The document discusses time zones around the world and times in various locations. It provides the times in places like Dourados - Brazil, São Paulo - Brazil, Dallas - US, Lisbon - Portugal, Brisbane - Australia, Moscow - Russia, and Baghdad - Iraq. It also discusses telling time in formats such as "8:00" as "eight o'clock" and "1:05" as "one-five". Finally, it addresses conversation about activities people are doing at different times.
This presentation goes over questions like "What time is it?" and "How often do you...?" Target answers include responses like "I go hiking every other weekend."
This presentation goes over questions like "What time is it?" and "How often do you...?" Target answers include responses like "I go hiking every other weekend."
A Spanish Daily Routine for People Who Struggle with Daily RoutinesNacho Caballero
Most people would agree that having a daily practice routine helps you learn Spanish faster. However, when we try to stick to an actual routine, we tend to drop it after a few days.
Why does this happen?
In the associated video (http://bit.ly/nachotime_dailyroutine) I share a technique that has given me consistency super powers: planning what you want to do on a piece of paper, doing what you can and tracking what you actually did.
Download the guide: https://itsnachotime.com/dailyroutine/
This video describes the similarities and differences between Marianist Schools Our Lady of Nazareth in the Mukuru Slums of Nairobi, Kenya and Gross Catholic High School in Bellevue, Nebraska.
A Spanish Daily Routine for People Who Struggle with Daily RoutinesNacho Caballero
Most people would agree that having a daily practice routine helps you learn Spanish faster. However, when we try to stick to an actual routine, we tend to drop it after a few days.
Why does this happen?
In the associated video (http://bit.ly/nachotime_dailyroutine) I share a technique that has given me consistency super powers: planning what you want to do on a piece of paper, doing what you can and tracking what you actually did.
Download the guide: https://itsnachotime.com/dailyroutine/
This video describes the similarities and differences between Marianist Schools Our Lady of Nazareth in the Mukuru Slums of Nairobi, Kenya and Gross Catholic High School in Bellevue, Nebraska.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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?
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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.
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
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.
34. What are you doing?
• I’m cooking
• I’m eating pizza
• I’m going to work
• I’m going to work
• I’m having breakfast
Am
Is + ING
Are
35. What are you making?
• I’m making pizza.
• I’m cooking dinner.
• I’m making cake.
Am
Is + ING
Are
36. What’s Victoria doing? (sleep)
• She is sleeping (right now)
Am
Is + ING
Are
What’s Marcos doing? (get up)
• He is getting up.
37. What are Sue and Tom doing?
(have breakfast)
• They’re having breakfast.
Am
Is + ING
Are
What’s Célia doing?
• She’s going to work.
38. What are Sue and Tom doing?
(have breakfast)
• They’re having breakfast.
Am
Is + ING
Are
What’s Célia doing? (go to work)
• She’s going to work.
39. What are Jim and Ann doing?
(eat)
• They’re eating lunch.
Am
Is + ING
Are
What’s Andrei doing? (work)
• He’s working.
40. What’s Permsak doing?
(eat)
• He’s eating dinner right now
Am
Is + ING
Are
What’s Hiroshi doing? (check)
• He’s checking his email
What are you doing?
• I’m...
41. Page 33
Sleep
Get CVC
have
• 1. Victoria is sleeping now
• 2. Sue and Tom are having breakfast
• 3. He’s working in Moscow
• 4. He’s checking his email in Tokyo
• 5. She’s wearing a suit
• 6. He’s wearing pajamas
• 7. It’s 6:00 A.M
• 8. It’s noon/ It’s 12:00 p.m
Sleeping
Getting
having
42. Page 34
• 1. He’s ridding a bike
• 2. He’s running
• 3. H’s swimming
• 4. She’s taking a walk
• 5. They’re dancing
• 6. She’s dancing
• 7. They’re watching a movie
• 8. He’s shopping
• 9. She’s reading
• 10. He’s studying
• 11. She’s watching televisionn
Sleep
Get CVC
have
Sleeping
Getting
having
43. What time do you
Sleep
Go to bed on weekends
Wake up
Watch soap opera
Drink a beer
Go to parties
Go to the gym
44. Say each time a different way
• It’s 5:00 p.m
• It’s five o’clock in the afternoon
• It’s 2:00 a.m
• It’s two o’clock in the morning
• It’s 10:00 a.m
• It’s ten o’clock in the morning
45. Say each time a different way
• It’s 3:00 a.m
• It’s three o’clock in the morning
• It’s 12:00 a.m
• It’s noon
• It’s 11:00 p.m
• It’s ten o’clock at night