This document summarizes a Comenius exchange meeting that took place from December 16-20, 2012 in Güstrow, Germany. It involved students from Ireland, Italy, Sweden, and Germany. The students participated in German language lessons, cultural presentations on their school and education systems, group projects on topics like future societies and translating phrases, and social activities with their host families like touring the city of Güstrow. They also enjoyed a Christmas concert at the school before saying goodbye to return home.
I used this set of slides for the lecture on Graphs I gave at the University of Zurich for the 1st year students following the course of Formale Grundlagen der Informatik.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
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.
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
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.
2. Sunday 16th
We took the plane at 10.25 and we arrived
in Berlin 3 hours later.
3. We took the train to the centre and we had
lunch at the station.
4. We met the Italian and the Swedish
students and then we went to the bus
together. We met the Irish when we got on
the bus. We went on a bus tour in Berlin.
5. We stopped at the Branderburg Gate. We
recorded videos saying “Merry Christmas
and Happy New Year” in our respective
languages.
6.
7. We continued the tour in
Berlin and then we went to
Güstrow.
We met our hosts and then
we had dinner with our
families.
8. Monday 17th
We went to the school. We had German
lessons from German students.
9. Each country did a presentation of their
school, area and educational system.
10. The principal made a speech and the
German choir sang some songs to welcome
us.
11. We did a school tour and then we started
working in groups.
12. BRAVE NEW WORLD: the Irish did a summary
and then in small groups we discussed about
our future society. At the end we talked
together about the final projects.
PHRASE BOOK: we translated some words in
each language. We also designed a
calendar. For each month, some traditional
activities in each country and the Comenius
meetings.
QUESTIONNAIRES: Rickard, the Swedish
teacher, showed us the general
questionnaires and he spoke about the
general results. He showed us how to use
Twinspace. Then we split in groups and we
discussed about why people answered each
answer.
13. We had lunch with our host sisters and in the
afternoon we did a tour in Güstrow.
14. We had dinner at
school and
Aisling, the Irish
girl, showed us a
traditional Irish
dance.
Then we spent the evening with our host sisters
together.
15. Tuesday 18th
We took the train to Rostock and then the
tram to the zoo where we visited the
Darwineum.
16.
17. We took the tram to the centre. We did a
tour in Rostock.
18. We had lunch with our hosts and we went
shopping.
19. We took the train to Güstrow.
We spent the evening in our
host houses.
20. Wednesday 19th
We went to school and we worked in
groups.
Each group prepared a powerpoint
to show the other groups what they
had done.
We had a Twinspace lesson together.
We presented our powerpoints to the
other groups and to the teachers.
22. We spent the afternoon with our
hosts and then we went home to
prepare us for the Christmas
concert.
We went to school and we enjoyed
the Christmas concert.
In the concert, each country had to
sing “Silent Night” (Santa Nit) in their
language and at the end in English
together.
23.
24. After the concert all the students who
participated in the Comenius project had a
party.
26. We took a bus to Berlin.
We said goodbye to the Swedish
and the Italians.
We went to the airport and we
had lunch there.
We took the plane at 5 o’clock
and we arrived in Barcelona 3
hours later.
