Political and socio-economic discussions in Pakistan’s popular discourse are often inward-looking and generally focus on the country itself, or on its relationships to its immediate neighbors (Afghanistan, India, and China). We suggest here that Pakistan is part of a global system, as well. It is influenced not just by its direct neighbors, but also by: international events (war in Ukraine is just one example); by global economic factors (e.g. oil prices, changing terms of trade, or the danger of a global recession); and by various other global governance arrangements (e.g. Financial Action Taskforce and its demands from Pakistan). At the same time, Pakistan is not insulated from the global systemic changes. The global pandemic has overwhelmed the policymakers with possibilities of future epidemics also not being ruled out. In the past migration of people, both incoming and outgoing, has impacted the social fabric.
Likewise, the country is suffering from global warming and the resulting patterns of weather and precipitation. Pakistan is also a player at the international arena and is expected to play a responsible and proactive role at various global governance forums. The speech of the former Prime Minister of Pakistan at the UN General Assembly on September 27, 2019 has indicated regarding this responsibility and highlighted Pakistan’s role in the Cold War, or the engagement of Pakistani soldiers abroad, either in the United Nations peace keeping framework, or bilaterally. While many Pakistanis are aware of some of Pakistan’s international roles and dependencies, and of Pakistan’s image abroad, there is limited discussion about the country’s global role – what it should be? Who are the internal and external actors that shape Pakistan’s role, engagement, influence, and perception abroad? What role does the state and citizens play in deciding Pakistan’s global role? These are some of the questions that our chapter authors aimed to touch upon in this book. A conscious effort has been made to reach out to Pakistanis living and working abroad. Chapters have been invited from such resource persons who are not only Pakistanis but also study Pakistan from abroad and often through various lens external to Pakistan.
Web: https://pakistan.fes.de/e/global-pakistan-pakistan%CA%BFs-role-in-the-international-system
Political and socio-economic discussions in Pakistan’s popular discourse are often inward-looking and generally focus on the country itself, or on its relationships to its immediate neighbors (Afghanistan, India, and China). We suggest here that Pakistan is part of a global system, as well. It is influenced not just by its direct neighbors, but also by: international events (war in Ukraine is just one example); by global economic factors (e.g. oil prices, changing terms of trade, or the danger of a global recession); and by various other global governance arrangements (e.g. Financial Action Taskforce and its demands from Pakistan). At the same time, Pakistan is not insulated from the global systemic changes. The global pandemic has overwhelmed the policymakers with possibilities of future epidemics also not being ruled out. In the past migration of people, both incoming and outgoing, has impacted the social fabric.
Likewise, the country is suffering from global warming and the resulting patterns of weather and precipitation. Pakistan is also a player at the international arena and is expected to play a responsible and proactive role at various global governance forums. The speech of the former Prime Minister of Pakistan at the UN General Assembly on September 27, 2019 has indicated regarding this responsibility and highlighted Pakistan’s role in the Cold War, or the engagement of Pakistani soldiers abroad, either in the United Nations peace keeping framework, or bilaterally. While many Pakistanis are aware of some of Pakistan’s international roles and dependencies, and of Pakistan’s image abroad, there is limited discussion about the country’s global role – what it should be? Who are the internal and external actors that shape Pakistan’s role, engagement, influence, and perception abroad? What role does the state and citizens play in deciding Pakistan’s global role? These are some of the questions that our chapter authors aimed to touch upon in this book. A conscious effort has been made to reach out to Pakistanis living and working abroad. Chapters have been invited from such resource persons who are not only Pakistanis but also study Pakistan from abroad and often through various lens external to Pakistan.
Web: https://pakistan.fes.de/e/global-pakistan-pakistan%CA%BFs-role-in-the-international-system
In this slide you can get about ,what are oxides and how they classify. In this slides I classify the oxides with respect to nature of oxides as well as the oxygen content in it.
Oxides can be divided into acidic, basic, amphoteric, or neutral. An Amphoteric Oxide is an oxide that can act as either an acid or a base. In general, non-metal oxides are acidic, and metal oxides are basic. Some non-metallic oxides are neutral, and some metallic or semi-metallic oxides are amphoteric.
hi guys,i have been getting useful materials for my students teaching, the least i can do for thanking all of you is by uploading this file on acids,bases and salts
thanks
In this slide you can get about ,what are oxides and how they classify. In this slides I classify the oxides with respect to nature of oxides as well as the oxygen content in it.
Oxides can be divided into acidic, basic, amphoteric, or neutral. An Amphoteric Oxide is an oxide that can act as either an acid or a base. In general, non-metal oxides are acidic, and metal oxides are basic. Some non-metallic oxides are neutral, and some metallic or semi-metallic oxides are amphoteric.
hi guys,i have been getting useful materials for my students teaching, the least i can do for thanking all of you is by uploading this file on acids,bases and salts
thanks
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.
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.
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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 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
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. OXIDES
- The binary compounds of oxygen
with metals and non-metals are called
as oxides.
Example
CaO, CO2, Fe2O3, H2O etc
3. CLASSIFICATION OF OXIDES
- On the basis of valence number of oxidation
state of oxygen, oxides are classified into
several groups, namely
✓ Normal Oxides
✓ Peroxides
✓ Super Oxides
✓ Sub Oxides.
4. I- NORMAL OXIDES
- Normal oxides are those
oxides in which oxygen
shows normal oxidation state
or valence number – 2.
5. CLASSIFICATION OF NORMAL OXIDES
- Normal oxides are further classified into
four types on the basis of their chemical
characteristics.
✓Basic oxides
✓Acidic oxides
✓Amphoteric oxides
✓Neutral oxides
6. 1- BASIC OXIDES
- The normal oxides of metal are the examples of basic oxides
4Na(s) + O2(g) → 2Na2O(s)
2Pb(s) + O2(g) → 2PbO
▪ Most of these oxides are soluble in water and produce their
hydroxides and turn red litmus blue
CaO(s) + H2O(l) → Ca(OH)2(s)
▪ They also react with acids to form salt and water
MgO(s) + 2HCl → MgCl2(aq) + H2O(l)
7. II- ACIDIC OXIDES
- The normal oxides of non-metal are generally acidic
S(s) + O2(g) → SO2(s)
C(s) + O2(s) → CO2(g)
▪ These oxides are react with water to form acids and turn blue litmus red
SO2(s) + H2O(l) → H2SO3(aq)
▪ Acidic oxides of non-metal react with alkalies to form salts and water
CO2(g( + 2NaOH(s) → Na2CO3
8. III- AMPHOTERIC OXIDES
- Oxygen with less electropositive metals like aluminum, zinc and
tin etc form oxides that posses dual characteristics acidic as well
as basic. These oxides are known as amphoteric oxides.
4Al(s) + 3O2(g) → 2Al2O3(s)
2Zn(s) + O2(g) → 2ZnO(s)
Amphoteric oxides can react with acids and alkalies to form salts
and water.
9. AMPHOTERIC PROPERTIES OF ACIDIC AND
BASIC
With Acid
- Amphoteric oxides react with acids, behaving just like
bases to form salts and water.
Al2O3(s) + 6HCl(g) → 2AlCl3(s) + 3H2O(l)
With Base
- Amphoteric oxides react with alkalies behaving just lie acids
to form salts and water.
Al2O3(s) + 2NaOH(aq) → 2NaAlO2(aq) + H2O(l)
10. IV- NEUTRAL OXIDES
- Neutral oxides are neither acidic nor basic.
They are neutral to litmus in aqueous
solution.
- For Example
→ Water (H2O)
→ Nitric acid (NO)
→ Carbon monoxide (CO)
11. II- PEROXIDES- Peroxides are oxides containing higher proportion of oxygen
as compared to normal oxides.
In these oxides, oxygen has an oxidation state or valence
number -1.
Example
- Sodium peroxide (Na2O2)
- Barium peroxide (BaO2)
- Hydrogen peroxide (H2O2)
- They produce hydrogen peroxide with acids
Na2O2(s) + 2HCl(aq) → 2NaCl(aq) + H2O2(aq)
12. III- SUPER OXIDES
- The elements of group IA potassium, rubidium and cesium form super
oxide. These contain more oxygen than peroxides.
In these oxides, oxygen has an oxidation state or valence number - ½.
They do not produce hydrogen peroxide with acid, rather they show the
tendency to release oxygen (O2) on heating and are powerful oxidizing
agents.
Example
- Potassium superoxide (KO2)
- Rubidium superoxide (RbO2)
- Cesium superoxide (CsO2)
13. IV- SUBOXIDES
- Suboxides have less quantity of oxygen
than the normal oxides.
- They are unstable.
- Very few suboxides are known.
Example
→ Carbon suboxide (C3O2)