The document discusses the concepts of ideal self, actual self, and self-concept. The ideal self refers to the type of person one aspires to be, incorporating traits admired from mentors or role models. The actual self describes one's existing characteristics developed from nurture or nature. Self-concept involves one's awareness and understanding of oneself. The document encourages reflecting on how one's self has changed across different life stages from childhood to present.
There is no greater joy than gradually dicovering who you are. This document hopes to help people break out of their shells and start the journey of self discovery.
There is no greater joy than gradually dicovering who you are. This document hopes to help people break out of their shells and start the journey of self discovery.
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.
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
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.
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
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!
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.
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.
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.
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.
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.
2. is the self that you
aspire to be. It is the
one that you hope ill
possess characteristics
similar to that of a
mentor or some other
worldly figure.
3. include components of
what our parents have
taught
us, what we admire in
others, what our society
promotes, and what we
think is in our best
interest.
12. HOW DO YOU COMPARE
YOURSELF NOW FROM
BEFORE? HOW DO YOU
FAIR TO YOUR
IMPROVEMENTS?
13. DO YOU THINK YOU CAN
ACHIEVE MORE “NOW”,
THAN THAT YOU WERE
SMALL? CITE SOME
EXAMPLES.
14. THERE ARE MANY INSTANCES
WHERE IN YOU CAN CHOOSE WHO
YOU CAN BE AS OF NOW. WHY
THIS CURRENT “SELF”?
EXPLAIN.
15. Skills that will greatly
increase the efficiency of
any person who owns them:
16. 1. Determination. It allows you to
focus only on achieving a specific
goal without being distracted by
less important things or
spontaneous desires. It maybe
developed with the help of self-
discipline exercise.
17. 2. Self-confidence. It appears in
the process of personal
development, as a result of getting
aware of yourself, your actions and
their consequences. Self-confidence
is manifested in speech,
appearance, dressing, gait, and
physical condition.
18. 3. Persistence. It makes you keep
moving forward regardless of
emerging obstacles – problems,
laziness, bad emotional state, et.
It creduces the costs of overcoming
obstacles. It can also be developed
with the help of self- discipline
exercise.
19. 4. Managing stress. It helps combat
stress that arises in daily life from
the environment and other people.
Stress arises from the uncertainty in
an unknown situation when a lack of
information creates the risk of
negative consequences of your
actions. It increases efficiency in
the actively changing environment.
20. 5. Problem-solving skills. They
help cope with the problems
encountered with a lack of
experience. It increases
efficiency by adopting new ways
of achieving goals when obtaining
a new experience.
21. 6. Creativity. It allows you to
find extraordinary ways to carry
out a specific action that no one
has tried to use. It can lead to
a decrease or an increase of
costs, but usually the speed of
action is greatly increased when
using creative tools.
22. 7. Generating ideas. It helps you
achieve goals using new,
original, unconventional ideas.
Idea is a mental image of an
object formed by the human mind,
which can be changed before being
implemented in the real world.
24. ACTIVITY 1: Johari’s Window
Instruction:
1. Below is the table devised by
Joseph and Harrington in assessing
the self. Write your name (optional)
on the first box indicated.
2. On the first box (no.1) write
everything that you know about
yourself; and everything that people
around you/others often think or
feel everything about you.
25. 3. On the second box (no.2) write
everything about yourself that is only
known to you and to you alone
4. On the third box (no. 3) You may need
the help of others to fill out this space
for you. At the beginning of this
activity, your name is optional if you
want to write it or not. This box explains
people/others know something about you,
but you yourself need to check or to re-
affirm.
5. On the last box (no. 4), you may leave
26. NAME: KNOWN TO SELF NOT KNOW TO
SELF
KNOWN TO
OTHERS
(ARENA) (BLIND SPOT)
NOT KNOWN TO
OTHERS
(FACADE) (UNKNOWN)
Editor's Notes
how we want to be. we have developed over time, based on what
we have learned and experienced.
how we want to be. we have developed over time, based on what
we have learned and experienced.
who we actually are. how we think, how we feel, look, and act.
need to learn yourself and your capabilities, gain positive attitude and believe that by performing right actions and achieving right
goals you will certainly reach success.
