The document provides guidance for students on completing the Individual Oral Presentation (IOP), which is an internal spoken assessment for the IB diploma. It discusses what the IOP entails, how it will be graded, topics that can be covered, tips for preparing the presentation, and the presentation format. The key points are: the IOP involves a spoken presentation and questioning on a work or works studied; it is graded using criteria that students should familiarize themselves with; effective preparation includes selecting a focused topic, choosing relevant extracts, practicing, and anticipating questions.
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
• A – ORAL
• B – SILENT
• 1. SKIMMING
• 2. SCANNING
• 3. INTENSIVE READING
• 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
• The Newspaper (quickly to get the general news of the day)
• Magazines (quickly to discover which articles you would like to read in more detail)
• Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
• The "What's on TV" section (itinerary) of your newspaper.
• A train / airplane schedule
• A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
• A bookkeeping report
• An insurance claim
• A contract
RECAP
• Skimming - Reading rapidly for the main points
• Scanning - Reading rapidly through a text to find specific information required
• Extensive - Reading longer texts, often for pleasure and for an overall understanding
• Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
• A – ORAL
• B – SILENT
• 1. SKIMMING
• 2. SCANNING
• 3. INTENSIVE READING
• 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
• The Newspaper (quickly to get the general news of the day)
• Magazines (quickly to discover which articles you would like to read in more detail)
• Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
• The "What's on TV" section (itinerary) of your newspaper.
• A train / airplane schedule
• A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
• A bookkeeping report
• An insurance claim
• A contract
RECAP
• Skimming - Reading rapidly for the main points
• Scanning - Reading rapidly through a text to find specific information required
• Extensive - Reading longer texts, often for pleasure and for an overall understanding
• Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
Major areas covered :
Communication Skills
Common Mistakes in English
Common Grammatical Errors in Writing
Punctuation
Review of Literature – How to Correct Errors in it.
Major areas covered :
Communication Skills
Common Mistakes in English
Common Grammatical Errors in Writing
Punctuation
Review of Literature – How to Correct Errors in it.
Artifact Detection and Removal from In-Vivo Neural SignalsMd Kafiul Islam
Background
In vivo neural recordings are often corrupted by different artifacts, especially in a less-constrained recording environment. Due to limited understanding of the artifacts appeared in the in vivo neural data, it is more challenging to identify artifacts from neural signal components compared with other applications. The objective of this work is to analyze artifact characteristics and to develop an algorithm for automatic artifact detection and removal without distorting the signals of interest.
New method
The proposed algorithm for artifact detection and removal is based on the stationary wavelet transform with selected frequency bands of neural signals. The selection of frequency bands is based on the spectrum characteristics of in vivo neural data. Further, to make the proposed algorithm robust under different recording conditions, a modified universal-threshold value is proposed.
Results
Extensive simulations have been performed to evaluate the performance of the proposed algorithm in terms of both amount of artifact removal and amount of distortion to neural signals. The quantitative results reveal that the algorithm is quite robust for different artifact types and artifact-to-signal ratio.
Comparison with existing methods
Both real and synthesized data have been used for testing the proposed algorithm in comparison with other artifact removal algorithms (e.g. ICA, wICA, wCCA, EMD-ICA, and EMD-CCA) found in the literature. Comparative testing results suggest that the proposed algorithm performs better than the available algorithms.
Conclusion
Our work is expected to be useful for future research on in vivo neural signal processing and eventually to develop a real-time neural interface for advanced neuroscience and behavioral experiments.
How to write a research paper for an international peerreviewed journalvijay kumar
This PowerPoint is on writing a research article for an International Peer-reviewed Journal. The talk was delivered at an International Virtual workshop. All videos related to research conferences can be viewed at
https://www.youtube.com/channel/UCNEUKBUIaQG3wr05Sj38oDA/featured
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.
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
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?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
2. WHAT IS THE IOP?
1. It is one of two pieces of internal spoken
assessment for your diploma.
2. The Individual Oral Presentation is a spoken delive
.
IT IS GRADED USING “THE ORAL
COMPONENT” CRITERIA SHEET
BE SURE YOU ARE FAMILIAR WITH
IT!
3. The IOP is based on A work OR WORKS
studied in PART 4
• These are chosen by your school for
the “Schools Free Choice” section.
4. IOP – THE FOCUS
1. KNOWLEDGE & UNDERSTANDING of the
works
2. A thorough appreciation of the ASPECT
discussed
3. Knowledge & use of an appropriate register for
the delivery
4.4. HIGHER – CONSIDERATION of the how theHIGHER – CONSIDERATION of the how the
author has explored the chosen aspectauthor has explored the chosen aspect
5. PRESENTATION
• You will deliver your IOP without interruption -
preferably without notes or powerpoints
• When completed, teachers will ask questions
(probe further) to check your understanding
• The class may then join the discussion
6. Tips for preparing for the IOP
• Select a topic that is tightly focused.
• For example not just “Race and Gender” in the
novels studied but “How racial hierarchy is set
up in the novels and the way it impacts on
gender.”
• Rather than “Power Relations” you could say
“How different characters’ power is presented
through the use of language.”
• Or – instead of “Death and its consequences” –
“The way in which death impacts on other
characters in…” (Whatever the choice may be)
7. Select the most appropriate extracts to
demonstrate your points of view.
• The extracts you choose should be the most
appropriate to highlight the points you want to
make.
• Make sure that you focus on every literary
technique contained and explain their effect.
• Include syntax and diction, as well as the more
obvious literary techniques used in prose.
8. Make sure that you fulfil the criteria
listed on the Assessment Sheet
• Look at what marks are awarded for and make
sure that you fulfil all of the criteria.
9. Rehearse your speech
• – again and again – and TIME IT.
• You should sound confident, self assured. Face
the audience. Make sure to make eye contact -
throughout. Notes should only be lightly referred
to not read the whole way through. You should
sound interested in your own speech – vary tone
and gesture. POWERPOINT presentations
should be there to refer to not to rely on. You
must fulfil time requirements or you will be
penalised.
10. Questions, Questions, Questions!
• You will be asked questions at the end of
your presentation. Make sure that you come
up with a list of possible questions you might be
asked and think about the answers. Make sure
you understand how the extract fits into your
understanding of the rest of the novel.
PREPARE.
11. WHAT ARE THE POSSIBILITIES?
TOPIC CHOICE
You can choose topics based on any aspect(s)
based on the works studied:
the cultural setting of the works & related issues
a thematic;
characterisation;
techniques & style;
the author’s attitude to particular elements of the
works - character, subject matter (etc.)
12. ACTIVITIES YOU CAN USE
STRUCTURED DISCUSSIONS
• Class discussion – one presenter but this can
involve whole class participation
• Presentation of material lending itself to
discussion – eg. Two opposing readings of a text
and taking questions
13. ORAL EXPOSES.
• An introduction to a writer or work
• An explanation of a particular aspect of a writer’s
work
• An of a particular interpretation of a work
• The setting of a work against another body of
material (eg. social background, or political
views
• A commentary on the use of a particular image
or symbol in a text or writer’s work
14. AND THERE’S MORE:
• An imitation of a studied poem followed by
discussion and explanation of what was
attempted
• A comparison of: two passages, characters,
works
• A commentary on an extract of a studied work
• An account of a student’s developing response to
one of the works
15. ROLE PLAYS
• A monologue by a character at an important
point in a work
• Reminiscences by a character from a point later
in life
• An author’s reaction to a particular
interpretation of his/her work – eg. A critical
defense of the work in response to criticism
16. REMEMBER THE RULE OF THE
6 Ps
•PROPER
•PREPARATION
•PREVENTS
•PATHETICALLY
•POOR
•PERFORMANCE