Download Turkish reading books: Turkish Penfriend 1 for beginner Turkish language learners for self-study or study with a Turkish language teacher. Turkish easy reading books by Dem Turkish Center.
Download Turkish reading books: Turkish Penfriend 1 for beginner Turkish language learners for self-study or study with a Turkish language teacher. Turkish easy reading books by Dem Turkish Center.
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.
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.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Kd. 3.19 & 4.19 passive voice ( p.1 ) dikonversi
1. RANGKUMAN
MATERI PASSIVE VOICE
( XI AKL )
PERTEMUAN ; 1 ( Tgl 21 Januari 2021 )
KD. 3.19 dan 4.19
➢ Passive voice is used when the focus is on the action. It is not important or not known,
however, who, or what is performing the action.
➢ Example ;
My bike was stolen
➢ Dalam Bahasa Inggris kalimat pasif menggunakan pola :
SUBJECT + TO BE + VERB-III
❖ I). SIMPLE PRESENT TENSE
Pattern :
Is, Are, Am, + Verb-III
For Example :
1. I write a letter (active)
A letteris written by me (passive).
2. I don’t write a letter
A letter is not written by me.
❖ II). PRESENT CONTINUOUS TENSE
Pattern :
Is, Am, Are + Being + Verb-III
For Example :
1. I am reading a book ( active )
A book is being read by me ( passive )
2. I am not reading a book
A book isn’t being read by me
2. ❖ III). PRESENT PERFECT TENSE
Pattern :
Have/Has + been + Verb-III
For Example :
1. They have brought a pen ( active )
A pen has been brought by them (passive )
2. They haven’t brought a pen
A pen hasn’t been brought by them
❖ IV). PRESENT PERFECT CONTINUOUS TENSE
Pattern :
Have/Has + Been + Being + Verb-III
For Example :
1. We have been cutting grass ( active )
Grass has been being cut by me ( passive )
2. I haven’t been cutting grass
Grass hasn’t been being cut by me
❖ V). SIMPLE PAST TENSE
Pattern :
Was/were + Verb-III
For Example :
1. I took money
Money was taken by me
2. 2. I didn’t take money
Money wasn’t taken by me
3. ❖ VI). PAST CONTINUOUS TENSE
Pattern :
Was/Were + being + Verb-III
For Example :
1. She was telling story
Story was being told by her
2. 2. She wasn’t telling story
3. Story wasn’t being told by her
❖ VII). PAST PERFECT TENSE
Pattern :
Had + Been + Verb-III
For Example :
1. He had studied English
English had been studied by him
2. He hadn’t studied English
English hadn’t been studied by him
❖ VIII). PAST PERFECT CONTINUOUS TENSE
Pattern:
Had + Been + Being + Verb-III
For Example :
1. They had been studying English
English had been being studied by them
2. They hadn’t been studied English
English hadn’t been being studied by them
4. ❖ IX). SIMPLE FUTURE TENSE
Pattern :
Will + Be + Verb-III
For Example :
1. I will buy a pen
A pen will be bought by me
2. I won’t buy a pen
A pen won’t be bought by me
❖ MODAL PASSIVE VOICE
1). Present Modal
Pattern :
Will, Shall, Can, May, Must, Have to + Be + Verb-III
For Example :
1. I will speak Japanese
Japanese will be spoken by me
2. I can speak Japanese
Japanese can be spoken by me
…………….GOOD LUCK……………….
