First and second lectures for second year ISLN students in American history. The lectures focus on the economic political and social divide of the American nation in 1860-1865
Found at http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CCwQFjAB&url=http%3A%2F%2Fmrkash.com%2Factivities%2Freconstruction.ppt&ei=lennUtiyAvDKsQTxw4DoBw&usg=AFQjCNHtTnziU5H-r6FUHLjQxTcEKCo4Tw&bvm=bv.60157871,d.cWc
First and second lectures for second year ISLN students in American history. The lectures focus on the economic political and social divide of the American nation in 1860-1865
Found at http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CCwQFjAB&url=http%3A%2F%2Fmrkash.com%2Factivities%2Freconstruction.ppt&ei=lennUtiyAvDKsQTxw4DoBw&usg=AFQjCNHtTnziU5H-r6FUHLjQxTcEKCo4Tw&bvm=bv.60157871,d.cWc
They were a small band of warriors who created an unbreakable code from the ancient language of their people and changed the course of modern history. Known as Navajo Code Talkers, they were young Navajo men who transmitted secret communications on the battlefields of WWII. At a time when America's best cryptographers were falling short, these modest sheepherders and farmers were able to fashion the most ingenious and successful code in military history. They drew upon their proud warrior tradition to brave the dense jungles of Guadalcanal and the exposed beachheads of Iwo Jima. Serving with distinction in every major engagement of the Pacific theater from 1942-1945, their unbreakable code played a pivotal role in saving countless lives and hastening the war's end.
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.
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.
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.
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.
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.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
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
3. Exclusion from the American Dream
Last week, we focused on ways women and members of the LGBTQ
community have historically been barred from the American Dream. This
week, we’ll look at two additional groups:
• Part 1, Native Americans
• Part 2, African Americans
Although we are looking at only these four groups, understand that there are
other groups that have faced or are facing exclusion or marginalization
today.
4. Exclusion from the American Dream
Native Americans, unlike the European settlers, did not have a written
system of language. They were oral cultures that relied on the spoken
word to preserve important information.
Features of an Oral Story Features of a Written Story
Performed in real time for an
audience; each performance is
unique.
Recorded once; each telling is
exactly the same.
The performer creates
additional meaning through
body language and speech
patterns, allowing the performer
to interpret the tale.
Written text is static; the reader
must create additional meaning
outside of the actual text.
5. Exclusion from the American Dream
When reading early Native American literature, it’s important to remember
that the Native American stories have actually been translated twice—once
from the original Native American language to English, and once from an
oral story to a written story. What challenges do you think those translations
present? Here are some things to think about:
• Translators could not put the literature into context because of a lack of
knowledge of the culture
• Translators used formal language
• The beauty and/or humor is sometimes lost because the translation is
too literal
• Translators injected their own beliefs into their translation
6. Exclusion from the American Dream
We all know that indigenous people lived in the Americas long before
Columbus arrived in 1492. Columbus called them “Indians” because he
thought he had arrived in the East Indies. The explorers and, later, settlers
had many conflicts with the Native Americans.
These conflicts are represented in
literature in many ways. The Narrative of
the Captivity and Restoration of Mrs. Mary
Rowlandson is one of the more famous
captivity narratives. Rowlandson was
captured by Native Americans in 1675
during what is known as King Philip’s War.
She was held for 11 weeks before being
ransomed. She wrote about her
experiences during captivity, including the
death of her young daughter. Her book
was popular and is considered to be one
of the first American best-sellers.
7. Exclusion from the American Dream
Conflict between the Native
Americans and the colonists over
land continued to be prevalent as
more and more Europeans came
to the colonies and established
settlements. To ease tensions,
King George III signed The
Proclamation of 1763. The order
prohibited any settlement west of
the Appalachian mountains,
essentially negating land grants
given to colonists following the
French and Indian War. This
angered many colonists who had
fought against the French.
In this map, the area designated
as “Indian Reserve” is the area in
the middle, shown in light pink.
8. Exclusion of the American Dream
After the Revolutionary War, the new American government needed to find a way to
regulate trade and interactions with the Native Americans.
In 1790, the first Indian Trade and Intercourse Act was passed. It gave interactions
between non-Native Americans and Native Americans federal control. It also
established legal boundaries of Native American land, subjected trade with Native
Americans to federal regulation, and classified crimes against Native Americans by
non-Native Americans as federal crimes. There would be additional acts signed in
1793, 1796, 1799, 1802, and 1834. These are collectively known as the
Nonintercourse Act.
As you can see in this
map, the area known
as “Indian Country”
significantly shifted
from 1763 to 1834.
9. Exclusion from the American Dream
In 1803, the United States acquired more than 800,000 square miles of
land west of the Mississippi through the Louisiana Purchase. The map
below shows the extent of the loss of land by the Native Americans.
10. Exclusion from the American Dream
In 1820, President Andrew
Jackson authorized the Indian
Removal Act. This authorized
the government to relocate
Native Americans from
existing state borders to
unsettled lands west of the
Mississippi.
In 1838-1839, a tribe of about
14,000 Cherokee Indians was
forced to move to what is now
Oklahoma. More than 5,000
of them died during this forced
journey, known as the Trail of
Tears.
11. Exclusion from the American Dream
Native Americans continued to be forced westward and then onto reservations,
and even then, the demand for land by the white Americans continued to grow.
Many felt that since the Native Americans were not using the land for farming or
for mining, it should be taken away from the Native Americans and given to
white Americans.
The discovery of gold in the Black Hills in South Dakota in the 1870s caused
increased conflict between the Sioux tribes and the US authorities. The Black
Hills were part of the land that belonged to the Sioux. When it became known
that the Black Hills were potentially rich with gold, the 7th Cavalry, led by
General George Custer, led an expedition. Small amounts of gold were
discovered, and the gold rush began.
Once again, land that was promised to the Native Americans was taken away,
and in 1876, the United States declared war on the Sioux and ordered them to
leave their land, which included the Black Hills.
12. Exclusion from the American Dream
Sitting Bull, one of the Sioux leaders, resisted the idea of signing treaties with
the whites and limiting Native American life to living on reservations. He
attracted a large number of followers, including members of the Sioux,
Cheyenne, and Arapaho tribes. In the 1876 Battle of Little Bighorn, the
Cheyenne and Sioux defeated General George Custer’s Seventh Cavalry in
what became known as Custer’s Last Stand.
This defeat served to confirm many white Americans’ belief that Native
Americans were wild and bloodthirsty, and the US government intensified its
efforts to remove Native Americans from their homeland. Nearly all the Sioux
and Cheyenne would be confined to reservations within the next five years.
Sitting Bull George Custer
13. Exclusion from the American Dream
The final conflict between federal troops and the Sioux came in 1890 at
Wounded Knee in South Dakota.
A group of the Sioux, called Ghost Dancers, believed that they had angered
the gods by abandoning their sacred rituals. The gods had, in turn, allowed
the white man to take over their land. The Ghost Dancers believed that if they
rejected the ways of the white man, the gods would restore their land and
destroy the non-believers.
In December of 1890, federal troops attempted to arrest Sitting Bull, whom
they mistakenly believed was a Ghost Dancer. Sitting Bull was killed during
the attempted arrest.
A few weeks later, the 7th Cavalry surrounded the Sioux at Wounded Knee
and demanded that they surrender. Someone (it’s not clear which side) fired
a shot, which resulted in a brutal massacre of the Sioux. At least 150 Sioux
(many of them woman and children) were killed.
14. Exclusion from the American Dream
In 1887, President Grover Cleveland signed the Dawes Act into law. The
Dawes Act was intended to help Native Americans assimilate into white
society by:
• Allotting each Native American family a set amount of land for farming
• Educating young Native Americans at boarding schools to teach them the
white culture
Instead of successfully integrating Native Americans into white society, the
Dawes Act essentially cut Native American land ownership in half. The
infamous boarding schools tended to punish Native American students for
speaking their language or practicing their cultural traditions.
The Dawes Act was abolished in 1934 by President Franklin Roosevelt.
15. Exclusion from the American Dream
Native Americans were recognized as U.S. citizens in 1924, and there are currently
more than 500 tribes recognized by the federal government. Each tribe is
recognized as a nation; it is self-governing and self-determining.
You may be familiar with the typical stereotypes of Native Americans in film and
literature that include:
• The noble savage
• The wise elder
• The Indian princess
• The trusty sidekick
In addition, people quite often associate Native Americans with casinos,
alcoholism, and mascots for sports teams.
How else are Native Americans excluded from the American Dream? Should they
be expected to want the American Dream?