The document outlines the structure and process of a model debate. It describes the order of events, including affirmative and negative speeches, cross examinations, rebuttals, and summaries from both sides. The debate follows a standard format where each team presents arguments for their side, asks questions of the opposing team, and rebuts the other side's arguments, culminating in summaries from each perspective.
The document provides tips for starting a presentation strongly by using techniques like beginning with a personal anecdote, asking a rhetorical question, or surprising the audience with something unexpected or novel to capitalize on the primacy effect. It emphasizes starting with a "punch" to engage the audience through humor, challenge, or personal stories and leaving them with a memorable message or call to action.
Grit is passion and perseverance for long-term goals, where a gritty person commits to working daily towards their deepest values and improving themselves, and does not let setbacks deter them from their goal. The growth mindset is a belief that abilities can be developed and improved, and those with a growth mindset seek challenges to learn from mistakes, believe they can change for the better, and think intelligence and skills can grow.
The document discusses how learning occurs through a process of encoding information, consolidating memory traces, and retrieving information through testing and reconsolidation. It emphasizes that learning is enhanced when it incorporates desirable difficulties, such as repeated effortful recall, practice integrating ideas into mental models, and receiving feedback on performance while stepping outside of one's comfort zone. The concepts of deliberate practice, growth mindset, and grit are also highlighted as important for achieving expertise over long periods of training and practice.
Debate Argument Construction Review – GTBDaniel Beck
1. The document discusses constructing strong arguments for debates. It explains that arguments should have a clear position statement, reasons to support the position, evidence to back up the reasons, and a concluding statement.
2. It provides examples of each component of an argument, including a position statement supporting chocolate's health benefits, a reason that it decreases heart disease risk, a study showing this evidence, and a concluding statement restating the position.
3. There are three types of evidence: common knowledge, personal experience, and sourced information from research. Strong arguments logically support a team's opinion using clear, detailed, and persuasive evidence.
Five Guidelines for Better Data Visualizations (Schwabish)Daniel Beck
The document summarizes Jonathan Schwabish's five guidelines for better data visualizations:
1. Show the data - highlight important data and don't show all data at once.
2. Reduce clutter - simplify charts by reducing intervals, turning off gridlines, etc.
3. Integrate graphics and text for clarity.
4. Avoid "spaghetti charts" with many lines.
5. Start visualizations in grayscales before adding color.
The document outlines a four-step process for rebuttal: 1) restate the other team's claim to clarify what is being rebutted, 2) make a counterclaim disputing the other team's argument, 3) support the counterclaim with reasons and evidence, and 4) summarize the counterclaim to conclude the rebuttal and establish a strong argument. Useful expressions are provided for each step, including ways to restate, rebut, support with examples or sources, and conclude a rebuttal.
This document provides guidance on structuring debates and summarizing arguments. It outlines the typical order and timing of speeches and cross-examinations in a debate. It then gives tips for writing summaries, including restating the key evidence and points from each side, connecting the summary back to the central proposition, and restating one's own position in conclusion. Useful expressions are provided for different types of summaries, such as overall summaries that cover both sides and focused summaries that highlight key points.
The document provides guidance on cross examination in debates. It defines cross examination as the phase where the affirmative and negative teams ask each other questions to better understand opposing arguments. The purpose of cross examination is to find weaknesses in the other team's arguments. It provides tips on questioning and responding, including asking clarifying questions and evaluating evidence. Sample questioning and response phrases are also given. The workflow of cross examination is outlined as presenting a speech, preparing questions, asking and answering questions.
The document provides tips for starting a presentation strongly by using techniques like beginning with a personal anecdote, asking a rhetorical question, or surprising the audience with something unexpected or novel to capitalize on the primacy effect. It emphasizes starting with a "punch" to engage the audience through humor, challenge, or personal stories and leaving them with a memorable message or call to action.
Grit is passion and perseverance for long-term goals, where a gritty person commits to working daily towards their deepest values and improving themselves, and does not let setbacks deter them from their goal. The growth mindset is a belief that abilities can be developed and improved, and those with a growth mindset seek challenges to learn from mistakes, believe they can change for the better, and think intelligence and skills can grow.
The document discusses how learning occurs through a process of encoding information, consolidating memory traces, and retrieving information through testing and reconsolidation. It emphasizes that learning is enhanced when it incorporates desirable difficulties, such as repeated effortful recall, practice integrating ideas into mental models, and receiving feedback on performance while stepping outside of one's comfort zone. The concepts of deliberate practice, growth mindset, and grit are also highlighted as important for achieving expertise over long periods of training and practice.
Debate Argument Construction Review – GTBDaniel Beck
1. The document discusses constructing strong arguments for debates. It explains that arguments should have a clear position statement, reasons to support the position, evidence to back up the reasons, and a concluding statement.
2. It provides examples of each component of an argument, including a position statement supporting chocolate's health benefits, a reason that it decreases heart disease risk, a study showing this evidence, and a concluding statement restating the position.
3. There are three types of evidence: common knowledge, personal experience, and sourced information from research. Strong arguments logically support a team's opinion using clear, detailed, and persuasive evidence.
Five Guidelines for Better Data Visualizations (Schwabish)Daniel Beck
The document summarizes Jonathan Schwabish's five guidelines for better data visualizations:
1. Show the data - highlight important data and don't show all data at once.
2. Reduce clutter - simplify charts by reducing intervals, turning off gridlines, etc.
3. Integrate graphics and text for clarity.
4. Avoid "spaghetti charts" with many lines.
5. Start visualizations in grayscales before adding color.
The document outlines a four-step process for rebuttal: 1) restate the other team's claim to clarify what is being rebutted, 2) make a counterclaim disputing the other team's argument, 3) support the counterclaim with reasons and evidence, and 4) summarize the counterclaim to conclude the rebuttal and establish a strong argument. Useful expressions are provided for each step, including ways to restate, rebut, support with examples or sources, and conclude a rebuttal.
This document provides guidance on structuring debates and summarizing arguments. It outlines the typical order and timing of speeches and cross-examinations in a debate. It then gives tips for writing summaries, including restating the key evidence and points from each side, connecting the summary back to the central proposition, and restating one's own position in conclusion. Useful expressions are provided for different types of summaries, such as overall summaries that cover both sides and focused summaries that highlight key points.
The document provides guidance on cross examination in debates. It defines cross examination as the phase where the affirmative and negative teams ask each other questions to better understand opposing arguments. The purpose of cross examination is to find weaknesses in the other team's arguments. It provides tips on questioning and responding, including asking clarifying questions and evaluating evidence. Sample questioning and response phrases are also given. The workflow of cross examination is outlined as presenting a speech, preparing questions, asking and answering questions.
Debate Research – Finding and Using SourcesDaniel Beck
This document discusses research and debate skills. It emphasizes the importance of researching topics to support arguments with credible sources like data and experts' viewpoints. It provides guidance on evaluating sources based on factors like the author, date, relevance, evidence, and viewpoints presented. The document also offers tips for finding sources, such as using libraries and online databases, and recording key details about sources. The overall focus is on strengthening debate skills through effective research practices.
Debate Constructing Arguments (Up for Debate 3rd E)Daniel Beck
This document discusses debate skills, including understanding propositions and constructing arguments. It defines a proposition as a statement that can be reasonably agreed or disagreed upon. Common patterns of propositions are identified as "X is Y" or "X should/shouldn't Y". The components of a strong argument are outlined as a position statement, reasons, evidence, and concluding statement. Different types of evidence are also described.
Up for Debate Unit 1 Model Debate ReviewDaniel Beck
The document summarizes the structure and flow of a model debate between Team A and Team B on the proposition of whether living in the city is better than living in the countryside. The debate follows a standard format: each side gives an opening speech to state their position and arguments, they participate in a question and answer cross-examination period, each side then presents a rebuttal of the other's arguments, and finally each closes with a summary from their perspective. The topics debated include job opportunities, cost of living, wages, and remote work possibilities.
Debate Definition Slides (Up for Debate)Daniel Beck
A debate is a timed academic activity where two opposing teams make arguments for or against a controversial topic through structured speeches. Each team aims to convince judges of their position through a series of short speeches and rebuttals within a set time limit. Topics are meant to be controversial issues about which reasonable people can disagree to encourage critical thinking and persuasive argument.
The document provides tips for designing effective presentation slides using the CRAP principles of contrast, repetition, alignment, and proximity. It discusses how to apply each principle, such as using high contrast between text and background for readability, repeating visual elements like fonts or layouts to unify the design, deliberately aligning items on each slide, and grouping related items close together through proximity. The overall message is that applying these design principles can improve slide presentations compared to typical designs full of long blocks of text or bullet points.
The document discusses the principles of design known as C.R.A.P. - Contrast, Repetition, Alignment, and Proximity. It provides examples and brief explanations of each principle. Contrast refers to differentiating aspects of a design. Repetition involves repeating elements throughout a piece. Alignment is giving elements a visual connection. Proximity is grouping related items together.
The document provides tips for designing effective presentation slides using the mnemonic CRAP (Contrast, Repetition, Alignment, Proximity). It recommends using contrast to emphasize important points, repetition to unify design elements, alignment to organize content visually, and proximity to group related items. Examples are given for each principle and their purpose is explained.
This presentation slide design document recommends using the C.R.A.P. principles of CONTRAST, REPETITION, ALIGNMENT, and PROXIMITY when designing slides. It suggests having a clear theme, using fonts consistently, lining up items, grouping related items together, following the rule of thirds for images, leaving negative space, and beginning slides with a punch like a personal, unexpected, novel, challenging, or humorous statement. It also provides tips for question and answer sessions like being engaging, brief, silent, gracious, assertive, repeating questions, and knowing when to stop.
The document provides tips for creating effective graphs and visuals for presentation slides. It discusses best practices for creating bar graphs, pie charts, and line graphs. Some key tips include using bar graphs to compare values, ordering bars from largest to smallest, making bars thick, and labeling values inside bars. For pie charts, it recommends placing the largest wedges at 12 o'clock and labeling values inside wedges. And for line graphs, it suggests making lines thick and writing series labels near the lines.
Retrieval practice is an effective learning technique where recalling or practicing retrieving information leads to stronger long-term memory formation. It works best when retrieval is effortful, repeated over time in spaced sessions rather than crammed, and can involve reflecting on past learning and applying it to new experiences. When used effectively, retrieval practice results in durable, long-term learning.
This document provides recommendations for things to see, do, eat, and how to get around in Monterey, California. It suggests seeing the Monterey Jazz Festival, whale watching at Pebble Beach, eating clam chowder in a sourdough bowl and Gianni's Pizza. It also notes that getting around Monterey is part of the experience and encourages visiting the area.
This document provides recommendations for things to see, do, eat, and how to get around in Monterey, California. It suggests seeing the Monterey Jazz Festival, whale watching at Pebble Beach, eating clam chowder in a sourdough bowl and Gianni's Pizza. It also notes that getting around Monterey is part of the experience and encourages visiting the area.
GTB's Guide to Presentations Fonts 2021Daniel Beck
The document discusses iOS update 12.3 which introduces changes to AirPlay and the Apple TV app. It notes the Apple TV app received a UI update and added a new Apple TV Channels feature allowing users to subscribe to third-party services like HBO, CBS All Access, and Showtime without extra accounts. The services available at launch through Apple TV Channels include Acorn TV, CBS All Access, Cinemax, Comedy Central Now, and EPIX.
Methods for Teaching EFL Lesson 10 Lecture 2 MIS Embrace DifficultiesDaniel Beck
This document discusses how learning occurs through encoding, consolidating, and retrieving information. Encoding involves converting sensory perceptions into meaningful representations in the brain, called memory traces. Consolidation helps organize and solidify learning by forming connections to prior knowledge. Retrieval after time also strengthens memories and enables them to connect to new learning through a process called reconsolidation. Desirable difficulties that make initial learning challenging can result in stronger memory through increased effort.
The document discusses principles for designing effective presentation slides using the acronym C.R.A.P. (Contrast, Repetition, Alignment, Proximity). Typical slides overuse bullet points and small fonts, while C.R.A.P. slides emphasize contrasting colors and fonts, repetition of themes and templates, aligned elements, and grouping related items together. The document provides examples of ineffective versus effective slide design for each letter of C.R.A.P.
This document discusses balancing four strands of language learning: meaning-focused input, meaning-focused output, language-focused learning, and fluency practice. It emphasizes receiving large amounts of meaning-focused input, some meaning-focused output, language rules and practice, and repetitive fluency practice to improve a language.
The document discusses the benefits of mixing up practice routines rather than focusing on one skill at a time. It provides two examples: children who practiced throwing beanbags into buckets of varying distances performed better than those who only practiced one distance, and college students who mixed up practice problems on geometric shapes performed better on a final test than those who clustered problems by type. The document advocates for interleaving and varying practice routines to develop stronger discrimination skills compared to typical massed practice of skills sequentially.
The document discusses the importance of retrieval practice in learning. It notes that retrieval practice leads to deeper and more durable learning when it is effortful. For retrieval practice to be most effective, it must be repeated in spaced out sessions so that recall requires cognitive effort rather than becoming rote memorization. Reflection is also a form of retrieval practice that can strengthen learning by retrieving past knowledge and connecting it to new experiences.
This document discusses strategies for effective learning. It recommends embracing difficult challenges which force deeper encoding of information into memory. Testing is presented as a way to check knowledge and identify gaps. The document also notes that learning builds on prior knowledge, so the more that is learned the more connections are formed to facilitate further learning. Repeated practice and effortful recall are described as ways to integrate new information into existing mental models. The overall message is that easier learning is not as effective as embracing difficulties which require more effort.
Final Speech Introduction Slides Example (SOS)Daniel Beck
This article compares three popular pen brands - FrictionBall, SarasaClip, and Signo - in terms of price, colors available, and their respective market shares. It aims to determine which brand makes the best pen overall based on these factors.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Debate Research – Finding and Using SourcesDaniel Beck
This document discusses research and debate skills. It emphasizes the importance of researching topics to support arguments with credible sources like data and experts' viewpoints. It provides guidance on evaluating sources based on factors like the author, date, relevance, evidence, and viewpoints presented. The document also offers tips for finding sources, such as using libraries and online databases, and recording key details about sources. The overall focus is on strengthening debate skills through effective research practices.
Debate Constructing Arguments (Up for Debate 3rd E)Daniel Beck
This document discusses debate skills, including understanding propositions and constructing arguments. It defines a proposition as a statement that can be reasonably agreed or disagreed upon. Common patterns of propositions are identified as "X is Y" or "X should/shouldn't Y". The components of a strong argument are outlined as a position statement, reasons, evidence, and concluding statement. Different types of evidence are also described.
Up for Debate Unit 1 Model Debate ReviewDaniel Beck
The document summarizes the structure and flow of a model debate between Team A and Team B on the proposition of whether living in the city is better than living in the countryside. The debate follows a standard format: each side gives an opening speech to state their position and arguments, they participate in a question and answer cross-examination period, each side then presents a rebuttal of the other's arguments, and finally each closes with a summary from their perspective. The topics debated include job opportunities, cost of living, wages, and remote work possibilities.
Debate Definition Slides (Up for Debate)Daniel Beck
A debate is a timed academic activity where two opposing teams make arguments for or against a controversial topic through structured speeches. Each team aims to convince judges of their position through a series of short speeches and rebuttals within a set time limit. Topics are meant to be controversial issues about which reasonable people can disagree to encourage critical thinking and persuasive argument.
The document provides tips for designing effective presentation slides using the CRAP principles of contrast, repetition, alignment, and proximity. It discusses how to apply each principle, such as using high contrast between text and background for readability, repeating visual elements like fonts or layouts to unify the design, deliberately aligning items on each slide, and grouping related items close together through proximity. The overall message is that applying these design principles can improve slide presentations compared to typical designs full of long blocks of text or bullet points.
The document discusses the principles of design known as C.R.A.P. - Contrast, Repetition, Alignment, and Proximity. It provides examples and brief explanations of each principle. Contrast refers to differentiating aspects of a design. Repetition involves repeating elements throughout a piece. Alignment is giving elements a visual connection. Proximity is grouping related items together.
The document provides tips for designing effective presentation slides using the mnemonic CRAP (Contrast, Repetition, Alignment, Proximity). It recommends using contrast to emphasize important points, repetition to unify design elements, alignment to organize content visually, and proximity to group related items. Examples are given for each principle and their purpose is explained.
This presentation slide design document recommends using the C.R.A.P. principles of CONTRAST, REPETITION, ALIGNMENT, and PROXIMITY when designing slides. It suggests having a clear theme, using fonts consistently, lining up items, grouping related items together, following the rule of thirds for images, leaving negative space, and beginning slides with a punch like a personal, unexpected, novel, challenging, or humorous statement. It also provides tips for question and answer sessions like being engaging, brief, silent, gracious, assertive, repeating questions, and knowing when to stop.
The document provides tips for creating effective graphs and visuals for presentation slides. It discusses best practices for creating bar graphs, pie charts, and line graphs. Some key tips include using bar graphs to compare values, ordering bars from largest to smallest, making bars thick, and labeling values inside bars. For pie charts, it recommends placing the largest wedges at 12 o'clock and labeling values inside wedges. And for line graphs, it suggests making lines thick and writing series labels near the lines.
Retrieval practice is an effective learning technique where recalling or practicing retrieving information leads to stronger long-term memory formation. It works best when retrieval is effortful, repeated over time in spaced sessions rather than crammed, and can involve reflecting on past learning and applying it to new experiences. When used effectively, retrieval practice results in durable, long-term learning.
This document provides recommendations for things to see, do, eat, and how to get around in Monterey, California. It suggests seeing the Monterey Jazz Festival, whale watching at Pebble Beach, eating clam chowder in a sourdough bowl and Gianni's Pizza. It also notes that getting around Monterey is part of the experience and encourages visiting the area.
This document provides recommendations for things to see, do, eat, and how to get around in Monterey, California. It suggests seeing the Monterey Jazz Festival, whale watching at Pebble Beach, eating clam chowder in a sourdough bowl and Gianni's Pizza. It also notes that getting around Monterey is part of the experience and encourages visiting the area.
GTB's Guide to Presentations Fonts 2021Daniel Beck
The document discusses iOS update 12.3 which introduces changes to AirPlay and the Apple TV app. It notes the Apple TV app received a UI update and added a new Apple TV Channels feature allowing users to subscribe to third-party services like HBO, CBS All Access, and Showtime without extra accounts. The services available at launch through Apple TV Channels include Acorn TV, CBS All Access, Cinemax, Comedy Central Now, and EPIX.
Methods for Teaching EFL Lesson 10 Lecture 2 MIS Embrace DifficultiesDaniel Beck
This document discusses how learning occurs through encoding, consolidating, and retrieving information. Encoding involves converting sensory perceptions into meaningful representations in the brain, called memory traces. Consolidation helps organize and solidify learning by forming connections to prior knowledge. Retrieval after time also strengthens memories and enables them to connect to new learning through a process called reconsolidation. Desirable difficulties that make initial learning challenging can result in stronger memory through increased effort.
The document discusses principles for designing effective presentation slides using the acronym C.R.A.P. (Contrast, Repetition, Alignment, Proximity). Typical slides overuse bullet points and small fonts, while C.R.A.P. slides emphasize contrasting colors and fonts, repetition of themes and templates, aligned elements, and grouping related items together. The document provides examples of ineffective versus effective slide design for each letter of C.R.A.P.
This document discusses balancing four strands of language learning: meaning-focused input, meaning-focused output, language-focused learning, and fluency practice. It emphasizes receiving large amounts of meaning-focused input, some meaning-focused output, language rules and practice, and repetitive fluency practice to improve a language.
The document discusses the benefits of mixing up practice routines rather than focusing on one skill at a time. It provides two examples: children who practiced throwing beanbags into buckets of varying distances performed better than those who only practiced one distance, and college students who mixed up practice problems on geometric shapes performed better on a final test than those who clustered problems by type. The document advocates for interleaving and varying practice routines to develop stronger discrimination skills compared to typical massed practice of skills sequentially.
The document discusses the importance of retrieval practice in learning. It notes that retrieval practice leads to deeper and more durable learning when it is effortful. For retrieval practice to be most effective, it must be repeated in spaced out sessions so that recall requires cognitive effort rather than becoming rote memorization. Reflection is also a form of retrieval practice that can strengthen learning by retrieving past knowledge and connecting it to new experiences.
This document discusses strategies for effective learning. It recommends embracing difficult challenges which force deeper encoding of information into memory. Testing is presented as a way to check knowledge and identify gaps. The document also notes that learning builds on prior knowledge, so the more that is learned the more connections are formed to facilitate further learning. Repeated practice and effortful recall are described as ways to integrate new information into existing mental models. The overall message is that easier learning is not as effective as embracing difficulties which require more effort.
Final Speech Introduction Slides Example (SOS)Daniel Beck
This article compares three popular pen brands - FrictionBall, SarasaClip, and Signo - in terms of price, colors available, and their respective market shares. It aims to determine which brand makes the best pen overall based on these factors.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. TEAM A
TEAM B
vs
The A
ffi
rmative Team* (AT) constructs
(makes) their arguments.
Af
fi
rmative Speech* (5 min)
*terminology pp. 5-6
The Negative Team* (NT) listens to the
AS and takes notes.
5. Af
fi
rmative Speech (AS)
1. States the proposition*
“Today we are debating the
proposition,
Living in the city is better than living
in the countryside.”
*terminology p.6
Maki (AT)
6. Af
fi
rmative Speech
2. States the AT’s position.
“We strongly believe that living in
the city is better than living in the
countryside.”
Maki (AT)
7. Af
fi
rmative Speech
3. Gives reasons and examples
“It is because there are more job
opportunities. For example,
according to a website called Jojo
Kigyo Search, as of April 7th in
2021, Tokyo has 597,717
companies, but Tottori has only
5,170 companies. People in the city
have more options.
Maki (AT)
10. TEAM A
TEAM B
vs
The AT predicts the NT’s questions and
prepares answers.
Cross Examination (CE)* Preparation (3 min)
The NT prepares questions.
*terminology p.6
11. TEAM A
TEAM B
vs
The AT responds to the NT’s questions.
Cross Examination (3 min)
The NT questions the AT to clarify and
better understand the arguments.
16. TEAM B
TEAM A
vs
The Negative Team (NT) constructs
(makes) their arguments.
Negative Speech* (NS) (5 min)
The A
ffi
rmative Team (AT) listens to the
NS and takes notes.
*terminology p.6
18. Negative Speech (NS)
States the NT’s position.
“We are strongly against the
proposition that living in the city is
better than living in the
countryside.”
Nao (NT)
19. Negative Speech (NS)
2. Gives reasons and examples
“This is mainly because living in the
countryside is cheaper than living
in the city. For instance, when I
lived in Nagasaki, I paid 35,000 yen
for my apartment. However, I’m
paying 60,000 yen for the same-
sized apartment in Tokyo.”
Nao (NT)
20. Negative Speech (NS)
3. Restates the AT’s position
“In conclusion, we think living in
the countryside is better.”
Nao (NT)
22. TEAM A
TEAM B
vs
The AT prepares questions.
Cross Examination (CE) Preparation (3 min)
The NT predicts the AT’s questions and
prepares answers.
23. TEAM A
TEAM B
vs
The AT questions the NT to clarify and
better understand the arguments.
Cross Examination (3 min)
The NT responds to the AT’s questions.
32. Negative Rebuttal (NR)
Rebuts the AT’s position.
The other team argued that the city has
more job opportunities. However, a lot of
people work from home now. According
to an online Mainichi news article
published on January 30th in 2021, 113
out of 114 major companies in Japan said
they planned to continue working from
home even after the pandemic ends.
Therefore, people in the countryside can
also
fi
nd good jobs. Tatsuya (NT)
36. Af
fi
rmative Rebuttal (AR)
Rebuts the NT’s position (pt 1)
The other team argued that living in the
countryside is cheaper than living in the
city. It may be true that rent is usually
cheaper in the countryside. However,
people usually get paid more in the city.
Shota (AT)
37. Af
fi
rmative Rebuttal (AR)
Rebuts the NT’s position (pt 2)
For example, according to the Ministry of
Health, Labour and Welfare, as of 2021,
the minimum wage in Tokyo is 1,013 yen
while the minimum wage in Nagasaki is
793 yen. Therefore, university students in
the city may pay more rent, but they
usually earn more money.
Shota (AT)
39. TEAM A
TEAM B
vs
The AT listens to the NT’s summary .
Negative Summary (NS)* (2 min)
The NT summarizes all of the arguments
from the Negative point of view.
*terminology p.6
41. Negative Summary (NS)
Summarizes the debate from the negative
point of view.
I’d like to summarize this debate. We
think that living in the countryside is
better than living in the city because it is
cheaper in the countryside. The other
team said there are more jobs in the city,
but people can work from the
countryside. Therefore, we strongly
believe living in the countryside is better.
Nao (NT)
43. Af
fi
rmative Summary (AS)
Summarizes the debate from the af
fi
rmative
point of view (pt 1)
In conclusion, we are for the
proposition. Please remember that
there are more companies in the city
and this helps people choose a job
they like.
Maki (AT)
Maki (AT)
44. Af
fi
rmative Summary (AS)
Summarizes the debate from the af
fi
rmative
point of view (pt 2)
The other team argued that living in
the countryside is cheaper, but people
in the city tend to earn more.
Therefore, we think living in the city is
better than the countryside.
Maki (AT)
Maki (AT)
46. Photography and Illustration Credits
Photo by Jugend debattiert international - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=36476899
Photo by Kindel Media: https://www.pexels.com/photo/people-in-long-sleeves-shirts-sitting-together-and-having-a-discussion-7651956/
Gabrielle_RRI on Pixabay: https://pixabay.com//?utm_source=link-
attribution&utm_medium=referral&utm_campaign=image&utm_content=2351442
"IAB Social Media Debate" by iabuk is licensed under CC BY-NC-ND 2.0. https://creativecommons.org/licenses/by-nd-nc/2.0/jp/?ref=openverse.
Photo by Rex Joshua Alarcon America: https://www.pexels.com/photo/portrait-of-a-woman-holding-a-fries-5028296/
Photo by Sean S<: https://unsplash.com/s/photos/japanese-man?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText"
Photo by Teona Swift: https://www.pexels.com/photo/smiling-ethnic-artisan-with-wooden-block-for-shibori-at-home-6850653/
Photo by Ehteshamul Haque Adit: https://unsplash.com/s/photos/japanese-boy?
utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText”
Photo by RODNAE Productions: https://www.pexels.com/photo/woman-in-black-dress-holding-
fl
oral-folder-7845465/
Image by tookapic: https://pixabay.com//?utm_source=link-
attribution&utm_medium=referral&utm_campaign=image&utm_content=932069
Photo by Andres Ayrton: https://www.pexels.com/photo/happy-multiethnic-friends-stretching-body-before-workout-on-street-6551212/