This document outlines learning objectives and instructions for writing a personal identity text in English. It includes examples of personal identity information like name, birthplace, address, school, hobbies, parents' names, blood type and email. Students are asked to work in pairs and introduce themselves using the provided questions as prompts to share their own personal identity details.
My Journey from ESL Teacher to Language coachJudy Thompson
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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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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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.
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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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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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. TUJUAN PEMBELAJARAN
Peserta didik :
1.1.1 Bersemangat dalam melaksanakan setiap kegiatan
pada pembelajaran bahasa Inggris
1.1.2 serius dalam melaksanakan setiap kegiatan pada
pembelajaran Bahasa Inggris
2.1.1 tidak berkata kotor, kasar dan tidak menyakitkan
2.3.1 melaksanakan tugas individu dengan baik
3.4.1 Memahami fungsi sosial dari teks pemaparan jati
diri
3.4.2 mengidentifikasikan struktur teks, dan unsur
kebahasaan teks pemaparan jati diri
4.4.1 menjawab pertanyaan-pertanyaan yang
berhubungan dengan pemaparan jati diri
4.5.1 menyusun teks tulis tentang pemaparan jati diri
Peserta didik :
1.1.1 Bersemangat dalam melaksanakan setiap kegiatan
pada pembelajaran bahasa Inggris
1.1.2 serius dalam melaksanakan setiap kegiatan pada
pembelajaran Bahasa Inggris
2.1.1 tidak berkata kotor, kasar dan tidak menyakitkan
2.3.1 melaksanakan tugas individu dengan baik
3.4.1 Memahami fungsi sosial dari teks pemaparan jati
diri
3.4.2 mengidentifikasikan struktur teks, dan unsur
kebahasaan teks pemaparan jati diri
4.4.1 menjawab pertanyaan-pertanyaan yang berhubungan
dengan pemaparan jati diri
4.5.1 menyusun teks tulis tentang pemaparan jati diri
TUJUAN PEMBELAJARAN
3. My name is Lina. L - i - n - a
● I am a student.
● I go to SMP 1 in Palembang.
● I was born in Palembang on 30th December 2002.
● I live at Jl. Ahmad Yani No. 15. My phone number is
200001.
●●I like jogging, bicycling, and listening to music.
● My Parents’ names are Mr. Helmi Yahya and Mrs.
YoanaPataya.
● I have one brother and one sister. They are Dandi and
Dinda.
● My blood type is O.
● You can e-mail me at pidia2002@yahoo.co.id
● I am in VII F.
4. You can use these questions
• What’s her name?
• Where was she born? When?
• What’s her address? (Where does she
live?)
• What’s her school? (Where does she go?)
• What class is Santi in?
• What are her hobbies?
• What are her parents’ names?
• What is her blood type?
• What is her email address?
5. Association
some points that we can mention in our personal
identity are :
Name
Place and date of brith
Address
School
Class
Hobby
Parent’s names
Blood type
E-mail address
6. ?
Write your identity
Now work in pairs talking about yourself. Use these
questions to help you.
• What’s your name?
• Where were you born? When?
• What’s your address? (Where do you live?)
• What’s your school? (Where do you go?)
• What class are you in?
• What are your hobbies?
• What are your parents’ names?
• What is your blood type?
• What is your email address
7. Communicating
My name is ...................
My brithday is ..................
My address is ..................
My school is......................
My class is......................
My hobby is.....................
My parent’s names are .................
My blood type is .............................
My e-mail address is ......................
