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
These slides are from a free webinar that occurred Wednesday, March 13, 2013 from 4-5 PM Eastern time.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus explored effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals, covering:
- The importance of language objectives.
- A step-by-step process for crafting powerful language objectives.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language objectives.
- Examples of language objectives and use in a classroom.
The webinar recording with audio is available here: https://ellevation.webex.com/ellevation/lsr.php?AT=pb&SP=EC&rID=6546942&rKey=1e36bf35ebbd638a
This document provides an introduction to the Common European Framework of Reference for Languages (CEFR). It explains that the CEFR aims to provide common standards for describing language learning levels across languages and countries. It establishes six reference levels (A1 to C2) defined by "can do" statements describing what a learner can do at each level. The document discusses how teachers can use the CEFR to map out students' language journeys, select teaching materials, and help students reflect on their progress. While not prescribing methodology, the CEFR aims to provide a common basis for discussing language ability globally.
This document provides information about assessing writing performance at Cambridge English: Advanced (C1) level, including:
- Examiners use a detailed assessment scale to evaluate writing based on content, communicative achievement, organization, and language.
- The scale describes performance at different bands to determine if a candidate has achieved C1 level writing skills. Higher bands demonstrate greater relevance, flexibility, and sophistication.
- Teachers can use the scale to analyze student writing, provide feedback, and gauge readiness for the exam. An activity guides teachers in applying the scale to sample exam responses.
Ket Handbook Key English Test - Hand Book For TeachersAnvesh Rao
The document provides an overview of the Key English Test (KET), including its content, structure, and level. KET consists of three papers - Reading and Writing, Listening, and Speaking. The Reading and Writing paper is 1 hour 10 minutes and tests reading comprehension and basic writing skills. The Listening paper is 30 minutes and tests understanding of dialogues and monologues. The Speaking test is 8-10 minutes per pair of candidates and involves interaction with an examiner and another candidate. KET is at level A2 of the Common European Framework, demonstrating a basic ability to communicate in everyday English.
This document provides an introduction to an English language course at level B2+. It outlines that the purpose is for participants to recognize what they have learned at previous levels and what they are able to do with English. The content includes an overview of the Common European Framework, why English is important to learn, and how to diagnose your current level of proficiency. It also briefly describes some key aspects of level B2, such as being able to communicate confidently in known contexts.
MDELT- STANDARD FRAMEWORK UNDERLYING THE PRINCIPLE OF MEDIA DEVELOPMENT - CEFRMdelt Class A Uny
The document discusses the Common European Framework of Reference for Languages (CEFR), which provides a common basis for describing language learning, teaching, and assessment. It describes the CEFR's global scale of language proficiency levels from A1 to C2. Teachers can use "can do" statements from the CEFR to evaluate students' skills and design lessons. The CEFR also breaks down language skills into detailed descriptive scales to aid self-assessment, curriculum design, and defining content for each proficiency level. Using the CEFR allows teachers and learners to track progress toward specific goals. It provides an estimated number of teaching hours typically needed to achieve each level of proficiency.
This document discusses luxury fountain pens from various manufacturers that are encrusted with precious gems like diamonds. It provides details on 10 high-end pens, the most expensive being an Aurora fountain pen encrusted with 2,000 diamonds costing $10,47,000. Other luxury pens featured are from manufacturers like Caran d'Ache, Anita Tan, Mont Blanc, and Visconti and are made with gold and encrusted with hundreds to thousands of diamonds and sometimes other gems. The document outlines the features and prices of these highly decorated limited edition luxury fountain pens.
Chandrayan-1 was India's first lunar probe launched in 2008 but stopped communicating in 2009 after suffering from technical issues including a failed star tracker and poor thermal shielding. The spacecraft crashed after almost a year due to very high radiation and a failed power-supply, ending the mission.
The Common European Framework of Reference for Languages (CEF) aims to provide a common basis for language learning across Europe by identifying common reference levels of proficiency and describing what language learners should know and be able to do at each level. It consists of 6 common reference levels, a self-assessment grid to help learners track their progress, and a descriptive scheme that comprehensively outlines the knowledge and skills of language users at different levels. While not prescriptive, the CEF aims to help curriculum developers, teachers, test makers, and learners plan and assess language learning in a coherent and transparent way.
The Common European Framework of Reference (CEFR) is a standard developed by the Council of Europe to describe language ability. It introduces six common reference levels (A1 to C2) to standardize language education across Europe. The CEFR provides clear definitions of what language learners can do at each level to facilitate cooperation in language education.
This document discusses language assessment targets and proficiency levels. It introduces the Common European Framework of Reference (CEFR), which established international standards for language learning, teaching, and assessment. The CEFR describes language abilities through 6 proficiency levels from A1 to C2. It also uses "can do" statements to outline the communication skills learners have at each level without focusing on grammar. The document then explains how major English tests, like the TOEFL and IELTS, develop assessment targets based on the CEFR levels and proficiency descriptors.
The document discusses the use of language portfolios to develop communicative competencies at level B2. It describes how language portfolios allow learners to record their language learning experiences, assess their own language skills, and provide documentation of qualifications. Language portfolios have two main parts - a language passport that provides an overview of the individual's language proficiencies, and a language biography where learners document their personal language learning history and intercultural experiences. Teachers can use language portfolios to better plan teaching activities and help students develop individual learning strategies. The overall goals of language portfolios are to motivate learners and provide a record of the linguistic and cultural skills they have acquired.
The common european framework of reference for languagesJheyswat
The Common European Framework of Reference for Languages (CEFR) was developed between 1993 and 1996 by an international working party and published in 2001 by the Council of Europe. It introduced six common reference levels (A1-C2) to standardize descriptions of language ability. The CEFR aims to provide a transparent, coherent and comprehensive framework that can be used flexibly for various purposes including curriculum design, assessment, and comparing language abilities across different countries and educational systems.
Tim Goodier: Implementing the new CEFR Companion Volumeeaquals
The document discusses implementing the CEFR Companion Volume with new descriptors into language teaching. It provides background on Eurocentres and its role in developing the Common European Framework of Reference (CEFR). It outlines an agenda covering disruption in 21st century language learning and the new areas described in the Companion Volume, including mediation, online interaction, and plurilingual/pluricultural competences. Examples of descriptors from these new areas are provided, and it discusses how the descriptors can be elaborated into curriculum, with the goal of building a developmental community of practice around implementing the Companion Volume.
The document provides guidance on using the Common European Framework of Reference for Languages (CEFR) effectively. It discusses the CEFR's origins and history, how it conceptualizes language ability through six common reference levels (A1 to C2), and its action-oriented approach to language use. The document emphasizes that the CEFR is a framework rather than a standardized assessment, and that users must adapt it to their own contexts and languages. It outlines principles for applying the CEFR in teaching, learning, curriculum design, and assessment.
The document provides guidance on using the Common European Framework of Reference for Languages (CEFR) effectively. It discusses the CEFR's origins and history, how it conceptualizes language ability through six common reference levels (A1 to C2), and its action-oriented approach to language use. The document emphasizes that the CEFR is a framework rather than a standardized method, and encourages readers to adapt it to their own contexts and learners. It also outlines principles for applying the CEFR in teaching, learning, assessment, and developing reference level descriptions for specific languages.
Summary:The Common European Framework of Reference for Language JrPanaifo
The document discusses the Common European Framework of Reference (CEFR), which was created by the Council of Europe to standardize language assessments across Europe. The CEFR describes language proficiency through 6 levels from A1 to C2. It is used by curriculum developers, teachers, exam boards, and publishers to determine the language skills required for educational programs and jobs. While initially criticized for its broad levels, the CEFR provides a common system for comparing language qualifications internationally.
The Common European Framework (CEFR) is an international standard used to describe language ability consistently across languages and locations. It divides learners into 6 levels from A1 for beginners to C2 for mastery. The CEFR aims to increase transparency in language education by outlining what learners should be able to do at each level in reading, writing, listening and speaking. The framework hopes primary students in Malaysia will achieve level A1 in English by Year 3 and leave primary school at level A2 or higher.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
The document summarizes a webinar on setting language objectives for English language learners. It includes an agenda for the webinar covering topics such as how instruction for ELLs is changing, the importance of language objectives, leveraging WIDA resources, and creating language objectives step-by-step. It provides examples of differentiating language objectives for different levels of ELL students based on WIDA standards and models. The webinar aims to help participants gain practical tips for developing language objectives tailored to individual ELLs or groups of ELLs at similar language levels.
Setting ELL Language Objectives (Webinar Slides from Ellevation Education)Jordan Meranus
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
These slides are from a free webinar that occurred Wednesday, March 13, 2013 from 4-5 PM Eastern time.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus explored effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals, covering:
- The importance of language objectives.
- A step-by-step process for crafting powerful language objectives.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language objectives.
- Examples of language objectives and use in a classroom.
The webinar recording with audio is available here: https://ellevation.webex.com/ellevation/lsr.php?AT=pb&SP=EC&rID=6546942&rKey=1e36bf35ebbd638a
This document provides an introduction to the Common European Framework of Reference for Languages (CEFR). It explains that the CEFR aims to provide common standards for describing language learning levels across languages and countries. It establishes six reference levels (A1 to C2) defined by "can do" statements describing what a learner can do at each level. The document discusses how teachers can use the CEFR to map out students' language journeys, select teaching materials, and help students reflect on their progress. While not prescribing methodology, the CEFR aims to provide a common basis for discussing language ability globally.
This document provides information about assessing writing performance at Cambridge English: Advanced (C1) level, including:
- Examiners use a detailed assessment scale to evaluate writing based on content, communicative achievement, organization, and language.
- The scale describes performance at different bands to determine if a candidate has achieved C1 level writing skills. Higher bands demonstrate greater relevance, flexibility, and sophistication.
- Teachers can use the scale to analyze student writing, provide feedback, and gauge readiness for the exam. An activity guides teachers in applying the scale to sample exam responses.
Ket Handbook Key English Test - Hand Book For TeachersAnvesh Rao
The document provides an overview of the Key English Test (KET), including its content, structure, and level. KET consists of three papers - Reading and Writing, Listening, and Speaking. The Reading and Writing paper is 1 hour 10 minutes and tests reading comprehension and basic writing skills. The Listening paper is 30 minutes and tests understanding of dialogues and monologues. The Speaking test is 8-10 minutes per pair of candidates and involves interaction with an examiner and another candidate. KET is at level A2 of the Common European Framework, demonstrating a basic ability to communicate in everyday English.
This document provides an introduction to an English language course at level B2+. It outlines that the purpose is for participants to recognize what they have learned at previous levels and what they are able to do with English. The content includes an overview of the Common European Framework, why English is important to learn, and how to diagnose your current level of proficiency. It also briefly describes some key aspects of level B2, such as being able to communicate confidently in known contexts.
MDELT- STANDARD FRAMEWORK UNDERLYING THE PRINCIPLE OF MEDIA DEVELOPMENT - CEFRMdelt Class A Uny
The document discusses the Common European Framework of Reference for Languages (CEFR), which provides a common basis for describing language learning, teaching, and assessment. It describes the CEFR's global scale of language proficiency levels from A1 to C2. Teachers can use "can do" statements from the CEFR to evaluate students' skills and design lessons. The CEFR also breaks down language skills into detailed descriptive scales to aid self-assessment, curriculum design, and defining content for each proficiency level. Using the CEFR allows teachers and learners to track progress toward specific goals. It provides an estimated number of teaching hours typically needed to achieve each level of proficiency.
Similar to Council of European Framework (CEF) (20)
This document discusses luxury fountain pens from various manufacturers that are encrusted with precious gems like diamonds. It provides details on 10 high-end pens, the most expensive being an Aurora fountain pen encrusted with 2,000 diamonds costing $10,47,000. Other luxury pens featured are from manufacturers like Caran d'Ache, Anita Tan, Mont Blanc, and Visconti and are made with gold and encrusted with hundreds to thousands of diamonds and sometimes other gems. The document outlines the features and prices of these highly decorated limited edition luxury fountain pens.
Chandrayan-1 was India's first lunar probe launched in 2008 but stopped communicating in 2009 after suffering from technical issues including a failed star tracker and poor thermal shielding. The spacecraft crashed after almost a year due to very high radiation and a failed power-supply, ending the mission.
The skeletal system provides structure and shape to the body, allows for movement, protects organs, stores minerals, and makes blood cells. It is composed of bones and joints, including ribs that protect the lungs and heart, and a skull made of 22 bones that form the cranium and face. There are four main types of joints - pivot, ball and socket, hinge, and fixed - that enable different ranges of motion between bones, such as the pivot joint between the skull and top vertebrae that allows the head to move side to side.
This presentation gives a brief review of 4g world. it contains all the facilties of 4g, advantages and disadvantages. it could be related easily with the current internet facility and calling mode we use. It is very cheap and efficient mode of network being used nowadays by everyone among us.
this presentation gives in depth information of phenomenon that is associated with our body and organ systems. the content has been explained conceptually and practically so we can relate with our practical life.
This is a detailed presentation on the concept of virtual reality which has in-depth knowledge of where virtual reality can be used in everyday life and improve our imagination. VR can be great scope of work and study in the future
The document describes the male and female reproductive parts of flowers. The male part is the stamen, which contains the anther and filament, and inside the anther are pollen grains. The female part is the pistil, which contains the style, stigma, and ovary, and inside the ovary are ovules.
According to Greek legend, magnetism was first discovered by a shepherd named Megnes in Megnesia, Greece. His iron stick and nails had become attracted to a magnetic rock, which was named magnetite after the shepherd or country. Magnets have two poles, a north pole and a south pole, which always exist in pairs and cannot be separated. A compass uses a magnetic needle that aligns in the north-south direction, with its red end pointing north.
The document defines basic geometrical concepts including line segments, lines, rays, parallel and intersecting lines, collinear points, concurrent lines, closed and open figures, chords, diameters, radii, arcs, circumferences, and semicircles. Line segments have two fixed endpoints, lines have no endpoints, and rays have one starting point. Parallel lines are the same distance apart and never intersect. Intersecting lines cross each other. Collinear points lie on the same straight line. Concurrent lines pass through a single point. Closed figures start and end at the same point, while open figures do not. Chords connect points on a circle without passing through the center, diameters pass through the center, and radii connect
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. It is a framework of reference. It is
designed to provide a transparent,
coherent and comprehensive basis for
the elaboration of language syllabuses
and curriculum guidelines, the design
of teaching and learning materials,
and the assessment of foreign
language proficiency.
4. Content in Common Reference Levels
A1 – Break Through
A2 – Way Through
B1 - Threshold
B2 - Vantage
C1 - Effective Operational
ProficiencyC2 - Mastery
C2 - Top level
A1 - Bottom level
5. Scales and Descriptors Of
Language Proficiency
1). User oriented scales what
learners can do.
2). Assessor oriented scales-how well the
learner performs.
3). Constructor oriented scales-what the
learners can do.