The document contains 30 multiple choice questions about child development and pedagogy. It covers topics like how learners differ, constructivism, stages of development, principles of learning, assessment, inclusive education, and understanding learners. Correct answers are provided for each question. The purpose is to test knowledge around concepts in child development and effective teaching practices.
Competition Gurukul is the brain Child of IIT Delhi & NSIT Aluminums to help the Students for preparing the competitive exams in the innovation way by classroom coaching & online Mode.
www.competitiongurukul.in
Call: 9015596280, 9313565406
Competition Gurukul is the brain Child of IIT Delhi & NSIT Aluminums to help the Students for preparing the competitive exams in the innovation way by classroom coaching & online Mode.
www.competitiongurukul.in
Call: 9015596280, 9313565406
English Language Teaching Seminar (英語教育セミナー) event hosted for JHS and SHS instructors at the or Active Learning at the Kiten building conference rooms at Miyazaki Station, 11/29/19.
Chapter PackChapter 5Chapter 5 Who Are Today’s StudentsJinElias52
Chapter Pack
Chapter 5
Chapter 5: Who Are Today’s Students?
1. What is the difference between equity and equal opportunity? How do equity and equal opportunity apply to students and achievement?
2. According to Chapter 5, there are several program variations for teaching English-language learners (ELs). English as a Second Language (ESL) programs support students in learning English only without furthering the primary language of origin. Other models known as two-way or dual-language programs teach fluency using English as well as the primary language of origin. What are the advantages and disadvantages of both programs?
3. Diversity is a term that can have many meanings depending on context. What types of diversity are currently a part of the today’s classroom? As a teacher, why is it important to affirm diversity?
4. According to Chapter 5, teachers who utilize “culturally responsive pedagogy” have several important attributes. What is “culturally responsive pedagogy?” What are the attributes that identify a teacher as being culturally responsive?
5. What is “gender-fair education?” Why is it important to the development of students?
6. Explain the theory of “multiple intelligence.” Why is it important to the development of students and teaching? How is “multiple intelligence” different from “learning styles?” What is the significance for using both in the classroom?
=========================
Research Multiple Activity Choice Boards / Activities and Create Your Own for Whatever Grade you prefer to work with. Each area should have 3+ choices for a student to demonstrate mastery of learning.
Verbal/Linguistic
Visual/Spatial
Logical/Mathematical
Body/Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Musical
Chapter Pack
Chapter 7
Chapter 7: Classroom Teaching in a Digital World
1. Chapter 7 uses the terms “digital natives” and “digital learners.” What is the difference between these two terms? How can these two terms affect learning and technology in today’s classroom?
1. Technology has created opportunities for an information rich society. Are teens overexposed to technology? Has society become too dependent on technology? Why or why not?
1. What effect has the widespread use of technology had on teaching and learning? Has this phenomenon made teaching easier? Has this phenomenon made learning easier?
1. How can teachers use simulations to enhance learning? Are there situations where simulations should not be used to enhance learning?
1. According to Chapter 7, extending one’s perceptions of the environment belongs to a class of images called augmented reality (AR). Describe an area within the curriculum where AR can be found. How does the use of AR support learning?
1. There are many versions of the flipped classroom. Explain your experience with flipped classrooms. Was this process effective for you as a learner? ...
EDU 692 Week 2 Cultural Competence in the ClassroomNikhil Goya.docxjack60216
EDU 692 Week 2 Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience via a TEDX Youth (2012) presentation. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.
Content Expectations
1. Describe a culturally relevant learning experience in which Nick could have participated within his early high school years that may have been able to successfully meet his academic and personal needs.
2. Using Nick’s interest in computers as a form of his cultural identity, describe the cultural competencies that were most likely taught and/or applied within Nick’s school (i.e., not the computer camp, but the school system that Nick eventually left).
3. Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and collaboration that are presented in Learning and Innovations Skills. Determine which of these skills you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
4. Evaluate the relationship between the cultural competencies identified above in item two and the learning and innovation skills described in item three, and then consider whether cultural competencies are represented in the 21st century skills. Describe in what ways.
5. Explain how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
Cultural Competencies Refe ...
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills.
Types of education are commonly divided into formal, non-formal, and informal education. Formal education takes place in education and training institutions, is usually structured by curricular aims and objectives, and learning is typically guided by a teacher. In most regions, formal education is compulsory up to a certain age and commonly divided into educational stages such as kindergarten, primary school and secondary school. Nonformal education occurs as addition or alternative to formal education.[1] It may be structured according to educational arrangements, but in a more flexible manner, and usually takes place in community-based, workplace-based or civil society-based settings. Lastly, informal education occurs in daily life, in the family, any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational, whether unintentional or intentional. In practice there is a continuum from the highly formalized to the highly informalized, and informal learning can occur in all three settings.[2] For instance, homeschooling can be classified as nonformal or informal, depending upon the structure.Regardless of setting, educational methods include teaching, training, storytelling, discussion, and directed research.Numerous definitions of education have been suggested by theorists belonging to diverse fields.[3][4][5] Many agree that education is a purposeful activity directed at achieving certain aims, especially the transmission of knowledge.[6] But they often include other aims as well, such as fostering skills and character traits.[6][3][7] However, there are deep disagreements about the exact nature of education besides these general characteristics. According to some conceptions, it is primarily a process that occurs during events like schooling, teaching, and learning.[8][9][4] Others understand it not as a process but as the achievement or product brought about by this process. On this view, education is what educated persons have, i.e. the mental states and dispositions that are cha
Nikhil Goyal is a successful high school student who, like many stud.docxabhi353063
Nikhil Goyal is a successful high school student who, like many students
his age, hates school. But unlike most students his age, Nikhil wrote a
speech about it and delivered it to a global audience via a TEDX Youth
<
http://tedxtalks.ted.com/video/Why-Kids-Hate-School-Nikhil-Goy
>
(2012) presentation. The central theme of the presentation is relevance
and, specifically, how schools often lack relevance to the lives of their
learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who
was marginalized in school and medicated to be able to adhere to the
parameters of thought and behavior expected for participation in the
school. As you view the presentation, you will learn how Nick became
disillusioned by the lack of relevancy and interest in his studies and how
his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze
it based on what might have happened differently if Nick’s education
targeted the learning of 21st century skills through culturally relevant
learning opportunities. Additionally, you will recommend a culturally
relevant learning experience that might have been able to meet Nick’s needs
in high school. Review the Instructor Guidance for this week for additional
information and use the Ladson-Billing (1995) resource and Chapter 4 of
Wardle (2013) to define a culturally relevant learning experience; apply
this framework to the creation of solutions. Then, create your formal
written assignment to meet the content and written communication
expectations stated below.
*Content Expectations*
- Video Analysis (3 points): Address the following five guiding
statements:
1. Describe a culturally relevant learning experience in which Nick
could have participated within his early high school years that may have
been able to successfully meet his academic and personal needs.
2. Using Nick’s interest in computers as a form of his cultural
identity, describe the cultural competencies that were most likely taught
and/or applied within Nick’s school (i.e., not the computer camp, but the
school system that Nick eventually left).
3. Examine the 4C skills (a) creativity and innovation, (b) critical
thinking and problem solving, and (c) communication and
collaboration that
are presented in Learning and Innovations Skills
<
http://www.p21.org/about-us/p21-framework/60-learning-and-innovation-skills
>
. Determine which of these skills you perceive are most likely
relevant to Nick’s current position as a programmer in an
advertising firm
and which of these skills you perceive are not adequately addressed in
typical classroom environments today.
4. Evaluate the relationship between the cultural competencies
identified above in item two and the learning and innovation skills
described in item three, a.
English Language Teaching Seminar (英語教育セミナー) event hosted for JHS and SHS instructors at the or Active Learning at the Kiten building conference rooms at Miyazaki Station, 11/29/19.
Chapter PackChapter 5Chapter 5 Who Are Today’s StudentsJinElias52
Chapter Pack
Chapter 5
Chapter 5: Who Are Today’s Students?
1. What is the difference between equity and equal opportunity? How do equity and equal opportunity apply to students and achievement?
2. According to Chapter 5, there are several program variations for teaching English-language learners (ELs). English as a Second Language (ESL) programs support students in learning English only without furthering the primary language of origin. Other models known as two-way or dual-language programs teach fluency using English as well as the primary language of origin. What are the advantages and disadvantages of both programs?
3. Diversity is a term that can have many meanings depending on context. What types of diversity are currently a part of the today’s classroom? As a teacher, why is it important to affirm diversity?
4. According to Chapter 5, teachers who utilize “culturally responsive pedagogy” have several important attributes. What is “culturally responsive pedagogy?” What are the attributes that identify a teacher as being culturally responsive?
5. What is “gender-fair education?” Why is it important to the development of students?
6. Explain the theory of “multiple intelligence.” Why is it important to the development of students and teaching? How is “multiple intelligence” different from “learning styles?” What is the significance for using both in the classroom?
=========================
Research Multiple Activity Choice Boards / Activities and Create Your Own for Whatever Grade you prefer to work with. Each area should have 3+ choices for a student to demonstrate mastery of learning.
Verbal/Linguistic
Visual/Spatial
Logical/Mathematical
Body/Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Musical
Chapter Pack
Chapter 7
Chapter 7: Classroom Teaching in a Digital World
1. Chapter 7 uses the terms “digital natives” and “digital learners.” What is the difference between these two terms? How can these two terms affect learning and technology in today’s classroom?
1. Technology has created opportunities for an information rich society. Are teens overexposed to technology? Has society become too dependent on technology? Why or why not?
1. What effect has the widespread use of technology had on teaching and learning? Has this phenomenon made teaching easier? Has this phenomenon made learning easier?
1. How can teachers use simulations to enhance learning? Are there situations where simulations should not be used to enhance learning?
1. According to Chapter 7, extending one’s perceptions of the environment belongs to a class of images called augmented reality (AR). Describe an area within the curriculum where AR can be found. How does the use of AR support learning?
1. There are many versions of the flipped classroom. Explain your experience with flipped classrooms. Was this process effective for you as a learner? ...
EDU 692 Week 2 Cultural Competence in the ClassroomNikhil Goya.docxjack60216
EDU 692 Week 2 Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience via a TEDX Youth (2012) presentation. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.
Content Expectations
1. Describe a culturally relevant learning experience in which Nick could have participated within his early high school years that may have been able to successfully meet his academic and personal needs.
2. Using Nick’s interest in computers as a form of his cultural identity, describe the cultural competencies that were most likely taught and/or applied within Nick’s school (i.e., not the computer camp, but the school system that Nick eventually left).
3. Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and collaboration that are presented in Learning and Innovations Skills. Determine which of these skills you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
4. Evaluate the relationship between the cultural competencies identified above in item two and the learning and innovation skills described in item three, and then consider whether cultural competencies are represented in the 21st century skills. Describe in what ways.
5. Explain how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
Cultural Competencies Refe ...
ICT promote autonomy among ESL/EFL learners: myth or reality?engedukamall
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills.
Types of education are commonly divided into formal, non-formal, and informal education. Formal education takes place in education and training institutions, is usually structured by curricular aims and objectives, and learning is typically guided by a teacher. In most regions, formal education is compulsory up to a certain age and commonly divided into educational stages such as kindergarten, primary school and secondary school. Nonformal education occurs as addition or alternative to formal education.[1] It may be structured according to educational arrangements, but in a more flexible manner, and usually takes place in community-based, workplace-based or civil society-based settings. Lastly, informal education occurs in daily life, in the family, any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational, whether unintentional or intentional. In practice there is a continuum from the highly formalized to the highly informalized, and informal learning can occur in all three settings.[2] For instance, homeschooling can be classified as nonformal or informal, depending upon the structure.Regardless of setting, educational methods include teaching, training, storytelling, discussion, and directed research.Numerous definitions of education have been suggested by theorists belonging to diverse fields.[3][4][5] Many agree that education is a purposeful activity directed at achieving certain aims, especially the transmission of knowledge.[6] But they often include other aims as well, such as fostering skills and character traits.[6][3][7] However, there are deep disagreements about the exact nature of education besides these general characteristics. According to some conceptions, it is primarily a process that occurs during events like schooling, teaching, and learning.[8][9][4] Others understand it not as a process but as the achievement or product brought about by this process. On this view, education is what educated persons have, i.e. the mental states and dispositions that are cha
Nikhil Goyal is a successful high school student who, like many stud.docxabhi353063
Nikhil Goyal is a successful high school student who, like many students
his age, hates school. But unlike most students his age, Nikhil wrote a
speech about it and delivered it to a global audience via a TEDX Youth
<
http://tedxtalks.ted.com/video/Why-Kids-Hate-School-Nikhil-Goy
>
(2012) presentation. The central theme of the presentation is relevance
and, specifically, how schools often lack relevance to the lives of their
learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who
was marginalized in school and medicated to be able to adhere to the
parameters of thought and behavior expected for participation in the
school. As you view the presentation, you will learn how Nick became
disillusioned by the lack of relevancy and interest in his studies and how
his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze
it based on what might have happened differently if Nick’s education
targeted the learning of 21st century skills through culturally relevant
learning opportunities. Additionally, you will recommend a culturally
relevant learning experience that might have been able to meet Nick’s needs
in high school. Review the Instructor Guidance for this week for additional
information and use the Ladson-Billing (1995) resource and Chapter 4 of
Wardle (2013) to define a culturally relevant learning experience; apply
this framework to the creation of solutions. Then, create your formal
written assignment to meet the content and written communication
expectations stated below.
*Content Expectations*
- Video Analysis (3 points): Address the following five guiding
statements:
1. Describe a culturally relevant learning experience in which Nick
could have participated within his early high school years that may have
been able to successfully meet his academic and personal needs.
2. Using Nick’s interest in computers as a form of his cultural
identity, describe the cultural competencies that were most likely taught
and/or applied within Nick’s school (i.e., not the computer camp, but the
school system that Nick eventually left).
3. Examine the 4C skills (a) creativity and innovation, (b) critical
thinking and problem solving, and (c) communication and
collaboration that
are presented in Learning and Innovations Skills
<
http://www.p21.org/about-us/p21-framework/60-learning-and-innovation-skills
>
. Determine which of these skills you perceive are most likely
relevant to Nick’s current position as a programmer in an
advertising firm
and which of these skills you perceive are not adequately addressed in
typical classroom environments today.
4. Evaluate the relationship between the cultural competencies
identified above in item two and the learning and innovation skills
described in item three, a.
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.