American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
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.
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
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.
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.
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.
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.
4. Dividing a Monomial by a Monomial
Apply the rules for dividing
exponents:
Like bases, subtract smaller from
the larger exponent to get the
new exponent and keep the same
base.
5. Dividing a Monomial by a Monomial
Apply the rules for dividing
exponents:
Like bases, subtract smaller from
the larger exponent to get the
new exponent and keep the same
base.
If the larger exponent is in the
numerator, the result goes in the
numerator.
6. Dividing a Monomial by a Monomial
Apply the rules for dividing
exponents: x5
Like bases, subtract smaller from 3
the larger exponent to get the
x
new exponent and keep the same
base.
If the larger exponent is in the
numerator, the result goes in the
numerator.
7. Dividing a Monomial by a Monomial
Apply the rules for dividing
exponents: x 5
Like bases, subtract smaller from 3
the larger exponent to get the
x
new exponent and keep the same
base. =x 5− 3
If the larger exponent is in the
numerator, the result goes in the
numerator.
8. Dividing a Monomial by a Monomial
Apply the rules for dividing
exponents: x 5
Like bases, subtract smaller from 3
the larger exponent to get the
x
new exponent and keep the same
base. =x 5− 3
If the larger exponent is in the
numerator, the result goes in the 2
numerator. =x
9. Dividing a Monomial by a Monomial
Apply the rules for dividing
exponents: x 5
Like bases, subtract smaller from 3
the larger exponent to get the
x
new exponent and keep the same
base. =x 5− 3
If the larger exponent is in the
numerator, the result goes in the 2
numerator. =x
If the larger exponent is in the
denominator, the result goes in
the denominator.
10. Dividing a Monomial by a Monomial
Apply the rules for dividing
exponents: x 5
a4
Like bases, subtract smaller from 3 9
the larger exponent to get the
x a
new exponent and keep the same
base. =x 5− 3
If the larger exponent is in the
numerator, the result goes in the 2
numerator. =x
If the larger exponent is in the
denominator, the result goes in
the denominator.
11. Dividing a Monomial by a Monomial
Apply the rules for dividing
exponents: x 5
a 4
Like bases, subtract smaller from 3 9
the larger exponent to get the
x a
new exponent and keep the same
base. =x 5− 3 1
= 9− 4
If the larger exponent is in the a
numerator, the result goes in the 2
numerator. =x
If the larger exponent is in the
denominator, the result goes in
the denominator.
12. Dividing a Monomial by a Monomial
Apply the rules for dividing
exponents: x 5
a 4
Like bases, subtract smaller from 3 9
the larger exponent to get the
x a
new exponent and keep the same
base. =x 5− 3 1
= 9− 4
If the larger exponent is in the a
numerator, the result goes in the 2
numerator. =x
1
If the larger exponent is in the = 5
denominator, the result goes in a
the denominator.
14. Simplify.
5
8a b 3
Reduce the
2 7 numerical part by
6a b
dividing the 8 and
6 by 2.
15. Simplify.
5
8a b 3
Reduce the
2 7 numerical part by
6a b
dividing the 8 and
4
8a b 5 3
6 by 2.
2 7
3 6a b
16. Simplify.
5
8a b 3
Reduce the
2 7 numerical part by
6a b
dividing the 8 and
4
8a b 5 3
6 by 2.
2 7
3 6a b
Apply the rules for
dividing powers
with like bases.
17. Simplify.
5
8a b 3
Reduce the
2 7 numerical part by
6a b
dividing the 8 and
4
8a b 5 3
6 by 2.
2 7
3 6a b
Apply the rules for
4a 5−2
dividing powers
7− 3 with like bases.
3b
3 And you are done
4a
4
dividing a monomial
3b by a monomial.
18. Simplify each of the following.
8 2 3 5
12d f 27h jk
10 9 9
30d f 9h jk
19. Simplify each of the following.
8 2 3 5
12d f 27h jk
10 9 9
30d f 9h jk
2 2 −1
12 f
= 10 − 8
5 30 d
20. Simplify each of the following.
8 2 3 5
12d f 27h jk
10 9 9
30d f 9h jk
2 2 −1
12 f
= 10 − 8
5 30 d
2f
= 2
5d
21. Simplify each of the following.
8 2 3 5
12d f 27h jk
10 9 9
30d f 9h jk
2 3
12 f 2 −1
27 j
= 10 − 8
= 9− 3 9−5
5 30 d 1 9h jk
2f
= 2
5d
22. Simplify each of the following.
8 2 3 5
12d f 27h jk
10 9 9
30d f 9h jk
2 3
12 f 2 −1
27 j
= 10 − 8
= 9− 3 9−5
5 30 d 1 9h jk
2f 3
= 2 = 6 4
5d h k
23. Algebra Cruncher Problems
Follow this link to try a couple on your own at Cool Math.
Notice when you select the “Give me a Problem” button
to try new problems, 2 rows are generated. Look
carefully between them. That red line indicates this
problem is a fraction.
Do your work in a notebook before entering your answer.
When you select “What’s the Answer?” compare your
answer with the given answer.
Keep selecting new problems until you get 3
consecutive problems correct.
24. Divide a Polynomial by a Monomial
Visit this Cool math website to learn about dividing
a Polynomial by a monomial.
Be sure to click the “next page” to review the 2
pages of notes.
Complete the “Try it” problem on page 2 in your
notebook.
29. Still a little confused?
Here’s another tiny lesson dividing a
polynomial by a monomial.
Only view the “Steps for Dividing a
Polynomial by a Monomial.”
30. It’s Practice time...
Go to the Regents Prep website to
practice dividing a polynomial by a
monomial. Only practice questions 1
through 7!
Message or Pronto me if you have
questions.
31. Shall we Play a GAME?
Check your knowledge on Dividing Polynomials by playing
Jeopardy. Ok, technically it’s called Challenge Board but
it’s the same idea! There are 4 categories: horseshoes,
handgrenades, doesn’t count, and polynomial long division.
Polynomial long division is not covered in Algebra 1 so
either stay away from this topic or challenge yourself!
You have the option to play alone or against a friend or
family member.
You could even arrange a time with a classmate to meet
on Pronto to play. Try the App Share feature to see the
same game board!
32. Congratulations!
You’ve finished the notes and practice
for Dividing a Polynomial by a Monomial.
You are now ready to proceed to the
Mastery Assignment.
Good luck!
