Emoting is used for expressing oneself visually, as opposed to verbally. It’s done in 3rd person and happens on the main chat window. It takes place when a role player types in an action that causes a reaction, as a consequence, everyone else in the same room or area as your character sees your character's short description followed by what you type, reacting to it to create a scene that can be short or part of a bigger story. Emoting is most often used to express feelings, gestures, and creating images. When telling stories, a very common structure in writing scenes is the action-reaction-emotional response element. The character does something (or something is done to them), they react to it, and they feel something about that reaction.
The Malolos Republic was established in 1898 with the inauguration of the Malolos Congress at Barasoain Church. The congress drafted the Malolos Constitution and established a republic with three branches of government - legislative, executive, and judicial. Some initial accomplishments of the Malolos Republic included establishing a national taxation system, creating a national budget, and founding schools like the Military Academy of Malolos.
- The Philippine flag has evolved over time from various revolutionary flags used during the Katipunan revolution in the late 19th century to the current national flag.
- The current flag was approved in 1998 and features a blue field with a white equilateral triangle, representing equality, containing a yellow sun with eight primary rays and three yellow five-pointed stars, one in each triangle corner.
- The colors and symbols represent key aspects of Philippine history and aspirations for independence - the blue for unity, the sun for progress, and the stars and rays for the first provinces that revolted against Spanish colonial rule.
This document describes the typical parts of a book, including:
1) The spine contains the call number, class number, and author number.
2) The cover contains the title, author(s), and pictures to indicate what the book is about.
3) The title page repeats the title, author(s), publisher, and publication details.
4) The copyright page includes when and by whom the book was published.
5) The table of contents lists the chapter or section titles and corresponding page numbers.
6) The body or text section contains the main story or information of the book.
7) The index, glossary, bibliography and appendix provide supplementary reference information at the back
Timeline of the philippine history from spanish era japanese eraRenito Azarcon
This document provides a timeline of major events in Philippine history from the Spanish colonial era through the Japanese occupation during World War II. It outlines the key periods of Spanish rule from 1521-1898, the beginning of American colonial rule after the Spanish-American War, and the Japanese occupation from 1941-1945 which saw the invasion and conquest of the Philippines by Imperial Japan. The timeline traces the major political and military developments during each period of colonial control.
This is a simple slideshow that was prepared by my son as an Araling Panlipunan project. The contents of the slides were curated from DepEd's Araling Panlipunan textbook for Grade 4 students.
The Malolos Republic was established in 1898 with the inauguration of the Malolos Congress at Barasoain Church. The congress drafted the Malolos Constitution and established a republic with three branches of government - legislative, executive, and judicial. Some initial accomplishments of the Malolos Republic included establishing a national taxation system, creating a national budget, and founding schools like the Military Academy of Malolos.
- The Philippine flag has evolved over time from various revolutionary flags used during the Katipunan revolution in the late 19th century to the current national flag.
- The current flag was approved in 1998 and features a blue field with a white equilateral triangle, representing equality, containing a yellow sun with eight primary rays and three yellow five-pointed stars, one in each triangle corner.
- The colors and symbols represent key aspects of Philippine history and aspirations for independence - the blue for unity, the sun for progress, and the stars and rays for the first provinces that revolted against Spanish colonial rule.
This document describes the typical parts of a book, including:
1) The spine contains the call number, class number, and author number.
2) The cover contains the title, author(s), and pictures to indicate what the book is about.
3) The title page repeats the title, author(s), publisher, and publication details.
4) The copyright page includes when and by whom the book was published.
5) The table of contents lists the chapter or section titles and corresponding page numbers.
6) The body or text section contains the main story or information of the book.
7) The index, glossary, bibliography and appendix provide supplementary reference information at the back
Timeline of the philippine history from spanish era japanese eraRenito Azarcon
This document provides a timeline of major events in Philippine history from the Spanish colonial era through the Japanese occupation during World War II. It outlines the key periods of Spanish rule from 1521-1898, the beginning of American colonial rule after the Spanish-American War, and the Japanese occupation from 1941-1945 which saw the invasion and conquest of the Philippines by Imperial Japan. The timeline traces the major political and military developments during each period of colonial control.
This is a simple slideshow that was prepared by my son as an Araling Panlipunan project. The contents of the slides were curated from DepEd's Araling Panlipunan textbook for Grade 4 students.
The document summarizes the early colonization of the Philippines by Spain beginning in 1565. It describes how Miguel Lopez de Legazpi was appointed as the first Governor-General and tried to convert and earn the trust of the native Filipinos. It outlines the establishment of Manila as the capital in 1571 and the systems of governance, taxation, and forced labor implemented by the Spanish to control the new colony.
The document provides an overview of the geography and history of the Philippines. It describes the Philippines as an archipelago located in Southeast Asia consisting of over 7,000 islands. It notes that the population is growing and currently over 100 million, composed of many ethnic groups that speak over 100 languages and dialects. The dominant religions are Christianity and Islam. The economy relies on natural resources like timber and metals with a developing industrial base.
Literature Under the Spanish Colonialism and Nationalistic/revolutionary PeriodJahwella Ocay
What role did literature play during the said periods?
This can be used for the subject 21st Century Literature from the Philippines, a subject of Grade 11 and 12 students.
The document discusses the important but overlooked roles of women in the Philippine revolution. It profiles several prominent female revolutionaries such as Melchora Aquino, known as Tandang Sora, Gregoria de Jesus, the wife of Andres Bonifacio and Lakambini of the Katipunan, and Marcela Mariño Agoncillo, who made the first Philippine flag. The document emphasizes that Filipino women played a brave and pivotal role in fighting for Philippine independence, though their contributions are often overlooked in history.
The Philippine American War (1899 - 1902)Jonrey Pineda
1) The document discusses the Philippine-American War from 1899-1902, including key events and figures on both sides.
2) It describes how the Filipinos fought bravely but were outgunned by the Americans, and the war resulted in violent repression of Filipinos.
3) It highlights General Gregorio del Pilar's heroic last stand against American forces while delaying their pursuit of Aguinaldo, during which he was killed.
This document defines and provides examples of various figures of speech including simile, metaphor, personification, hyperbole, irony, and others. It examines how each figure of speech makes comparisons between objects, gives human traits to non-human things, exaggerates ideas, or involves contradictions to convey meaning in a vivid, interesting way.
The document discusses consonant blends or consonant clusters in Filipino words called "kambal-katinig". It provides examples of words that have consonant blends and words that do not. It also lists many Filipino words that contain specific consonant blends like "bl", "br", "dr", etc. and their syllabication.
Role-playing and Emoting for Language learning in Virtual worlds: Setting Sc...Doris Molero
This document discusses using role-playing and emoting to help students learn and practice English. It provides examples of role-playing scripts and describes how to incorporate emoting, dialogue, feelings and actions. Role-playing allows students to use language in different contexts and characters to improve vocabulary, writing and critical thinking. Both slower-paced and fast-paced role-playing are described, suitable for different proficiency levels. The document also notes how role-playing gives students time to think and get feedback to support language learning.
This document discusses the role play model of teaching. It defines role play as an educational technique where students spontaneously act out problems and analyze them. The key steps of the role play model are selecting a problem, constructing roles, casting players, briefing roles, enacting roles, and discussing/analyzing. Role play has advantages like reflecting on knowledge, developing skills, and engaging students. However, it requires guidance and may be time consuming. For role play to be successful, goals must be clear and roles should match students' willingness without being rehearsed.
Script for the water conservation and management presentationNandita Mehta
This document contains a draft script for a presentation on water conservation and management. It begins with introductory quotes about humanity's dependence on water. The presentation then thanks those who supported making the presentation happen. The main goals are to highlight water's significance, that it is taken for granted despite being a non-renewable resource, and to encourage responsibility in passing it to future generations. The group embarked on learning about water to understand why conservation is important. Later slides discuss water sources, needs, scarcity issues, and techniques to meet demand such as rainwater harvesting, reuse, and desalination.
The document contains a conversation between a waiter and guests at a restaurant. The waiter takes the guests' drink and food order, informs them about menu items and preparation times, checks on them throughout the meal, and processes the bill at the end. Common restaurant phrases are used such as asking about drinks, sides, doneness of meat, and payment.
Role-play is an educational technique where participants spontaneously act out problems and analyze the scenarios, allowing students to understand different perspectives and collaboratively problem solve. The document outlines the definition of role-play, principles such as defining goals and brief scenarios, steps to conduct role-plays, and advantages like developing skills and understanding others' viewpoints as well as disadvantages like needing expert guidance.
The document summarizes the early colonization of the Philippines by Spain beginning in 1565. It describes how Miguel Lopez de Legazpi was appointed as the first Governor-General and tried to convert and earn the trust of the native Filipinos. It outlines the establishment of Manila as the capital in 1571 and the systems of governance, taxation, and forced labor implemented by the Spanish to control the new colony.
The document provides an overview of the geography and history of the Philippines. It describes the Philippines as an archipelago located in Southeast Asia consisting of over 7,000 islands. It notes that the population is growing and currently over 100 million, composed of many ethnic groups that speak over 100 languages and dialects. The dominant religions are Christianity and Islam. The economy relies on natural resources like timber and metals with a developing industrial base.
Literature Under the Spanish Colonialism and Nationalistic/revolutionary PeriodJahwella Ocay
What role did literature play during the said periods?
This can be used for the subject 21st Century Literature from the Philippines, a subject of Grade 11 and 12 students.
The document discusses the important but overlooked roles of women in the Philippine revolution. It profiles several prominent female revolutionaries such as Melchora Aquino, known as Tandang Sora, Gregoria de Jesus, the wife of Andres Bonifacio and Lakambini of the Katipunan, and Marcela Mariño Agoncillo, who made the first Philippine flag. The document emphasizes that Filipino women played a brave and pivotal role in fighting for Philippine independence, though their contributions are often overlooked in history.
The Philippine American War (1899 - 1902)Jonrey Pineda
1) The document discusses the Philippine-American War from 1899-1902, including key events and figures on both sides.
2) It describes how the Filipinos fought bravely but were outgunned by the Americans, and the war resulted in violent repression of Filipinos.
3) It highlights General Gregorio del Pilar's heroic last stand against American forces while delaying their pursuit of Aguinaldo, during which he was killed.
This document defines and provides examples of various figures of speech including simile, metaphor, personification, hyperbole, irony, and others. It examines how each figure of speech makes comparisons between objects, gives human traits to non-human things, exaggerates ideas, or involves contradictions to convey meaning in a vivid, interesting way.
The document discusses consonant blends or consonant clusters in Filipino words called "kambal-katinig". It provides examples of words that have consonant blends and words that do not. It also lists many Filipino words that contain specific consonant blends like "bl", "br", "dr", etc. and their syllabication.
Role-playing and Emoting for Language learning in Virtual worlds: Setting Sc...Doris Molero
This document discusses using role-playing and emoting to help students learn and practice English. It provides examples of role-playing scripts and describes how to incorporate emoting, dialogue, feelings and actions. Role-playing allows students to use language in different contexts and characters to improve vocabulary, writing and critical thinking. Both slower-paced and fast-paced role-playing are described, suitable for different proficiency levels. The document also notes how role-playing gives students time to think and get feedback to support language learning.
This document discusses the role play model of teaching. It defines role play as an educational technique where students spontaneously act out problems and analyze them. The key steps of the role play model are selecting a problem, constructing roles, casting players, briefing roles, enacting roles, and discussing/analyzing. Role play has advantages like reflecting on knowledge, developing skills, and engaging students. However, it requires guidance and may be time consuming. For role play to be successful, goals must be clear and roles should match students' willingness without being rehearsed.
Script for the water conservation and management presentationNandita Mehta
This document contains a draft script for a presentation on water conservation and management. It begins with introductory quotes about humanity's dependence on water. The presentation then thanks those who supported making the presentation happen. The main goals are to highlight water's significance, that it is taken for granted despite being a non-renewable resource, and to encourage responsibility in passing it to future generations. The group embarked on learning about water to understand why conservation is important. Later slides discuss water sources, needs, scarcity issues, and techniques to meet demand such as rainwater harvesting, reuse, and desalination.
The document contains a conversation between a waiter and guests at a restaurant. The waiter takes the guests' drink and food order, informs them about menu items and preparation times, checks on them throughout the meal, and processes the bill at the end. Common restaurant phrases are used such as asking about drinks, sides, doneness of meat, and payment.
Role-play is an educational technique where participants spontaneously act out problems and analyze the scenarios, allowing students to understand different perspectives and collaboratively problem solve. The document outlines the definition of role-play, principles such as defining goals and brief scenarios, steps to conduct role-plays, and advantages like developing skills and understanding others' viewpoints as well as disadvantages like needing expert guidance.
Quick view of how to use role play for adult instruction. Please see related animation here: http://goanimate.com/videos/0Ha9Avg9f6Ok?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
The document discusses the value and application of role-playing in drama education. It outlines 3 phases of role-playing: planning and preparation, interaction, and reflection/evaluation. Role-playing encourages experimentation, develops empathy and social skills, and involves students in direct experiential learning. It promotes verbal, physical, logical, and interpersonal skills. Through negotiating roles, students rehearse lifelong learning skills like communication, empathy, and social competence. The goal is for students to become empowered social actors who can cope with human relationships.
The document outlines scenes from a role playing exercise involving students, parents, teachers, dancers and film crew. It describes chaotic interactions on a music video set, typical school day drama between students, a dancer opening up about struggles with her career, a mother reprimanding her daughter for an improperly done headscarf, and a mother angrily confronting her daughters for being late for dinner. Conflict and tension are present in many of the scenes between characters.
Role-playing and Emoting for Language Learning in Virtual worlds: Setting Sce...Doris Molero
A role-playing game (RPG) is a game in which players assume the roles of characters in a fictional setting. Players take responsibility for acting out these roles within a narrative, either through literal acting or through a process of structured decision-making or character development.
This document discusses characterization in stories. It defines characterization as the process writers use to reveal a character's traits. There are two main methods: direct characterization tells the reader what a character is like, while indirect characterization shows the reader through a character's actions, speech, thoughts, and how others react to them. The document provides examples of both direct and indirect characterization and examines the different elements writers can use like appearance, actions, speech, thoughts and feelings to indirectly characterize their characters.
This document provides guidance on using a "show don't tell" approach to writing narratives. It explains that showing actions instead of directly stating details engages readers by allowing them to infer qualities of characters. Examples are given of telling vs showing sentences, with showing sentences providing richer descriptions through specific actions and details. The document also discusses avoiding sentences that seem to dictate how readers should feel and provides tips for revealing characters through what they say, think, do, and how others react to them.
Here are the inferences I drew from the passage:
1. Geoffrey is going to a business meeting or appointment. The passage mentions he is going to his "appointment" and is bringing extra pens and pencils. This implies it is a professional setting.
2. At his appointment there will likely be a speaker or presentation. Geoffrey bringing extra writing tools implies he expects to take notes on whatever is discussed.
3. The appointment does not seem to be for a medical reason or to fill out forms, as those scenarios are not mentioned or implied.
4. Therefore, the most logical inference is that Geoffrey needs the extra pens and pencils to take notes on the speaker, as stated in answer choice b.
The document discusses various methods that authors use to characterize characters in their writing, including through a character's appearance, actions, words, thoughts and feelings, comments from other characters, and direct comments by the narrator. It provides examples of how each method can reveal traits like being respectful, proud, dignified, squeamish, sensitive, nervous, thoughtful, compassionate, appreciative, loyal, concerned, playful, demanding, pushy, assertive, mischievous, creative, and angry.
This document provides an overview of key features and concepts for narrative writing, including developing a personal voice, using point of view, structuring a narrative with an orientation, complication, and resolution, crafting openings and endings, developing characters and settings, using descriptive language, and improving dialogue. Tips are given for each element to help writers strengthen their narratives.
The document defines and provides examples of various literary terms including:
- Allusion - a reference to a person, place or event
- Antagonist - the main opposing force or character
- Protagonist - the leading character
- Connotation and denotation - the implied and literal meanings of words
- Dialogue - a conversation between two or more characters
It also discusses literary elements like plot points, narrative perspective, types of conflicts, figurative language, tone and mood.
The document provides an introduction to key theater terminology for middle school students such as character, dialogue, conflict, scene, stage directions, and plot elements including exposition, rising action, climax, falling action, and resolution. It also includes exercises for students to practice developing characters, relationships, and stories based on photographs using the terminology.
The document summarizes and discusses the short story "The Possibility of Evil" by Shirley Jackson. It provides literature class notes on discussing the story, including reviewing story elements like point of view, setting, characters, conflict, themes, and symbols. It also includes discussion questions about the story and assigns writing a vocabulary paragraph on words from the story as homework.
This document discusses effective techniques for writing introductions, specifically using an "action start" to engage readers. It recommends avoiding common, clichéd openings and instead starting with tension and drama related to the plot. Two ways to create an action start are through dialogue that reveals a character's emotional state or by beginning in the middle of a conflict. The document provides examples and suggests writers choose from prompts to practice crafting their own action starts through dialogue or conflict.
This document provides an agenda and homework assignments for a literature and grammar class. It includes reviewing the short story "All Summer in a Day" and beginning the story "The Possibility of Evil". Students are asked to complete activities on quotation marks from their grammar textbook and review elements of the short stories they have read. Homework includes finishing assigned readings, writing a vocabulary paragraph, and completing activities from their writing textbook.
The document provides guidance on key features of narrative writing such as developing voice, point of view, structure, characters, setting, and plot. It discusses tools for writing effective opening paragraphs, beginnings, endings, and using descriptive language. The document also includes exercises for summarizing passages, developing plots and characters, and creating vivid settings.
A monologue is a dramatic device where a single character speaks their thoughts aloud, sometimes to express internal thoughts and sometimes to directly address another character or the audience. There are several types of monologues including interior monologues which express internal thoughts, dramatic monologues where a character speaks to another, and monologues that can be active or narrative. Successful monologue performances require choosing material suited to one's abilities, thoroughly analyzing the character and context, memorizing lines, rehearsing, and receiving feedback to improve.
Here are some style and formatting ideas for titling and credits in our opening sequence:
- Plain white or light gray text on a solid black background
- Text appears slowly, line by line, to build suspense
- Minimalist font in all capital letters for a serious, unsettling tone
- Accompanied by unsettling ambient music with no lyrics to avoid distraction
- Music starts quietly and gets gradually louder as more text appears
- Credits fade in and out slowly rather than cutting abruptly to the scenes
This simple, ominous style would set the mood for a psychological thriller and intrigue viewers without taking attention away from the unfolding story. It prioritizes mystery and tension over flashy graphics.
Here are some style and formatting ideas for titling and credits in our opening sequence:
- Plain white or light gray text on a solid black background
- Text appears slowly, line by line, to build suspense
- Minimalist font in all capital letters for a serious, unsettling tone
- Accompanied by unsettling ambient music with no lyrics to avoid distraction
- Music starts quietly and gets gradually louder as more text appears
- Credits fade in and out slowly rather than cutting abruptly to the scenes
This simple, ominous style would set the mood for a psychological thriller and intrigue viewers without taking attention away from the unfolding story. Focusing on typography and sound design keeps the opening credits
The document discusses narrative perspective and how to identify the point of view or narrative voice in a story. It explains the differences between first person ("I"), second person ("you"), and third person ("he/she") perspectives. It also describes three types of third person perspectives: omniscient, where the narrator knows the thoughts of all characters; limited, where the narrator only knows the thoughts of one character; and objective, where no character's thoughts are revealed. The document provides examples to illustrate each perspective.
Point of View Notes and Practice (In-Depth)Andy Lombardo
This document discusses point of view in stories. It defines three main points of view: omniscient, first-person, and third-person limited. Omniscient point of view means the narrator knows everything about all characters. First-person uses "I" and is from the perspective of a character in the story. Third-person limited focuses on the thoughts and feelings of just one character. The document provides examples of each point of view and exercises for readers to practice identifying point of view in short passages.
1) The document discusses narrative perspective and identifying the point of view of the narrator. It explains that narrative perspective can be first-person, second-person, or third-person and provides examples of each.
2) Within third-person perspective, it distinguishes between third-person omniscient, where the narrator knows the thoughts of all characters, third-person limited where the narrator only knows the thoughts of one character, and third-person objective where no character's thoughts are known.
3) It provides tips on identifying narrative perspective such as checking for first-person pronouns before worrying about other types and focusing on the narration rather than character dialogue.
Author's Point of View in English Literaturefman8678
1. The document discusses narrative perspective and point of view. It defines dialogue, narration, and the different perspectives a narrator can have including first person ("I"), second person ("you"), and third person ("he"/"she").
2. It describes the three types of third person narration: omniscient (all-knowing narrator), limited (restricted to one character's thoughts), and objective (only describes actions and dialogue without thoughts).
3. Examples are provided for each type of narration. The document concludes with tips for identifying narrative perspective based on pronoun use and whether the narrator's thoughts are included.
The document provides lesson plans and activities for teaching early literacy skills such as recognizing words, participating in discussions, spelling practice, and identifying parts of sentences. It includes prompts for students to discuss what makes them happy, sort words alphabetically, and label pictures. The activities aim to develop oral language, phonological awareness, and print awareness.
Dealing with digital distractions in the classroomDoris Molero
Digital devices give students opportunities for powerful learning but they can also be very distracting.
This session will offer practical tips on supporting students and modeling productive 21st Century learning.
Virtual Worlds-Second Life for language learningDoris Molero
WE were invited by Rob Howard the founder of EFLtalks to participate in a really interesting project called EFLtalks 10 in 10 for terms. This project is about building a teacher's video glossary of day to day terminology that teachers and trainers use. EFLtalkers will be defining the terms as well as explaining why, where and where to use the concept in their teaching.
The third annual Second Life MOOC (SLMOOC16) took place from April 2-30, 2016 in Second Life. The theme of the MOOC was “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting education and learning through connecting online via web technologies such as Second Life. The MOOC centered on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, Minecraft, or OpenSim. The live presentations included the speakers’ reflective process on teaching and learning in fully online and blended learning formats. SLMOOC16 is designed for educators, schools, and public and private businesses that wish to provide training in virtual worlds. At the end of this experience, participants contribute with their insights to the research and effective learning in VWs. Weekly badges and a final certificate of completion were available for free.
Tav 2. contenidos y trabajo individualDoris Molero
Fundamentos Epistemológicos de los Entornos Virtuales de Aprendizaje, y
Diseño Didáctico de Contenidos para
E-Learning
TAV 2
Contenidos, Trabajo Colaborativo y Trabajo individual
Tav 3. contenidos y trabajo individualDoris Molero
Fundamentos Epistemológicos de los Entornos Virtuales de Aprendizaje, y
Diseño Didáctico de Contenidos para
E-Learning
Contenidos semanas 4 y 5 , socialización trabajo colaborativo, Foro de argumentación y discusión: estudio de casos
Avance trabajo final
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
Asignatura I del Diplomado Internacional “Entornos Virtuales de Aprendizaje” Doris Molero
Fundamentos Epistemológicos de Los Entornos Virtuales de Aprendizaje, y Diseño Didáctico de Contenidos Para E-Learning, organizado por la Dirección de Educación a Distancia y ejecutado por la Jefatura de Educación Continua, de la Universidad Señor de Sipán (en Chiclayo, Perú).
Ysaac Galán Salazar
Un foro dentro del modelo educativo de la USS Virtual, es considerado como una potente herramienta que puede ser utilizado para diferentes actividades educativas; todo depende de la finalidad pedagógica que pretende promover y lograr el docente.
En este contexto, la herramienta del foro es empleado para promover la comunicación y socialización entre los miembros de la comunidad virtual, asimismo, se emplea para desarrollar la capacidad argumentativa de los alumnos, recoger la opinión o aportes sobre un determinado tema y para organizar y dinamizar el aprendizaje colaborativo entre equipos de trabajo.
When teaching another language, we teach about culture, food, music, people, the mechanics of the words and expressions, grammar, places, and so on. Most of the time, we focus our lessons on “the book contents”, program, syllabus, or on what we were told to teach. How can we do all that and at the same time teach about what unites all the cultures of the world? Teaching peace becomes an important and meaningful way to show our students how they can use all that they are learning to communicate with the world and help on what we need the most: empathy, love, peace, cooperation, forgiveness, tolerance. Join me and get to know some serious great little projects on how to use language learning and social media to build peace helping heal the world and ourselves. Have yourself and your students act big by starting small…Talk, Write, Call, Record, Tweet, Post, Blog, Host, Design, Build, or Compose… All For Peace.
This document outlines Dr. Doris Molero's presentation on integrating peace education into English language teaching. It discusses how language classrooms can promote collaboration over competition. Effective communication skills and defining educational objectives around peace can help teachers rise to the challenge of promoting peace. Some strategies mentioned include having students become good communicators, develop empathy, and connect with others through projects like creating avatars and posters for peace. The presentation provides examples of Dr. Molero's peace-focused classroom activities and resources for teaching peace.
EFL Blended Project on promoting Peace through the use of social media and virtual worlds.
Venue: http://maps.secondlife.com/secondlife/EduNation/31/228/31
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Blended EFL Clases at University Level LUZ 2013Doris Molero
This document discusses blended learning approaches for English language learners. It combines face-to-face classroom instruction with online components using tools like blogs, social media, and virtual worlds. Students collaborate online on projects, participate in discussions, and complete assessments. The approach aims to develop students' digital literacy and 21st century skills through multimodal learning, networking, and lifelong self-directed study.
Here are the basics of roleplaying emotes, vocabulary, and expressions:
- Emotes are actions your character takes that bring the roleplay to life beyond just text (e.g. *smiles*, *sighs heavily*, *draws sword*). They help others visualize and get into character.
- Developing your character includes creating a backstory, personality, and details about their appearance, skills, beliefs. This gives them depth and realism.
- Using descriptive and era-appropriate vocabulary immerses others in the setting. For a medieval RP, say armor instead of clothes.
- Common RP expressions include *OOC* for out-of-character comments and *IC* to indicate returning
Destrezas basicas y construcciond e herramientas educativas en SLDoris Molero
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a los bancos rusos, la prohibición de la venta de aviones y equipos a Rusia, y sanciones contra funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
Taller de machinima para educadores part 2Doris Molero
Este documento proporciona instrucciones sobre cómo usar animaciones, HUDs y gestos para mover el avatar en Second Life. Explica cómo activar animaciones en el inventario y elegir entre reproducirlas localmente o en el mundo para que otros las vean. También menciona la posibilidad de combinar animaciones con otros objetos e introduce los HUDs de animación y emociones que reemplazan los movimientos estándar. Por último, define los gestos como objetos que permiten crear secuencias de pasos para animar al avatar mediante teclas, texto o voz.
Segundo Life ofrece varios atajos de teclado para moverse y manipular objetos de forma más eficiente, como usar las teclas de dirección para desplazarse, las teclas W, A, S, D para rotar la cámara, y las teclas E, R, F, G, H para seleccionar y manipular objetos.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Emoting and Roleplaying
1. By: Dr. Doris Molero
E_Language Center
Role-playing and Emoting for Language
learning in Virtual worlds:
Setting Scenarios and Writing Stories.
2. Role Playing Game
A role-playing game (RPG) is
a game in which players
assume the roles of
characters in a fictional
setting. Players take
responsibility for acting out
these roles within a narrative,
either through literal acting or
through a process of
structured decision-making
or character development.
3. Ryu Firehawk: Hmmm. Roleplay is
the act of taking on the persona of
another character. This character
can be predefined, or can be of your
own imagination. You then engage
in events with other roleplayers,
acting and responding as your
character would.
Kiila Blackheart: Roleplay
is like acting: you create a
character and play it out all
your thoughts, emotions,
actions should reflect that
character.
(gadget.cyberstar):
roleplay is pretty
much acting with a
keyboard... you
assume a role and
play it out to the best
of your ability
SL Roleplayers’ view of
Roleplay
MAGGIE (magdalena.easterwood): Taking part
in an interaction between people each of whom
are playing a role in a continuing story. This
story can take place during a certain time period
or under certain circumstances. It might include
roleplay based on a time in history.
4. Why We Play Games – The Player Experience
Games are structured activities that create enjoyable experiences. They are easy-to-start
mechanisms for fun. People play games not so much for the game itself as for the experience
that the game creates: an exciting adrenaline rush, a vicarious adventure, a mental
challenge; and the structure games provide for time, such as a moment of solitude or
the company of friends. People play games to create moment-to-moment
emotions and experiences, whether they are overcoming a difficult game challenge,
seeking relief from every-day worries, or pursuing what Hal Barwood calls simply “the
joy of figuring it out.”
Nicole Lazzaro
5. Emoting
• We emote in writing, never in voice.
• Emoting uses an action-reaction-emotional
response element.
• Express what you hear smell, or see and how.
• Characters do something (or something is done
to them), they react to it, and they feel
something about that reaction
.
Emoting is what turns a dialog into a descriptive
story full of actions and interactions. When you
emote, you are describing your senses, actions
and feelings.
•To describe an emotion we use: laughs, giggles,
chuckles, snickers, crying, weeping, etc.
•To describe an action we use: pointing, jumping,
falling, crawling, lurking, spying, etc.
•To describe a reaction we use: arching an
eyebrow, narrowing the eyes at someone, rolling
your eyes, scratching your head, etc.
Cybere Placebo
A.K.A
Edith Paillat
6. A little practice
Express your state of mind (not feelings) naturally in the flow
of the action, think about what you would do in the situation
you are in. Look at the following emoting:
In this situation what do you do?
a. nod and smile,
b. ignore the gesture, or
c. walk away?
Write some ideas in the text chat
/me glances at the girl's face reaching out
her hand as a greeting gesture.
7.
8. You usually use it when your character is doing something. It
is similar to speaking in local chat except that you add "/me"
in front.
For example if your Second life display name is Gwen,
typing "/me looks at Pionia" would appear as "Gwen looks at
Pionia“
Simply using /me is enough to describe an action.
/me
9. Example:
A light comes on in a window. He looks up the window *Perhaps it is
her! Lighting the world like the morning sun!* He feels his heart is
about to burst with joy, whispering "She is the sun, so much more
beautiful than the goddess of the night, the moon."
As though in answer to his wishes a door opened and she came out
on to a balcony.
"It’s her!" he whispered. "Oh, it’s my love.“
“ Quotation Marks “
If you want to speak while making an emote, you
would additionally need to use quotation marks.
All of the text will show up as an emote, but the quotation marks denote that
the roleplayer said something.
10. Sometimes you can also include what it is in
your mind while you are emoting. You do so
by using asterisks.
Let’s look at the example:
Ellie Stewart walks through the doors of the
potions room, gathers all of her belongings
placing them at her feet before pulling out her
parchment and quills. Sighs *I’m not ready
for classes to begin again!* Her head is still
in the clouds from having such a wonderful
summer. Her attention is drawn to the door
when she hears it pushed open and she spots
her best friend Emma walking into the
classroom. "About time you got here!" She
says quietly as she grins at her friend. *Gosh,
how I love this girl*
*asterisks*
11. /me sits up. The moon is huge: it casts a silvery light over everything. The wall he is
on runs from the front of the mansion they’d just left and he realizes he is on
Capulet’s property. He smiles to himself *I must be out of my mind* He looks
around, on one side of the wall is the narrow alley where his friends had been. On
the other is an orchard. The back of the house looms dark and forbidding. He
opens his mouth to ask in a whisper, "She is in there somewhere. What is she
doing’?" He asks himself *is she thinking about me?. * He shakes his head
remembering his cousin Mercutio,*It is alright for Mercutio. He’d never felt the
pain of love. It is easy for him to joke about it.*
Emoting: An Example
12. (OOC) Out of Character: Using
brackets (( )) around your text let's
other role-players know that it is you
(the typist) and not your character
who is speaking.
Most role play SIMs limit OOC text in
local chat. If you must direct OOC
communication to a specific person,
Do so in IMs.
Use OOC in local chat only if you
need to address everyone in the
vicinity. For example ((Brb)).
Please note that abbreviations such
as Brb, l8r, cya which are okay for
OOC chatter but they must never be
used in role play.
OOC brackets (( ))
13. Bob throws the ball.
Jane misses the ball and starts to cry.
Bobs laughs at her. "Silly girl, don't cry. It’s just a
game!" He gets ready to throw it again.
New Roleplayer or Low Level
Students
Dramatization,
description of an
action or feeling. reaction
prompt.
dialogue
This example is a basic form of emoting.
This is suitable for beginner role-players or lower level students.
“Fast paced = quick response or the one liner”
Use verbs in 3rd
person
14. The elf jumps as she listens to her partner
scream. Drops to the floor, hands over her head,
her whole body shaking. *We’re gonna die!*
Footsteps echo in the hall, coming closer. *This
can’t be happening, not to me*. Tears burns her
eyes, she wipes them away. Shakes her head and
tells herself.. you have to see. You have to know.
Calls her friend’s name…”Zuly…What’s
happening? Is there someone out there? Are
they here? Are we all going to die?"
dialog and
prompts
Slower paced = longer more thoughtful response
Roleplayer – High level student
dramatization
description of
actions or feelings
and gestures
showing what you
are actually
thinking
15. How Role Playing and Emoting help students
learn and practice English
Students improve their use of
vocabulary and expressions, writing
skills as well as their critical thinking
skills.
Low level students role play in a
slower pace. One liner reactions.
Higher level students can work on
more thoughtful exchanges.
Students get time to think, write,
read and consider what they want to
communicate.
Back channeling (using IMs)allows
student to get help when needed
from the teacher or fellow role
players.
16. How Role Playing and Emoting help students
learn and practice English
Students get the chance to use
language in different contexts,
with different characters and
different scenarios.
It allows student to discover and
experiment with new ways to
express ideas, feelings and
emotions.
Students learn from models and
the counseling of more
experience role players.
17. Let's look at the following example and discuss about it. Get in pairs . Use private chat for
this. Answer: What elements of role-play can you identify? How can this be used in a language
class?
Pionia Destiny looks out the window. The village street is black, and not even the sliver of moon
cast enough light to see into the shadows. She sighs and keeps looking into the dark.
Cyber Placebo gets a little nervous.. "Are they still out there?"
Pionia Destiny scans the darkness with attentive eyes and ears listening to a faint groan.
"Doesn't look like it, but I can hear something groaning.“
Cyber Placebo creeps up to the broken window and peers over Pionia's shoulder. "Maybe it's
not a minion." "Maybe someone is hurt and needs our help.“
Pionia Destiny gasps looking at Cyber like she'd lost her mind. "You want to go out there?"
Cyber Placebo folds her arms across her chest. "No," But I wouldn't want to leave someone
out there either.“
Randall Sandler sighs and rubs his eyes. "Maybe I can get a better view from the second floor.“
Cyber Placebo gasps and tries to grab his arm. "But that means going outside. This door is
locked!“
Randal Sandler ignores Pionia's funny look and pats Cyber's hand. "Yeah, it does.“
Activity 1: Looking at an example
18. 1. Get in pairs. Select a scene from Shakespeare’s Romeo and
Juliet.
2. Use private Instant message to role play your little scene
with your partner. Try to use slow paced or fast paced
emoting. Don’t forget to use the /me and a verb in third
person. Include description of your feelings or actions in the
scene, dialog, thinking and give your role play partner a hint
to follow in the role play.
3. Copy your chat script on a card, drop it in the drop box or
send it to Pionia Destiny.
Activity 2:
Role playing a scene: Romeo and Juliet
19. Activity 3: Role-play a scene
1. In Pairs Builds a little scene for one of
Shakespeare's plays.
2. Roleplay and have fun emoting and creating a story.
You can take pictures and record the experience.
Save the script of the roleplay.
3. Reflect on how can roleplaying and emoting
enhance your students creative writing and critical
thinking skills. Blog or post about this experience.
Share your thoughts in our Facebook group.
20. Blogs:
http://medievalroleplay.blogspot.com/
EFL Professor in SL
Doris3m EFL Center
Twitter: doris3m
Facebook: Doris Molero
Second Life: Pionia Destiny
Google talk: doris3m
Skype: Dorismolero
Role-playing and Emoting for Language learning in Virtual worlds:
Setting Scenarios and Writing Stories.
EvoVillage 2017
Dr. Doris Molero
University Professor
Rafael Belloso Chacin University
doris3m@gmail.com
doris.molero@urbe.edu