The Paleolithic Age refers to the Old Stone Age when early humans lived in hunter-gatherer bands and migrated across Africa and Eurasia. Paleolithic humans obtained food through hunting game and gathering plants. They made simple stone tools and eventually learned to control fire. As the climate changed, they began using caves and animal hides for shelter. Later Paleolithic humans like Neanderthals and Cro-Magnons developed more advanced tools, art, religion, and language. The Cro-Magnons were the first modern humans.
Part 1 of the Stone Ages.
Covers early man through Mesolithic Era.
Concentrates on hunter-gatherers and early migration.
All images were found using google search. I do not own any of them.
Part 1 of the Stone Ages.
Covers early man through Mesolithic Era.
Concentrates on hunter-gatherers and early migration.
All images were found using google search. I do not own any of them.
Top 10 most impactful events of human history Teach TEFL
This presentation goes through a reading comprehension exercise about the most important events / inventions in human history. After each invention description there are comprehension questions.
In this lesson, you will compare the technology in the art of now and the past. In addition, you will learn and compare the technology and the art in each generation.
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.
Top 10 most impactful events of human history Teach TEFL
This presentation goes through a reading comprehension exercise about the most important events / inventions in human history. After each invention description there are comprehension questions.
In this lesson, you will compare the technology in the art of now and the past. In addition, you will learn and compare the technology and the art in each generation.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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
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.
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.
2. Vocabulary:
• Migrate – to move from one place to another
• Prehistory – time period before written language
• Civilization – time period when people began to
develop cities
• Bands – groups of people, often used for hunting
purposes
3. • Paleolithic Age – “Old Stone Age”, period when
humans lived in bands and were hunters and
gatherers
• Home Territory – The area where a band of
paleolithic people hunted and gathered
• Homo habilis – “Skillful Man” 1st human beings
• Homo erectus – “Man Who Walks Upright”
Vocabulary (Continued):
4. • Homo sapiens – “Man Who Thinks”, Modern
Humans
• Neanderthals – a group of prehistoric humans that
lived along the Neander River in Germany
• Pitfalls – a type of trap that was made of a huge
hole in the ground covered by debris from the
surrounding area, used to capture large animals
Vocabulary (Continued):
5. • Cro-Magnons – group of prehistoric humans found
in cave structures in France, 1st modern humans
• Burin – an ancient chisel used to make tools
• Spear Throwers – a device similar to a bow that
helped to make spears fly faster and farther
Vocabulary (Continued):
6. I. Paleolithic Age Intro.
• Scientists believe the first humans lived in Africa
• Climate conditions allowed humans to migrate out
of Africa, this time is known as The Paleolithic Age
(Old Stone Age)
• These people survived by hunting and gathering
7.
8. II. Obtaining Food
• Food supply and Population is directly related
• Humans had a very short life expectancy
• Childhood illnesses were deadly
• Paleolithic humans only stayed in one spot
until the food supply was gone
9. II. Obtaining Food (Continued)
• Women and Children’s roles
– Gathered nuts, berries, and eggs
– Collected honey
– Dug for roots
• Women and Children’s roles
– Gathered nuts, berries, and eggs
– Collected honey
– Dug for roots
• Men’s roles
– Hand fishing
– Hunting small animals w/ sticks and rocks
– Hunting for larger animals in groups
10. III. Making Tools
• Sticks and stones were sharpened into useful
tools for hunting and other jobs
• The first tools = Olduwan Pebble Tools
• Chips were taken out of large stones to make
jagged sharp edges
12. IV. Making Fire
• Fire was 1st discovered by humans as a natural
element, lighting causes fires
• Soon the realized that they could make fire by
rubbing 2 sticks together to create sparks
13. IV. Making Fire (continued)
• Fire was used by early humans many ways :
– Stay warm and dry
– As a weapon
– For hunting
– For clearing land
– Cooking food
14. IV. Making Fire (Continued)
• Cooking food helped the digestion process
allowing humans more time to complete other
tasks
• Cooking also allowed for better nutrition
15. V. Seeking Shelter
• The first humans lived on the open plains of
Africa, they took shelter in pits they dug and
dry river beds in bad weather
• As the prehistoric humans moved out of
Africa and into Europe and Asia they began to
use caves as shelter
16. • Example of a cave where evidence was found of
prehistoric man
17. VI. Making Clothing
• As climate changed to cool and wet prehistoric
man began to use large animal hides for
clothing
• They were sewn together to provide
protection and warmth
18. VII. Developing Language
• Language made it possible to pass on stories
and share ideas
• Younger generations learned from older
generations how to improve civilization
19.
20. VIII. The Neanderthals
• Discovered in Germany, found through out Asia,
Africa, and Europe
• Believed 1 million lived on Earth at 1 time
• Skilled hunters, used traps (pitfalls) to catch larger
prey
• 1st to bury their dead
21.
22. IX. The Cro-Magnons
• Discovered in France, remains found in North Africa,
Asia, and Europe
• Tool makers, invented the burin to make better
weapons for hunting larger game
• Spear throwers were invented to expand their food
source and make hunting safer
23. IX. The Cro-Magnons (continued)
• Invented to axe to cut down trees and bamboo to
make rafts and boats
– Rafts allowed them to become the 1st humans to reach
Australia
• 1st to use bones, ivory, and shells for jewelry, and
decorate clothing
• Made flutes from hollow bones to create music
24. IX. The Cro-Magnons (continued)
• Cro-Magnons created art:
– Carved Statues from ivory
– Molded statues out of clay
– Painted pictures on cave walls with mineral paint
• Cave Paintings = Religion
• The Cro-Magnons believed that by painting the
animals picture on the cave wall it would weaken
the animal and make it easier to hunt
25. IX. The Cro-Magnons (continued)
• Cave Paintings = History
– They left records for younger generations to follow
• Many of the Cro-Magnon bands would work
together to hunt, exchange ideas, and trade