- The document discusses a blended English course from March 11th to May 20th 2013 consisting of 2 modules, with various lessons, exercises and tests throughout.
- Students must complete all activities and study required hours online to pass from one module to the next and before taking exams. Failure to finish modules and exams by deadlines may require taking the exam in July.
The Italian composed conditional can present problems in translation to English. It's necessary to distinguish between cases where it's translated as 'would have done' (consequence of unreal past; 3rd conditional) and 'would do' (future in the past; reported and indirect speech).
The Italian composed conditional can present problems in translation to English. It's necessary to distinguish between cases where it's translated as 'would have done' (consequence of unreal past; 3rd conditional) and 'would do' (future in the past; reported and indirect speech).
An analysis of the passage from Ecclesiastes cited by George Orwell in his essay 'Politics and the English Language' together with his pastiche of the same passage.
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.
An analysis of the passage from Ecclesiastes cited by George Orwell in his essay 'Politics and the English Language' together with his pastiche of the same passage.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
3. Find mistakes with plurals etc, 3rd person singulars, past tenses
LAST night 40,000 people rent accommodation from a service that offer
250,000 room in 30,000 cities in 192 countries. They choose their rooms and
paid for everything online. But their bed were provided by private individuals,
rather than a hotels chain. Hosts and guests were match up by Airbnb, a firm
based in San Francisco. Since its launch in 2008 more than 4m people has used
it—2.5m of them in 2012 alone. It is the most prominent example of a huge new
“sharing economy”, in which people rents beds, car, boats and other asset
directly from each other, co-ordinate via the internet.
You might think this is no different from running a bed-and-breakfast, owning
a timeshares or participating in a car pool. But technology have reduced
transactions costs, making sharing assets cheaper and easier than ever—and
therefore possible on a much larger scales. The big changes is the availability of
more data about people and thing, which allows physical assets to be
disaggregated and consume as service. Before the internet, renting a surfboard,
a power tool or a parking space from someone else was feasible, but was usually
more trouble than it was worth. Now website such as Airbnb, RelayRides and
SnapGoods matches up owners and renter; smartphones with GPS lets people
see where the nearest rentable car is park; social network provide a way to
checks up on people and builds trust; and onlines payment systems handles the
billings.
4. 32 mistakes with plurals etc, 3rd person singulars, past tenses
LAST night 40,000 people rent_ accommodation from a service that offer_
250,000 room_ in 30,000 cities in 192 countries. They choose their rooms and
paid for everything online. But their bed_ were provided by private individuals,
rather than a hotels chain. Hosts and guests were match_ up by Airbnb, a firm
based in San Francisco. Since its launch in 2008 more than 4m people has used
it—2.5m of them in 2012 alone. It is the most prominent example of a huge new
“sharing economy”, in which people rents beds, car_, boats and other asset_
directly from each other, co-ordinate_ via the internet.
You might think this is no different from running a bed-and-breakfast, owning
a timeshares or participating in a car pool. But technology have reduced
transactions costs, making sharing assets cheaper and easier than ever—and
therefore possible on a much larger scales. The big changes is the availability of
more data about people and thing_, which allows physical assets to be
disaggregated and consume_ as service_. Before the internet, renting a
surfboard, a power tool or a parking space from someone else was feasible, but
was usually more trouble than it was worth. Now website_ such as Airbnb,
RelayRides and SnapGoods matches up owners and renter_; smartphones with
GPS lets people see where the nearest rentable car is park_; social network_
provide a way to checks up on people and builds trust; and onlines payment
systems handles the billings.
5. LAST night 40,000 people rented accommodation from a service that offers
250,000 rooms in 30,000 cities in 192 countries. They chose their rooms and
paid for everything online. But their beds were provided by private individuals,
rather than a hotel chain. Hosts and guests were matched up by Airbnb, a firm
based in San Francisco. Since its launch in 2008 more than 4m people have
used it—2.5m of them in 2012 alone. It is the most prominent example of a
huge new “sharing economy”, in which people rent beds, cars, boats and other
assets directly from each other, co-ordinated via the internet.
You might think this is no different from running a bed-and-breakfast, owning
a timeshare or participating in a car pool. But technology has reduced
transaction costs, making sharing assets cheaper and easier than ever—and
therefore possible on a much larger scale. The big change is the availability of
more data about people and things, which allows physical assets to be
disaggregated and consumed as services. Before the internet, renting a
surfboard, a power tool or a parking space from someone else was feasible, but
was usually more trouble than it was worth. Now websites such as Airbnb,
RelayRides and SnapGoods match up owners and renters; smartphones with
GPS let people see where the nearest rentable car is parked; social networks
provide a way to check up on people and build trust; and online payment
systems handle the billing.
32. lesson date mod. exercises estimated time
no.
1. 11 March
2. 18 March
module 6
3. 25 March 24 activities must complete all activities, and
about 18 hours must do x hours of study on-line
Easter 1 April of study before passing to module 7
4. 8 April
5. 15 April
6. 22 April
7. 29 April
module 7
22 activities must complete all activities, and
8. 6 May about 20 hours must do x hours of study on-line
of study before taking exam
9. 13 May
10. 20 May
Exam 30 May
33. lesson date mod. exercises estimated time
no.
1. 11 March
There is a minimum
2. 18 number of hours you must
March
do in order to complete
module 6
3. 25 the module.
March 24 activities must complete all activities, and
about 18 hours must do x hours of study on-line
Easter 1 April
WE DO NOT TELL of study
YOU before passing to module 7
4. 8 April MINIMUM!
THIS
5. 15 April
6. 22 April
7. 29 April
module 7
22 activities must complete all activities, and
8. 6 May about 20 hours must do x hours of study on-line
of study before taking exam
9. 13 May
10. 20 May
Exam 30 May
34. lesson date mod. exercises estimated time
no.
1. 11 March
You can‟t move to module
2. 18 7 until you have
March
completely finished
module 6
3. 25 module 6.
March 24 activities must complete all activities, and
about 18 hours must do x hours of study on-line
Easter 1 April
If you are late, you of study
must before passing to module 7
4. 8 April the exam in July.
take
5. 15 April
6. 22 April
7. 29 April
module 7
22 activities must complete all activities, and
8. 6 May about 20 hours must do x hours of study on-line
of study before taking exam
9. 13 May
10. 20 May
Exam 30 May
35. lesson date mod. exercises estimated time
no.
1. 11 March
2. 18 March
module 6
3. 25 March 24 activities must complete all activities, and
about 18 hours must do x hours of study on-line
Easter 1 April of study before passing to module 7
4. 8 April
5. 15 April
6. 22 April
7. You must finish module 7
29 April
module 7
before the last lesson. activities
22 must complete all activities, and
8. 6 May about 20 hours must do x hours of study on-line
of study before taking exam
9. 13 May
10. 20 May
Exam 30 May
36. lesson date mod. test notes
no.
1. 11 March entrance test
2. 18 March
module 6
3. 25 March mid-module test must pass before module 7
Easter 1 April
4. 8 April
5. 15 April module 6 final test must pass before module 7
6. 22 April entrance test
7. 29 April
module 7
8. 6 May mid-module test must pass before exam
9. 13 May
10. 20 May module 7 final test must pass before exam
Exam 30 May
38. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
39. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
40. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
41. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
42. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
43. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
44. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
45. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
46. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
47. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
48. to pass this course, you must:
- pass mid-module test for module 6
- do all the exercises in module 6
- spend x hours studying module 6
- pass final test for module 6
- pass mid-module test for module 7
- do all the exercises in module 7
- spend x hours studying module 7
- pass final test for module 7
- have no more than 2 absences
- pass the final exam
84. how many small mistakes
can you find
?
(there are no grammar mistakes)
85. as the son dawned over Caracas_,james
bond was alredy speeding down
avenida Bolivar_, the main Boulevard
off the venezuelan City_
He thougth about what M had said,
beck in london on monday,“_I want
them in MI6 befor the Weekend_, than
i dont want them back in Venezuela
untill june”. typical M_!
86. Capitalisation: 14 mistakes
as the son dawned over Caracas_,james
bond was alredy speeding down
avenida Bolivar_, the main Boulevard
off the venezuelan City_
He thougth about what M had said,
beck in london on monday,“_I want
them in MI6 befor the Weekend_, than
i dont want them back in Venezuela
untill june”. typical M_!
87. Spelling: 8 mistakes
as the son dawned over Caracas_,james
bond was alredy speeding down
avenida Bolivar_, the main Boulevard
off the venezuelan City_
He thougth about what M had said,
beck in london on monday,“_I want
them in MI6 befor the Weekend_, than
i dont want them back in Venezuela
untill june”. typical M_!
88. Punctuation: 7 mistakes
as the son dawned over Caracas_,james
bond was alredy speeding down
avenida Bolivar_, the main Boulevard
off the venezuelan City_
He thougth about what M had said,
beck in london on monday,“_I want
them in MI6 befor the Weekend_, than
i dont want them back in Venezuela
untill june”. typical M_!
89. Total: 29 mistakes
as the son dawned over Caracas_,james
bond was alredy speeding down
avenida Bolivar_, the main Boulevard
off the venezuelan City_
He thougth about what M had said,
beck in london on monday,“_I want
them in MI6 befor the Weekend_, than
i dont want them back in Venezuela
untill june”. typical M_!
90. As the sun dawned over Caracas, James
Bond was already speeding down,
Avenida Bolivar, the main boulevard of
the Venezuelan city.
He thought about what M had said,
back in London on Monday, “I want
them in MI6 before the weekend, then I
don’t want them back in Venezuela
until June”. Typical M!
121. introduce yourself
write about
1. yourself
2. your approach to this course
post on-line before next lesson
122. things about you:
course, which year at university,
where from, where living,
flatmates, interests, free time,
something surprising
123. your approach to this course:
what are your priorities for the
course, how much time will you
spend studying, how will you
organise your study-time