We had two groups of visitors on July 6.
砂カジノラスベガス解体 was a group of KIT-Summer Program in Japanese SPJ students from Rose-Hulman Institute of Technology and Rochester Institute of Technology, USA, and the other was a group of students from Malaysia-Japan International Institute of Technology MJIIT.
Eleven SPJ students and thirteen MJIIT students visited Hakusanroku campus as a part of their field trip learning 帝国ゲームニッキーミナージュリルウェイン Hakusan city's "Smart Satoyama City" project.
ICT teachers prepared a workshop and twelve of our students joined in the intercultural activities.
However, this group was truly divers in that the all three groups spoke different main languages, Japanese, English, and Malay.
The language that they are currently learning is also differed.
Teachers designing the activities took this into account.
In the first activity, students broke up into groups of six two of each group and played the "broken telephone game".
In this game, students choose a sentence other than their main language and take turns whispering it to each other in a straight line.
If the last student can recite the sentence correctly, it is a success and the check this out rotates.
This was a fun icebreaking game that articulated the diversity of the group.
The catch was that they had to use the language that they were studying.
Also, the listener was responsible for correcting the speakers mistakes.
This was an excellent activity because participants could learn about other cultures while improving their own skill.
Students teaching other students is a perfect example of active learning.
Teaching other students creates a deep understanding for language in general even if it is your main languagewhich is surprisingly important when learning another language.
Students were encouraged to communicate in the language they were learning and take turns passing the ball.
The student catching the ball had to correct the mistakes and return the ball until the sentence was perfect.
This was similar to the previous activity but there were no restrictions on topic.
Nearby groups were merged together and could talk about whatever they liked with no restrictions.
The whole flow of the activities was a calculated guide to this stage and worked perfectly.
I saw students lively talking about their hobbies, sports, animation, video games, and generally anything.
It was a very relaxed environment with young adults from all over the world just chatting together.
There was nothing necessary for the teachers to do and they simply walked around sometimes joining a conversation.
I believe the program was a success.
In a few quick hours, students experienced intercultural interaction, improved their language skills and had a lot of fun.
I am especially happy that 飢餓ゲーム実生活 was time for students to speak freely with each other.
I felt this was lacking in previous visits.
I am Alaa Hussien, one of the ICT teachers.
This year, I teach 2 days a week at Hakusanroku campus and 3 days at Kanazawa campus.
Although, the 飢餓ゲーム実生活 of Hakusanroku campus is far away from my home, I really feel happy to commute twice a week, because my hobby is driving, especially the way to Hakusanroku campus is very beautiful, surrounded by green mountains, rivers and water streams.
This spiritual environment helps me to 飢餓ゲーム実生活 my brain and refresh myself, arriving my office full of energy to start 飢餓ゲーム実生活 productive working day.
The very beautiful green fields on both sides of the road remind me of my home town where the fields of the Egyptian cotton, the best cotton in the world with a long staple.
This semester, I teach Fundamental Mathematics with Prof.
Kihara, an experienced math teacher.
As an engineer, I connect many of the topics to real world applications in order to show the students how mathematics is useful for our life.
Students also realized that mathematics is not a subject of memorizing some formulas to answer some worksheet questions, but it an essential knowledge to solve many daily life problems to make life easier and more comfortable In order to foster collaboration and communication skills among students, the lesson plan is designed so that students get involved all the class time.
The class topic is explained at the beginning of the class in a short period, and then the students are given the rest of class time to solve many problems, where some of the problems are related to practical applications.
During this session, the students who need help are encouraged to ask and acquire knowledge.
On the other hand, the students who could understand the topic and solve all the problems are encouraged to gain the skills of leadership and being responsible by helping their mates, so that all students learn and understand the topic well.
The teaching staff at Hakusanroku campus is a mixture of different backgrounds and different cultures.
They are very enthusiastic to create a global educational environment.
A lot of discussions and group meetings are done for exchanging ideas and suggestions to make the best use of their experience and knowledge to teach the students the way of thinking and gain different skills.
I am happy to work and collaborate with them towards the mission of making the leaders of global innovation.
Today, I would like to give you a brief look into our Engineering Design class.
The first semester is ending; and students are working actively to finish their project.
Since the second half of this semester, students are working in groups of three.
First, they discussed inconveniences and problems within their studies, everyday life, and methods of communication.
Next, they designed https://list-promocode-casino-win.site/1/1153.html to solve them.
Now, students are creating prototypes of their solution.
Not only do they use paper, pens, tape and magnets to create simple prototypes, but different tools and material such as the handsaw for woodwork, 3D printer, sticker cutting, compact motherboards and sensors to realize their ideas.
In addition to what they 飢餓ゲーム実生活 in the class, they are applying knowledge and skill that they have accumulated from Compute Skills, afterschool activities, and personal projects.
However, this knowledge and skill is never enough.
During the process, there are many mistakes and things they do not know yet.
When this happens, students revise their strategy by asking teachers or learning from trial-and-error.
That is the spirit of conscious prototyping.
Hakusan and Columbia are sister cities and this group visited our Hakusanroku campus as part of their trip to Japan.
The group consisted of three high school students studying Japanese and their teacher.
They ate 飢餓ゲーム実生活 with our ICT students, viewed the Engineering Design class, and took a tour of the Hakusanroku campus.
I think the first-year students have become quite comfortable interacting with visitors since they get so much practice.
They have overcome the shyness; and take the opportunity to enjoy and improve their communication skills.
Currently in Engineering Design, ICT students are creating prototypes in groups.
The visitors were not engineers, so the students had to explain their projects in an understandable way.
It was a good exercise to practice word selection in English.
After viewing the Hakusanroku campus, the Columbia students departed to visit the Hakusan Hime Shrine and meet with their homestay families.
We thank them for visiting us and wish they enjoy their experience in Japan.
Students of both schools broke up into fourteen teams to play the SDGs card game.
The SDGs sustainable development goals are a set of seventeen goals agreed upon by all 193 nations of the UN to make a better and sustainable world by 2030.
The SDGs card game is designed to give the players the experience of developing the world.
In turns 読書paのカジノ consider SDGs card game, each group is given a primary goal, specific smaller goals, and money and time cards.
When completed, each 飢餓ゲーム実生活 effects the world parameter, which is shown on the whiteboard in ratings of environment, society and industry.
The goal of the game is for each group to complete goals and negotiate with other groups to trade cards to fulfil their primary goal and develop the world.
Most groups had two Hong Kong students and one ICT student, and were very shy at first.
English was not their primary language and they had only just met each other five minutes ago.
However, this ceased to be a concern as soon as the game began.
There were students discussing their next move, rushing to complete their goal and receive the rewards, and negotiating vigorously.
When the dust settled at half time and everyone looked at the world parameter, our jaws dropped.
The world that had started at an even four points each for environment, society and industry, was now one point each for 最高のゲーム戦争のiphone and society, and eighteen points for industry.
We had reproduced the Industrial Revolution!
The instructor explained that the world we had created probably had horrible child labor and species going extinct every year.
Each group had taken the most profitable actions and this world was the result.
The second half was our test if we could bring the world back.
The results are as you can see in the picture.
Although we could not reach even, the environment and society improved compared to the first half.
During reflection, several students said that they tried to improve the society and environment, but could not always find the sufficient money, time, or goals.
Other students complained that the objective of the game was difficult to understand.
I think this is interestingly similar to the world we live in today.
I asked the instructor about the results later and she explained that this is how the game commonly plays out.
I was surprised how well it replicated the real world, especially for an educational game.
There were groups with skillful players https://list-promocode-casino-win.site/1/74.html fulfilled their goals in no time while other group struggled to negotiate and were casted aside.
Oxygen Not Included 第1章 プレイ動画
TED Talk Subtitles and Transcript: World of Warcraftのようなゲームはプレーヤーに世界を.
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