The document provides tips for writing an advanced level article, including getting and keeping the reader's attention, using rich and precise vocabulary, replacing repeated words with synonyms, employing a richer vocabulary, and structuring the article with an interesting title, clear paragraphs, and a reasonably short introduction that engages the reader. It recommends drafting the article with an introduction, 2-3 body paragraphs, and a conclusion, then editing it to the appropriate length and checking for errors before submission.
GCE O' Level 1123 Examiner's Report Sum upSaima Abedi
The presentation is based on the information extracted from examiner's reports of last three years English language papers. It gives a quick idea about the Do and Don't for 1123.
Guidelines to help you write an article in English as a Second Language. This will help you to tackle the writing part of Cambridge and Trinity ISE, both C1 and C2 exams.
Content is king. But just how do you produce good content? Here are some content writing tips for beginners - http://red-dot-geek.com/content-writing-tips-for-beginners/
Basic parts of an email
Recognize the appropriate use of basic rules of etiquette related to the tone and formatting of e-mails
Basic elements all e-mails should include. Using these correctly will help ensure your e-mails are well structured and make a good impression
How to effectively control your inbox and calendar
Email Styles
Just sentences. In this course, we will cover all the ways that sentences get longer—and shorter. We will touch upon whatever we can learn about how they work, what they do, how we can think and talk about them in ways that will help both our writing and our understanding of prose style. Partly we are concerned with stretching our sense of options—all the things a sentence can be or do—and part with the notion of style itself. In other words, we will dance with language rather than trudging toward remedial correctness.
We will learn how a sentence’s style results from the strategies it employs for combining its underlying ideas or propositions. Accordingly, our goal will be to learn everything we can about the way sentences combine ideas. Understanding how sentences put ideas together is the first step in understanding how they do things, the ways in which they work, the ways they present information, and the ways they unfold their meanings—and to learn how to make them work for us. It will be done by studying the ways in which sentences combine information i.e. coordinating, subordinating, or subsuming in a modification. We will look at the difference between sentences that combine information through loose syntax and those that do so through periodic syntax, focusing on the generative or heuristic power of cumulative sentences. As our concern is with how sentences work, we will focus on the rhetorical notions rather than grammatical ones, notions that help us understand how sentences move, how they take steps, speeding up and slowing down, how they make us feel, rather than notions and terms that label the parts of a sentence much as we would label the parts of a dissected— and quite dead—frog. This means that we will study the sentence as a living organism in an ecosystem of context.
GCE O' Level 1123 Examiner's Report Sum upSaima Abedi
The presentation is based on the information extracted from examiner's reports of last three years English language papers. It gives a quick idea about the Do and Don't for 1123.
Guidelines to help you write an article in English as a Second Language. This will help you to tackle the writing part of Cambridge and Trinity ISE, both C1 and C2 exams.
Content is king. But just how do you produce good content? Here are some content writing tips for beginners - http://red-dot-geek.com/content-writing-tips-for-beginners/
Basic parts of an email
Recognize the appropriate use of basic rules of etiquette related to the tone and formatting of e-mails
Basic elements all e-mails should include. Using these correctly will help ensure your e-mails are well structured and make a good impression
How to effectively control your inbox and calendar
Email Styles
Just sentences. In this course, we will cover all the ways that sentences get longer—and shorter. We will touch upon whatever we can learn about how they work, what they do, how we can think and talk about them in ways that will help both our writing and our understanding of prose style. Partly we are concerned with stretching our sense of options—all the things a sentence can be or do—and part with the notion of style itself. In other words, we will dance with language rather than trudging toward remedial correctness.
We will learn how a sentence’s style results from the strategies it employs for combining its underlying ideas or propositions. Accordingly, our goal will be to learn everything we can about the way sentences combine ideas. Understanding how sentences put ideas together is the first step in understanding how they do things, the ways in which they work, the ways they present information, and the ways they unfold their meanings—and to learn how to make them work for us. It will be done by studying the ways in which sentences combine information i.e. coordinating, subordinating, or subsuming in a modification. We will look at the difference between sentences that combine information through loose syntax and those that do so through periodic syntax, focusing on the generative or heuristic power of cumulative sentences. As our concern is with how sentences work, we will focus on the rhetorical notions rather than grammatical ones, notions that help us understand how sentences move, how they take steps, speeding up and slowing down, how they make us feel, rather than notions and terms that label the parts of a sentence much as we would label the parts of a dissected— and quite dead—frog. This means that we will study the sentence as a living organism in an ecosystem of context.
Version 2: This presentation provides basic definitions and explanation of rhetorical modes, patterns of paragraph development, or, as I like to call them, writing strategies.
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
Quotation, paraphrasing and summarizing HawaYusuf1
you will learn this presentation how to use professional academic writing skills and how to quote, rephrase and summarize literatures or journals as well as to avoid plagiarism
Presentación de apoyo para sesión sobre redes sociales en educación del Máster de Tecnología Educativa y Competencias Digitales de UNIR. Abril de 2020.
Presentación de apoyo para sesión de clase en directo de la asignatura "Las redes sociales en educación" del Máster en Tecnología Educativa y Competencias Digitales de UNIR. Enero 2020
Presentación de apoyo para sesión en directo y debate "flipeado" sobre la identidad conectora de los docentes actuales. Diciembre 2019. Las redes sociales en educación. Máster de Tecnología Educativa y Competencias Digitales. UNIR
Presentación de apoyo para charla de la visita técnica de los representantes del INAP de la República Dominicana celebrada en INAP de España el 25 de noviembre de 2019.
Análisis colaborativo del proceso de construcción de la identidad conectada y conectora de la profesión docente.
Máster en Tecnología Educativa y Competencias Digitales - UNIR. Octubre 2019
Presentación de apoyo de la clase en directo de octubre 2019 de la asignatura Las redes sociales en educación del Máster en Tecnología Educativa y Redes Sociales de UNIR.
Slideshow de apoyo para clase en directo de la asignatura "Las redes sociales en educación" del Máster en Tecnología Educativa y Competencias Digitales de UNIR. Julio 2019
Presentación de apoyo para sesión de aprendizaje en directo de la asignatura "Las redes sociales en educación" del Máster de Tecnología Educativa y Competencias Digitales de UNIR.
Simulación de prueba final.
Presentación de apoyo para sesión de aprendizaje en línea de la asignatura "Las redes sociales en educación" en el Máster de Tecnología Educativa y Competencias Digitales de UNIR. 2019.
Presentación de apoyo para sesión de aprendizaje en directo de la asignatura "Las redes sociales en educación" del Máster en Tecnología Educativa y Competencias Digitales de UNIR. Mayo 2019.
Sesión de aprendizaje en línea en directo sobre el uso educativo del programa de mentores de los grupos de aprendizaje social en Facebook. Abril 2019. Asignatura "Las redes sociales en educación". Máster en Tecnología Educativa y Competencias Digitales de UNIR.
Presentación de apoyo para sesión de aprendizaje en línea sobre el uso educativo de Facebook. Asignatura "Las Redes Sociales en Educación". Máster en Tecnología Educativa y Competencias Digitales de UNIR. Abril 2019.
Presentación de apoyo sobre licencias CC, tipología y su importancia, para clase en directo de refuerzo de la asignatura Las redes sociales en educación del Máster de Tecnología Educativa y Competencias Digitales de UNIR. Abril 2019
Presentación de apoyo para sesión de aprendizaje en línea sobre uso ético y educativo de Twitter de la asignatura "Las redes sociales en educación" del Máster de Tecnología Educativa y Competencias Digitales de UNIR. 2019
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
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.
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.
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.
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.
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?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Tips for writing an article. Advanced writing
1. WRITING. ADVANCED LEVEL.
TIPS ON WRITING AN ARTICLE
Key success factors when writing an article
• Getting and keeping the reader’s attention
• Using rich and precise vocabulary
Using synonyms
When you write, try not to repeat the same words and phrases too often. Instead,
where possible, use a synonym or similar expression if you can think of one. This will
both make the text more varied for the reader and help the article link together. A
good monolingual dictionary or thesaurus can help you.
Using richer vocabulary
You can make your writing more colourful and interesting to read by trying to use a
richer range of vocabulary instead of the most obvious words.
An article is an article, not an essay
You don’t necessarily want to include the most important points, but the ones that you
could say something interesting about, or where you can think of any interesting
personal examples.
Guidelines
• Give your article an interesting title.
• There is no fixed structure for an article, but it is important to have clear
paragraphs. Use discourse markers to link your points or arguments.
• Make sure you use a suitable style, neither very formal nor informal.
• Make the introduction reasonably short. You could use a question or questions
which you then answer in the article.
• Try to engage the reader, e.g. by referring to your personal experience.
• Try to vary your vocabulary using synonyms where possible.
Steps when writing
DRAFT your article, with
• A brief introduction, which refers to the overall topic.
• A body of two or three main paragraphs.
• A conclusion, which refers back to the introduction and expresses your own
viewpoints.
EDIT the article, cutting any irrelevant information and making sure it is the right
length. (Approximately 250 words is OK at this level)
CHECK the article for mistakes in grammar, spelling, punctuation and register.
Mª Jesús García San Martín. EOI Luarca. February 2011. Tips adapted from New English File Advanced.