This month we are going digital with activities to help our learners to keep practising their English while staying at home. Our C1 Advanced students can talk about their hobbies while they work and reflect on their writing skills. Our B2 First and B1 Preliminary students will express how they feel and explore the topic of resilience. The younger ones can have fun telling their classmates what they are doing at home. Happy teaching!
This month we are going digital with activities to help our learners to keep practising their English while staying at home. Our C1 Advanced students can talk about their hobbies while they work and reflect on their writing skills. Our B2 First and B1 Preliminary students will express how they feel and explore the topic of resilience. The younger ones can have fun telling their classmates what they are doing at home. Happy teaching!
Holidays are over and at Cambridge Assessment English we are excited to start the new academic year! September is the ideal month to set our learning and professional goals and leave bad habits behind. We have prepared some activities for our C1 Advanced, B2 First and B1 Preliminary students to help them reflect on opportunities to make a fresh start and remain positive. Younger students love getting their back-to-school stationery ready, so we have designed some fun activities to help them remember school vocabulary. Happy teaching!
This unit enables you to complete notes from a recording, recognize and use words and phrases for working conditions and look at how to learn vocabulary.
Holidays are over and at Cambridge Assessment English we are excited to start the new academic year! September is the ideal month to set our learning and professional goals and leave bad habits behind. We have prepared some activities for our C1 Advanced, B2 First and B1 Preliminary students to help them reflect on opportunities to make a fresh start and remain positive. Younger students love getting their back-to-school stationery ready, so we have designed some fun activities to help them remember school vocabulary. Happy teaching!
This unit enables you to complete notes from a recording, recognize and use words and phrases for working conditions and look at how to learn vocabulary.
Guest Lecture at Oregon St U, 4.13.2022.pdfBoWang882266
Shared some thoughts on anthropology students career development and transferrable skills on the grad seminar Uses of Anthropology, by Prof. Shaozeng Zhang, Oregon State University
How to Influence OthersPresented by Argu, Taylor, A.docxwellesleyterresa
How to Influence Others
Presented by: Argu, Taylor,
Ahmd, and Joshua
1
Good Morning Everyone!
My name Taylor and these are my colleagues Ahmd, Argu, and Josh… and today we’ll be presenting on How to Influence Others.
To give you a background on how we chose this topic, we started to imagine life after college, work, and although we
go to college to learn the basics of business, business is more than just knowing how to set up an income statement,
how to calculate the weighted average cost of capital, or understanding the current economic and political state of
The global economy… we need to know the skills of how to conduct business… which boils down to influence… how
our thoughts, ideas, and opinions are going to impact the people around us... our customers, coworkers, bosses, and
investors in the future.
Learning Objectives
Enhance one’s ability to influence using emotion, charisma, and vulnerability
Become more confident with using logic, emotion, and cooperative appeals
2
The learning objectives of this workshop include:
Gain understanding of the differences between influence and manipulation
Enhance one’s ability to influence through connection using emotion, charisma, and vulnerability
Acknowledge positive influencers in your life and how they have affected you as a person
Follow the Cialdini technique of pre-suasion through a step-by-step process
Make a connection between emotional intelligence and influence
Become more confident with using logic, emotion, and cooperative appeals
Practice the five simple steps to win people over instantly
So let’s jump right in and get started with Influence vs. Manipulation...
Influence v. Manipulation
3
I want to pose a question to the class… in your own words, what differentiates
influence from manipulation?
Could I get two volunteers to share their thoughts?
People often use influence and manipulation interchangeably as at the end of the
day, both words basically mean getting someone to do something you want them
to do. However, these two words have different connotations.
In our interviews and online questionnaire, we posed the question of “what is one thing you would like to find out more about influencing others?”
We received numerous responses such as, “Is the result of influencing more of a positive or negative aspect?”, “Do
people know if I’m manipulating them or influencing them?”, “How to be a positive influencer”, and “Knowing the tools
and methods available in order to positively influence another.”
Which is why we’re training on positive influence today, and clarifying the difference between manipulation
and influence first.
How to Enhance your Ability to Influence: this is my part
4
Connect with People Emotionally: this too
The ability to control the emotions of others helps in influencing them. The first step in achieving this is engaging others in conversation.
5
When a person can ...
Contemporary IssuesDebate ForumStudents will be given 3 deba.docxdonnajames55
Contemporary Issues
Debate Forum
Students will be given 3 debate topics this semester. For each topic the students will watch a documentary they selected regarding the topic. It must be a scholarly video/documentary or you will not receive credit.
Students will then complete an assignment that requires they develop opinions for and against the topic of the video. Students will submit their debate in black board on the following due dates:
· Debate Topic One: Criminal Justice Reform:
After watching the video on you will write a three (3) paragraph essay as follows:
Paragraph 1: Summarize in one paragraph, the main topic of the video:
· What is the Issue?
· Why is this an issue? Who does it affect.
Paragraph 2: Write an argumentative paragraph Supporting the issue: you must list three reasons you are in support of the issue. These must be complete sentences.
Example: I support the death penalty because it is a just punishment, etc.., then list two more reasons you support the death penalty.
Paragraph 3: Write an argumentative paragraph Opposing the issue: you must list three reasons you are opposing the issue. These must be complete sentences.
Example: I am opposed to death penalty because it violates civil rights of cruel and unusual punishment, etc.., then list two more reasons you are opposed to the death penalty.
Responses to Peer’s Posts – Please use the format below to respond to each question. You can write 3 to 4 sentences for each question.
*Item Four: Discuss the meaning of this statement: "Research + Common Sense = Effective Teaching."
John said that (paraphrase what John said), and I agree to part of his response when he said….but I wonder if….
*Item Five: Bandura (1997) identified teachers that have strong teacher efficacy. Explain what he meant by the term teacher efficacy. Include the definition provided in the text—“…the belief that what a teacher does makes a difference”.
John said that (paraphrase what John said), ….
Discussion One
Item One: Describe a moral dilemma; then describe how an individual might reason at each stage of Kohlberg's theory of moral development. You should create your own hypothetical moral dilemma and carry it through the three levels and six stages of Kohlberg's theory.
A moral dilemma is when someone has a conflict when they have to choose between two or more actions. The person has a moral reason for choosing each action they do. The persons’ reasoning is what is important, not their final choice.
A dilemma that I came up with is about a little girl who wants to be able to buy a snack at school instead of eating the snack that her parents send her. She knows that her friends keep their snack money in their binders. When working through Kohlberg’s stages she would consider the reasoning of each choice she made.
Preconventional Level: The rules are set down by others.
Stage 1: The little girl must decide the consequences of her choices. The little girl could ask her friends fo.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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!
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.
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
2. Introduction
Changing patterns of employment affect young
people’s future careers. To manage these
changes, young people need to leave education
equipped with the skills to adapt and continue
their lifelong learning.
2
3. Studies have found that teachers who employ
‘thinking skills strategies’ believe that:
Their own teaching benefits as well as their
pupils’ learning.
Pupils are less de-motivated and bored about
their learning.
Pupils develop greater responsibility for their own
learning
Pupil’s confidence grows to the point they are
willing to suggest new ideas that make you, as the
teacher, say “I’ve never thought of that”
3
4. Social Subjects
Social Subjects can be brilliant & exciting subjects
that have a rightful place in the curriculum to
assist in the delivery of the four capacities.
Our concerns as teachers are not so much with
the subject but with pupils’ learning. Our subjects
should assist learning, not simply be a load of
content to be delivered.
Thinking skills represent a fresh perspective on
more traditional methods of teaching & learning.
4
5. The Thinking Skills below complement the
key skills embedded in any Social Subjects
programme of study:
Information- processing skills
Reasoning skills
Enquiry Skills
Creative thinking skills
Evaluation Skills
5
7. Taboo
Taboo is a game involving describing key words
without being able to use words which are most
associate with them.
Taboo has the advantage of not being dependent
upon high levels of literacy and is therefore
accessible to the poorer readers.
Pupils have to think & talk about the meaning of
the specific word and in doing so, construct &
clarify deeper understanding of Social Subjects.
Taboo is a very useful tool in Formative
Assessment. 7
9. This activity encourages pupils to:
Use speaking & listening skills
Define key terms
Develop vocabulary
Make connections
Participate in a fun activity & gain self-
confidence
9
10. Opinion Corners
A national priority in education is to promote
citizenship by fostering a broad understanding of
society & the key issues which shape it. In order
to meet this aim, it is essential that pupils have
the opportunity to engage in these issues,
allowing them to form opinions and come to their
own conclusions.
10
11. Put your name on your post-it and give one reason to explain
your thinking!
Stick it on the board next to the answer you agree with.
What do I think?
Totally
wrong
Totally
Right
Unsure
11
Opinion Line – Prison is the best
form of punishment for all crimes
12. Who do you think should be
responsible?
We will read each issue below and think about
whether the rules should be made by the UK
Parliament or by the European Union.
Move to the side of the classroom that best
represents your ideas. Be prepared to give
reasons for your answers.
UK Parliament European Union
Left hand side Right hand
side
13. There a number of advantages to
using this strategy:
Pupils are participating in the lesson & are taking
responsibility for their own learning as they are
coming up with arguments themselves rather
than simply being given the information.
Pupils are putting into practice the main
principles of Enquiry Skills as they are stating an
opinion & then supporting it by explaining their
reasoning.
13
14. Mysteries
A mystery task will allow pupils to engage with
text and source material and to ask enquiring
questions.
In groups, pupils are presented with disordered
pieces of information relating to a recently
studies theme.
The group work together to identify & resolve the
mystery.
14
15. You will be given clues and information along
the way to help you solve the mystery.
You must only open the envelope when told
to.
Each group must fill in their ‘evidence file’!
A few rules…
16. A woman has been found dead in her house!!
No one can explain the cause of her death.
What on earth has
happened??
Your task is to work as a
group to solve the mystery
and present your case to the
mayor of the city.
17. You will need to think about the following
for each source and fill in your sheet;
What can I see?
What can I learn from the evidence?
What does this tell me about the cause of
death?
What can I use from the evidence to
support this?
What you need to do…
18. As a group you need to produce a brief
summary of your findings in a report!
Make sure as a group you write it down!
You will have 2 minutes maximum to
present your findings to the room!
Trying to solve the mystery…
19. 19
One minute she was fine, and then
all of a sudden she started vomiting
and had a dreadful case of
diarrhoea. I made sure that she
went to bed but I then had to go to
work. When I came back her skin
had turned a blue-black colour, it
was horrendous! Her eyes had
sunk into her head she really
looked a mess! It was so horrible
having to watch her struggle to
breath, but then it was so quiet. I
knew that the best thing that could
have happened did and she no
longer had to suffer. I still have no
idea as to what caused her to
become so ill! However, I have
heard something about a disease
called Cholera!
20. Odd One Out
Odd One Out is a game based thinking
activity.
20
21. Odd One Out employs a number of important
skills that are used on a daily basis in the “real
world” such as:
Classification
Sorting
Discussion & decision-making
Connections
Listening
Feedback/justification 21
22. 3-5-7
One your mini white board write down 3
issues facing African Nations.
Speak to your shoulder partner & now come
up with 5 issues, write these down.
Now join with another pair & come with 7
issues facing African Nations.
22
23. The advantages of this strategy
are:
This can be done very quickly
There does not need to be any preparation at all
It encourages pupil discussion and less able pupils
to more likely answer as it is a group answer.
Pupils are learning from each other
Pupils learn sorting & selecting skills as they have
to argue their case with others in the group.
23