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.
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.
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.
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
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Julio - grammar
1. 01-07-2014
UNIVERSIDAD NACIONAL DE CHIMBORAZO
-Ing form in participles
The -ing form is also seen in participles (verb forms
which are used as adjectives).
Participles are commonly used as adjectives which
modify nouns:
The movie was boring.
That was an exciting game.
His explanation was confusing.
______________________________________
Participles are also used in phrases which modify
parts of sentences or entire sentences:
Whistling happily, he began to work.
He entered the room, whistling happily,
and began to work.
Holding his hands in the air, he surrendered.
He surrendered reluctantly, knowing that
he had no other choice.
5. 07-07-2014
UNIVERSIDAD NACIONAL DE CHIMBORAZO
Phrasal verbs
Is a group of words with an adverb, this adverb may be accompanied by
modifiers or qualifiers. An adverb phrase can modify a verb, an adjective,
or another adverb, and it can appear in a number of different positions in a
sentence.
1. A phrasal verb is a verb plus a preposition or adverb which creates
a meaning different from the original verb.
Example:
I ran into my teacher at the movies last night. run + into = meet
He ran away when he was 15. run + away = leave home
2. Some phrasal verbs are intransitive. An intransitive verb cannot be
followed by an object.
Example:
He suddenly showed up. "show up" cannot take an object
3. Some phrasal verbs are transitive. A transitive verb can be followed
by an object.
Example:
I made up the story. "story" is the object of "make up"
4. Some transitive phrasal verbs are separable. The object is placed
between the verb and the preposition. In this Phrasal Verb Dictionary,
separable phrasal verbs are marked by placing a * between the verb
and the preposition / adverb.
Example:
I talked my mother into letting me borrow the car.
6. 08-07-2014
UNIVERSIDAD NACIONAL DE CHIMBORAZO
Phrasal verb
Transitive and intransitive phrasal verbs:
Some phrasal verbs are transitive. A transitive verb always has an
object.
Example: I made up an excuse. 'Excuse' is the object of the verb.
Some phrasal verbs are intransitive. An intransitive verb does not
have an object.
Example: My car broke down.
Separable or inseparable phrasal verbs:
Some transitive phrasal verbs are separable. The object is between
the verb and the preposition.
Example: I looked the word up in the dictionary.
Some transitive phrasal verbs are inseparable. The object is placed
after the preposition.
Example: I will look into the matter as soon as possible.
Some transitive phrasal verbs can take an object in both places.
Example: I picked up the book. Or I picked the book up.
However, if the object is a pronoun, it must be placed between the
verb and the preposition.
Example: I picked it up.
7. 09-07-2014
UNIVERSIDAD NACIONAL DE CHIMBORAZO
Intransitive verbs followed by adverbs
Intransitive Phrasal
Verb
Meaning
blow over
boil away
boil over
bounce back
buckle down
catch on
cloud over
die down
double up
drop in
fade away
fall off
get away
get by
give in
go on
grow up
keep on
level off
log on
log off
move in
move out
nod off
pass out
pitch in
play along
pull in
pull out
set off
settle down
pass
disappear by boiling
overflow by boiling
recover
work seriously
be widely accepted
become overcast
become less
bend over
visit
become less
become less
escape
barely succeed
admit defeat
continue
became an adult
persist in
stop rising
contact a computer
break contact with a computer
system
take possession of living quarters
give up possession of living
go to sleep
faint
help
pretend to agree
arrive (of vehicles)
leave (of vehicles)
leave
8. settle in
show up
stay up
step down
step in
take off
touch down
tune in
watch out
wear off
become peaceful
become used to
arrive
not go to bed
resign
intervene
leave the ground
land (of places)
find a station on the radio
beware
gradually disappear
9. 10-07-2014
UNIVERSIDAD NACIONAL DE CHIMBORAZO
Transitive verbs followed by adverbs
Transitive Phrasal
Verb
Meaning
back up
bail out
break in
breathe in
breathe out
bring back
bring around
bring up
call in
call off
call up
cheer on
chop down
clean up
fend off
ferret out
figure out
fill in
give back
give off
hand down
hand in
hand on
hand over
hang up
hold back
iron out
knock out
lap up
lay off
leave behind
support
rescue
make something new fit for use
inhale
exhale
return
persuade
raise
ask to assist
cancel
telephone
cheer, encourage
fell
tidy
repel
find with difficult
solve, understand
complete
return
send out
give to someone younger
give to person in authority
give to another person
transfer
break a telephone connection
restrain, delay
remove
make unconscious
accept eagerly
put out of work
leave, not bring
10. let down
live down
look up
make up
pass up
pick up
pull off
put away
put back
put off
reel off
rope in
rub out
rule out
scale down
sell off
set back
shout down
shrug off
size up
sound out
stammer out
summon up
take in
take out
take over
talk over
tear up
think over
think up
track down
trade in
try on
try out
turn back
turn off
turn on
water down
write down
write off
write up
disappoint
live so that past faults are
forgotten
find (information)
invent
not take advantage
collect
succeed
put in proper place
return to original location
postpone
recite a long list
persuade to help
erase
remove from consideration
reduce
dispose of by selling
delay
stop from speaking by shouting
select from others
organize
talk with to learn the opinion of
summarize
gather
absorb
invite to a restaurant
assume control
discuss
destroy by tearing
consider
invent
search for and find
give as part payment
test clothes by putting them on
refuse admission
reverse direction
deactivate by using a switch
activate by using a switch
gradually destroy by wearing or
using
make a note
11. 11-07-2014
UNIVERSIDAD NACIONAL DE CHIMBORAZO
The position of an object of the verb
In the case of transitive phrasal verbs consisting of a verb followed by an
adverb, if the object of the verb is a nun, the object can usually either
follow or precede the adverb.
Example:
- I called off the meeting.
- I called the meeting off.
NOTE: In the first example the object meeting follows the adverb off,
while in the second example the object meeting precedes the adverb off.
However, in the case of a few phrasal verbs, a noun object must usually
follow the adverb.
Example:
We attempted to smooth over is the disagreement.
The following are examples of transitive phrasal verbs where a noun object
must usually follow the adverb. Each phrasal verb is accompanied by its
meaning and an example of its use. The objects of the verbs are underlined.
Verbs followed by adverb followed by noun object:
Phrasal Verb Meaning
drum up
paper over
smooth over
raise
repair superficially
improve
12. Example:
- She has drummed up support for the plan.
- They attempted to paper over their differences.
- We tried to smooth over the station.
In the case of transitive phrasal verbs consisting of a verb followed by an
adverb, if the object of the verb is a pronoun, the object must usually
precede the adverb. In the following examples, the pronoun objects
are underlined.
Example:
- I called it off.
- We attempted to smooth it over.
NOTE: In these examples, the object pronoun it precedes the
adverbs off and over.
Most transitive phrasal verbs may be used in the passive voice.
Example:
- The meeting was called off by me.
- The disagreement was smooth over.
NOTE: In these examples, the phrasal verbs to call off and to smooth
over are used in the passive voice.
13. 14-07-2014
UNIVERSIDAD NACIONAL DE CHIMBORAZO
The position of an adverb of manner modifying the verb
In the case of a phrasal verb consisting of a verb followed by an adverb,
the verb and the adverb usually may not be separated by an adverb of
manner. In the following example, the adverb of manner is underline.
Example: I hurriedly called off the meeting.
NOTE: In this example, the adverb of manner hurriedly precedes the
phrasal verb called off. The adverb hurriedly may also be placed at the
beginning or the end of the sentence, but may not be placed between the
verb called and the adverb off.
Stress in spoken English:
When a phrasal verb consisting of a verb followed by an adverb occurs at
the end of a clause, it is usually the adverb which is stressed in spoken
English. In the following examples, the words which are stressed are
printed in bold type.
Example:
- How did that come about?
- Please drop in whenever you have time.
NOTE: In the first example, the verb come followed by the adverb
about occurs at the end of a clause, and the adverb about is stressed. In
the second example, the verb drop followed by the adverb in occurs at the
end of a clause, and the adverb in is stressed.
14. Ergative verbs:
It should be noted that there are a few phrasal verbs consisting of a verb
followed by an adverb, which have the same meaning whether they are used
transitively or intransitively.
Example:
- The engineer slowed down the train.
- The train slowed down.
NOTE: In the first example, the phrasal verb to slow down is used
transitively, with the object train. In the second example, the phrasal
verb to slow down is used intransitively, without naming the originator of
the action. In these two examples, it can be seen that the object of the
transitive verb is the subject of the intransitive verb. However, the
general meaning of the two sentences is the same. Verbs which can be used
in this way may be referred to as ergative verbs.
Ergative phrasal verbs:
Phrasal Verb Meaning
Blare out
Blow up
Break up
Burn down
Calm down
Dry out
Get across
Liven up
Pull through
Roll up
Shut down
Wake up
Wash out
Wear away
Wear out
Make a loud sound
Destroy by an explosion
Break into pieces
Destroy by fire
Become calm
Become dry
Transmit
Become lively
Recover from, survive
Wrap into a cylinder
Close, stop working
Stop sleeping
Remove by washing
Gradually remove
Gradually destroy by using