Slidedeck from the March 22, 2016, presentation on FERC and Pipeline Overbuild at the Institute for Energy Economics and Financial Analysis (IEEFA) Energy Finance Training Program held at Columbia Law School.
Web real time communication @UXRepublicUX REPUBLIC
Hugo nous présente le Web Real Time Communication (RTC) et l'ensemble de ses outils.
UX-Republic
Agence de design d'interfaces et centre de formation
www.ux-republic.com
Slidedeck from the March 22, 2016, presentation on FERC and Pipeline Overbuild at the Institute for Energy Economics and Financial Analysis (IEEFA) Energy Finance Training Program held at Columbia Law School.
Web real time communication @UXRepublicUX REPUBLIC
Hugo nous présente le Web Real Time Communication (RTC) et l'ensemble de ses outils.
UX-Republic
Agence de design d'interfaces et centre de formation
www.ux-republic.com
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
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
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Articles - Rules and Examples
1. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
_____ is the tallest student
The
2. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
The tallest student
The
3. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
The tallest student
The
4. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
The tallest student
The
5. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
The tallest student
The
6. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
The tallest student
The
7. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
_____ is the tallest student .
The
8. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
_____ is the tallest student.
The
9. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
_____ is the tallest student.
The
10. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
_____ is the tallest student.
The
11. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
_____ is the tallest student.
The
12. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
_____ is the tallest student.
The
13. We both know which one…
because we have already talked about it
I bought a book. I read the book.
because the sentence explains
The movie that we saw on Tuesday.
from the context
Close the door.
because there is only one
The sun was hot.
Superlatives
_____ is the tallest student.
The
14. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
15. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
16. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
17. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
18. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit. to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
19. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit. to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
20. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit. to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
21. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit. to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
22. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit. to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
23. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit. to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
24. One of us doesn’t know which one
I saw a movie.
Describing as one of many
Peter is a doctor.
One of us doesn’t know which ones
Some people came to visit. to visit.
One of us doesn’t know
which uncountable noun.
They drank some beer.
A
Some
25. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
26. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
27. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
28. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
29. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
30. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
31. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
32. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
33. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
34. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing
35. Proper names
Lucy was surprised.
Describing as some of many
Andy and Tim are students.
In general countable
Cats have tails.
In general uncountable
Milk is white.
Nothing