Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
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.
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.
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.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Analisa peperiksan ujian 1
1. SK TAMAN BUKIT RAMBAI
LEMBARAN MARKAH MURID
UJIAN 1 / SUMATIF 1 TAHUN 2016
Bil NAMA MURID
BIK BIP BMK BMP DSTR M3 PI
M G M G M G M G M G M G M G
1 ADRIANA MARSYA BINTI RASHID 46 D 37 E 43 D 44 D 60 C 29 E 70 B
2 AMIERUL ZAMANI BIN JOHARI 43 D 37 E 43 D 60 C 70 B 73 B 76 B
3
AQILAH ZULAIKHA BINTI
NORAZLISHAM
60 C 52 C 85 A 85 A 80 A 74 B 84 A
4
DARWISH BIN MOHD DUNIAWI
RAHIMIN
44 D 31 E 20 E 38 E 54 C 45 D 74 B
5
FAIRUZ SHAHREEL HAZEQ BIN
SHAHREENSHAH
60 C 37 E 48 D 62 C 63 C 61 C 72 B
6 LUQMAN HARITH BIN RAMAN 48 D 48 D 63 C 52 C 77 B 75 B 88 A
7
MOHAMAD RAFIQ NAUFAL BIN
MOHAMAD RIDHWAN
60 C 35 E 55 C 79 B 74 B 58 C 74 B
8
MUHAMMAD AL-AKID BIN
AZUDIN
37 E 32 E 30 E 42 D 50 C 42 D 75 B
9
MUHAMMAD ALIF DARWISY BIN
NORHASERI
48 D 41 D 23 E 59 C 55 C 49 D 82 A
10
MUHAMMAD AMIR ASYRAF BIN
MOHD RAZID
36 E 29 E 38 E 57 C 51 C 37 E 68 B
11
MUHAMMAD ASHRAF HAIKAL
BIN ABDUL MUKMIN
62 C 44 D 75 B 76 B 77 B 76 B 82 A
12
MUHAMMAD DANISH AIMAN BIN
ABDUL RAHMAN
46 D 43 D 40 D 60 C 63 C 64 C 78 B
13
MUHAMMAD DARWISY IMAN BIN
MOHD SHAHRIZAN
48 D 43 D 78 B 70 B 60 C 37 E 82 A
14
MUHAMMAD FAIZ HAKIMI BIN
ABDUL HAFIZ
40 D 34 E 33 E 31 E 63 C 35 E 56 C
15 MUHAMMAD FIQRI BIN RASHID 57 C 37 E 73 B 55 C 56 C 69 B 74 B
16
MUHAMMAD HADIF BIN MOHD
RAZIL
34 E 35 E 48 D 54 C 58 C 33 E 38 E
17 MUHAMMAD HAIKAL BIN DARUS 40 D 29 E 48 D 64 C 70 B 85 A 86 A
18
MUHAMMAD HAIKAL BIN MOHD
KHAIRI
52 C 33 E 53 C 62 C 67 B 68 B 90 A
2. 19
MUHAMMAD SARIQ HAIKAL BIN
SHAMSUDDIN
74 B 42 D 68 B 58 C 62 C 46 D 84 A
20
NOR HUMAIRA BINTI KAMARUL
ZAMAN
44 D 53 C 28 E 67 B 63 C 52 C 88 A
21
NOR NATASHA DANIELA BINTI
ROSZAIDI
52 C 41 D 25 E 43 D 70 B 35 E 74 B
22
NUR AFFENDA ADRIANA BT
MOHD ASWAD
TH TH TH TH 63 C 73 B 72 B 32 E 74 B
23
NUR ALEEYA ATIRAH BINTI
ZULKARNAIN
56 C 36 E 53 C 56 C 67 B 49 D 56 C
24
NUR BATRISYIA AMANI BINTI
MOHD KHAIRUL IZHAM
60 C 45 D 53 C 73 B 48 D 42 D 83 A
25 NUR FARISYA BINTI SARANI 46 D 40 D 38 E 39 E 55 C 29 E 86 A
26
NUR FARISYAH BINTI MOHD
SHARULNIZAM
67 B 57 C 80 A 78 B 54 C 86 A 83 A
27
NUR JIHAN SAFIAH BINTI
HASBOLLAH
56 C 53 C 80 A 77 B 77 B 40 D 78 B
28 NUR SYAZLIANI AIN BINTI RIZAL 56 C 40 D 53 C 71 B 66 B 65 B 84 A
29
NURUL ANIS NAJIHAH BINTI
ZAKARIA
54 C 25 E 15 E 44 D 68 B 26 E 63 C
30 SORAB KHAN BIN AHMAD 56 C 40 D 63 C 62 C 75 B 31 E 78 B
3. SK TAMAN BUKIT RAMBAI
ANALISA KEPUTUSAN MURID
UJIAN 1 / SUMATIF 1
TAHUN 2016
Guru Kelas : JUNAIDAH BINTI ABDUL JALEL
Kelas : D2 MURNI
Bi
l
Nama Murid
Bil
MP
Am
bil
Bilangan Gred Juml
ah
Mark
ah
Perat
us
Keputusa
n
KDK GPC
Pencapa
ianA B C D E TH
1
AQILAH
ZULAIKHA
BINTI
NORAZLISH
AM
6 3 1 2 436
72.6
7
MEMUASK
AN
1/30 1.83 3A 1B
2C
2
NUR
FARISYAH
BINTI MOHD
SHARULNIZ
AM
6 2 2 2 422
70.3
3
MEMUASK
AN
2/30
2
2A 2B
2C
3
MUHAMMAD
ASHRAF
HAIKAL BIN
ABDUL
MUKMIN
6 4 1 1 410
68.3
3
MENCAPA
I TAHAP
MINIMUM
3/30 2.5 4B 1C
1D
4
NUR JIHAN
SAFIAH
BINTI
HASBOLLAH
6 1 2 2 1 383
63.8
3
MENCAPA
I TAHAP
MINIMUM
4/30 2.5 1A 2B
2C 1D
5
NUR
SYAZLIANI
AIN BINTI
RIZAL
6 3 2 1 351 58.5
MENCAPA
I TAHAP
MINIMUM
5/30 2.67 3B 2C
1D
6
LUQMAN
HARITH BIN
RAMAN
6 2 2 2 363 60.5
MENCAPA
I TAHAP
MINIMUM
6/30
3
2B 2C
2D
7
MUHAMMAD
SARIQ
HAIKAL BIN
SHAMSUDDI
N
6 2 2 2 350
58.3
3
MENCAPA
I TAHAP
MINIMUM
7/30
3
2B 2C
2D
8
NUR
BATRISYIA
AMANI
BINTI MOHD
KHAIRUL
IZHAM
6 1 2 3 321 53.5
MENCAPA
I TAHAP
MINIMUM
8/30 3.33 1B 2C
3D
4. 9
MUHAMMAD
DANISH
AIMAN BIN
ABDUL
RAHMAN
6 3 3 316
52.6
7
MENCAPA
I TAHAP
MINIMUM
9/30 3.5
3C 3D
1
0
MOHAMAD
RAFIQ
NAUFAL BIN
MOHAMAD
RIDHWAN
6 2 3 1 361
60.1
7
BELUM
MENCAPA
I TAHAP
MINIMUM
10/30
3
2B 3C
1E
1
1
MUHAMMAD
FIQRI BIN
RASHID
6 2 3 1 347
57.8
3
BELUM
MENCAPA
I TAHAP
MINIMUM
11/30
3
2B 3C
1E
1
2
MUHAMMAD
HAIKAL BIN
MOHD
KHAIRI
6 2 3 1 335
55.8
3
BELUM
MENCAPA
I TAHAP
MINIMUM
12/30
3
2B 3C
1E
1
3
MUHAMMAD
HAIKAL BIN
DARUS
6 1 1 1 2 1 336 56
BELUM
MENCAPA
I TAHAP
MINIMUM
13/30 3.17
1A 1B
1C 2D
1E
1
4
MUHAMMAD
DARWISY
IMAN BIN
MOHD
SHAHRIZAN
6 2 1 2 1 336 56
BELUM
MENCAPA
I TAHAP
MINIMUM
14/30 3.33 2B 1C
2D 1E
1
5
SORAB
KHAN BIN
AHMAD
6 1 3 1 1 327 54.5
BELUM
MENCAPA
I TAHAP
MINIMUM
15/30 3.33 1B 3C
1D 1E
1
6
AMIERUL
ZAMANI BIN
JOHARI
6 2 1 2 1 326
54.3
3
BELUM
MENCAPA
I TAHAP
MINIMUM
16/30 3.33 2B 1C
2D 1E
1
7
NUR ALEEYA
ATIRAH
BINTI
ZULKARNAI
N
6 1 3 1 1 317
52.8
3
BELUM
MENCAPA
I TAHAP
MINIMUM
17/30 3.33 1B 3C
1D 1E
1
8
NOR
HUMAIRA
BINTI
KAMARUL
ZAMAN
6 1 3 1 1 307
51.1
7
BELUM
MENCAPA
I TAHAP
MINIMUM
18/30 3.33 1B 3C
1D 1E
1
9
FAIRUZ
SHAHREEL
HAZEQ BIN
SHAHREENS
HAH
6 4 1 1 331
55.1
7
BELUM
MENCAPA
I TAHAP
MINIMUM
19/30 3.5 4C 1D
1E
2 MUHAMMAD 6 2 3 1 275 45.8 BELUM 20/30 3.83 2C 3D
5. 0 ALIF
DARWISY
BIN
NORHASERI
3 MENCAPA
I TAHAP
MINIMUM
1E
2
1
NOR
NATASHA
DANIELA
BINTI
ROSZAIDI
6 1 1 2 2 266
44.3
3
BELUM
MENCAPA
I TAHAP
MINIMUM
21/30 3.83 1B 1C
2D 2E
2
2
NUR
AFFENDA
ADRIANA BT
MOHD
ASWAD
6 2 1 1 2 240 40
BELUM
MENCAPA
I TAHAP
MINIMUM
22/30
4
2B 1C
1E 2TH
2
3
NURUL ANIS
NAJIHAH
BINTI
ZAKARIA
6 1 1 1 3 232
38.6
7
BELUM
MENCAPA
I TAHAP
MINIMUM
23/30
4
1B 1C
1D 3E
2
4
MUHAMMAD
HADIF BIN
MOHD RAZIL
6 2 1 3 262
43.6
7
BELUM
MENCAPA
I TAHAP
MINIMUM
24/30 4.17 2C 1D
3E
2
5
ADRIANA
MARSYA
BINTI
RASHID
6 1 3 2 259
43.1
7
BELUM
MENCAPA
I TAHAP
MINIMUM
25/30 4.17 1C 3D
2E
2
6
MUHAMMAD
AMIR
ASYRAF BIN
MOHD
RAZID
6 2 4 248
41.3
3
BELUM
MENCAPA
I TAHAP
MINIMUM
26/30 4.33
2C 4E
2
7
NUR
FARISYA
BINTI
SARANI
6 1 2 3 247
41.1
7
BELUM
MENCAPA
I TAHAP
MINIMUM
27/30 4.33 1C 2D
3E
2
8
MUHAMMAD
AL-AKID BIN
AZUDIN
6 1 2 3 233
38.8
3
BELUM
MENCAPA
I TAHAP
MINIMUM
28/30 4.33 1C 2D
3E
2
9
DARWISH
BIN MOHD
DUNIAWI
RAHIMIN
6 1 2 3 232
38.6
7
BELUM
MENCAPA
I TAHAP
MINIMUM
29/30 4.33 1C 2D
3E
3
0
MUHAMMAD
FAIZ HAKIMI
BIN ABDUL
HAFIZ
6 1 1 4 236
39.3
3
BELUM
MENCAPA
I TAHAP
MINIMUM
30/30 4.5 1C 1D
4E
