rggggggggggggggggggggggggggggggggggeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg gre
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Past Simple Tense
1. Write positive sentences:
1. My sister/finish/her studies/two years ago.
My sister/finished her studies two years ago
2. My neighbours/buy/a new car last week.
My neighbours bought a new car last week
3. We/spend/the whole afternoon in the park.
We spent the whole afternoon in the park
4. Dan/write/an interesting report/yesterday.
Dan wrote an interesting report yesterday
5. My father/bring/a nice cat/last month.
My father brought a nice cat last month
6. I/forget/to call my friend/yesterday.
I/ forgot to call my friend yesterday
7. Bill/fight/with Sam/after the lessons.
Bill fought with Sam after the lessons
8. They/visit/Paris/three years ago.
They visited Paris three years ago
2. Write negative sentences:
1. She had a nice dress on yesterday.
She didn’t have a nice dress on yesterday
2. I came to school very late.
I didn’t came to school very late
3. Jane went to London last week.
Jane didn’t goes to London last week
4. Our class won in football competition.
Our class didn’t win in football competition
5. He saw Kate on TV last night.
He didn’t saw Kate on TV last night
6. We wrote invitations to our guests.
We didn’t write invitations to our guests
7. Bob looked very happy yesterday.
Bob didn’t look very happy yesterday
8. Mike showed us a nice collection of coins.
Mike didn’t show us a nice collection of coins
3. Write general questions:
1. You/do homework/yesterday?
Did You do homework/yesterday?
2. She/see/an interesting film/on Sunday?
Did She see an interesting film on Sunday?
3. Jim/go/to the sports club/last week?
Did Jim/go to the sports club last week?
4. Lucy/send/ a message/to her friend?
Did Lucy send a message to her friend?
5. Tom/get/ a new task/ yesterday?
Didf Tom get a new task yesterday?
6. They/meet/their guests/at the bus station?
Did They meet their guests at the bus station?
7. Nick/ride/his bike/yesterday?
Did Nick ride his bike yesterday?
8. You/go/to the hospital/last week?
Did You go to the hospital last week?
4. Write questions to the underlined words:
1. I ate a tasty cake yesterday.
What did you eat yesterday?
2. She bought two books in the bookshop.
Where did She buy two books?
3. Tim entered the room through the window.
How did Tim enter the room?
4. They spent three hours in the museum.
5. Liz went to New York on her holidays.
6. Chris passed his exam yesterday.
Who pass his exam yesterday?
7. Nora wrote a nice poem last week.
When did Nora write a nice poem?
8. Mary got the first prize two years ago.
What did Mary get two years ago?
–––––––––––––––––––––––––––––––––––––––––––––––––––
5.Fill in the verbs in the correct form:
Shopping
Yesterday I DECIDED (decide) to go to the department store. I … (want) to buy a new sweater.
I also … (invite) Liz, my friend with me. When we … (arrive) there, we ... (see) a lot of
people. We … (find) the counter with sweaters and … (begin) to choose them. They … (be) of
different colours and sizes. I … (ask) to show me a blue sweater which … (be) my size. I … (decide)
to try it on and … (go) to the fitting – room. It … (be) wonderful! It … (fit) me perfectly! Liz …
(advise) me to buy it, because it … (be) nice and not very expensive. I … (ask) where the cash desk
…(be). I … (pay) money, … (take) my sweater and we … (go) home. The day … (be) lucky!
