The three little pigs lived in the forest with their brother, the wolf, who always chased them to eat them. To escape the wolf, the three little pigs decided to each build a house. The youngest built a house of straw to finish quickly and play. The middle brother built a wooden house. The oldest worked hard on his brick house. When the wolf came, he blew down the houses of straw and wood but could not blow down the brick house. The three little pigs escaped safely inside the brick house.
Lexus is having a terrible time adjusting to her mother's new marriage and pregnancy. She turns to the only people in her life that actually listens to her.
Lexus is having a terrible time adjusting to her mother's new marriage and pregnancy. She turns to the only people in her life that actually listens to her.
Als xiquets/es d'infantil els agraden molt els contes i és un recurs molt utilitzat a infantil per la seua motivació i per tant pel seu valor pedagògic. És un conte tradicional que agrada moltíssim als infantils i als/les mestres d'aquest cicle i a la majoria del nostre cole Alfàndec. Espere que vos agrade molt.
El conte de les 7 cabretes i el llop adaptat seguint pautes de la lectura fàcil. El nivell d'adaptació dependrà de les competències dels alumnes. Per alguns alumnes potser serien necessàries més adaptacions.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
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?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
1. ELS TRES PORQUETS
EN EL COR DEL BOSC HI VIVIEN TRES PORQUETS QUE EREN GERMANS. EL LLOP SEMPRE ELS
PERSEGUIA PER MENJAR-SE'LS. PER PODER ESCAPAR DEL LLOP, ELS TRES PORQUETS
DECIDIREN FER-SE UNA CASA.
2. EL MÉS PETIT VA FER-SE UNA CASA DE PALLA, PER ACABAR ABANS I ANAR-SE'N A JUGAR.
EL MITJÀ ES VA CONSTRUIR UNA CASA DE FUSTA. AL VEURE QUE EL SEU GERMÀ PETIT HAVIA
ACABAT JA, S'AFANYÀ PER ANAR-SE'N A JUGAR AMB ELL.
I EL MÉS GRAN TREBALLAVA EN LA SEVA CASA DE TOTXOS.
3. - JA VEUREU EL QUE FA EL LLOP AMB LES VOSTRES CASES - VA RENYAR ALS SEUS GERMANS
MENTRE AQUESTS S'HO PASSAVEN LA MAR DE BÉ.
EL LLOP VA SORTIR DARRERA EL PORQUET PETIT I EL PERSEGUÍ. EL PORQUET VA CÓRRER I
CÓRRER FINS A LA SEVA CASETA DE PALLA, EL LLOP S'ATURÀ I VA COMENÇAR A BUFAR I BUFAR
FINS QUE LA CASETA DE PALLA VA CAURE.
EL LLOP LLAVORS PERSEGUÍ AL PORQUET PETIT PEL BOSC, QUE CORREGUÉ A REFUGIAR-SE A
CASA DEL SEU GERMÀ MITJÀ. PERÒ EL LLOP TORNÀ A BUFAR I BUFAR FINS QUE LA CASETA DE
FUSTA VA CAURE. ELS DOS PORQUETS VAN SORTIR DISPARATS D'ALLÀ.
GAIREBÉ SENSE ALÈ, AMB EL LLOP ENGANXAT A LES SABATES, VAN ARRIBAR A CASA DEL GERMÀ
GRAN.
4. ELS TRES ENTRAREN I TANCAREN BÉ TOTES LES PORTES I FINESTRES. EL LLOP BUFÀ I BUFÀ,
PERÒ LA CASA NO QUEIA. BUFÀ I BUFÀ, PERÒ LA CASA AGUANTAVA. CANSAT I SENSE ALÈ EL
LLOP VA COMENÇAR A DONAR VOLTES A LA CASA, BUSCANT ALGUN LLOC PER ON ENTRAR. AMB
UNA ESCALA LLARGUÍSSIMA VA PUJAR FINS AL TEULAT, PER COLAR-SE PER LA XEMENEIA. PERÒ
EL PORQUET GRAN VA POSAR AL FOC UNA OLLA AMB AIGUA.EL LLOP GOLAFRE VA DAVALLAR
PER L'INTERIOR DE LA XEMENEIA., PERÒ VA CAURE SOBRE L'AIGUA BULLINT I ES VA ESCALDAR.
VA FUGIR D'ALLÀ AMB UNS TERRIBLES UDOLS QUE ES SENTIREN PER TOT EL BOSC, I ES DIU QUE
MAI MAI MÉS VA VOLER MENJAR PORQUET.
