English for Academic Purposes : Assessments. The focus of this presentation discusses group assessments such as group presentations. This presentation discusses cross-cultural communication challenges.
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. English for academic purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics.
Current English for Specific Purposes & English for Academic Purposes: Mains...Mark Krzanowski
This is a pdf copy of the talk delivered by Mark Krzanowski in the Department of Languages, the English Studies Unit, at the University of Limpopo on 14th April 2014. The talk was part of a two-week visit of M. Krzanowski to UL owing to the funding from South Africa's National Research Foundation (NRF) granted, through a competitive process, to Dr L. Junia Ngoepe. Dr Ngoepe is a Senior Lecturer in English Studies at UL.
Current Developments in English for Academic Specific and Occupational Purposesmarkkski1
“Current Developments in English for Academic, Specific and Occupational Purposes” is a new book published in March 2007 by the ESP SIG & IATEFL.
To obtain a copy of the e-book (which can be purchased electronically or as a deluxe DVD/CD edition) please write an email to craig@iatefl.org
To make enquiries about the book itself, and future titles like this which the IATEFL ESP SIG is going to publish later on this year, and next year, please email ESPsig@iatefl.org or markkski2@gmail.com
We hope that the ‘sneak preview’ of the book on Slideshare will raise awareness of the title in the global academic community while putting us in touch with like-minded ESP and EAP professionals.
Mark Krzanowski
IATEFL ESP Co-ordinator
May 2007
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. English for academic purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics.
Current English for Specific Purposes & English for Academic Purposes: Mains...Mark Krzanowski
This is a pdf copy of the talk delivered by Mark Krzanowski in the Department of Languages, the English Studies Unit, at the University of Limpopo on 14th April 2014. The talk was part of a two-week visit of M. Krzanowski to UL owing to the funding from South Africa's National Research Foundation (NRF) granted, through a competitive process, to Dr L. Junia Ngoepe. Dr Ngoepe is a Senior Lecturer in English Studies at UL.
Current Developments in English for Academic Specific and Occupational Purposesmarkkski1
“Current Developments in English for Academic, Specific and Occupational Purposes” is a new book published in March 2007 by the ESP SIG & IATEFL.
To obtain a copy of the e-book (which can be purchased electronically or as a deluxe DVD/CD edition) please write an email to craig@iatefl.org
To make enquiries about the book itself, and future titles like this which the IATEFL ESP SIG is going to publish later on this year, and next year, please email ESPsig@iatefl.org or markkski2@gmail.com
We hope that the ‘sneak preview’ of the book on Slideshare will raise awareness of the title in the global academic community while putting us in touch with like-minded ESP and EAP professionals.
Mark Krzanowski
IATEFL ESP Co-ordinator
May 2007
Inro to ESP: English for Specific Purposes, TEFL/TESLSomayeh Sorouri
The first lesson of our ESP class was my presentation using this powerpoint. I was awake the whole night to finish this. :)
(ppt creation: February 2020)
English for Specific Purposes - What is it?analia24
English for Specific Purposes is a specific area inside the teaching and learning of English connected to specific fields of the language as well as students' needs. Learn more about it in this presentation.
Teacher Talking Time and Students Talking Time in English for Academic Purpos...Dwi Firli Ashari
Paper presentation in The Third International Language and Language Teaching Conference (LLTC) 2016 on 21 – 22 October 2016 in Sanata Dharma University, Yogyakarta.
Inro to ESP: English for Specific Purposes, TEFL/TESLSomayeh Sorouri
The first lesson of our ESP class was my presentation using this powerpoint. I was awake the whole night to finish this. :)
(ppt creation: February 2020)
English for Specific Purposes - What is it?analia24
English for Specific Purposes is a specific area inside the teaching and learning of English connected to specific fields of the language as well as students' needs. Learn more about it in this presentation.
Teacher Talking Time and Students Talking Time in English for Academic Purpos...Dwi Firli Ashari
Paper presentation in The Third International Language and Language Teaching Conference (LLTC) 2016 on 21 – 22 October 2016 in Sanata Dharma University, Yogyakarta.
A Tool for Determining an Optimal Model of Student Engagement in Wikis for Le...Cristina Felea
Paper presented at the 10th eLearning and Software for Education Conference - eLSE 2014, Bucharest 24-25 April
The problem of learners’ engagement is receiving renewed attention against the background of the transition from traditional to technology enhanced learning environments and the ensuing shift from the transmission to the (co)construction of knowledge model in teaching/learning.
Recent studies on the use of social media for academic purposes have also revealed transformations in student and teacher roles and behavior. This study is part of an ongoing research on various pedagogical aspects related to early adoption of Web 2.0 tools (wikis) in a blended language learning program of English for Academic Purposes attended by undergraduate students in social sciences in a Romanian university.
The authors’ prior research on student behavior suggested low participation levels during the semester and high activity under the pressure of finals. Our current objective is to continue the research in an attempt to provide a more accurate learner profile that could help teachers improve the learning environment to further activate their students.
We applied the ROC analysis, a cost/benefit analysis of diagnostic decision making, in order to diagnose the features of students who would use successfully a Web 2.0 tool for learning. The study aims to exemplify how ROC analysis can be used to offer a classification of students with positive/negative inclinations to adopt a Web 2.0 tool by eliminating the false positives,respectively the false negatives.
Consequently, it may become a tool to select a possible optimal model to be considered in the process of needs analysis and of taking important decisions regarding teaching methods, course contents and design.
This is the theory I usually with my Exact and Natural Sciences EAP students, but could be useful for any group working on Reading & Writing for Academic Purposes.
This is an introduction to the Postgraduate Certificate in Teaching English for Academic Purposes - a distance learning programme developed by the English Teaching Unit and the School of Education at the University of Leicester.
Presented at the Beyond Books Conference http://www.oucs.ox.ac.uk/ltg/events/beyond2012/ hosted by Oxford University Computing Services on June 12, 2012.
10-step guide to teaching effective conversation classesDylan Gates
Do you struggle when teaching adult conversation classes? This short guide outlines a strategy for delivering classes which focus on your learners' needs and interests.
English for Academic Purposes : Academic WritingThe Free School
This English for Academic Purposes focuses on academic referencing. These include a discussion of popular styles such as Harvard, Chicago, APA, MLA and Vancouver style guides.
EAP Week 11 Academic Referencing : English as a Foreign LanguageThe Free School
Academic Referencing : English as a Foreign Language. This presentation examines academic referencing principles for those who study arts, humanities, social sciences, business studies and health sciences at post-secondary level. Most of this presentation applies to those who speak English as a first language and for those who speak English as a foreign language.
Curso orientado a promover capacidades investigativas para la investigación acción en estudiantes de pedagogia en ingles.
8vo semestre / 2014
Profs: Carmen Cecilia Montes y Mauricio Miraglia
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Washington DC - National Guard Presence - Inauguration - Citizen Journalist A...The Free School
https://journalistethics.com/
Download this document free at this link
This article is a citizen journalist account from on the ground in DC about the mass deployment of national guard and police around Capitol Hill. This article debunks fake news Fox, whose fake news aims to dramatize this event, pushing a narrative of fear, doom and violence.
File available for download at
https://journalistethics.com/
This dossier provides an online point of reference for all known official court documents that relate to legal challenges against Electoral College results from America’s 2020 Federal Election.
Web links point to reputable official databases such as a court .gov website or a recognized law authority such as Justia. All documents obtained from non.gov sources have been cross referenced for accuracy. Some privately issued official court documents are not yet available via .gov sites. Reduction in staffing for the festive season
Shutdown and COVID19 may explain this. This directory has three main parts. Part A lists cases that were filed prior to the Federal Election
on November 3, 2020. Part B lists cases that were filed after the Federal Election on November 3, 2020. Both sections list these cases by state jurisdiction, in A-to-Z alphabetical order. Part C annexes a page of the website titled ‘Democracy Docket’. This directory lists cases that relate to Federal Election challenges that predate 2019. Most of these cases are not listed in Parts A or B. This booklet guides readers to consult official documents at the source to freely draw informed
conclusions. Corrupt, phony entities such as Wikipedia and mainstream corporate fake news such as CNN and The New York Times are biased. They selectively cite and omit developments. This dossier is correct as of December 29, 2020. Any omissions or errors are honest oversights.
Key words : Sidney Powell, Donald Trump, Rudolph Giuliani, Democrats, Republican, US Supreme Court, Dominion, Voting Machines, foreign interference, ballots, covid 19, covid-19, coronavirus, supreme court
Pfizer Coronavirus COVID19 Fake Eugenics VaccineThe Free School
Book available for download free at:'
https://journalistethics.com/
This book is about the fake COVID19 coronavirus vaccine created by Pfizer.
Pfizer, vaccine, vaccines, eugenics, pandemic, covid19, covid-19, scam, fake, coronaviruses, revelation, book of revelation, mark of the beast, australia, america
Creative Writing Handbook - Mastering all GenresThe Free School
Authors, authoring, authorship, author, writer, writers, writing, creative, creativity, creative writing, publish, publisher, self-publish, self publish, lulu, publisher, publishers, book, books, isbn, international standard book number, poems, poetry, poet, poets.
This handbook aids to motivate and guide writers to master all genres. These genres include:
Rants (48), Recognitions (50), Recollections (54), Records (55), Regulations (57), Releases
(59), Religious (61), Reports (63), Reporters (65), Research (67), Résumés (69), Reviews
(72), Rhymes (75), Roles (77), Romances (79), Rubrics (81), Recitals (83)
This book is suitable to support Creative Writing 101 courses at graduate and undergraduate college courses.
https://journalistethics.com/
Book available at this link (c) Jyonah Jericho
Premise
Every once in a blue moon, we may be lucky to engage a person who shares a simple,
memorable idea that guides us positively for life. A June afternoon in Sydney, Australia
2008 is an exemplary example of such rare encounters.
“Got the day off from work today have ya?” I said to our building’s newest
resident with a warm smile in the underground garbage depot. It was the first time that
we had crossed paths within speaking distance since he moved in a few weeks prior.
I rarely accost unknown people for casual banter nowadays. Maybe it’s me, but I
often receive a subtle frown, silence, a stony-faced vague reply, or a combination thereof.
“Nah, buddy” the stranger replied with a more generous grin. “I work-from-home
and write best sellers” he said.
It was refreshing to receive a positive energy reply, even a showoff one like this. I
could tell from his instant mega smile that this neighbor is a people lover – an extrovert.
Mister mid-40s in flannelette pajamas proudly produced a check out of his shabby
once white bathrobe pocket and flashed it before my face. “I just got this $25,000 advance
today from my publisher for my next bestseller” he boasted shamelessly.
A modest man I thought. I intuitively liked him less than I did five seconds prior.
“Cool” I replied. “What sort of books do you write?” I asked as we walked in synch
towards the elevator.
“Detective crime stories and that sorta stuff” he said.
“I admire fiction book writers” I replied earnestly as we entered the elevator. Must
be a lot harder than just writing short academic articles like I do” I said.
“Academic hey”, he said, eyebrows raised as he made intimate eye-to-eye
contact for the first time. “I’m studying English Lit at Sydney and would love to pick
your brains for ideas sometime soon” he said.
“Yeh, let’s meet up over drinks and swap notes” I said.
“Definitely. How about the Bank Bar?” he answered.
“Great choice” I said as my neighbor fumbled his keys in Apartment 501’s keyhole.
“How about today after lunch at 3?” he asked.
“Sure, see you in the garden bar at three” I said as I walked towards my door, 506.
Recognitions
The lives and accomplishments of individuals and entities can be acknowledged and
celebrated in public domains in several ways. Pan American World Airways (Pan Am) is
an example of a famed institution that no longer exists since 1991. RIP Pan Am.
Obituaries and eulogies are popular written formats that celebrate the lives of people who
have passed. The 408 words article overleaf titled ‘Motown Chic’ is a tribute to the late
Nina Simone. The word ‘tribute’ may convey a less morbid connotation than alternatives
such as In Memoriam. Public tributes may honor the living and those who have passed.
https://journalistethics.com/george-floyd/
Download this book free at this link.
This book is about what this author neutrally terms the
‘George Floyd Event’. It contains two distinct parts.
This introductory segment contains seven discussion
sections that establishes this text’s objective and scope. It
outlines tools available to critical thinkers and researchers
that may enable us to draw better conclusions than the lies
propagated by fake news such as CNN and Snopes. The final
section tables dozens of critical questions in context.
Annex 1 bullet points seven questions that may arouse the
curiosity of independent researchers. The core objective of
this document seeks to guide novice media researchers
towards the basic skills and primary evidence that leads
humanity to draw well-informed, free-willed conclusions.
Analysis centers around the theme of numbers. Numerical
inquiry allows us to objectively measure facts and fiction.
Quantifiable information may be the key that unlocks the
many enigmas that underpin the tragic George Floyd even
george floyd, george perry floyd jr, derek chauvin, thomas lane, j alexander kueng, tou thao, minnesota, minneapolis, riots, black lives matter, minnesota police department, murder, race, racism, hennepin, hennepin county, donald trump, democrats, trial, court, neck, false flag, fake news, darnella frazier, george, floyd, ben crump, coronavirus, coroner, autopsy, black lives matter, blm, george, floyd
NESARA GESARA : Global Currencies Reset, 2020 (Free Book)The Free School
Download free direct at the link above:
NESARA National Economic Security and Reformation Act
National Economic Stabilization and Recovery Act
National Economic Security and Recovery Act
NESSA National Economic Security Strategy Act (2018) (Unenacted Bill)
GESARA May substitute the word ‘National’ for ‘Global’ in NESARA acronyms above.
Annex 1 NESARA ‘Folk Lore’ Bill (Circa 1999). p. 35
Annex 2 Coronavirus Aid Relief Economic Security Act (CARES) Act (2020) p. 124
Annex 3 S.2757 - National Economic Security Strategy Act of 2018 p. 372
Annex 4 America’s Constitution p. 382
This book is about the enigmatic NESARA. It contains four
parts beyond this summary page.
The next segment, the largest, contains six sub-sections.
Discussion centers on post June 2019 political and economic
developments as publicly reported by a range of sources.
Part Three examines alternative news sources that outline
information that is implicitly and explicitly relevant to the
essence of the fabled NESARA global economic reset model.
The penultimate chapter places NESARA in the Coronavirus
COVID-19 false flag, black swan ‘plannedemic’ context.
The conclusion centers on policy and financial developments
that are unfolding in real-time that are relevant to the
possible implementation of a stealth version of NESARA.
Discussion centers around America’s place in a local financial
reset. Any version of NESARA that involves America is bound
to have profound transnational implications.
NESARA GESARA Global Currency Reset
This page is about the theory of a NESARA global currency reset. This page serves as a forum to exchange ideas and information about NESARA. This acronym noun, NESARA, is known by various names such as: The National Economic Stabilization and Recovery Act, National Economic Security and Reformation Act and National Economic Security and Recovery Act (NESARA). GESARA is a global version of NESARA. NESARA is an American-centric concept that is attributed to Dr. Harvey Francis Barnard.
Social distancing, drain the swamp, harvey barnard, harvey francis barnard, drain the swamp, donald trump, china, america, beijing, washington, nesara, gesara, NESARA National Economic Security and Reformation Act, National Economic Stabilization and Recovery Act,
National Economic Security and Recovery Act
Bitcoin one world currency digital currency cryptocurrency
N.E.S.A.R.A.
G.E.S.A.R.A.
Coronavirus COVID-19 Research Handbook (Free)The Free School
https://journalistethics.com/
Download this handbook free at the link above.
This free book is about Coronavirus COVID19. This free book is a comprehensive list of media and medical themes that surround this false flag fake news pandemic. It invites readers to adopt a critical reflective approach to reviewing information about Coronavirus COVID-19.
Coronavirus, COVID-19, COVID19, Coronavirus COVID-19, virus, sars, sudden acute respiratory syndrome, CDC, Center for Disease Control and Prevention, WHO, World Heath Organization, European Center for Disease Control, Social distancing, Donald Trump, Hydroxychloroquine, Wuhan, China, Anthony Fauci, Deborah Birx, Tedros Adhanom, Bill Gates, Vaccine, Vaccines, global financial reset, NESARA, Pandemic
This book is about the Coronavirus COVID-19 ‘event’. It is an
inventory of dominant news themes. Researchers may draw
on these topics to conduct free inquiries into COVID-19.
This text contains six major sections beyond its global
perspective introduction. The next part critically examines
COVID-19 healthcare coding and treatment practices.
The third segment outlines critical thinking research skills
that may aid free-willed COVID-19 news reporters.
Part Four examines geo-political undercurrents for the six
main players: China, Italy, Iran, Korea, the UK, and Spain.
The penultimate component explores the alleged epicenter
of the economic and human impact of COVID-19: America.
This book’s summary explores four popular theories about
the core who, what, when, where, why, and how riddles that
torment those why try to decrypt the COVID-19 scam.
The World Health Organization has apparently explained the origin of the name COVID-19 which it awarded to this newly recognized strain of the Coronavirus family.
Coronavirus COVID 19 is a novel pandemic.
https://journalistethics.com/
Free to download at this site
Project Looking Glass
Looking Glass Project may overlap with
Project Montauk, Project Pegasus etc
Project Looking Glass does not officially exist
Stephen Watkins ir0nbelly twitter account ir0nbelly
Qpost 3094
Q !!Hs1Jq13jV6 ID: 6290eb No.8589057 📁
Mar 27 2020 15:58:17 (EST)
https://twitter.com/Ir0nbelly/status/1243635945045479426📁
This is not another [4] year election.
Q
john trump, dr john trump, mit, Massachusetts institute of technology, tesla, nikola tesla, time travel, free energy, Montauk, project Montauk, looking glass, project looking glass, timeline 1, yellow cube, Hillary Clinton, Donald trump, president, baron trump’s marvelous underground journey, the last president, military, America, area 51, Nevada, s4, area s4, deep underground military base, dumb, technology, physics, aliens, ufo, space force, q, qanon,
Q !!Hs1Jq13jV6 ID: 6290eb No.8589057 📁
Mar 27 2020 15:58:17 (EST)
https://twitter.com/Ir0nbelly/status/1243635945045479426📁
This is not another [4] year election.
Q
https://journalistethics.com/
Free book available at this link
This free book is about the Coronavirus COVID-19 false flag fake pandemic that is a cover for the controlled demolition of the SWIFT financial system.
Coronavirus Fake Pandemic - Economic Reset False Flag; 12 March 2020The Free School
https://journalistethics.com/
Free book available at this link
Pandemic, coronavirus, coronavirus, covi19, flu, influenza, vaccine, who, world health organization, vaccine, china, wuhan, wuhan province, china, america, italy, iran, travel ban, stock market, wall street, false flag, president trump, ji xinping
CORONA VIRUS COVID-19 False Flag Scam Free BookThe Free School
https://journalistethics.com/
Free book available at this link
This book is about the fake pandemic Coronavirus (also known as Corona Virus) COVID 19. In a similar vein to the ridiculously over hyped Swine Flu and Bird Flu, CoronaVirus is just another fake news media over hyper designed to frighten the masses - colloquially known as fear porn. The sinking Rothschild Banking Crime family are most likely conspirators, alongside the arch beneficiary - Beijing.
Coronavirus, Corona Virus, COVID 19, pandemic, respiratory virus, virus, Wuhan, CDC, Center for Disease Control, America, China, Beijing, Donald Trump, Xi Jinping, biowarfare, panic, fear porn, Swine Flu, Bird Flu
The goal of this fake news campaign aims to collapse Wall Street, also known as Financial/Economic warfare.
https://journalistethics.com/
This book is about the House of Windsor human trafficking and child sex trafficking mafia crime family. A free link to this book is available at the link above.
Buckingham Palace, House of Windsor, Pedophilia, David Icke, Jeffrey Epstein, William, Queen Elizabeth, Harry, Kate, Meghan
https://journalistethics.com/
Free book available at this site.
Project Blue Beam, coming soon to a sky near you.
Key words : Project Blue Beam Serge Monast Deep State
This free book is about Project Blue Beam also known as Project Enoch. Project Blue Beam has not been confirmed as an official NASA project.
Project Blue Beam, Blue Beam, Serge Monast, NASA, Military, False Flag, Hologram, Rapture, Christianity, Jesus Christ, Religion, Messiah, Profit, Second Coming, Revelation
FEMA Camps, Second Amendment, United Nations, Serge Monast Rapture Christian America Hologram Holopgrahic Projection Direct Energy Military
New World Order One World Government New Age
Aliens UFO UFOs Unidentified Flying objects
Unidentified aerial phenomena
https://journalistethics.com/
Download free book at this web page
Inspired in part the by the Movie the Matrix, Keanu Reeves 1999
This book looks at ways to escape the Matrix of global slavery control.
Declare Independence, AMERICA (Dec. 2019 - FREE BOOK)The Free School
This free book is about America’s covert second War of
Independence. This Mother of all Battles is climaxing.
This text contains five main sections. The first segment
provides historical context for this revolutionary war.
The second part, ‘Marionettes’, names the five major agents
who control and contest America’s subjugation to foreign
enemies. The following section examines the tools and
tactics employed by these dark actors.
The fourth chapter titled ‘Multi-institutional’ delves deeper.
Analysis looks at how agents embedded in the frontline of
America’s economy and society act to subordinate her
destiny to a globalist Deep State crime cartel.
Concluding discussions aims to summarize the present
status of America’s invisible Second Revolution as at early
December 2019. All vessels voyage to Venice.
QAnon, President Donald J Trump, Deep State, Vatican
Can YOU believe, they put a man on the Moon ? Free book; 2019The Free School
This book is about the fate of the Apollo 11 spacecraft.
This text contains six main sections. The first segment
outlines the history of the Apollo 11 mission as
chronicled by mainstream media narratives and NASA.
The second part explores technological arguments that
support and challenge official Apollo 11 narratives. The
following section focuses on physical evidence that is
grounded on planet Earth and the Moon’s surface. The
chapter titled ‘Troops’ is about evidence offered by
those who engaged directly with the Apollo 11 mission.
I next discuss how and why NASA destroyed artefacts
related to the Apollo 11 craft and mission.
The final segment looks at the bigger picture of what
this Moon landing represents to those who aggressively
defend or question the authenticity of Apollo 11’s fate.
NASA, National Aeronautics and Space Administration, Houston, michael collins, buzz aldrin, neil armstrong, USA, America, rocket, 1969, One small step for man one giant leap for mankind, fake, hoax, conspiracy, fraud, Elon Musk SpaceX, Mars, TESLA, Space Force, Donald Trump, military, China
9/11. 119 Questions. Q1 : Where did the planes' debris go? Free Book, October...The Free School
https://journalistethics.com/
Free book available for download at this link above.
911- 119 Questions. Free 277 pages book dated October 2019. This research project documents 100 of the most critical aspects of the 911 events and orders them into a single volume. This document may contain the most comprehensive catalog of issues of interest to those who question official narratives about 911.
This book offers a thorough introduction into a matured research area that I label ‘Alternative 911 Narratives’. It exposes readers to crux and peripheral issues. You may find a few extra trivia topics in other domains. To note every bizarre coincidence and contradiction about 911 official narratives would splurge this book far beyond 119 questions. This book’s format is mostly visual. It avoids in-depth discussions that require university-level discipline specific knowledge. May you draw on this text to conduct independent, free willed inquiry based on the images, themes and open-access references provided. After reading this text, may you next consider matters such as ‘who masterminded 911?’ and ‘why did they do so?’. Afterall, establishing context is King, or Queen. This book is about four commercial airplanes that suffered a tragic fate on September 11, 2001 in the United States of America. This watershed historical event is commonly known as 911. The number 119 is an inversion of 911. This book invites people to question official narratives propagated by those who control public information. These agencies include governments and their allies such as corporate media, government funded universities and statutory commissions. This book is structured into six further sections. This section outlines official 911 narratives. The next part titled ‘White Ants’ explores 911 narratives in deeper detail, as chronicled by corporate media, Hollywood, Engineering societies and Congress Commissions. Part 4, ‘White Flags’ explores the USA PATRIOT Act (2001) enacted by Congress on October 26, 2001. Part Five, titled ‘White Papers’ explores alternative 911 narratives. The concluding sections summarize these discussions. Part seven examines the argument that the unresolved 911 and 311 justice projects are the Holy Grail of a one tier justice system in America and beyond. Please take nothing for granted in this book. Was John Lear a CIA pilot? Does Judy Wood hold a PhD? I have no idea. These noble people exist in cyberspace. This matrix is one sick psy-op.
NORAD World Trade Center Twin Towers North Tower South Tower Bush Cheney
911 Commission 9/11 Commission Report September 11 2001
Donald Trump - Nostradamus Governor of the Army ProphecyThe Free School
This book explores the Nostradamus Century III Number 81 prophecy.
Le grand criard sans honte audacieux,
Sera esleu gouuerneur de l'armee:
La hardiesse de son contenteur
Le pont rompu, cité de pur pasmee.
The great shameless, audacious bawler,
He will be elected governor of the army:
The boldness of his contention,
The bridge broken, the city faint from fear.
President Donald Trump Nostradamus prophecy
Julian Assange, Wikileaks - News Cop or Psy Op? FREE BOOK. 2019.The Free School
This book is about Julian Assange and Wikileaks. This Australian citizen and his global news
agency are household names. For many, their basic narrative requires no introduction. This text
takes nothing for granted. Part 1 of this volume titled ‘Who’ defines Assange’s narrative.
Part two of this book outlines the personal and professional accomplishments of Julian Assange
with reference to his Wikileaks related ventures. The following two parts explore ‘where’ and
‘when’ matters concerning the same context. This section concludes by presenting a bullet point
summary of key milestones of Julian Assange’s involvement with Wikileaks since 2006.
Parts five to ten of this book explore Wikileaks as an institution. I examine its objectives, ideology,
modus operandi at the organizational level, separate to its founder, Julian Assange. This section
also explores victories, external criticisms and setbacks of Wikileaks over the past 13 years.
The next demarcated section titled ‘Witch hunt’ examines accusations that Wikileaks has
engaged in gross journalistic misconduct and other transnational crimes.
I conclude this book by examining recent developments that concern Julian Assange and
Wikileaks as at mid-August 2019.
Julian Assange, Julian Paul Assange, Wikileaks, Wikileaks.org
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
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.
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.
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?
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.
1. Tel. + 61 2 888 00 300
http://thefreeschool.education
English for Academic Purposes
(EFL interdisciplinary stream)
Subject code: EAP1001
Teaching week 10: Assessments and English language skills
Commences Monday: 5 December 2016
Presenter: Andrea Jalonek
______________________________________________________
1. Welcome message.
Welcome colleagues to teaching week 10: Assessments and English language skills.
2. Miscellaneous announcements relevant to the course.
None.
3. Discuss questions asked by the cohort.
These were answered inside the discussion forum for week 9. Please review these
responses and check that you are up-to-date before you commence teaching week 10.
4. List open-access scholarly material for the current week.
Open University, (2016), Assessments and exams,
http://www2.open.ac.uk/students/help/topic/assessments-and-exams
2. Flinders University (2016), Group assessments,
https://www.flinders.edu.au/current-students/healthandcounselling/self-help/group-asse
ssment.cfm
5. Summarise the previous teaching week.
Last week we examined Writing - academic applications. This topic has a strong
connection to this teaching week which looks at academic assessments. In the Arts,
Humanities and Social Sciences most assessments are prepared in written form.
In other fields such as music, the fine arts, health, science and engineering, some
coursework units may involve assessments that do not require you to prepare written
text. These include exercises such as recitals (music), practical examinations,
professional work placements and the construction of projects.
The most popular types of written assessments at post-secondary educational
institutions in Arts, Social Sciences and Humanities are:
i. Essays
ii. Reports
iii. Written examinations
Our discussion this week may work best if you we base the course notes on the types of
assessments that you currently prepare or plan to prepare in the future.
3. A popular type of academic assessment is the group presentation as outlined by the
Flinders University (2016) web page listed in section four (4.) above.
6. Introductory discussion to the topic.
Academic assessments are an important part of all studies that lead to a graduate
award. Award study refers to a program that offers an official certificate to its graduates.
Popular awards at post-secondary level include Graduate Certificates, Diplomas and
Degrees.
Assessments aim to review how well you understand course material to determine
whether you meet the standards required to pass a unit of study.
There are two main types of assessment:
i. Formative assessments.
These assessments aim to provide early feedback prior to the completion of a final
assessment. Feedback may be written or verbal. A mid-term exam is an example of a
formative assessment. These assessments aim to provide an interim review of your
progress so that you can act on feedback and improve your learning practices. These
assessments review a component of the course program.
4. ii. Summative assessments
These assessments occur at the end of the course. These assessments aim to review
your progress throughout the program of study. They assessment typically comprise a
relatively higher weight of your aggregate grade awarded for the course.
7. YouTube to support the introduction.
Please watch these videos:
Group Assignments
https://youtu.be/U0zOqSRzR-s
Cross cultural communication
Pellegrino Riccardi | TEDxBergen
https://youtu.be/YMyofREc5Jk
8. Topic discussion - further detail.
The remainder of discussion in these notes focuses on group assessments. The
Flinders University (2016) website is the central point of reference for this discussion.
Group assessments may pose multiple challenges for students that differ from other
popular assessments such as report and essays.
5. Group assessments require you to coordinate your schedule with your colleagues. You
also need to devise a way to delegate tasks and form a consensus about what your
team will include and omit from your final product. These discussions may occur via
e-mail using your English language writing skills. They may also occur verbally, using
your English language speaking skills over the telephone and in person during group
meetings.
Group work sometimes involves challenges that arise from the different socio-cultural
backgrounds of each member. These difficulties are more likely to occur when
international students work alongside colleagues from different countries, linguistic
backgrounds and cultures.
Sometimes language can be a source of confusion. Misunderstandings can arise due
to:
● Different vocabularies and language abilities
● Difficulties understanding the accents and pronunciation of speakers from
different countries
● Cultural practices that may be the norm in one culture but are unacceptable in
another culture.
The first YouTube presentation discusses some of the challenges which may undermine
the group dynamics of collaborative projects. The focus of this presentation is on team
work skills and not on language skills. This presentation provides an introduction to the
6. group assessment. It has been included to aid those who do not have experience with
this task.
The second YouTube presentation offers practical advice about how to work with
colleagues who have different socio-linguistic backgrounds. This presentation offers
insight into the reasons why misunderstandings may occur when people from different
socio-cultural backgrounds communicate using English as the common mode of
communication.
9. Connect the content taught in the current week to the assessments.
It is not mandatory to upload a discussion thread for this topic or to include it in your
second assessment, the reflective journal.
You are advised to include this topic if you are passionate about the content. You may
also write about this topic if its inclusion will distinguish your application for: a
professional position, a scholarship or admission into a program of study.
10. Instructions for how to proceed after reading the instructor’s notes.
Please watch the YouTube presentations listed above. If this does not appeal to you,
then you may close the presentation.
Please read the first page of each text resource listed above that is supported by a web
link. The home page of the web link has access to multiple sub-pages that are relevant
7. to this discussion. If it does not appeal to you, then you may choose to abandon that
reading.
11. Discussion questions set by the tutor.
List and discuss at least two new examples of cross-cultural misunderstandings that can
occur in formal contexts such as college study and the workplace. You may draw on
real-life experiences to support your discussion.
Do you have any experiences with preparing group assessments? If so, please discuss
any difficulties that you have had working with a group. You may discuss challenges
that have arisen due to language barriers or other problems such as different
approaches to preparing assessments. How did you overcome these challenges and to
what extent were you successful? What joyful experiences did you encounter working
with others to prepare group assessments?
12. Discussion and questions put forward by participants.
I look forward to reading your contributions.
Jay and Andrea