The core deck of the "choose your own adventure" style talk at the 2011 Ohio LinuxFest. It's about using FOSS tools and practices to support life-gamification -- putting behavorial psychology to work on your brain as a platform. The talk was a nonlinear narrative; start with this deck, then whenever you hit a slide that says "Let's Play A Game," branch out to one of the other talks I've uploaded with the olf-2011 tag.
Games can be a motivating way of teaching English, but are they always useful? In this workshop, we'll look at reasons for using games and examine how to match objectives with fun so that our students can be engaged, successful learners. We'll also take a look at some example classroom games and analyze which ones would be best to use in your classroom!
The core deck of the "choose your own adventure" style talk at the 2011 Ohio LinuxFest. It's about using FOSS tools and practices to support life-gamification -- putting behavorial psychology to work on your brain as a platform. The talk was a nonlinear narrative; start with this deck, then whenever you hit a slide that says "Let's Play A Game," branch out to one of the other talks I've uploaded with the olf-2011 tag.
Games can be a motivating way of teaching English, but are they always useful? In this workshop, we'll look at reasons for using games and examine how to match objectives with fun so that our students can be engaged, successful learners. We'll also take a look at some example classroom games and analyze which ones would be best to use in your classroom!
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
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
14. Classification
Vocabulary games
(words-words-words, hangman, cross words…)
Grammar games
(acting irregular verbs, tell a story, domino…)
Listening games
(Simon says, I spy with my little eye, noise dictation)
15. Classification
Vocabulary games
(words-words-words, hangman, cross words…)
Grammar games
(acting irregular verbs, tell a story, domino…)
Listening games
(Simon says, I spy with my little eye, noise dictation)
Reading games
(quizzes, domino, putting it together, …)
16. Classification
Vocabulary games
(words-words-words, hangman, cross words…)
Grammar games
(acting irregular verbs, tell a story, domino…)
Listening games
(Simon says, I spy with my little eye, noise dictation)
Reading games
(quizzes, domino, putting it together…)
Writing games
(storytelling, running dictation, eleven words…)
17. Classification
Vocabulary games
(words-words-words, hangman, cross words…)
Grammar games
(acting irregular verbs, tell a story, domino…)
Listening games
(Simon says, I spy with my little eye, noise dictation)
Reading games
(quizzes, domino, putting it together…)
Writing games
(storytelling, running dictation, eleven words…)
Knowledge games
(airborne, who becomes a millionaire…)
18. Classification
Vocabulary games
(words-words-words, hangman, cross words…)
Grammar games
(acting irregular verbs, tell a story, domino…)
Listening games
(Simon says, I spy with my little eye, noise dictation)
Reading games
(quizzes, domino, putting it together…)
Writing games
(storytelling, running dictation, eleven words…)
Knowledge games
(airborne, who becomes a millionaire…)
Speaking games (story telling, tabu, what’s my job…)
19. Sources
Brown, Bernard / Rolf-Dieter Preller. Pepper
& Salt for your lessons. München, 2004.
O´Dell Felicity. Games for Vocabulary practice.
Cambridge: Cambridge Univ. Press, 2007.
Wright, Andrew. Games for language learning.
Cambridge: Cambridge Univ. Press, 2006.
Zaorob, Maria Lucia. Games for Grammar practice.
Cambridge: Cambridge Univ. Press, 2001.
