The document contains a weekly schedule for the Lower Primary students at a school. It lists the daily periods, locations, lessons, and teachers assigned for each time slot from Monday to Friday. Students have designated study periods in the Main Library and Library Annexe, as well as lessons, assemblies, breaks and activities throughout each school day. The schedule also notes additional rooms and events occurring each afternoon and evening.
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.
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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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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?
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.
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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
1. Period
Lower Primary
Main Library
Library Annexe (including Library desks)
KMO
Tutor 8:35-8:50
LESSON 1
8:50-9:30
WRJ Period 1
8:50-9:30
LESSON 2
Jack Hare
9:30-10:10
WRJ Period 2
9:30-10:10
WRS ASSEMBLY
10:10-10:50
WRJ Period 3
10:10-10:50
First Break
10:50-11:25
LESSON 3
Romina Poluschkin
11:25-12:25
Michael Kearney
WRJ Period 4
Isabel Paterson
11:25-12:05
LESSON 4
Louis Jungnitsch
12:25-1:25
Brandon Lim
WRJ Period 5
Olivia Devlin
12:05-12:45
Lukas Stoddard
WRJ Period 6
12:45-1:25
Second Break
1:25-1:55
LESSON 5
Rory Johnston
Dana Hughes
1:55-2:35
Roshell Black
WRJ Period 7
Cody Williams
1:55-2:35
3F 2-2:30PM
RFU
Courtney Weir
LESSON 6
2:35-3:15
WRJ ASSEMBLY
2:35-3:15
AFTER SCHOOL
EVENING
Term 4 Week 2
Students Assigned to Library for Study Lessons
Monday 13/10/2014
2. Period
Lower Primary
Main Library
Library Annexe (including Library desks)
KMO
Tutor
8:35-8:50
LESSON 1
Jack Hare
Joshua Place
8:50-9:50
Tristan Maddocks
Jarrah H-L
WRJ Period 1
Delia Marshall
8:50-9:30
Fergus Peake
LESSON 2
Rory Johnston
Courtney Weir
9:30-10:50
Roshell Black
WRJ Period 2
Cody Williams
9:30-10:10
Dana Hughes
WRJ Period 3
10:10-10:50
7H 10-10:20AM
PHR
First Break
10:50-11:25
LESSON 3
Jack Hare
11:25-12:25
WRJ Period 4
11:25-12:05
LESSON 4
12:25-1:25
WRJ Period 5
12:05-12:45
WRJ Period 6
12:45-1:25
7H
PHR
PHR
Second Break
1:25-1:55
LESSON 5
Romina Poluschkin
1:55-2:35
Michael Kearney
WRJ Period 7
1:55-2:35
5R 2-2:30PM
CRA
CRA
LESSON 6
2:35-3:15
WRJ Period 8
2:35-3:15
5G
KGR
KGR
AFTER SCHOOL
EVENING
QCS
QCS
Students Assigned to Library for Study Lessons
Term 4 Week 2
Tuesday 14/10/2014
3. Period
Lower Primary
Main Library
Library Annexe (including Library desks)
KMO
LESSON 1
Kindy Blue/Red
Alternative Weeks
8:35-9:15
WRJ Period 1
8:50-9:30
LESSON 2
Stephane Leray
Lukas Stoddard
9:15-9:55
Olivia Devlin
WRJ Period 2
Louis Jungnitsch
9:30-10:10
Brandon Lim
WRS HOUSE MEETING
9:55-10:25
WRS HOUSE MEETING
WRS HOUSE MEETING
WRJ Period 3
10:10-10:50
WRS First Break
10:25-11:00
WRJ First Break
10:50-11:25
LESSON 3
Jack Hare
11:00-11:40
Tristan Maddocks
WRJ Period 4
Fergus Peake
11:25-12:05
Joshua Place
LESSON 4
Jack Hare
11:40-12:20
WRJ Period 5
12:05-12:45
2O
SOS
WRJ Period 6
12:45-1:25
WRS SPORT ASSEMBLY
12:20-12:45
WRS Second Break
12:45-1:15
WRJ Second Break
1:25-1:55
WRS ACTIVITIES
1:15-3:15
WRJ Period 7
1:55-2:35
Prep B
SBR
WRJ Period 8
2:35-3:15
Prep G
EGE
AFTER SCHOOL
EVENING
Students Assigned to Library for Study Lessons
Term 4 Week 2
Wednesday 15/10/2014
4. Period
Lower Primary
Main Library
Library Annexe (including Library desks)
KMO
Tutor
8:35-8:50
LESSON 1
Romina Poluschkin
8:50-9:50
Michael Kearney
WRJ Period 1
8:50-9:30
LESSON 2
9:50-10:50
WRJ Period 2
9:30-10:10
WRJ Period 3
10:10-10:50
First Break
10:50-11:25
LESSON 3
Louis Jungnitsch
Lukas Stoddard
11:25-12:25
Brandon Lim
WRJ Period 4
Olivia Devlin
11:25-12:05
Stephane Leray
LESSON 4
Jack Hare
12:25-1:25
Jarrah H-L
WRJ Period 5
Tristan Maddocks
12:05-12:45
Fergus Peake
WRJ Period 6
Joshua Place
12:45-1:25
Second Break
1:25-1:55
LESSON 5
1:55-2:35
WRJ Period 7
1:55-2:35
1G
YGR
LESSON 6
Rory Johnston
Courtney Weir
2:35-3:15
Roshell Black
WRJ Period 8
Cody Williams
2:35-3:15
3W
MWO
Dana Hughes
AFTER SCHOOL
EVENING
Students Assigned to Library for Study Lessons
Term 4 Week 2
Thursday 15/10/2014
5. Period
Lower Primary
Main Library
Library Annexe (including Library desks)
KMO
Tutor
8:35-8:50
LESSON 1
8:50-9:50
WRJ Period 1
8:50-9:30
LESSON 2
Jack Hare
9:50-10:50
WRJ Period 2
9:30-10:10
6F
JFR
JFR
WRJ Period 3
10:10-10:50
First Break
10:50-11:25
LESSON 3
11:25-12:25
WRJ Period 4
11:25-12:05
2B
CBO
LESSON 4
Rory Johnston
12:25-1:25
Roshell Black
WRJ Period 5
Cody Williams
12:05-12:45
4L
DLO
Dana Hughes
WRJ Period 6
Courtney Weir
12:45-1:25
4S
GSL
Second Break
1:25-1:55
LESSON 5
Romina Poluschkin
1:55-2:35
Michael Kearney
WRJ Period 7
1:55-2:35
6W
CWI
CWI
LESSON 6
Louis Jungnitsch
2:35-3:15
Brandon Lim
WRJ ASSEMBLY
Olivia Devlin
2:35-3:15
1W
DWE
Stephane Leray
AFTER SCHOOL
MUSIC DRESSING ROOM
MUSIC DRESSING ROOM
MUSIC DRESSING ROOM
EVENING
MUSIC DRESSING ROOM
MUSIC DRESSING ROOM
MUSIC DRESSING ROOM
Students Assigned to Library for Study Lessons
Term 4 Week 2
Friday 16/10/2014