Most existing approaches to Twitter sentiment analysis assume that sentiment is explicitly expressed through affective words. Nevertheless, sentiment is often implicitly expressed via latent semantic relations, patterns and dependencies among words in tweets. In this paper, we propose a novel approach that automatically captures patterns of words of similar contextual semantics and sentiment in tweets. Unlike previous work on sentiment pattern extraction, our proposed approach does not rely on external and fixed sets of syntactical templates/patterns, nor requires deep analyses of the syntactic structure of sentences in tweets.
We evaluate our approach with tweet- and entity-level sentiment analysis tasks by using the extracted semantic patterns as classification features in both tasks. We use 9 Twitter datasets in our evaluation and compare the performance of our patterns against 6 state-of-the-art baselines. Results show that our patterns consistently outperform all other baselines on all datasets by 2.19% at the tweet-level and 7.5% at the entity-level in average F-measure.
Most existing approaches to Twitter sentiment analysis assume that sentiment is explicitly expressed through affective words. Nevertheless, sentiment is often implicitly expressed via latent semantic relations, patterns and dependencies among words in tweets. In this paper, we propose a novel approach that automatically captures patterns of words of similar contextual semantics and sentiment in tweets. Unlike previous work on sentiment pattern extraction, our proposed approach does not rely on external and fixed sets of syntactical templates/patterns, nor requires deep analyses of the syntactic structure of sentences in tweets.
We evaluate our approach with tweet- and entity-level sentiment analysis tasks by using the extracted semantic patterns as classification features in both tasks. We use 9 Twitter datasets in our evaluation and compare the performance of our patterns against 6 state-of-the-art baselines. Results show that our patterns consistently outperform all other baselines on all datasets by 2.19% at the tweet-level and 7.5% at the entity-level in average F-measure.
Webinar presentation by Susan Pietryzk. Access the webinar recording at http://www.measureevaluation.org/resources/webinars/measuring-impact-qualitatively
Using Maps in Decision Making to Strengthen Programs for Orphans and Vulnerab...MEASURE Evaluation
Jen Curran presented for this September 2012 Child Status Network webinar discussing the mapping of orphans and vulnerable children program data for decision making.
Strengthening National M&E Systems for Orphans and Vulnerable Children ProgramsMEASURE Evaluation
Presented by Prisca Mgomberi from MEASURE Evaluation’s Tanzanian Associate Award as part of the August 2015 webinar on Strengthening National M&E Systems for Orphans and Vulnerable Children Programs.
Led by Tara Nutley
The Data Demand and Use Training Materials increase the skills of M&E officers and health program staff to conduct data analysis, interpretation, presentation and use for health program improvement. Download Data Demand and Use Training Materials: https://www.cpc.unc.edu/measure/tools/data-demand-use/data-demand-and-use-training-resources
Webinar Recording: http://universityofnc.adobeconnect.com/p9rbiydyl2a/
Strengthening an Organization’s Capacity to Demand and Use DataMEASURE Evaluation
Bringing data users and producers together, applying tools to improve data use, and training health professionals in data-informed decision making cannot be sustained unless mechanisms are put in place to ensure that host organizations are supportive and committed to continued data use.
Recording: http://universityofnc.adobeconnect.com/p9k8b5x0d9g/
Strengths and Challenges in the Implementation of Women’s Justice and Empower...MEASURE Evaluation
Led by Shelah Bloom, Suzanne Maman, Elly Arnoff, and Lauren Hill.
The webinar addressed MEASURE Evaluation's evaluation of the implementation of the Women’s Justice and Empowerment Initiative (WJEI) by conducting intensive field studies in Benin and Kenya and document review with telephone interviews in South Africa and Zambia.
Jack Hazerjian's presentation from the Measuring Success Toolkit webinar in September 2012. This PowerPoint is available for download, and the explanatory notes are visible below.
I gave this talk at a Nigeria Health Summit in March 2016. It was an introduction to impact evaluation: what it is, when it's a good idea, and some possible approaches.
TIHR (Olivia Joyner + Joe Cullen) and HSMC (Deborah Davidson) presented emerging findings from the service evaluation on accessing the potential and progress of web-based feedback for quality improvement in the Health Service at the prestigious 7th Biennial Conference in Organisational Behaviour in Health Care in April 2010.
An 8-step guide to help not-for-profit organizations develop a Project Impact Pathway or Logic Model for their programs - The first presentation in our Project Evaluation Series. By DevMetrica
Webinar presentation by Susan Pietryzk. Access the webinar recording at http://www.measureevaluation.org/resources/webinars/measuring-impact-qualitatively
Using Maps in Decision Making to Strengthen Programs for Orphans and Vulnerab...MEASURE Evaluation
Jen Curran presented for this September 2012 Child Status Network webinar discussing the mapping of orphans and vulnerable children program data for decision making.
Strengthening National M&E Systems for Orphans and Vulnerable Children ProgramsMEASURE Evaluation
Presented by Prisca Mgomberi from MEASURE Evaluation’s Tanzanian Associate Award as part of the August 2015 webinar on Strengthening National M&E Systems for Orphans and Vulnerable Children Programs.
Led by Tara Nutley
The Data Demand and Use Training Materials increase the skills of M&E officers and health program staff to conduct data analysis, interpretation, presentation and use for health program improvement. Download Data Demand and Use Training Materials: https://www.cpc.unc.edu/measure/tools/data-demand-use/data-demand-and-use-training-resources
Webinar Recording: http://universityofnc.adobeconnect.com/p9rbiydyl2a/
Strengthening an Organization’s Capacity to Demand and Use DataMEASURE Evaluation
Bringing data users and producers together, applying tools to improve data use, and training health professionals in data-informed decision making cannot be sustained unless mechanisms are put in place to ensure that host organizations are supportive and committed to continued data use.
Recording: http://universityofnc.adobeconnect.com/p9k8b5x0d9g/
Strengths and Challenges in the Implementation of Women’s Justice and Empower...MEASURE Evaluation
Led by Shelah Bloom, Suzanne Maman, Elly Arnoff, and Lauren Hill.
The webinar addressed MEASURE Evaluation's evaluation of the implementation of the Women’s Justice and Empowerment Initiative (WJEI) by conducting intensive field studies in Benin and Kenya and document review with telephone interviews in South Africa and Zambia.
Jack Hazerjian's presentation from the Measuring Success Toolkit webinar in September 2012. This PowerPoint is available for download, and the explanatory notes are visible below.
I gave this talk at a Nigeria Health Summit in March 2016. It was an introduction to impact evaluation: what it is, when it's a good idea, and some possible approaches.
TIHR (Olivia Joyner + Joe Cullen) and HSMC (Deborah Davidson) presented emerging findings from the service evaluation on accessing the potential and progress of web-based feedback for quality improvement in the Health Service at the prestigious 7th Biennial Conference in Organisational Behaviour in Health Care in April 2010.
An 8-step guide to help not-for-profit organizations develop a Project Impact Pathway or Logic Model for their programs - The first presentation in our Project Evaluation Series. By DevMetrica
Presentation for the Cognitive Control course (DGCN25) of the Research Master Cognitive Neuroscience at Radboud University on the topic of Cognitive Modeling
OFFICE OF INSTRUCTION HLC Academy – Writing Across the Curri.docxhopeaustin33688
OFFICE OF INSTRUCTION
HLC Academy – Writing Across the Curriculum at Mohave Rubric
The A paper The B paper The C paper The D paper The F paper
Ideas Excels in responding to assignment.
Interesting, demonstrates sophistication of
thought. Central idea/thesis is clearly
communicated, worth developing; limited
enough to be manageable. Paper
recognizes some complexity of its thesis:
may acknowledge its contradictions,
qualifications, or limits and follow out their
logical implications. Understands and
critically evaluates its sources,
appropriately limits and defines terms.
A solid paper, responding appropriately
to assignment. Clearly states a
thesis/central idea, but may have minor
lapses in development. Begins to
acknowledge the complexity of central
idea and the possibility of other points
of view. Shows careful reading of
sources, but may not evaluate them
critically. Attempts to define terms, not
always successful.
Adequate but weaker and less
effective, possibly responding less
well to assignment. Presents central
idea in general terms, often
depending on platitudes or clichés.
Usually does not acknowledge other
views. Shows basic comprehension
of sources, perhaps with lapses in
understanding. If it defines terms,
often depends on dictionary
definition.
Does not have a clear central idea
or does not respond appropriately
to the assignment. Thesis may be
too vague or obvious to be
developed effectively. Paper may
misunderstand sources.
Does not respond to the
assignment, lacks a thesis or central
idea, and may neglect to use
sources where necessary.
Organization &
coherence
Uses a logical structure appropriate to
paper’s subject, purpose, audience, thesis,
and disciplinary field. Sophisticated
transitional sentences often develop one
idea from the previous one or identify their
logical relations. It guides the reader
through the chain of reasoning or
progression of ideas.
Shows a logical progression of ideas and
uses fairly sophisticated transitional
devices; e.g., may move from least to
more important idea. Some logical links
may be faulty, but each paragraph
clearly relates to paper’s central idea.
May list ideas or arrange them
randomly rather than using any
evident logical structure. May use
transitions, but they are likely to be
sequential (first, second, third) rather
than logic-based. While each
paragraph may relate to central idea,
logic is not always clear. Paragraphs
have topic sentences but may be
overly general, and arrangement of
sentences within paragraphs may
lack coherence.
May have random organization,
lacking internal paragraph
coherence and using few or
inappropriate transitions.
Paragraphs may lack topic
sentences or main ideas, or may be
too general or too specific to be
effective. Paragraphs may not all
relate to paper’s thesis.
No appreciable organization; lacks
transitions and coherence.
Support.
Focus on what you learned that made an impression, what may have s.docxkeugene1
Focus on what you learned that made an impression, what may have surprised you, and what you found particularly beneficial and why. Specifically:
What did you find that was really useful, or that challenged your thinking?
What are you still mulling over?
Was there anything that you may take back to your classroom?
Is there anything you would like to have clarified?
ANSWER THE ABOVE QUESTIONS BASED ON THE DOCUMENTS BELOW
Introduction & Goals
This week, we will investigate the distribution of a variable and look at ways to best see the key features of a quantitative variable’s distribution. We will look at visualizations of data, including line plots, frequency tables, stemplots, and histograms. We will hone our ability to describe key features of a distribution from visualizations and use them to compare distributions. We will begin to think about ideas for the Comparative Study by brainstorming in our project groups.
Goals
:
Reinforce the idea that data will vary
Explain what the distribution of variable is
Identify five key features of a distribution: center, spread, shape, clusters & outliers
Identify and create appropriate displays for categorical and quantitative data in one variable, including bar graphs, line plots, frequency tables, and histograms
Analyze distributions using stemplots and histograms
Recognize advantages and limitations of histograms
Begin to explore technology for use in statistics
Begin work on Comparative Study Final Project
DOW #2: How Long Is A Minute?
In week 1, we gathered data for this week’s DoW, addressing the question:
“How long is a minute to an adult?”
This week we'll:
In investigations 1 & 2, you will analyze the data with dot plots, frequency tables, stemplots, and histograms.
In Exercise B2, you will post your initial analysis and interpretation to the discussion board by Wednesday, 10 PM EST and create at least three follow-up posts by Friday, 10 PM EST.
In Exercise D2 & E2, you will post your best histogram to the discussion board by Friday, 10 PM EST. Compare the histograms and choose the one you think best represents the distribution by Sunday, 10 PM EST
Investigation 1: Seeing the Distribution
As we emphasized in Week 1,
data varies
. This point may seem trivial, but it encapsulates one of the most fundamental concepts of statistics:
variability
. Statistical Analysis is really a study of the patterns we find within this variation in the data. The pattern(s) in the variation is called the
distribution
of the variable. Much of statistics focuses on ways to represent and describe the distribution of a variable.
Activities A & B in this investigation focus on representing and describing the distribution.
Activity C introduces Excel as a tool for looking at a distribution.
Inv 1, Activity A: Patterns in the Variation
As we emphasized in Week 1,
data varies
. This point may seem trivial, but it encapsulates one of the most fundamental concepts of statistics:
variability
. Statistical Analy.
JRN337.W2A1.06.2015 Description Total Possible Scor.docxtawnyataylor528
JRN337.W2A1.06.2015
Description:
Total Possible Score: 8.00
Discusses the Effectiveness of the Headline in Capturing the Readers’ Attention
Total: 0.50
Distinguished Comprehensively discusses the effectiveness of the headline in capturing the readers’ attention.
Proficient Discusses the effectiveness of the headline in capturing the readers’ attention. Minor details are missing.
Basic Partially discusses the effectiveness of the headline in capturing the readers’ attention. Relevant details are missing.
Below Expectations Attempts to discuss the effectiveness of the headline in capturing the readers’ attention; however, significant details are missing.
NonPerformance The discussion of effectiveness of the headline in capturing the readers’ attention is either nonexistent or lacks the components
described in the assignment instructions.
Evaluates the Effectiveness of the Lead to the Story
Total: 0.50
Distinguished Comprehensively evaluates the effectiveness of the lead to the story.
Proficient Evaluates the effectiveness of the lead to the story. Minor details are missing.
Basic Minimally evaluates the effectiveness of the lead to the story. Relevant details are missing.
Below Expectations Attempts to evaluate the effectiveness of the lead to the story; however, significant details are missing.
NonPerformance The evaluation of the effectiveness of the lead to the story is either nonexistent or lacks the components described in the
assignment instructions.
Analyzes the Factual Content In the Presentation of the 5W’s and H
Total: 2.00
Distinguished Clearly and comprehensively analyzes the factual content through the presentation of the 5W’s and H.
Proficient Analyzes the factual content through the presentation of the 5W’s and H. Minor details are missing or unclear.
Basic Minimally analyzes the factual content through the presentation of the 5W’s and H. Relevant details are missing and/or unclear.
Below Expectations Attempts to analyze the factual content through the presentation of the 5W’s and H.; however, significant details are missing and
unclear.
NonPerformance The analysis of the factual content through the presentation of the 5W’s and H is either nonexistent or lacks the components
described in the assignment instructions.
Discusses the Writer’s Use of the Inverted Pyramid
Total: 2.00
Distinguished Comprehensively discusses the writer’s use of the inverted pyramid.
Proficient Discusses the writer’s use of the inverted pyramid. Minor details are missing.
Basic Minimally discusses the writer’s use of the inverted pyramid. Relevant details are missing.
Below Expectations Attempts to discuss the writer’s use of the inverted pyramid; however, significant details are missing.
NonPerformance The discussion of the writer’s use of the inverted pyramid is either nonexistent or lacks the components described in the
assignment instructions.
Identifies t ...
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Position TitleOBJECTIVE
Innovative and passionate psychology student with over six years of working in the field of social service with a nonprofit organization. Perusing the necessary education and training at Argosy in the master’s program to begin a career as a Clinical Mental Health Counselor.
SKILLS
· Communication
· Multitasking
· Prioritizing
· Organization
· Interpersonal skills
· Initiative and problem-solving abilities
· Dependability
ExperienceChris 180 (Chris kids), Atlanta, GeorgiaJune 2011 – April 2017
Encourage families and ensure voice and choice is heard. Assist youth and guardian with behavior strategies. Support youth in gaining skills for independent living. F.A.V.O.R., Stone mountain, Georgia Feburary 2014 - Current
Model effective coping techniques, serve as a consultant throughout the wraparound process, provide support services in time of crisis and assist with building bridges in the community with guardians. CEO - BE HAPPY & BE YOU, aTLANTA, gEORGIA aPRIL 2016 – Current
· Self-Published Author (April 2017) Be Happy & Be You
· Barnes & Noble booking Signing (November 2017)
· Speaking Engagements
· Coaching Groups
· One on One Coaching
EDUCATIONArgosy Univiersity, Atlanta, GeorgiaSeptember 2014 – Current (4th Year undergraduate)
· GPA 3.78
· Current Psychology Undergrad Student
· MAP (Master’s Accelerated Program)
Concentration - Clinical Mental Health Counseling
· NSCS (National Society of Collegiate Scholars)
· Student Appeals Committee Representation
· Psychology Club Member
Professional Portfolio
Your Name
Your Program, Your Year
College of Undergraduate Studies
Argosy University
Section A: Professional Profile
Insert Personal Statement or Cover Letter here
Insert Resume or Curriculum Vitae here
(with list of references)
Insert Transcripts (optional) here
Section B: Professional Work Samples
Insert self- evaluation narrative here
Insert completed Studen.
Sociology 517 Graduate Seminar Professor Matsueda Deviance.docxrosemariebrayshaw
Sociology 517 Graduate Seminar: Professor Matsueda
Deviance and Social Control: Criminological Theory Spring 2015
WRITING A USEFUL PRÉCIS FOR A RESEARCH ARTICLE
An important skill that academic researchers inevitably acquire is a way of writing a brief synopsis, or
précis, summarizing a research article. This can be enormously useful for conducting research, as one
does not have to re-read the same key articles over and over again, but rather refresh one’s memory by
reading their synopsis. It is a crucial step when writing a review article, such as for the Annual Review of
Sociology, in which the objective is to summarize and critically evaluate the state of research on a given
topic. It is also a handy skill to have when serving as an anonymous reviewer for a journal.
There are a number of ways of writing a précis, and individuals typically develop their own style based on
what works for them. Nevertheless, there are a few features that are common among virtually all good
summaries. I’ll try to describe those commonalities and the way this works for one person—me. Note
that most of this is just commonsense. Note also that these recommendations suggest efficient ways of
reading articles, and are based on accepted normative models of how to write a research article.
I usually begin by reading the abstract, and the stated objectives of the paper. I may then flip to the
substantive conclusions to get a sense of where the paper is heading, and if it is an empirical paper, I’ll
check the data and methods quickly before returning to page one. I highlight as I read, and make quick
comments, like “yuck,” “good,” “great point,” “dumb,” “important claim,” etc. For an important paper I
personally highlight a lot—my goal is to highlight the key points, so the next time I want to read the
paper, all I have to do is read the highlighted passages. (I hate reading an article the second time with no
highlights—it’s just as much work as reading the first time.) In evaluating an article, I’ll often flip back
to the “objectives of the paper” section to determine if they are consistent with data, models, hypotheses,
conclusions, etc.
The first step in writing a précis is to summarize the main points of the paper. What is the paper about?
What is it trying to accomplish and why is this important? What are the key advances claimed by the
authors? How do they do this? Here is a quick skeleton of a summary:
A. Introductory paragraph:
What is the topic of the paper, why is it important (as argued by the authors), and how do they claim
to advance our knowledge?
What are the specific objectives of the paper that presumably advance our knowledge of this
important topic?
Usually there is a single key finding or theoretical argument that makes a contribution. What is this
finding or argument? I like to state this early, and then the rest of my summary shows how the
authors come up with the fi.
Biology 100
Stephanie Burdett
Biology Department
Brigham Young University
Provo, Utah
Portfolio Question #4
The Logic of Hypothesis Testing
Important information about completing this assignment:
1. Please thoughtfully and carefully respond to each question and exercise. It is not important whether or not you are able to come up with the “right” answer. As you can see from the grading guide your work will be assessed based on your ability to think and work as a scientist!
2. Make sure you format your paper so that you’ve included titles for each part of the activity and that you submit your document properly
The Activity:
A. Title: Observations
· Record at least 4 observations:
·
·
·
·
B. Title: Question Development
· Write down at least 2 questions generated from your observations. Make sure the questions you pose are suitable for firsthand scientific investigation:
·
·
C. Title: Constructing A Hypothesis
· Select one investigable question from the list you made in question B and use it to construct a hypothesis. Make sure you write a highly formalized hypothesis – If….then statement that focuses on a single independent variable and clearly shows its relationship to the dependent variable. Don’t forget to include a prediction:
D. Title: Experimental Design
· Design an experiment to test your hypothesis. Use bullet points to briefly describe your experimental protocol. You should carefully think about materials, methods, how you will control for extraneous variable, and the data you will collect:
E. Title: Data From The Experiment
· Think about the types of data (qualitative and quantitative) that you want to collect to provide evidence for the hypothesis. Collect suitable data and display it appropriately (graphically, textually, etc.)
· List strengths and weaknesses of this experiment (i.e. what variables weren’t appropriately controlled, etc.)
F. Title: Data Analysis – Conclusion
· Analyze your data. Provide at least 4 pieces of evidence from your analysis that either support or refute your hypothesis.
· Use bullet points to succinctly outline the main points of your conclusion:
G. Title: Recap
· Record at least 2 uncertainties you have(Use bullet points to give any reasons why you are not completely confident in your results/conclusion):
H. Title: Reflection
Review your notes from previous discussions and readings in the textbook to help you prepare your answers.
1. Record at One of the major tenets behind science is that any scientific hypothesis and the experimental design based on that hypothesis must be falsifiable. Briefly, provide an explanation for why falsifiability is the foundation of scientific experimentation and why this principle leads to scientific advancements in knowledge. Limit your answer to no more than 1 page, double-spaced, 12 point font.
2. Using the given vocabulary words where appropriate, summarize the process of turning an investigable question into a hypothes.
The Masters of Business and Technology Program offer a range of study skills webinars for students. This is the exam prep webinar. For any copyright issues or to request a takedown please contact a.chambers@unsw.edu.au. Note this work is not at present under a CCSA licence.
Similar to An Introduction to the Manual:How Do We Know if a Program Made a Difference? A Guide to Statistical Methods for Program Impact Evaluation (20)
Managing missing values in routinely reported data: One approach from the Dem...MEASURE Evaluation
This Data for Impact webinar was held in December 2020. Access the recording and learn more at https://www.data4impactproject.org/resources/webinars/managing-missing-values-in-routinely-reported-data-one-approach-from-the-democratic-republic-of-the-congo/
This Data for Impact webinar took place October 29, 2020. Learn more at https://www.data4impactproject.org/resources/webinars/use-of-routine-data-for-economic-evaluations/
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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.
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.
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.
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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.
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.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Introduction to AI for Nonprofits with Tapp Network
An Introduction to the Manual:How Do We Know if a Program Made a Difference? A Guide to Statistical Methods for Program Impact Evaluation
1. An Introduction to the Manual: How Do We Know if a Program Made a Difference? A Guide to Statistical Methods for Program Impact Evaluation
Peter M. Lance
MEASURE Evaluation
September 25, 2014
6. Simple but Limited
1. Heavy reliance on verbal explanations
-Does not convey much nuance
-Does not provide much insight about data structure
-Do not typically relate different IE methods well
2. Little guidance on how actually to estimate the
models
3. Tend to focus on basics, with little recent thinking
7. Simple but Limited
1. Heavy reliance on verbal explanations
-Does not convey much nuance
-Does not provide much insight about data structure
-Do not typically relate different IE methods well
2. Little guidance on how actually to estimate the
models
3. Tend to focus on basics, with little recent thinking
8. Simple but Limited
1. Heavy reliance on verbal explanations
-Does not convey much nuance
-Does not provide much insight about data structure
-Do not typically relate different IE methods well
2. Little guidance on how actually to estimate the
models
3. Tend to focus on basics, with little recent thinking
9. Simple but Limited
1. Heavy reliance on verbal explanations
-Does not convey much nuance
-Does not provide much insight about data structure
-Do not typically relate different IE methods well
2. Little guidance on how actually to estimate the
models
3. Tend to focus on basics, with little recent thinking
10. Simple but Limited
1. Heavy reliance on verbal explanations
-Does not convey much nuance
-Does not provide much insight about data structure
-Do not typically relate different IE methods well
2. Little guidance on how actually to estimate the
models
3. Tend to focus on basics, with little recent thinking
11. Simple but Limited
1. Heavy reliance on verbal explanations
-Does not convey much nuance
-Does not provide much insight about data structure
-Do not typically relate different IE methods well
2. Little guidance on how actually to estimate the
models
3. Tend to focus on basics, with little recent thinking
12. Simple but Limited
1. Heavy reliance on verbal explanations
-Does not convey much nuance
-Does not provide much insight about data structure
-Do not typically relate different IE methods well
2. Little guidance on how actually to estimate the
models
3. Tend to focus on basics, with little recent thinking
13. Sophisticated and Cutting Edge, but…
1. Reliance on dense mathematics
-Assume a lot of background knowledge
-A lot of arcane, inconsistent notation
-Little guidance on the mathematical journey
2. Still provide little practical illustration of how actually to estimate models or practical performance
3. Often Lopsided
14. Sophisticated and Cutting Edge, but…
1. Reliance on dense mathematics
-Assume a lot of background knowledge
-A lot of arcane, inconsistent notation
-Little guidance on the mathematical journey
2. Still provide little practical illustration of how actually to estimate models or practical performance
3. Often Lopsided
15. Sophisticated and Cutting Edge, but…
1. Reliance on dense mathematics
-Assume a lot of background knowledge
-A lot of arcane, inconsistent notation
-Little guidance on the mathematical journey
2. Still provide little practical illustration of how actually to estimate models or practical performance
3. Often Lopsided
16. Sophisticated and Cutting Edge, but…
1. Reliance on dense mathematics
-Assume a lot of background knowledge
-A lot of arcane, inconsistent notation
-Little guidance on the mathematical journey
2. Still provide little practical illustration of how actually to estimate models or practical performance
3. Often Lopsided
17. A Tale of Two Manuals:
Manual 1
Manual 2
푌1
푌1
The Outcome if Individual i participates
푃
푇
Program Participation/Treatment Exposure of individual i
푇
푡
Time
푁
푛
Number of observations
푃
푁
Size of the population
Δ푥
푥
Change in 푥
18. Sophisticated and Cutting Edge, but…
1. Reliance on dense mathematics
-Assume a lot of background knowledge
-A lot of arcane, inconsistent notation
-Little guidance on the mathematical journey
2. Still provide little practical illustration of how actually to estimate models or practical performance
3. Often Lopsided
22. Sophisticated and Cutting Edge, but…
1. Reliance on dense mathematics
-Assume a lot of background knowledge
-A lot of arcane, inconsistent notation
-Little guidance on the mathematical journey
2. Still provide little practical illustration of how actually to estimate models or practical performance
3. Often Lopsided
23. Sophisticated and Cutting Edge, but…
1. Reliance on dense mathematics
-Assume a lot of background knowledge
-A lot of arcane, inconsistent notation
-Little guidance on the mathematical journey
2. Still provide little practical illustration of how actually to estimate models or practical performance
3. Often Lopsided
24.
25. Key Guiding Features:
1. Consistent Notation
2. Little Prior Knowledge Assumed
3. Explicit Derivation of All Results in the Manual with verbal/narrative explanation
4. Reliance on a single “behavioral model” woven through the discussion
4. Explicit discussion of the practical estimation
26. 5. Equal coverage of major IE traditions
6. Practical examples of how to estimate the IE models and their applied performance in STATA and
27. 5. Equal coverage of major IE traditions
6. Practical examples of how to estimate the IE models and their applied performance in STATA and …. All Statistical Programs for them Released with Manual!!!
28. Topics Covered
1. Introduction to the basic challenge of IE
2. RCTs
3. Selection on Observables
4. “Within” Estimators
5. Instrumental Variables (including Regression Discontinuity)
43. Homer Simpson
homer@email.deepthinkingu.edu
The University of Deep Thinking
Dear Authors,
Wow this manual is boring. Too much blah blah blah and not enough
cartoons. Yours, Homer
44. Homer Simpson
homer@email.deepthinkingu.edu
The University of Deep Thinking
Dear Authors,
Wow this manual is boring. Too much blah blah blah and not enough
cartoons. Yours, Homer
45. The Future
1. Continued revisions to the first edition of the first volume
2. A second edition of the first volume:
-Expanded Empirical Examples (adding in new STATA treatment effects commands, examples in R, etc.);
-Separate chapter for Regression Discontinuity;
-Extending behavioral model to RCTs;
-What else?
46. The Future
3. A Potential Second Volume
-Hybrid models;
-Deeply structural models;
-Sample selection/control function rooted models;
-Aggregate data (e.g. time series basics, synthetic cohort models, etc.);
-What else?
47. MEASURE Evaluation is funded by the U.S. Agency for
International Development (USAID) and implemented by the
Carolina Population Center at the University of North Carolina
at Chapel Hill in partnership with Futures Group International,
ICF International, John Snow, Inc., Management Sciences for
Health, and Tulane University. Views expressed in this
presentation do not necessarily reflect the views of USAID or the
U.S. government.
MEASURE Evaluation is the USAID Global Health Bureau's
primary vehicle for supporting improvements in monitoring and
evaluation in population, health and nutrition worldwide.