This document provides information about an upcoming Grade 6 trip to England, including:
- Two groups (Group A and B) will travel to London and Bath from May 5-9.
- Itineraries for each day include locations to visit, meals, and transportation details.
- Hotel information for both Bath and London is provided.
- A packing list, medication information, money needs, and electronics policy are outlined.
- Students and parents are invited to ask any additional questions of the trip organizers.
This artifact was a group collaboration that required us to present the playground history, purpose, standards and safety, equipment, and value for young children in the form of a PowerPoint project.
This artifact was a group collaboration that required us to present the playground history, purpose, standards and safety, equipment, and value for young children in the form of a PowerPoint project.
Welcome to Grenfell Campus, Memorial University of Newfoundland (Winter 2019)Patrick Arsenault, RCIC 🍁
This presentation was created by Patrick Arsenault to provide key information to new international students coming to Grenfell Campus, Memorial University of Newfoundland in January 2019.
This presentation aims at preparing new international students about to move to Canada. It touches on main things to know and provides information to new students before they arrive.
Welcome to Grenfell Campus, Memorial University of Newfoundland (Winter 2019)Patrick Arsenault, RCIC 🍁
This presentation was created by Patrick Arsenault to provide key information to new international students coming to Grenfell Campus, Memorial University of Newfoundland in January 2019.
This presentation aims at preparing new international students about to move to Canada. It touches on main things to know and provides information to new students before they arrive.
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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.
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?
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.
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
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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.
1. Grade 6 England Experience
2014
Parent Information Evening
24th
March
2. Additional Information
ZISLinks / Principal’s Blog
This presentation
During advisory
we will be getting kids preferences for rooming and meal choices
FINAL student meeting during advisory
- Student expectations
- Emergency procedures
- Respect for others – Merry Manners
Any additional questions –lbergoo@zis.ch or call 077 449 92 76
3. Grade 6 England Trip – Quick Facts
Group A – Mr. Nelson +4 Advisory Groups: Browning, Huber, Meier and Allen
Group B – Ms. Bergoo +4 Advisory Groups: Jutzi, Schreier, Severijns and Krause
•Students will check in with their advisor at the airport.
MONDAY MAY 5
•Group A (Nelson) – Meet at airport at 11:20
•Depart Zurich 13:20 – Arrive London 14:15 (Flight # BA713)
•Group B (Bergoo) – Meet at airport at 08:30
•Depart Zurich 10:25 – Arrive London 11:15 (Flight # BA711)
FRIDAY MAY 9
•Group A (Nelson) - Arrive Zurich 18:25 (Flight # BA8767)
•Group B (Bergoo) – Arrive Zurich 16.20 (Flight # BA716)
•ALL students must be collected from the airport.
7. Packing List
• Passport and Auslander permit
• English money: 35 pounds sterling for lunches, plus spending money (60 pounds
sterling recommended, but use your discretion)
• Changes of clothing for 4 days
• Warm sweater/fleece
• Comfortable walking shoes
• Hooded jacket or raincoat
• Toiletries and toothpaste/toothbrush
• Sun hat and sunscreen
• Small backpack
• Pencils/pens
• Clip board
• Reading books
• Lunch for Monday (but no drink in the lunch pack – airport security)
• A refillable water bottle
• Medication (if necessary)
8. Phones and other electronics
• Mobile phones will be allowed. However, students are not to use them to
make calls or send texts to other students. While students may receive
calls from home (please check the itinerary and call before breakfast – not
after evening activities), they will not be allowed to call home without a
teacher’s permission. Failure to adhere to the rules will incur severe
consequences.
• If students are planning to use their phone to take pictures they will need
to bring their chargers with them. A 3 prong adapter is needed for
chargers.
• i –Pods are permitted, but no electronic games or computers. No external
speakers may be taken.
• Please note that students are responsible for all of their belongings
during the trip.