English III is a full-year American literature course consisting of two semesters. Students study literature from the Colonial period to the present within their historical contexts. The course is organized around newspaper themes. Students must complete assignments each week, have monthly phone calls with teachers, and complete discussion-based assessments after certain modules. Technical issues should be reported immediately. Academic integrity and submitting original work is required.
ELT MOOC by Jason R. Levine on WiziQ.
This is a pronunciation lesson by Fluency MC aka Jason.R.Levine about Shrinking and linking.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
ELT MOOC by Jason R. Levine on WiziQ.
This is a pronunciation lesson by Fluency MC aka Jason.R.Levine about Shrinking and linking.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
2016 Spring TC CEP I3 - W2D5 Lesson PlanJarod Yong
This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University.
This lesson was planned for Week 2 Day 5.
2016 Spring TC CEP I3 - W7D3 Lesson PlanJarod Yong
This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University.
This lesson was planned for Week 7 Day 3.
2016 Spring TC CEP I3 - W1D5 Lesson PlanJarod Yong
This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University.
This lesson was planned for Week 1 Day 5.
2016 Spring TC CEP I3 - W2D5 Lesson PlanJarod Yong
This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University.
This lesson was planned for Week 2 Day 5.
2016 Spring TC CEP I3 - W7D3 Lesson PlanJarod Yong
This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University.
This lesson was planned for Week 7 Day 3.
2016 Spring TC CEP I3 - W1D5 Lesson PlanJarod Yong
This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University.
This lesson was planned for Week 1 Day 5.
Information about the CAE and some useful tips how to practice. The information is taken from the Cambridge English Advanced handbook for teachers (http://www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf)
Everything you need to know about the ieltsvaishalinagale
IELTS is the only English language test accepted for immigration purposes by all countries that require one . The students who want to work / Study opt IELTS preparation .
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
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.
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
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
2. English III English III is a full-credit course, consisting of two half credits in Segments 1 and 2 You may be enrolled in Segment 1, Segment 2, or both Each segment is designed to take 18 weeks at the traditional pace, or 36 weeks for the full credit Each segment has a pre-test. Do your best so that we may accurately assess your strengths and weaknesses!
3. Honors Anyone There are honors lessons at the end of each module. Honors credit is based on a 4.5 grading scale and worth the effort! Once you’re enrolled, read about the extra required reading in Course Information and if you’re interested in taking the class for Honors credit, let me know before the end of your grace period. If you are not going to take honors please submit those assignments saying you are not taking honors and we will exempt you.
4. English III – American Lit. In English III, we study American literature from the Colonial period to the present. We study the literature within the context of the time period in which it was created, so you will study both literature and history. Sem. 2 Sem. 1 Hemingway Jack London Bradstreet Civil War Vietnam Emerson Faulkner Jefferson Poe present 1492 The theme of the course is organized around a newspaper, so you will also learn about being a reporter, the different elements of a newspaper, etc.
5. Required Books You will need To Kill a Mockingbird by Harper Lee for Module 6 You will need The House on Mango Street by Sandra Cisneros for Module 7
6. Things that drive English teachers crazy! Please capitalize properly for everything you submit! Proper nouns: Names of people, places, and things that are unique i.e. The Declaration of Independence Proper pronouns: I is always capitalized when it stands alone!!! The beginning of every sentence. Please write complete sentences! Complete sentence format includes the question in the answer. For example, when it says, “Describe in detail Prospero's plan for escaping the epidemic.” You need to answer, “Prospero's plan for escaping the epidemic was…..”
7. Why we want you to use complete sentences! Turnitin.com is based on the words matching everything on the internet. If you get rid of the directions and write in complete sentence format the match is MUCH lower.
8. Complete sentences Example of how to get a high % You submit the directions, question, and your answer. (You don’t want this!) (Directions) Answer the next five questions in complete sentence format. 9 words (Question) 1. Describe Prospero’s plan to escape the plague in detail. 9 words (Your answer) lock himself up 3 words 18 words match inter-net sources = 70% 3 words original Example of how to get a low % You submit just your answer in complete sentence format. Prince Prospero decided to lock himself and a 1,000 noble friends into the castle and have a masquerade ball when the plague came through his town. 2 words match inter-net sources 18 words original = 1%
9. Modules in Motion This is an awesome tool to powerhouse through your lessons! MnM are lessons taught in an elluminate room by live teachers! Look at the schedule and go into a classroom (segment 1 or segment 2) at the right time and day. A live teacher is in the virtual classroom and will teach the lesson! We go through the questions and discuss the concepts of the lesson. You can get 4-6 lessons done one sitting a week. Each week at that same time and day the class will do the next module. Example: Monday at 7pm is module 1; next Monday at 7pm will be module 2.
11. MnM lessons are in the elluminate classroom- Setting up your audio on your computer so you can hear and speak for an elluminatesession! Audio Set Up Utility Tools Audio Set up Audio If you do not have a microphone, use the chat area located at the bottom left corner of the screen.
13. Your Responsibilities To stay active in English III you must: Access the course and submit the minimum number of assignments each week (usually two to three on the traditional pace) Fulfill communication requirements – monthly phone calls and discussion based assessments
14. Discussion based Assessments At the ends of modules 1, 2, 4, and 6 Call a teacher when you get there, no need to set up an appointment Do not skip over oral components they are a requirement Might want to review notes before calling -- you won’t be asked to remember specific dates or places, but you should be comfortable talking about the authors and lessons in the module.
15. Technical Problems? Submit a help ticket at http://help.flvs.net Speak directly to tech support: 1-866-322-8324 Remember!! Let us know as soon as you can about any technical problems so that we don’t issue a no contact letter and begin withdrawing you from the course. It’s a good idea to print out our contact information or have it written down so it’s not trapped in your computer if there is an emergency!
16. Academic Integrity In registering for this class, you agree to submit your own authentic work, not borrowed from another student or another source without giving them credit FLVS policy is you may be removed from the course if you don’t abide by this policy We use programs like turnitin.com to verify that you work is your own
17. Important things to remember! Stay active…do 2-3 lessons per week! Monthly calls are required Grace period is 28 days from being activated You must be in the semester at least 14 days in order to have a grade issued. Watch how you write…always in your own words!
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19. Phone calls and emails will usually be returned within 24 hours and assignments graded within 48 hours!