- The document outlines a lesson plan for a class on inventions.
- It includes objectives to develop students' writing, speaking, listening and reading skills through activities focused on passive voice.
- Students will read about famous inventions, listen to a dialogue about new gadgets, complete writing exercises using passive voice, and research an important invention to present to the class.
- The lesson integrates different skills and uses various materials and technologies to engage students in an interactive lesson about inventions and passive voice.
European Cultural Commons Workshop, Introductory Remarks (transcript)Michael Edson
YouTube video of this talk: http://youtu.be/VlHC0uPqdRY.
This is a transcript of a short introductory video recorded for Europeana’s European Cultural Commons workshop in Limassol Cyprus on October 30, 2012.
Recommended Resources Articles Galenson, D. W. (2002). .docxcatheryncouper
Recommended Resources
Articles
Galenson, D. W. (2002). Masterpieces and markets: Why the most famous modern paintings are not by American artists.
Historical Methods, 35(2), 63-75. Retrieved from the ProQuest Central database.
Lavin, I. (1996). The art of art history: A professional allegory. Leonardo, 29(1), 29-34. Retrieved from the JSTOR
database.
Lubar, R. S. (1999). Salvador Dali: Modernism’s counter-muse. Romance Quarterly, 46(4), 230-238. Retrieved from the
ProQuest Central database.
Lurie, A. T. (1962). Gustave Courbet: Madame Boreau. The Bulletin of the Cleveland Museum of Art, 49(4), 67-71.
Retrieved from the JSTOR database.
Phillips, J. (2013). ThingLink guide. College of Liberal Arts, Ashford University, Clinton, IA.
Platt, S. N. (1988). Modernism, formalism, and politics: The “cubism and abstract art” exhibition of 1936 at the Museum
of Modern Art. Art Journal, 47(4), 284-295. Retrieved from the JSTOR database.
SmartHistory. (n.d.). 1400-1500 Renaissance in Italy and the north. Retrieved from
http://smarthistory.khanacademy.org/1400-1500-Renaissance-in-Italy-and-the-North.html
SmartHistory. (n.d.). A beginner’s guide to the history of Western culture. Themes. Retrieved from
http://smarthistory.khanacademy.org/for-the-beginner.html
SmartHistory. (n.d.). Cubism & Picasso’s Still Life with Chair Caning. 1907-1960 Age of Global Conflict. Retrieved from
http://smarthistory.khanacademy.org/cubism.html
SmartHistory. (n.d.). David’s Oath of Horatii. In Neo-Classicism, 1700-1800 Age of Enlightenment. Retrieved from
http://smarthistory.khanacademy.org/david-oath-of-the-horatii.html
SmartHistory. (n.d.). Fragonard’s The Swing. In Rococo, 1700-1800 Age of Enlightenment. Retrieved from
http://smarthistory.khanacademy.org/rococo.html
SmartHistory. (n.d.). Romanticism in Spain: Goya’s Third of May, 1808. In 1800-1848 Industrial Revolution I. Retrieved
from http://smarthistory.khanacademy.org/romanticism-in-spain.html
SmartHistory. (n.d.). Rossetti’s Ecce Ancilla Domini. In Pre-Raphaelites and arts & crafts, 1848-1907 Industrial
Revolution II. Retrieved from http://smarthistory.khanacademy.org/rossettis-ecce-ancilla-domini.html
Multimedia
Cengage. (Producer). (2014). Women and the Impressionist movement: Cassatt and Mirisot [Video]. Available from
http://college.cengage.com/art/shared/videos/Modern/Morisot_Cassatt/index.html
Khan Academy. (Producer). 1600-1700 the baroque [Video]. Available from http://smarthistory.khanacademy.org/1600-
1700-the-Baroque.html
Khan Academy. (Producer). (n.d.). Baroque art in the Dutch Republic: Vermeer’s Young Woman with a Water Pitcher
[Video]. Available from http://smarthistory.khanacademy.org/baroque-holland.html
http://smarthistory.khanacademy.org/1400-1500-Renaissance-in-Italy-and-the-North.html
http://smarthistory.khanacademy.org/for-the-beginner.html
http://smarthistory.khanacademy.org/cubism.html
http://smarthistory.khanacademy.org/david-o ...
European Cultural Commons Workshop, Introductory Remarks (transcript)Michael Edson
YouTube video of this talk: http://youtu.be/VlHC0uPqdRY.
This is a transcript of a short introductory video recorded for Europeana’s European Cultural Commons workshop in Limassol Cyprus on October 30, 2012.
Recommended Resources Articles Galenson, D. W. (2002). .docxcatheryncouper
Recommended Resources
Articles
Galenson, D. W. (2002). Masterpieces and markets: Why the most famous modern paintings are not by American artists.
Historical Methods, 35(2), 63-75. Retrieved from the ProQuest Central database.
Lavin, I. (1996). The art of art history: A professional allegory. Leonardo, 29(1), 29-34. Retrieved from the JSTOR
database.
Lubar, R. S. (1999). Salvador Dali: Modernism’s counter-muse. Romance Quarterly, 46(4), 230-238. Retrieved from the
ProQuest Central database.
Lurie, A. T. (1962). Gustave Courbet: Madame Boreau. The Bulletin of the Cleveland Museum of Art, 49(4), 67-71.
Retrieved from the JSTOR database.
Phillips, J. (2013). ThingLink guide. College of Liberal Arts, Ashford University, Clinton, IA.
Platt, S. N. (1988). Modernism, formalism, and politics: The “cubism and abstract art” exhibition of 1936 at the Museum
of Modern Art. Art Journal, 47(4), 284-295. Retrieved from the JSTOR database.
SmartHistory. (n.d.). 1400-1500 Renaissance in Italy and the north. Retrieved from
http://smarthistory.khanacademy.org/1400-1500-Renaissance-in-Italy-and-the-North.html
SmartHistory. (n.d.). A beginner’s guide to the history of Western culture. Themes. Retrieved from
http://smarthistory.khanacademy.org/for-the-beginner.html
SmartHistory. (n.d.). Cubism & Picasso’s Still Life with Chair Caning. 1907-1960 Age of Global Conflict. Retrieved from
http://smarthistory.khanacademy.org/cubism.html
SmartHistory. (n.d.). David’s Oath of Horatii. In Neo-Classicism, 1700-1800 Age of Enlightenment. Retrieved from
http://smarthistory.khanacademy.org/david-oath-of-the-horatii.html
SmartHistory. (n.d.). Fragonard’s The Swing. In Rococo, 1700-1800 Age of Enlightenment. Retrieved from
http://smarthistory.khanacademy.org/rococo.html
SmartHistory. (n.d.). Romanticism in Spain: Goya’s Third of May, 1808. In 1800-1848 Industrial Revolution I. Retrieved
from http://smarthistory.khanacademy.org/romanticism-in-spain.html
SmartHistory. (n.d.). Rossetti’s Ecce Ancilla Domini. In Pre-Raphaelites and arts & crafts, 1848-1907 Industrial
Revolution II. Retrieved from http://smarthistory.khanacademy.org/rossettis-ecce-ancilla-domini.html
Multimedia
Cengage. (Producer). (2014). Women and the Impressionist movement: Cassatt and Mirisot [Video]. Available from
http://college.cengage.com/art/shared/videos/Modern/Morisot_Cassatt/index.html
Khan Academy. (Producer). 1600-1700 the baroque [Video]. Available from http://smarthistory.khanacademy.org/1600-
1700-the-Baroque.html
Khan Academy. (Producer). (n.d.). Baroque art in the Dutch Republic: Vermeer’s Young Woman with a Water Pitcher
[Video]. Available from http://smarthistory.khanacademy.org/baroque-holland.html
http://smarthistory.khanacademy.org/1400-1500-Renaissance-in-Italy-and-the-North.html
http://smarthistory.khanacademy.org/for-the-beginner.html
http://smarthistory.khanacademy.org/cubism.html
http://smarthistory.khanacademy.org/david-o ...
Lego Beowulf and the Web of Hands and Hearts, for the Danish national museum ...Michael Edson
This is the text version of the talk.
A PowerPoint version of this talk is at http://www.slideshare.net/edsonm/michael-edson-lego-beowulf-and-the-web-of-hands-and-hearts-for-the-danish-national-museum-awards
This talk was delivered at the awards ceremony for the 2012 Bikuben Foundation Danish Museum Prize (Bikubenfondens Museumspriser) in Copenhagen, Denmark.
Ideas about what museums are, who they serve, and the role they play in society are changing with dramatic speed, driven largely by social media and the participatory culture of global networks.
Denmark supports world-class museums, with remarkable collections, expert staff, and beautiful architecture. But how can museum leaders balance the traditional concepts of organizational mission and outcomes with the disruptive possibilities being demonstrated by those who love and use museums in new ways?
Arc 211: American Diversity and Design: Haiyue ChangHaiyue Chang
This is all my discussion answers of Diversity and Design this semester. I have learnt a lot in this class, not only thinking methods, but also a positive lifestyle. And I really appreciate that since it gave me another viewing position to see the world.
Open Digital Heritage: Doing Hard Things Easily, at Scale (text version) :: M...Michael Edson
The text of a brief keynote for the 2012 Open Digital Heritage symposium at the National Heritage Board of Sweden, organized with the Swedish National Archives and National Library as part of the Almedalen Week events.
Abstract: Heritage organizations need to adopt new tools and new ways of thinking to achieve meaningful outcomes in the 21st century. Open content and participatory knowledge creation are vital to the success of knowledge institutions.
A video of this and other talks from the conference are available at http://oppnakulturarvet.se/
Ancient Chinese Inventions. Essay
The Inenvention of the Wheel Essay
Greatest Invention Essays
Timekeeping is the Greatest Invention Essay
A Smart Phone Is The Best Invention Ever
Essay on Innovation And Invention
Opinion Essay on Inventions
The Greatest Invention Of My Lifetime
Most Influential Invention In History
Car Is The Greatest Invention
The Worlds Best Invention Of The Steam Engine
The Invention Essay
Essay On Inventions
Hein-Rich Spencers Greatest Invention
Photography and Art (graded)1. In the 19th century, the camera w.docxmattjtoni51554
Photography and Art (graded)
1. In the 19th century, the camera was a revolutionary invention. Did the invention of the camera change the arts? Why or why not?
Is there a relationship between movements such as realism and impressionism and the camera?
Imagining a world without modern technology
2. The reason it's good to pay attention to the course objectives is that they tell you what goals for the student are most important to the institutions and teachers that create the class. Therefore, they present obvious clues as to what will be tested, and the priorities by which papers are graded.
This week is a great example. One of the course objectives covered this week is, "given a significant technological advance (such as the printing press or camera), assess the effects of the technical breakthrough on culture and art."
Imagine what people and cultures were like without photography, recorded music, television, film, music videos, or anything electronic whatever. Much of what we take for granted would seem absolutely miraculous to them. Also, the whole nature and use of the human imagination has changed significantly.
You may want to use considerations such as this in responding to this particular discussion question. Or, take it in your own direction.
3. This is probably the kind of thing that only a Humanities teacher would be interested in, but the history of the development of color media for humanity's creative use is really a quite fascinating one - involving charred wood from ancient fires, naturally occurring vs. manufactured pigments, finishing a painting quickly before plaster dries, and even an essential creative use for eggs. And of course, much more.
Technological advances in the arts are not a recent phenomenon. They have been going on since the beginning:
Writing (ancient Mesopotamia and Egypt)
The tuba and the organ (Classical Rome)
The printing press (the 15th Century - one big reason the Protestant Reformation succeeded after several failed starts in previous centuries)
The modern piano (the 18th Century - a big part of the great emotion of Romantic music, like Beethoven)
Electronics (Think for a moment about how your experience of the arts - music especially - is affected by relatively recent advances in electronics)
There could be a whole course in history studying just such things.
4. Realism and Impressionism (graded)
For this week's discussion, choose realism or impressionism as a basis for your posts and discuss how your choice is manifested in any area of the humanities (i.e., painting, sculpture, literature, music, etc.), and give an example from any discipline in the humanities to illustrate how realism or impressionism influenced the work of art. Please be sure to give an analysis of how the work of art was influenced by the movement.
Here we go again. We get to look at more highfalutin academic words: Realism and Impressionism.
B. As I wrote before, though it's OK when you look.
ASSESSMENT CHECKLIST FOR DISCUSSION POSTS Content .docxfredharris32
ASSESSMENT CHECKLIST FOR DISCUSSION POSTS
Content
□ Post includes a thesis
□ Post content is directly related to the assigned weekly reading
□ Post presents and develops an argument
□ Post includes a thesis
□ Includes parenthetical citations in APA format as means for providing evidence to
support all claims
Organization
□ Post is clearly and logically organized
□ All paragraphs, excluding the introductory paragraph, includes a topic sentence
□ All topic sentences are directly related to the thesis
□ All topic sentences articulate the paragraph’s controlling idea
□ All topic sentences function as transitions from previous paragraph
Syntax & Diction
□ Post contains only clear and succinct sentences
□ Sentence structure is varied throughout
□ Sentences do not include any unnecessary prepositional phrases
□ Post does not include any run-on sentences
□ Post does not include any sentence fragments
□ Post does not include any rambling sentences
□ Each sentence utilizes appropriate diction
Spelling, Grammar, & Mechanics
□ Post does not include any spelling errors
□ Post does not include any grammatical errors
□ Post does not include any mechanical issues
INTRODUCTION
Maybe you have picked up this book because you're starting a
course in Media Studies (given the title, it's a filir guess). Perhaps
you arc an English teacher and you are going to 'pick up' some~
media teaching and need to be one step ahc·ad of the students. Or
you could be a parent, wondering what Media Studies is really all
about aud whether your child should spend their tirnc engaging
with it. Or you could be such a polymath that you have no voca·~
tiona! reason or vested interest whatsoever. It would be nice to
think that some of you are in that last category.
ff you arc a media student, the assulllption will be that you've
never studied it bef(n·e (although it might be a usd1.1l 'refi·csher'
even if you have). All the way through, the emphasis will be on
distinguishing between everyday media engagement and critical
1uedia literacy. Just by being alive in the contemporary 'mediated'
world, we all respond actively to media -we never just 'take it in'
without any thought or interpretation. Equally, the distinction
I ot•tween our 'real world' experiences and media experiences are not
.dways dear-cut. Media are, for most people, part of our 'lifeworld'.
refer to media in our conversations, use 111edia as reference
potnts in all kinds of ways and increasingly respond to, adapt or
v\\'IJ create media for public reception through Y ouTube and other
''Web 2.0' affordances. But the critical media student brinbrs to this
2 INTRODUCTION
everyday engagement a range of academic theories and approaches.
Textual analysis is the practice of deconstructing media products to
understand how they are constructed and how people receive them
in different ways. Theories of media and power look at ownership,
control, ...
Lego Beowulf and the Web of Hands and Hearts, for the Danish national museum ...Michael Edson
This is the text version of the talk.
A PowerPoint version of this talk is at http://www.slideshare.net/edsonm/michael-edson-lego-beowulf-and-the-web-of-hands-and-hearts-for-the-danish-national-museum-awards
This talk was delivered at the awards ceremony for the 2012 Bikuben Foundation Danish Museum Prize (Bikubenfondens Museumspriser) in Copenhagen, Denmark.
Ideas about what museums are, who they serve, and the role they play in society are changing with dramatic speed, driven largely by social media and the participatory culture of global networks.
Denmark supports world-class museums, with remarkable collections, expert staff, and beautiful architecture. But how can museum leaders balance the traditional concepts of organizational mission and outcomes with the disruptive possibilities being demonstrated by those who love and use museums in new ways?
Arc 211: American Diversity and Design: Haiyue ChangHaiyue Chang
This is all my discussion answers of Diversity and Design this semester. I have learnt a lot in this class, not only thinking methods, but also a positive lifestyle. And I really appreciate that since it gave me another viewing position to see the world.
Open Digital Heritage: Doing Hard Things Easily, at Scale (text version) :: M...Michael Edson
The text of a brief keynote for the 2012 Open Digital Heritage symposium at the National Heritage Board of Sweden, organized with the Swedish National Archives and National Library as part of the Almedalen Week events.
Abstract: Heritage organizations need to adopt new tools and new ways of thinking to achieve meaningful outcomes in the 21st century. Open content and participatory knowledge creation are vital to the success of knowledge institutions.
A video of this and other talks from the conference are available at http://oppnakulturarvet.se/
Ancient Chinese Inventions. Essay
The Inenvention of the Wheel Essay
Greatest Invention Essays
Timekeeping is the Greatest Invention Essay
A Smart Phone Is The Best Invention Ever
Essay on Innovation And Invention
Opinion Essay on Inventions
The Greatest Invention Of My Lifetime
Most Influential Invention In History
Car Is The Greatest Invention
The Worlds Best Invention Of The Steam Engine
The Invention Essay
Essay On Inventions
Hein-Rich Spencers Greatest Invention
Photography and Art (graded)1. In the 19th century, the camera w.docxmattjtoni51554
Photography and Art (graded)
1. In the 19th century, the camera was a revolutionary invention. Did the invention of the camera change the arts? Why or why not?
Is there a relationship between movements such as realism and impressionism and the camera?
Imagining a world without modern technology
2. The reason it's good to pay attention to the course objectives is that they tell you what goals for the student are most important to the institutions and teachers that create the class. Therefore, they present obvious clues as to what will be tested, and the priorities by which papers are graded.
This week is a great example. One of the course objectives covered this week is, "given a significant technological advance (such as the printing press or camera), assess the effects of the technical breakthrough on culture and art."
Imagine what people and cultures were like without photography, recorded music, television, film, music videos, or anything electronic whatever. Much of what we take for granted would seem absolutely miraculous to them. Also, the whole nature and use of the human imagination has changed significantly.
You may want to use considerations such as this in responding to this particular discussion question. Or, take it in your own direction.
3. This is probably the kind of thing that only a Humanities teacher would be interested in, but the history of the development of color media for humanity's creative use is really a quite fascinating one - involving charred wood from ancient fires, naturally occurring vs. manufactured pigments, finishing a painting quickly before plaster dries, and even an essential creative use for eggs. And of course, much more.
Technological advances in the arts are not a recent phenomenon. They have been going on since the beginning:
Writing (ancient Mesopotamia and Egypt)
The tuba and the organ (Classical Rome)
The printing press (the 15th Century - one big reason the Protestant Reformation succeeded after several failed starts in previous centuries)
The modern piano (the 18th Century - a big part of the great emotion of Romantic music, like Beethoven)
Electronics (Think for a moment about how your experience of the arts - music especially - is affected by relatively recent advances in electronics)
There could be a whole course in history studying just such things.
4. Realism and Impressionism (graded)
For this week's discussion, choose realism or impressionism as a basis for your posts and discuss how your choice is manifested in any area of the humanities (i.e., painting, sculpture, literature, music, etc.), and give an example from any discipline in the humanities to illustrate how realism or impressionism influenced the work of art. Please be sure to give an analysis of how the work of art was influenced by the movement.
Here we go again. We get to look at more highfalutin academic words: Realism and Impressionism.
B. As I wrote before, though it's OK when you look.
ASSESSMENT CHECKLIST FOR DISCUSSION POSTS Content .docxfredharris32
ASSESSMENT CHECKLIST FOR DISCUSSION POSTS
Content
□ Post includes a thesis
□ Post content is directly related to the assigned weekly reading
□ Post presents and develops an argument
□ Post includes a thesis
□ Includes parenthetical citations in APA format as means for providing evidence to
support all claims
Organization
□ Post is clearly and logically organized
□ All paragraphs, excluding the introductory paragraph, includes a topic sentence
□ All topic sentences are directly related to the thesis
□ All topic sentences articulate the paragraph’s controlling idea
□ All topic sentences function as transitions from previous paragraph
Syntax & Diction
□ Post contains only clear and succinct sentences
□ Sentence structure is varied throughout
□ Sentences do not include any unnecessary prepositional phrases
□ Post does not include any run-on sentences
□ Post does not include any sentence fragments
□ Post does not include any rambling sentences
□ Each sentence utilizes appropriate diction
Spelling, Grammar, & Mechanics
□ Post does not include any spelling errors
□ Post does not include any grammatical errors
□ Post does not include any mechanical issues
INTRODUCTION
Maybe you have picked up this book because you're starting a
course in Media Studies (given the title, it's a filir guess). Perhaps
you arc an English teacher and you are going to 'pick up' some~
media teaching and need to be one step ahc·ad of the students. Or
you could be a parent, wondering what Media Studies is really all
about aud whether your child should spend their tirnc engaging
with it. Or you could be such a polymath that you have no voca·~
tiona! reason or vested interest whatsoever. It would be nice to
think that some of you are in that last category.
ff you arc a media student, the assulllption will be that you've
never studied it bef(n·e (although it might be a usd1.1l 'refi·csher'
even if you have). All the way through, the emphasis will be on
distinguishing between everyday media engagement and critical
1uedia literacy. Just by being alive in the contemporary 'mediated'
world, we all respond actively to media -we never just 'take it in'
without any thought or interpretation. Equally, the distinction
I ot•tween our 'real world' experiences and media experiences are not
.dways dear-cut. Media are, for most people, part of our 'lifeworld'.
refer to media in our conversations, use 111edia as reference
potnts in all kinds of ways and increasingly respond to, adapt or
v\\'IJ create media for public reception through Y ouTube and other
''Web 2.0' affordances. But the critical media student brinbrs to this
2 INTRODUCTION
everyday engagement a range of academic theories and approaches.
Textual analysis is the practice of deconstructing media products to
understand how they are constructed and how people receive them
in different ways. Theories of media and power look at ownership,
control, ...
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Saboy tpd - secondary - lesson 5
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: María Fernanda Saboy
Período de Práctica: Nivel Secundario
Institución Educativa: Instituto Modelo Viedma
Dirección: Maestro Chirinos 795 - Viedma
Sala / Grado / Año - sección: 3er.Año
Cantidad de alumnos: 30
Nivel lingüístico del curso: Intermediate (B1)
Tipo de Planificación: Clase
Unidad Temática: Inventions
Clase Nº: 5
Fecha: 07/6/2019
Hora: 09:00 a 10:20
Duración de la clase: 80’
Fecha de primera entrega: 04/06/2019
Teaching points: Passive voice.
Aims or goals:
- During this lesson, learners will be able to:
. Talk/Speak about inventions.
. Develop their writing and speaking skills.
. Develop their listening and reading skills.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISIO
N
Common
verbs.
Write/Talk
about present
and past
actions.
Perfect tenses.
Past participle
of verbs.
NEW Verbs related
to inventions
(discover,
invent, use,
create)
Write/Talk
about
inventions and
inventors
Passive voice
(to be + past
participle)
2. Teaching approach: Communicative approach.
Integration of skills: What skills will be integrated and how?
Listening: while the students listen to the recordings.
Reading: they have to read the information in order to do the
activities.
Writing: they have to write sentences using the second conditional.
Speaking: they have to speak in order to do some of the activities.
Materials and resources: whiteboard, CD player, textbook, OHP, pen
drive, YouTube video.
Pedagogical use of ICT in class or at home: I will download the video
from the Internet.
Seating arrangement: whole class while explaining and listening. Pairs
when checking the activities. Groups when doing the last activity.
Assessment: what will be assessed and how:
I will pay attention to pronunciation, in order to correct serious
mistakes. I will pay attention to their fluency, and I will take account of
grammar mistakes for the future.
Routine – 2’
Purpose: To establish rapport with the students.
I will enter the class and greet students:
T: ”Hello everyone, how are you today?”
Ss: “Fine, and you?”, “Very well, thank you”, “I’m OK”
T: “Great. Could you tell me the date, please?”
Ss: “The seventh of June”
T: “Ok, thank you very much.”
(I will write the date on the whiteboard)
Warm up – 5’
T: “Today we are going to talk about some things that we use or see in our
everyday lives. What do you know about the telephone, for example?”
S1: “It was invented by Alexander Graham Bell”
S2: “It’s very useful”
S3: “We use it to communicate”
T: “Very good! You know a lot about it” “OK, now I’ll show you some pictures.
You have to tell me what the object is and, if you know, who invented or created
it, right?”
Ss: “Yes”
3. Pictures:
The Objects are:
wheel – automobile – printing press – Internet/WWW – aeroplane – electric light
bulb – radio – ballpoint pen – batteries – television
I will ask the students if they know who invented the objects. I could stick on the
blackboard the images and name tags with the inventors’ names. Students can
come to the blackboard and match them.
Presentation – 15’
Purpose: To provide a context for the teaching points (Passive voice.) To
develop their reading skills.
I will give students handouts with short texts related to some of the inventions
that I presented before. These are the texts:
INVENTIONS THAT CHANGED THE WORLD
Whenwe think about inventions sometimes we imagine big laboratories and crazy old men
with grey hair. That is not the case; in many occasions inventions are made not only in
laboratoriesorbyoldmen,but alsoby manydifferentpeople.Itis also important to mention
that inventions are made every day, in every part of the world, but not all inventions are
equally important. Here are some of the inventions that changed the world:
The Wheel
4. Thisveryimportantobject wasinvented along time ago. It is believed that it was developed
in the Asian Mesopotamia in 3500 BC. It is not known precisely who invented it, but we are
totallysure of itsimportance tothe developmentof society.The idea of the Wheel is used in
a lot of different everyday objects, and for thousands of different reasons.
The Printing Press
Thisis one controversial invention.It isusually considered thatJohannesGutenberg invented
the printing press around 1430. But the world already knew the paper and block printing,
elementsthatwere developed bythe Chinese in the 2nd and 7th centuries respectively. The
great idea of Gutenberg was to combine the idea of block printing with a screw press. He
revolutionized the process of writing.
The automobile
It is true that the steam engine mobilized industry. But the automobile mobilized people!
Although there were ideas about a personal vehicle to transport people, it was Karl Benz in
1885 whodevelopedaMotorwagen. The greatestthingaboutBenz’sideawas thathisvehicle
was powered by internal combustion.
The Internet and the World Wide Web
Internetallowspeopletogeta lot of informationandtocommunicate anywhere in the world
where there isaninternetconnection. Inthe late 1960s, the first type of internet connection
was developed by the US military for the purpose of military and research services.
Nowadays, we can surf the Net to look for any kind of information.
The World Wide Web (WWW) is an information system, which was invented by the English
scientist Tim Berners-Lee in 1989. This tool is used by millions of people to interact on the
Internet. The Internet is a global network, while the Web is the collection of information
which is accessed via the Internet.
T: “What do you think about these inventions? Were they useful?
Ss: “Yes, of course”
T: “In your opinion, which is the most important invention?”
Ss: “I can’t choose only one” “The wheel” “The Internet” etc
T: “And, tell me, why do you think it is important?”
(Here the students will come up with various reasons for their choice.)
T: “Ok, very well. Now I’d like you to have a look at the underlined words. What
are they?”
Ss: “Verbs”
T: “Very good! And what kinds of verbs?”
Ss: “Verb to Be” “Verbs in the past”
T: “Yes, that’s right” “Well, now we’ll see what this structure is about”
At this point of the lesson, I’m going to draw a table or chart on the board for
students to copy in their notebooks. I will complete the blanks with the help of
students.
5. PASSIVES (or Passive voice)
Use
When the action/object is more important than the person/thing that does the
action.
Form
Positive/Negative
To BE
Presente Simple:
am / is / are (not)
Past Simple:
was / were (not)
Future:
_______/_______ be
PAST PARTICIPLE
( -ed endings or
3rd.Column of Irregular
verbs)
made
invented
created
found
known
BY
(the person or thing that
did/does/will do the action)
by Karl Benz.
by the government.
by Thomas A.Edison
We don’t mention the agent or “doer” of the action when it is not known or not
important, or when it is obvious.
I will give some examples on the WB:
- Thomas Edison invented the electric light bulb.
- The electric light bulb was invented by Thomas Edison.
- Tim Berners-Lee developed the WWW.
- The WWW was developed by Tim Berners-Lee.
- The Chinese developed paper and block printing.
- Paper and block printing were developed by the Chinese.
I will explain how the object of the Active sentence becomes the subject of the
Passive sentence. I will give some examples of the passive voice, in which we
do not mention the agent, for instance:
- Coffee is grown in Colombia and Brazil (by…?….)
- Mercedes cars are made in Germany (by….?....)
Transition: “Well, now we’re going to listen to two people talking about
gadgets.”
Development:
6. Activity 1 – 15’
Purpose: To develop students’ listening skills. To provide a context for the new
structure (Passive voice.)
Link to the Listening (3:24’)
https://drive.google.com/file/d/1Y5Yld2l82eZwz807SBDeZ5gOuzsyXRC0/view
Announcer:Good morning, London. Welcome to Techno Talk. This morning our guest is Kenneth
Grey. He’s got four new gadgets toshow us.
Good morning, Kenneth. I see the gadgets on the table, but I don’t know what theyare.
Let’s look at this gadget. It looks like a watch but Idon’t think it’s a watch. What is it?
Kenneth: It’s a watch phone: a watch, a mobile phone, a camera, an MP3 and a video. It was
developed by LG Electronics.
Announcer: Wow, it’s like something from a James Bondfilm! How much does it cost?
Kenneth: It’s quite expensive – 500 pounds.
Announcer: Well, I guess I won’t buy it just yet. What’s this?Isee pieces ofglass ona metalbase. Is it
a picture frame?
Kenneth: Sorry, you won’t see this inthe livingroom, but you will see it inthe kitchen.
Announcer: What’s it usedfor?
Kenneth: It’s a glass toaster. It allows you to see the bread while it’s gettingbrown.
Announcer: A glass toaster – that’s great! You’ll never have burnt toast again. Who was it invented
by?
Kenneth: This toaster was invented by a company called Inventables. They’re developing a lot of
interesting new products with glass, plastic and aluminium.
Announcer: And what’s this?Isee two bigwheels. Ican’t imagine what they’re used for.
Kenneth: These big wheels are the latest in sports equipment. They’re called Chariot Skates.
They were designed by Australian inventor Michael Jenkins. You wear them like
7. skates, but they’re better than skates. You canride Chariot Skates onthe pavement, ina
field or on the ground.
Announcer: Wow, so you can ride Chariot Skates anywhere! CanIbuy these for my son’s birthday?
Kenneth: Sorry, Chariot Skates aren’t inthe shops yet, but they will be in June.
Announcer: What’s this? It looks like a computer mouse.
Kenneth: This isn’t a mouse, it’s a hand warmer.
Announcer: A hand warmer!
Kenneth: Yes, Sanyo have invented this new hand warmer to keep your hands warm on cold
days. It’s perfect for winter sports. You put them in your
pockets andthey can keepyour hands warm for uptofour hours.
Announcer: Great – nomore gloves for me. Well, thank you, Kenneth. Next week ...
Photographs of the gadgets:
Before listening I will pre-teach some words, for example:
gadget – pounds – glass (material) – chariot – mouse – hand warmer
T: “Well, at the beginning we were talking about inventions, right”
Ss: “Yes””
T: (I’ll show the students the photographs of the gadgets) Look at these photos.
Do you know what the gadgets are?”
Ss: “No idea” “Skates” “A watch” “Toaster” “Mouse”
T: “Well, now we are going to listen to two people talking and see if you were
right. It is a radio programme. The announcer is talking to Kenneth. They are
talking about four new gadgets.” “Are you ready?”
Ss: “Yes”
8. After listening:
T: “How did you do? Could you hear the names of the gadgets?”
Ss: “Yes” “No” (in this last case, I could play the podcast a second time.)
T: “What is number 1?”
Ss: “Skates” “Chariot skates”
T: “Very well” “And the second picture?”
Ss: “A watch phone”
T: “Very good! And what functions does it have?”
Ss: “Video, camera, phone, watch, MP3”
T: “Excellent” “Now I’ll give you some sentences. I want you to tell me if the
sentences are in the active or the passive voice, OK?”
Ss: “Yes”
(I could give handouts to students or I could copy the sentences on the WB)
Say which sentences are in the Active voice and which are in the Passive
voice:
1) The watch phone was developed by LG Electronics.
2) The glass toaster allows you to see the bread.
3) The Chariot skates were designed by Michael Jenkins.
4) Your hands are kept warm by the hand warmer.
5) The watch phone costs 500 pounds.
6) The toaster is made of glass.
7) You can use the skates on the pavement or on the ground.
8) The hand warmer was designed by Sanyo.
9) The toaster was invented by a company called “Inventables”.
After finishing this activity:
T: “Perfect. Now we’re going to do a writing activity.”
Transition: “Are you ready?”
Activity 2 – 10’
Purpose: To develop students’ writing skills. To do controlled practice of the
new structure.
T: “Now, you’re going to do an activity in which you have to complete a short
text about Jerry. Are you ready?”
Ss: “Yes”
T: “You have to complete the text with the verbs in the passive, right?”
Ss: “Right, teacher”
T: “You have to use the present and the past tense, OK?”
Ss: “OK”
9. I will give students handouts with this text for them to complete with the verbs in
the passive:
Jerry was given (give) an MP3 player for his birthday last week and he's really
excited about it. CD players 1…………………………… (use) by many people
but they aren't as modern as MP3s. They are also much smaller than CD-
players, which means that an MP3 2…………………………………………
(easily/carry) everywhere. Also, you don't need to have CDs with you because
all the songs 3………………………………… (save) directly on the MP3. Jerry's
MP3 4…………………………………. (design) by a famous German
designer and it 5……………………………… (manufacture) in China.
Activity 3 – 10’
Purpose: To develop their writing skills. To further expose the learners to the
structure.
T: “OK, now we’re going to do an activity to practise the passive a bit more”
“You have to change these sentences into the passive”
Change these sentences from the active to the passive:
1 - They grow coffee in Kenya.
2 - They publish “The Times” newspaper in London.
3 - The shark ate the man.
4 - The arsonist started the fire.
5 – The police took him away.
6 – Thomas and his brother built that house.
7 – The Australians speak English.
8 - A snake bit him.
9 – Leonardo painted the Mona Lisa.
Activity 4 – 10’
Purpose: To consolidate the structure. To develop their speaking skills.
T: “OK. You’re doing very well. Now I want you to do the last activity. You’re
going to do this. First, you have to choose an invention that you consider very
10. important. Then you have to investigate in the Web to look for information in
order to answer some questions. Right?”
Ss: “Yes, right”
I will write the questions (or instructions) on the WB:
1) The invention you chose.
2) Why did you choose this invention?
3) Who invented it? When? Where?
4) Do we use it nowadays? How much?
5) Why do you think this invention is important for people?
6) Do you think life would be different if that object/thing/gadget had not been
invented? How would our lives be different without it?
T: “After you have the answers to all the questions, you have to tell your mates
about it. Do you understand?”
Ss: “Yes” “Oh, no, do we have to speak?”
Closure – 2’
T: “Well, that is all for today. You were really very good.”
Homework – 10’
As homework, the local observer always gives them the corresponding
exercises from the workbook. I will explain what they have to do for the next
class.