Hi Guys.. I think No one has done such a great work on text linguistics on the whole.. Me and My friend Asif has done almost 9 hour work to make it Excellent.. Guys read it and you will get all the Text Linguistics concepts in it. Insha Allah..
Critical Discourse Analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice. Scholars working in the tradition of CDA generally assume that (non-linguistic) social practice and linguistic practice constitute one another and focus on investigating how societal power relations are established and reinforced through language use
Hi Guys.. I think No one has done such a great work on text linguistics on the whole.. Me and My friend Asif has done almost 9 hour work to make it Excellent.. Guys read it and you will get all the Text Linguistics concepts in it. Insha Allah..
Critical Discourse Analysis (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice. Scholars working in the tradition of CDA generally assume that (non-linguistic) social practice and linguistic practice constitute one another and focus on investigating how societal power relations are established and reinforced through language use
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?
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
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.
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!
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.
1. Juan Elia, Anouk de Laferrere & Abril Teran Frias
THE BIG THREE DIALOGUE
A conversation between Woodrow Wilson, Lloyd George, and George
Clemenceau:
In the Paris Peace Conference, the three victors of World War 1,
Woodrow Wilson, from USA, David Lloyd George, from Great Britain
and Georges Clemenceau, from France, started discussing three
important points; Germany’s punishment, the Fourteen Points and
their compensation for being the victors.
Woodrow Wilsonwas elected as the president of the United States in
1912. Until 1917, his objective was to keep the USA out of the war.
Nevertheless, when he entered WW1, he wrote the Fourteen Points,
which were created as the basis to end up the war fairly and prevent
another war. As president, he started a campaign against corruption.
He was an idealist, although he was very obstinate.
David Lloyd Georgewas elected as prime minister of Britain in 1916
until 1922. He was a realist and an experienced politician. With
Clemenceau and Wilson, he agreed in some issues, as well as, he
disagreed in others.
Georges Clemenceauwas elected as prime minister of France in 1906
and was deposed in 1909. From 1914 to 1917 he criticized the French´s
war leaders. However, in 1917, he led France during the last year of
war..
Woodrow Wilson:We are gathered here today to discuss some serious
points that will determine the future of our nations and decide the
punishment of Germany.
I consider to start this conference discussing what each of our
countries should get as compensation for the war.
2. Georges Clemenceau:First of all, I want to repair my land, it has been
destroyed, my territory is seriously affected in comparison with
German´s land, we need to be the France that we were before the
Great War started.
Woodrow Wilson:The only compensation that I want for being the
victor is people to respect my 14 points. I made a big effort to
elaborate the points so they have to be respect although you do not
agree with all of them.
David Lloyd George:I want to make Germany pay. As Prime Minister
of Great Britain I promised that I would carry this out . My nation has
suffered over 1 million casualties in fighting and most of my
population, of my people, had died, all these because of Germany. She
has to pay for the damage.
Woodrow Wilson:So, after this we can conclude that we all have
different needs and we want different things that we'll receive for
being the winners.
Now, we can start talking about our second topic, my Fourteen
Points, that may influence in World Peace. If you, gentlemen, do not
remember all of them I make you a brief summary of the most
important ones.Firstly, I think, we don't need to be so harsh with
Germany. Secondly, every nation should have self-determination, I
mean, everyone should have the possibility to rule themselves.
Subsequently, something key to keep peace between nations, is to
strengthen democracy in countries that have been defeated. Finally,
we need to found an international cooperation, achieved through a
“League of Nations”, which will help to keep world peace. In my
opinion, this last point is the most important to achieve. After making
a summary of the main points, I would be glad if you expressed your
ideas about this.
3. David Lloyd George:Well, I am not totally convinced. I do not agree
with the point that accept the freedom of navigation upon seas. As
you know, my country is an island, so every ship would have access
to my territory through any point.
Nevertheless, I agree with the other points.
Georges Clemenceau:I agree with almost every point. In my opinion I
really appreciate the point number 8 which says that we must recover
Alsace-Lorraine because as you also think,, it belongs to my nation!
Woodrow Wilson:Well, as you must know, I totally support my
points, but the terms that you do not agree with we can continue
discussing them. But would you sign the points?
Georges Clemenceau:Absolutely.
David Lloyd George:Yes, except for point number 2.
Woodrow Wilson:Now let's continue! What type of punishment
should Germany receive?
Georges Clemenceau:From my point of view, Germany must be
harshly punished. Firstly, as the Western Front is located in my
country, my country was the one that had the biggest damage.
Secondly, our population is, actually, in decline. Furthermore,
France’s land and industry have been terribly spoiled. Hence of all
this, we should sign a treaty that weakens & makes Germany pay.
Woodrow Wilson:Mr. Clemenceau, I believe that Germany should be
punished, but not too harshly because if in a future she recovers her
power, she will take revenge on us. Besides, I am worried about the
large communist groups, which can take control over Germany and
cause a German Revolution, as they have done in Russia.
4. David Lloyd George:Wilson, you have my support! I, as well as you,
think that we do not have to mortify Germany too harshly, I don't
even want to think about her possibility to take revenge on us and
cause another war. Additionally, a German Revolution wouldn't be
the most convenient situation. However, from the British Empire’s
viewpoint, the best thing would be the loss of Germany's navy and
colonies. We need to have trade with her, because this means more
jobs in my nation.
Woodrow Wilson:After we all have expressed our ideas for Germany's
punishment, my idea is to make a treaty, as Mr. Clemenceau has
already said, in which we shall include a mix of all of our thoughts.
Georges Clemenceau:I think that this treaty must force Germany to
lose her colonies, to accept her responsibility of the Great War, to pay
for all the damage she has caused and her army will be reduced to
100,000 men. I believe that it is equal for the three of us. Although I
had in mind to weaken her more harshly, as this is fair for all of us, I
accept! So, gentlemen, do you agree with this treaty?
David Lloyd George:I agree.
Woodrow Wilson:In my opinion, we’ve resolved this problem.
Georges Clemenceau:Thus we can put an end to this meeting!
Woodrow Wilson:Well Gentlemen, we finally put an end to these
main responsibilities that we needed to discuss for being the winners.
So, in conclusion we can say that we have four missions. First, to
achieve the treaty, that, in my opinion, can be called “Treaty of
Versailles”, in which other issues can be discussed. Second, to receive
the compensations that we deserve for being the victors. Third, to
continue discussing your ideas about the Fourteen Points. Fourth, to
5. found the League between nations, to maintain peace in the world.
This way, we can keep peace between states. So, Mr. Clemenceau and
Mr Lloyd George it was a pleasure. And this is how I say that the
meeting is over. Thank you.