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.
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.
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Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter 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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. THINK IN ENGLISH!
Virtual campus:
In-class practice:
Listening - Part 2
Speaking + All parts & tips
OVERVIEW
3. SPEAKING PART 1 - THE INTERVIEW
WHAT TO EXPECT:
- Personal information
- Several topics Simple introduction questions.
- Present, past or future tenses questions
- 3 minutes Ice-breaker
THE KEY:
- Give a good
fi
rst impression.
- Focus on good pronunciation, and giving a complete
and spontaneous answer.
- No need to give long answers
- AVOID HESITATING & REPEATING YOURSELF
KNOW
HOW
SPEAKING PART 1
2/3 min in total
4. SPEAKING PART 1
2/3 min in total
What's your preferred means of communication?
I value ... because of ...
I appreciate ... due to its...
Thanks to ...
Owing to ...
Because of ...
Explaining a
preference / advantage
5. SPEAKING PART 1
2/3 min in total
Are you a good communicator? Do you nd it easy to
express your ideas?
I
fi
nd it dif
fi
cult to ...
I struggle with ...
... doesn't come easy to me
I
fi
nd it easy to ...
I can ... at ease
... come(s) easy to me
That's a piece of cake!
Describing skills
6. SPEAKING PART 1
2/3 min in total
Do you sometimes strike up some small talk with strangers?
approach someone
break the ice
intimidating
awkward
interpersonal skills
self-con
fi
dence
have a chat
I have ... once / many times.
It was ...
At
fi
rst I felt ... but as soon as ...
Then, ..
Finally, ...
After all, ...
It was such a ... experience.
Describing a situation
7. SPEAKING PART 1
2/3 min in total
What language would you like to learn, if you had the
I would
fi
nd it advantageous to learn ...
... might be useful for the future
... would increase my chances of ...
... would elevate my position in ...
... would boost my ...
... would broaden my horizons
Making assumptions
8. SPEAKING PART 2 - LONG TURN
WHAT TO EXPECT:
- 1 minute without interruption
- 2 PICTURES that you have to compare
- ANSWER the questions
- Give your own opinion
- 30 seconds comment after your partner’s long turn
THE KEY:
- Organise your speech
- Speak for as long as possible, the examiner will stop you
- IMPORTANT: Answer the questions!
- Listen to your partner but do not interrupt
- AVOID HESITATING AND REPEATING YOURSELF
KNOW
HOW
STRUCTURE
Common theme
Comparison
Speculation
Answer the question
SPEAKING PART 2
1 min long turn
+ 30 sec comment
9. What type of message might these people have just received?
3. Speculation
It seems/appears to me that ...
They might /may / could ...
I might be wrong, but I think ...
I can't be certain, but I guess..
Both pictures present/show …
These two pictures share the fact that...
1. Identify the common theme
In picture A, as well as in B, ….
In contrast to picture A, picture B presents...
In picture A one can spot ..., whereas in picture B ...
Unlike picture A, picture B ...
2. Compare & Contrast: similarities & differences
As for (+ question)
In relation to the question... Regarding the question...
4. Answer the question
STUDENT
A
SPEAKING PART 2
1 min long turn
+ 30 sec comment
1 MIN
10. In what situations do you use such forms of communication?
STUDENT
B
SPEAKING PART 2
1 min long turn
+ 30 sec comment
30 SEC
I like to ...
On daily/ weekly/monthly basis
Every once in a while
Once in a blue moon
Describing habits
11. How might these people have prepared for these situations?
3. Speculation
It seems/appears to me that ...
They might /may / could ...
I might be wrong, but I think ...
I can't be certain, but I guess..
Both pictures present/show …
These two pictures share the fact that...
1. Identify the common theme
In picture A, as well as in B, ….
In contrast to picture A, picture B presents...
In picture A one can spot ..., whereas in picture B ...
Unlike picture A, picture B ...
2. Compare & Contrast: similarities & differences
As for (+ question)
In relation to the question... Regarding the question...
4. Answer the question
STUDENT
A
SPEAKING PART 2
1 min long turn
+ 30 sec comment
1 MIN
12. Have you ever given a speech or a presentation?
STUDENT
B
SPEAKING PART 2
1 min long turn
+ 30 sec comment
30 SEC
I have ... once / many times.
It was ...
At
fi
rst I felt ... but as soon as ...
Then, ..
Finally, ...
After all, ...
It was such a ... experience.
Describing a situation
13. SPEAKING PART 3 - INTERACTION
WHAT TO EXPECT:
- Interaction between candidates
- You will be given a discussion question and 5 written prompts
- 2 - 3 minutes conversation
- Discuss, make and respond to suggestions
- Negotiation between candidates
- The interlocutor will ask you to summarise at some point.
THE KEY:
- Organise your speech
- Focus on giving your opinion
- Support your opinions with reasons
- Respond to your partner's opinions and suggestions
- Easier if you purposely disagree with your partner.
- You don’t need to come to an agreement.
- PREPARE PART 3 & 4 together!
KNOW
HOW
SPEAKING PART 3
2 min conversation
+ 1 min to summarize
14. SPEAKING PART 3
2 min conversation
+ 1 min to summarize
REASONS FOR LEARNING A LANGUAGE
I think we're ready for the
fi
nal
decision, aren't we?
Shall we move on to conclusion?
It seems we've reached the conclusion
Suggesting the final
decision
What could be the
reasons for learning a
foreign language?
Travelling
Emigration
Access to international
culture (books, movies)
Joy of learning Work / Boosting your CV
15. SPEAKING PART 4 - DISCUSSION
WHAT TO EXPECT:
- General conversation based on the topic in part 3
- Both of you will have to give your opinions.
- IT’S THE PERFECT OPPORTUNITY TO SHOW THAT YOU ARE
CAPABLE OF DISCUSSING ISSUES IN DEPTH
THE KEY:
- Organise your speech
- Focus on developing the conversation
- Listen to the questions carefully and answer them according to your
opinion BUT ALWAYS: Support your opinions with reasons
KNOW
HOW
SPEAKING PART 4
4 min conversation
16. What are the main obstacles when learning a foreign
SPEAKING PART 4
4 min conversation
Regarding what (Ana) said about ...
Following what (Jim) has just said ...
One thing which (Mike) didn't mention is that ...
With all respect to what (Sara) said about ..., I must disagree
I see what (Peter) meant by ..., but I'd like to add that...
Addressing someone's
opinion
17. How can one stay motivated when learning a foreign language?
SPEAKING PART 4
4 min conversation
Regarding what (Ana) said about ...
Following what (Jim) has just said ...
One thing which (Mike) didn't mention is that ...
With all respect to what (Sara) said about ..., I must disagree
I see what (Peter) meant by ..., but I'd like to add that...
Addressing someone's
opinion
18. Is it possible to learn a foreign language without a teacher?
SPEAKING PART 4
4 min conversation
Regarding what (Ana) said about ...
Following what (Jim) has just said ...
One thing which (Mike) didn't mention is that ...
With all respect to what (Sara) said about ..., I must disagree
I see what (Peter) meant by ..., but I'd like to add that...
Addressing someone's
opinion
19. Do people express themselves in a foreign language in the same
way as in their native language? SPEAKING PART 4
4 min conversation
Regarding what (Ana) said about ...
Following what (Jim) has just said ...
One thing which (Mike) didn't mention is that ...
With all respect to what (Sara) said about ..., I must disagree
I see what (Peter) meant by ..., but I'd like to add that...
Addressing someone's
opinion
20. Is English likely to become one universal language of all nations in
the future? SPEAKING PART 4
4 min conversation
Regarding what (Ana) said about ...
Following what (Jim) has just said ...
One thing which (Mike) didn't mention is that ...
With all respect to what (Sara) said about ..., I must disagree
I see what (Peter) meant by ..., but I'd like to add that...
Addressing someone's
opinion
21. Listening: Part 2 - Sentence completion
LISTENING
40 min/ 4 parts
What to expect:
One long speech
10 questions
Listen and complete the sentence
Maximum 3 words
You will hear the answer on the recording
KEY:
•Read the text and anticipate what part of speech or
a type of information is missing (e.g. a number, a
name, an adjective, etc)
•Listen for speci
fi
c information
•Don't get stuck on one question! Make sure you're
following the recording.
•Pay attention to spelling.
