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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
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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.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
4. 2.1: Introduction
Why study chemistry in an
Anatomy and Physiology class?
- Body functions depend on cellular functions
- Cellular functions result from chemical changes
- Biochemistry helps to explain physiological processes
4
5. 2.2: Structure of Matter
Matter – anything that takes up space and has mass (weight).
It is composed of elements.
Elements – composed of chemically identical atoms:
• Bulk elements – required by the body in large amounts
• Trace elements - required by the body in small amounts
• Ultratrace elements – required by the body in very
minute amounts
Atoms – smallest particle of an element
5
7. Elements and Atoms
• All matter is composed of elements
• Elements are the parts of compounds
• Elements are:
• Bulk elements
• Trace elements
• Ultratrace elements
• The smallest parts of atoms are elements
7
9. Atomic Number,
Mass Number and
Atomic Weight
Atomic Number
• Number of protons in the nucleus of one atom
• Each element has a unique atomic number
• Equals the number of electrons in the atom
Mass Number
• The number of protons plus the number of neutrons in one atom
• Electrons do not contribute to the weight of the atom
Atomic Weight
• Average of mass numbers of the isotopes of an element
9
10. Isotopes
Isotopes
• Atoms with the same atomic numbers but with
different mass numbers
• Different number of neutrons
• Oxygen often forms isotopes (O16, O17, and O18)
10
11. Molecules and Compounds
Molecule – particle formed when two or more atoms
chemically combine
Compound – particle formed when two or more atoms of
different elements chemically combine
Molecular formulas – depict the elements present and
the number of each atom present in the molecule
H2 C6H12O6 H2O
11
12. Bonding of Atoms
• Bonds form when atoms combine with other atoms
• Electrons of an atom occupy regions of space called
electron shells which circle the nucleus
• For atoms with atomic numbers of 18 or less, the following
rules apply:
• The first shell can hold up to 2 electrons
• The second shell can hold up to 8 electrons
• The third shell can hold up to 8 electrons
12
13. 2.1 From Science to Technology
Radioactive Isotopes Reveal Physiology
13
14. 2.2 From Science to Technology
Ionizing Radiation:
From the Cold War to Yucca Mountain
14
16. Bonding of Atoms: Ions
Ion
• An atom that gains or loses electrons to become stable
• An electrically charged atom
Cation
• A positively charged ion 11p+
12n0
17p+
18n0
• Formed when an atom loses electrons
Anion
Sodium atom (Na) Chlorine atom (Cl)
• A negatively charged ion
• Formed when an atom gains
electrons
16
20. Bonding of Atoms:
Polar Molecules
Polar Molecules
• Molecule with a slightly negative end and a slightly positive end
• Results when electrons are not shared equally in covalent bonds
• Water is an important polar molecule
Slightly negative ends
20
(a)
Slightly positive ends
21. Hydrogen Bonds
Hydrogen Bonds
• A weak attraction between the positive end of one polar
molecule and the negative end of another polar molecule
• Formed between water molecules
• Important for protein and nucleic acid structure
H H
O
H
Hydrogen bonds
O
H
H
O
H
H O
H H
O
21
H
(b)
22. Chemical Reactions
Chemical reactions occur when chemical bonds form or
break among atoms, ions, or molecules
Reactants are the starting materials of the reaction - the
atoms, ions, or molecules
Products are substances formed at the end of the chemical
reaction
NaCl Na+ + Cl-
Reactant Products
22
23. Types of Chemical Reactions
Synthesis Reaction – more complex chemical structure
is formed
A + B AB
Decomposition Reaction – chemical bonds are broken to form
a simpler chemical structure
AB A + B
Exchange Reaction – chemical bonds are broken and new
bonds are formed
AB + CD AD + CB
Reversible Reaction – the products can change back to the
reactants
A + B n AB 23
24. Acids, Bases, and Salts
Electrolytes – substances that release ions in water
NaCl Na+ + Cl-
Acids – electrolytes that dissociate to release hydrogen ions
in water
HCl H+ + Cl-
Bases – substances that release ions that can combine with
hydrogen ions
NaOH Na+ + OH-
Salts – electrolytes formed by the reaction between an
acid and a base
HCl + NaOH H2O + NaCl 24
26. Neutralization and Buffers
• Neutralization occurs when an acid and
base react to form a salt and water in a
displacement reaction.
– HCl + NaOH NaCl + H2O
– Termed neutralization because water is
formed neutralizing the solution.
• Buffers act as acids when pH is high and
bases when pH is low.
– Carbonic acid-bicarbonate system.
27. 2.3: Chemical Constituents
of Cells
Organic v. Inorganic Molecules
Organic molecules
• Contain C and H
• Usually larger than inorganic molecules
• Dissolve in water and organic liquids
• Carbohydrates, proteins, lipids, and nucleic acids
Inorganic molecules
• Generally do not contain C and H
• Usually smaller than organic molecules
• Usually dissociate in water, forming ions
• Water, oxygen, carbon dioxide, and inorganic salts
27
28. Inorganic Substances
Water
• Most abundant compound in living material
• Two-thirds of the weight of an adult human
• Major component of all body fluids
• Medium for most metabolic reactions
• Important role in transporting chemicals in the body
• Absorbs and transports heat
Oxygen (O2)
• Used by organelles to release energy from nutrients in
order to drive cell’s metabolic activities
• Necessary for survival
28
29. Inorganic Substances
Carbon dioxide (CO2)
• Waste product released during metabolic reactions
• Must be removed from the body
Inorganic salts
• Abundant in body fluids
• Sources of necessary ions (Na+, Cl-, K+, Ca2+, etc.)
• Play important roles in metabolism
29
30. Organic Substances
Carbohydrates
• Provide energy to cells
• Supply materials to build cell structures
• Water-soluble
• Contain C, H, and O
• Ratio of H to O close to 2:1 (C6H12O6)
• Monosaccharides – glucose, fructose
• Disaccharides – sucrose, lactose
• Polysaccharides – glycogen, cellulose
30
34. Neutral Fats
• Triglycerides are formed from a fatty acid and glycerol (a
sugar).
• They are the most plentiful source of stored energy to our
bodies.
– Two types:
• Saturated- contain only single bonds
• Unsaturated- contains one(mono) or more(poly) double bonds
• Short, unsaturated fats are liquids (oils) and come from
plants.
• Long, saturated fats are solid (butter and meat fat) and
come from animals.
37. Organic Substances
Proteins
• Structural material • Protein building blocks are
• Energy source amino acids
• Hormones • Amino acids held
• Receptors together with peptide bonds
• Enzymes H
• Antibodies H C
C
C H
H
H C C H
S C
R H C H H C H
H N C C OH H N C C OH H N C C OH
H H O H H O H H O
37
42. Important Points in Chapter 2:
Outcomes to be Assessed
2.1: Introduction
Give examples of how the study of living materials requires and
understanding of chemistry.
2.2: Structure of Matter
Describe how atomic structure determines how atoms interact.
Describe the relationships among matter, atoms, and molecules.
Explain how molecular and structural formulas symbolize the
composition of compounds.
Describe three types of chemical reactions.
Explain what acids, bases, and buffers are.
42
Define pH.
43. Important Points in Chapter 2:
Outcomes to be Assessed Continued
2.3: Chemical Constituents of Cells
List the major groups of inorganic chemicals common in cells.
Describe the general functions of the main classes of organic molecules
in cells.
43