An astronaut describes his daily life aboard the International Space Station. He is living there for six months with five astronauts from different countries including Russia, the US, China, and Japan. Every day they travel around Earth sixteen times, wake up at 6am, shower using special shampoo since water floats in zero gravity, get dressed, eat breakfast from tin cans, do work like experiments on computers, exercise for an hour, and in the evenings play games, chat online, or have video calls with family on Sundays.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
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
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.
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.
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. Text adapted from Solutions elementary, OUP Gina Paschalidou
LIFE in SPACE
This is the International Space Station. I’m here for six months
with other five astronauts from Russia, the USA, China and Japan.
We travel around Earth sixteen times a day. We get up at 6
o’clock in the morning and have a shower. Everything floats in space
because of zero gravity, so water floats, too! So, we use a special
shampoo to wash our hair without water!
I get dressed in a T-shirt and shorts. We only wear spacesuits outside the space station.
Outside the temperature changes a lot. It’s 100C in the sun but it’s -100C in the dark!
Then, we have breakfast. We eat from tins and it isn’t very nice.
Later, we start work. We do experiments and work on the computers. Before dinner we do
exercises for an hour. Exercise is very important in space because we don’t move a lot. In
the evenings we play games, chat or use the internet and on Sundays we have a video chat
with our families. I miss my husband and my son so much!
A1 Read the textand underline the verbsin the presentsimple. Who iswriting it and what is his
profession(job)? _______________________________________________________________
A2 Read it again and findif the sentencesare TRUE or FALSE.
1 The astronautsare differentnationalities. ______
2 Theywashtheirhandswitha special shampoo ______
3 The foodtheyeat inspace iscommon. ______
4 Theywere spacesuitsonlyoutside. ______
5 Whenit’sdark, it’sverycold. ______
6 Theyexercise everyday. ______
7 Theyhave a videochat everyevening. ______
8 Theysurf the internet only atthe weekends. ______
B Answerthe followingquestionsfromthe text.
1 What the astronauts’work in the space station?
______________________________________________________________________________
2 What isstrange about the waterin space?
______________________________________________________________________________
3 What isstrange about theirfood?
______________________________________________________________________________
4 Why dotheyexercise everyday?
______________________________________________________________________________
5 How dotheyspendtheirtime inthe evenings?
2. Text adapted from Solutions elementary, OUP Gina Paschalidou
______________________________________________________________________________
6 What do theydoon Sundays?
______________________________________________________________________________
C Rewrite the secondand thirdparagraph usingthe subject she. Be careful with the verbs in
the third person.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
D Circle the followingwordsin the text.What do they mean?Explain themin English,Greekor
your language.
float:
including:
spacesuit:
tin:
temperature:
change:
do an experiment:
husband: ≠
E Complete the sentenceswiththe prepositions:on,in,at, by, for, from,with, to.
1 I was born ______ 1998 _______ Mumbai. My birthdayis_______ 30th
July.
2 I drinkcoffee only ______ the weekend.
3 We finishschool ________ 13.00 butnextweekwe’ll finish _______ 14.30.
4 Winter______ Greece starts ______ Decemberandends ______ February.
5 Some teacherscome to school _______ busbut some ______ car. Nobodycomes ______ foot.
6 _______ the afternoon she rests _______ some time and _______ the evening she reads and
does the housework. Later, _______ night she watches a movie or surfs _______ the internet.
7 Theyare _______ differentcountries,suchas India,ChinaandTurkey.
8 We alwaysplayvolleyball_______ Fridayevenings.
9 You’ve beenhere _______ 10 months.
10 Theygo ________ a weekendtripeverytwomonths.
11 He islooking_______ me withsurprise.
12 We love listening______ jazzmusic.