A PEACE BOOK that visualizes the global wish for world peace. For almost 3 years now we invited people from all around the world to give FACE to their wish for global peace. 10.000 people from more than 120 nations have uploaded their portraits and statements for peace on our website. Help us to spread these messages of peace and love with a PEACE BOOK. (Book size: 21 x 21 cm, about 320 pages)
Category Art City: Hamburg Tags: Peace book, Peace faces, World peace, My Face For Peace, Weltfrieden Funding period: 05/21/2015, 11:19 AM to 07/01/2015, 11:59 PM Realisation period: October 2015
Dr. Doris Molero's insight:
We need your help to make this book a reality. It carries the work of love and hope in messages of 10.000 people from all over the world. Help make it happen.. Let's stand for a global culture of peace.
Clearly there is no one-size-fits-all method: people learn in different ways at different paces, and the most effective way may involve not one but a mixture of different techniques. So how do you go about finding out which approach best reflects your individual learning style? Once you’ve found one that works, how do you stick with it? And how do you stay positive and motivated through the mistakes and frustrations that are a familiar part of the learning process?
the hashtag. It originally developed as a means of enabling Twitter users to refer to a wider conversation, given the character restriction that applies to tweets. But the very act of referring, in this way, to a wider conversation constitutes a type of emphasis. It has come to be reanalysed as a meaning that can be applied to the hashtag independently of its referring function in tweets. The hashtag, it turns out, is subject to the same regular processes of semantic change evident in language.
The hallmark of communication systems is that they make use of signs – a physical representation, such as the hashtag – with a conventional meaning: a specific semantic function accepted as such amongst a particular community of users. In the case of the hashtag, that means Twitter users. In digital communication an interesting difference between the Twitter hashtag and the now-ubiquitous emoji – the smileys, winks and other pictorial glyphs that have taken mobile computing by storm – is that the hashtag is symbolic: it doesn’t resemble the thing that it stands for. You just have to know what the hashtag means. In contrast, the colourful emoji are iconic signs: they look like what they represent: the crying face evokes the sentiment it stands for.
But this difference means that the hashtag, at least on this measure, is more language-like than emoji. After all, the majority of signs in a natural language are symbolic rather than iconic. The sounds (or letters) that make up the English word cat refer to the pet of choice in many western households, merely because we all agree on the meaning of the sign for cat. And if you’re a Hindi speaker, it’s “billi” while French speakers use “chat”.
The consequence of a symbolic, rather than an iconic, emoji-like sign, is that symbols are more readily open to change. The hashtag has shifted its meaning, while the poo emoji, despite its smiling face, is forever tied to the idea that it iconically represents.
Intriguingly, the hashtag has also moved across discourse genres: as a linguistic marker of emphasis it is evolving a new life, punctuating and so nuancing the meaning of language in written narratives. And this raises interesting questions about the nature and role of digital communication for language and human communication more generally.
This EFL lesson plan is designed around a short film by Simon Smith who recaptured the shots of London taken by Claude Friese-Greene in 1927. Students talk about what they know about London, compare London in 1927 and now, do a dictation and discuss their home towns.
This EFL lesson plan is designed around a moving short film commissioned by Bells and directed by Greg Gray. In the lesson students write a narrative, watch a short film and discuss literacy strategies.
I would ask all teachers who use Film English to consider buying my book Film in Action as the royalties which I receive from sales help to keep the website completely free.
Kieran founded a web site called Film English which promotes the innovative and creative use of film in English language teaching and learning. All of the lesson plans revolve around the use of video and film to teach English.
Film English has become a very popular resource English Teaching bank and is visited by over 90,000 teachers every month and there are over 3.5 million page views a year. It has received critical acclaim winning various awards, including a British Council ELTons award for Innovation in Teacher Resources and won the MEDEA Award for User-Generated Educational Media, the most important media and education award in Europe, in 2013.
The site revolved around lesson plans which use short videos for teaching English and this is going to be the focus of the webinar.
Dr. Doris Molero's insight:
Excellent site that promotes innovative and creative ways to use film in the English language Class. One of my favs.
It is pioneering for two reasons. First, it is forward looking, drawing on present trends toward the convergence of radio, television, Internet, newspapers, books, digital archives and libraries into one platform – thereby, for the first time, presenting MIL in a holistic manner. Second, it is specifically designed with teachers in mind and for integration into the formal teacher education system, thus launching a catalytic process which should reach and build capacities of millions of young people.
Suzie Anderton shows us how the human spirit can overcome anything, and that nothing is impossible if you set your mind to it. Suzie's 'Pursue Impossible' takes us on a journey of belief and rediscovery. This film is now part of MachinimUWA VIII: Pursue Impossible, the 8th UWA Short Animated Film Challenge. UWA's L$560,000++ Pursue Impossible Art & Film challenges are so themed in honour of UWA adopting Pursue Impossible as their clarion call in real life. CLOSING DATE FOR SUBMISSIONS IN 31ST OCTOBER 2015.
El Diplomado Internacional Entornos Virtuales de Aprendizaje, es una necesidad de todo profesional que está involucrado en el proceso de enseñanza-aprendizaje en este contexto de la sociedad del conocimiento, considerando que el aprendizaje no sólo está en aula, sino que el aprendizaje se puede dar en diferentes contexto ubicuos, el presente diplomado tiene la finalidad de formar a diferentes profesionales capacitados en conocer, diseñar, implementar y aplicar los entornos virtuales de aprendizaje como nuevos escenarios virtuales de aprendizaje.
Dr. Doris Molero's insight:
Invitados todos... Ya están abiertas las inscripciones.. nos vemos en el Diplomado
Try to visualise the internet. For me, it is something hazy, suspended somewhere above our heads as we gaze at our screens. It’s composed of tiny, moving fragments of information and simultaneous conversations, and it has no defined edges: it is limitless.
This vision of the internet as something infinite, open to be freely explored, is perhaps both naive and arrogant but, as an English speaker, it is not a sense of entitlement that is completely without reason. The first language used on the internet was almost certainly English. By the mid 1990s it was estimated that English made up 80% of the content.
However, from once dominating the web, English now represents just one language in an online linguistic elite. English’s relative share of cyberspace has shrunk to around 30%, while French, German, Spanish and Chinese have all pushed into the top 10 languages online. Some of these have ballooned at great speed: Chinese, for example, grew by 1277.4% between 2000 and 2010. Out of a roughly 6,000 languages in use today, this top 10 make up 82% of the total of the content on the internet.
Minna Sundberg’s illustration maps the relationships between Indo-European and Uralic languages. The creator of the webcomic Stand Still. Stay Silent, put the illustration together to show why some of the characters in her comic were able to understand each other despite speaking different languages. She wanted to show how closely related Swedish, Danish, Norwegian, Icelandic were to each other, and how Finnish came from distinct linguistic roots
This EFL lesson plan is designed around a short film by John X. Carey which was commissioned by Dove and the theme of beauty. Students describe portraits, talk about beauty, watch a short film and write a detailed self-portrait.
This EFL lesson is designed around a short film by Ramon and Pedro which tells the story of a boy’s journey from childhood to old age. Students practise speaking, writing and vocabulary related to age, face, body, mood and actions.
This EFL lesson plan is designed around 2 short films: Paperman an Oscar-nominated short by John Kahrs and Signs an award winning film by Patrick Hughes. Students write a narrative, predict a story and use adjectives to describe characters and emotions.
Blogging on a regular basis has helped me understand what I do as a teacher. It has expanded my understanding of learning, forced me to read more widely about education as I search for ideas that may evolve into posts and added a new dimension to my reflective practice. Regular writing with an audience in mind has provided insight to the process of writing that I have shared with my students and the blog has become a resource I call upon when sharing ideas and planning with colleagues.
La competencia comunicativa es el término más general para la capacidad comunicativa de una persona, capacidad que abarca tanto el conocimiento de la lengua como la habilidad para utilizarla. La adquisición de tal competencia está mediada por la experiencia social, las necesidades y motivaciones, y la acción, que es a la vez una fuente renovada de motivaciones, necesidades y experiencias. Dell Hymes
La competencia comunicativa es una capacidad que comprende no sólo la habilidad lingüística, gramatical, de producir frases bien construidas y de saber interpretar y emitir juicios sobre frases producidas por el hablante-oyente o por otros, sino que, necesariamente, constará, por un lado, de una serie de habilidades extralingüísticas interrelacionadas, sociales y semióticas, y por el otro, de una habilidad lingüística polifacética y multiforme. Gaetano Berruto
“La competencia comunicativa comprende las aptitudes y los conocimientos que un individuo debe tener para poder utilizar sistemas lingüísticos y translingüísticos que están a su disposición para comunicarse como miembro de una comunidad sociocultural dada”. (María Stella Girón y Marco Antonio Vallejo, 1992: 14)
Our latest piece of Thought Leadership, The paradigm shift: Redefining education, looks at how our existing education models are becoming increasingly irrelevant and suggests that there is a mismatch between the perceived purpose and role of education, and the demands of the modern worker.
Traditional ways of acquiring an education are being disrupted. What once required a trip to the library and extensive research is now no further away than your smartphone. Ideas that previously took years to share with colleagues now flash around the world in seconds. These tasks can be accomplished from the comfort of our lounge over a weekend. It might be said that ‘it’s not what you know, it’s what you can google that matters’.
In our paper we have identified two emerging trends that have led us to believe that the sector is about to go through a change in paradigm: work integrating learning and employers moving away from formal credentials for which employees are measured.
At The School of Life, we're fascinated by the sort of questions we're never taught enough about at school or college: How can relationships go well? What is...
Dr. Doris Molero's insight:
What is The School of Life? 385,773 views 1 year agoThe School of Life is a place that tries to answer the great questions of life with the help of culture. It's based here online and in physical hubs around the world. Visit us at: http://www.theschooloflife.com - and please help us to make films by subscribing to our channel: http://tinyurl.com/o28mut7
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