The document asks questions about food preferences, with a child responding that they like pizza but don't like sandwiches, and their favorite food is pasta.
Wall-E introduces himself as a robot created to clean up planet Earth after humans polluted it with rubbish. He jokes that he wants to be an actor instead of just a cleaner. The document then asks what the reader wants to be when they grow up and provides examples of occupations like paleontologist, dancer, firefighter, farmer, artist, and teacher. It continues listing other potential careers such as banker, football player, lawyer, headwaiter, chef, police officer, photographer, basketball player, hairdresser, astronaut, racing driver, actor, mail carrier, butcher, bullfighter, and veterinarian.
This document provides instructions for recycling different materials by placing them in colored bins. Paper and cardboard are to be placed in the blue bin, plastic and cans in the yellow bin, glass in the green bin, oils in the orange bin, and general waste in the grey bin. It emphasizes the importance of reducing pollution and caring for the environment using the three R's: reduce, reuse, recycle. It gives examples of how to reduce resource usage and explains that reuse means using items again for their original or different purpose, while recycle means converting waste materials into new objects.
This document provides examples of how to write out times in words, including full hours and half hours as well as quarter hours and minutes before or after the hour. Times listed include 5 o'clock, 12 o'clock, half past three, quarter past ten, quarter to seven, and various others. It also includes two examples of asking what time an event is at and responding with the time.
This document discusses different types of clothing worn for various seasons, weather conditions, and activities. It notes that in summer lightweight clothes like t-shirts, shorts, and sandals are worn because it is hot, while warmer clothes like coats, sweaters, and boots are worn in winter as it is cold. Specific sporting outfits like tracksuits and football kits are mentioned for playing sports. Beach attire such as swimsuits and bikinis are also detailed.
Lewis Carroll wrote Alice in Wonderland in 1865. The story follows 7-year-old Alice who falls down a rabbit hole into a strange world called Wonderland. There, she meets peculiar characters including the White Rabbit, the Cheshire Cat, the Mad Hatter, the King and Queen of Hearts, and Tweedledee and Tweedle Dum. Alice has many adventures in Wonderland as she tries to understand this curious place and its even curiouser inhabitants.
The document discusses the 5 senses - sight, smell, taste, hearing, and touch. For each sense, it provides an example sentence stating what body part is used for that sense, followed by an example of what someone can see, smell, taste, hear, or touch using that sense.
The document discusses the characteristics of four popular superheroes - Spiderman, Superman, Batman, and Supergirl. It provides details about each hero such as their real name, where they are from, their day jobs or occupations, physical descriptions, typical costumes or outfits, and their main superpowers. Key details are given for each hero like Spiderman's ability to climb walls and swing from buildings, Superman's ability to fly, Batman using technology like his cape to glide and fly, and Supergirl also having the power of flight.
This document lists several popular superhero teams including the Justice League, Fantastic Four, Avengers, X-Men, and The Incredibles. It provides the names of prominent members for each team, noting that Invisible Woman and Mister Fantastic are married and Human Torch and Thing are siblings on the Fantastic Four.
Wall-E introduces himself as a robot created to clean up planet Earth after humans polluted it with rubbish. He jokes that he wants to be an actor instead of just a cleaner. The document then asks what the reader wants to be when they grow up and provides examples of occupations like paleontologist, dancer, firefighter, farmer, artist, and teacher. It continues listing other potential careers such as banker, football player, lawyer, headwaiter, chef, police officer, photographer, basketball player, hairdresser, astronaut, racing driver, actor, mail carrier, butcher, bullfighter, and veterinarian.
This document provides instructions for recycling different materials by placing them in colored bins. Paper and cardboard are to be placed in the blue bin, plastic and cans in the yellow bin, glass in the green bin, oils in the orange bin, and general waste in the grey bin. It emphasizes the importance of reducing pollution and caring for the environment using the three R's: reduce, reuse, recycle. It gives examples of how to reduce resource usage and explains that reuse means using items again for their original or different purpose, while recycle means converting waste materials into new objects.
This document provides examples of how to write out times in words, including full hours and half hours as well as quarter hours and minutes before or after the hour. Times listed include 5 o'clock, 12 o'clock, half past three, quarter past ten, quarter to seven, and various others. It also includes two examples of asking what time an event is at and responding with the time.
This document discusses different types of clothing worn for various seasons, weather conditions, and activities. It notes that in summer lightweight clothes like t-shirts, shorts, and sandals are worn because it is hot, while warmer clothes like coats, sweaters, and boots are worn in winter as it is cold. Specific sporting outfits like tracksuits and football kits are mentioned for playing sports. Beach attire such as swimsuits and bikinis are also detailed.
Lewis Carroll wrote Alice in Wonderland in 1865. The story follows 7-year-old Alice who falls down a rabbit hole into a strange world called Wonderland. There, she meets peculiar characters including the White Rabbit, the Cheshire Cat, the Mad Hatter, the King and Queen of Hearts, and Tweedledee and Tweedle Dum. Alice has many adventures in Wonderland as she tries to understand this curious place and its even curiouser inhabitants.
The document discusses the 5 senses - sight, smell, taste, hearing, and touch. For each sense, it provides an example sentence stating what body part is used for that sense, followed by an example of what someone can see, smell, taste, hear, or touch using that sense.
The document discusses the characteristics of four popular superheroes - Spiderman, Superman, Batman, and Supergirl. It provides details about each hero such as their real name, where they are from, their day jobs or occupations, physical descriptions, typical costumes or outfits, and their main superpowers. Key details are given for each hero like Spiderman's ability to climb walls and swing from buildings, Superman's ability to fly, Batman using technology like his cape to glide and fly, and Supergirl also having the power of flight.
This document lists several popular superhero teams including the Justice League, Fantastic Four, Avengers, X-Men, and The Incredibles. It provides the names of prominent members for each team, noting that Invisible Woman and Mister Fantastic are married and Human Torch and Thing are siblings on the Fantastic Four.
The document describes the various abilities and powers of different superheroes. It lists things some superheroes can do, such as fly, swim fast, punch, kick, become invisible or control the weather. It then gives examples of individual superheroes stating what they can and can't do, such as being able to punch but not resist kryptonite, or being able to heal but not stay out of water for long. It asks what different characters can and can't do, such as being able to drive a car but not travel to other planets.
This document discusses the abilities of various superheroes, listing powers such as flying, super speed, jumping, invisibility, weather control, freezing, stretching, climbing, shape-shifting, punching, jumping, walking, cutting with claws, climbing, kicking, and fighting. It also mentions weaknesses such as vulnerability to kryptonite and an inability to dance, burn, freeze, become invisible, or stretch.
This document lists various parts of the body and assigns superheroes to each part. It covers parts of the head like hair, ears, eyes, nose, mouth, and chin. It also covers parts of the eyes, mouth, hands, arms, legs, back, chest and waist. Example superheroes listed include Spiderman, Beast, Wolverine, Thor, Superman, Catwoman, Joker and Hulk. The document provides a detailed anatomy reference for superhero characters.
This document lists different parts of the body and associates superheroes with each part. It covers the face, head, neck, mouth, and other areas like hands, legs, back and bottom. Example superheroes mentioned include Spiderman, Wolverine, Superman, Thor, Joker, and Hulk. The document serves as a reference pairing superheroes with specific body parts.
The document lists the locations of various characters from Harry Potter. Hagrid is in the garden, Hermione, Ron and Harry are in the living room, and Harry Potter is in the kitchen. Professor McGonagall is in the classroom, the troll is in the toilet, and Ron, Harry and Hermione are in the stairs.
The document lists the locations of various Harry Potter characters and a troll within the rooms of a house, with Hagrid in the garden, Hermione, Ron and Harry in the living room, Draco Malfoy in the dining room, Harry Potter alone in the kitchen, the troll in the toilet, Harry and Dobby in the bedroom, and Ron, Harry and Hedwig in the garage.
The document lists various actions that people and animals can do such as fly, eat, jump, drink, dive, swim, run and walk. It then discusses the concept of "can/can't" through examples of whether a person can play chess, a mother can play the piano, and a father can dance. It provides a template for describing abilities of a writer's family members.
This document contains information about the families of several characters in Harry Potter. It describes Harry Potter's family including his parents Lily and James Potter. It also provides details about Ron Weasley's large family consisting of his parents Arthur and Molly and his five brothers - Bill, Charlie, Percy, Fred and George - and sister Ginny. Additionally, it gives information on Hermione Granger's parents Monica and Wendell.
The document describes several families in Harry Potter's world, including his own family the Potters who consisted of his mother, father, and himself as an only child. It also mentions the Dursleys, his aunt and uncle's family who he lived with, consisting of an aunt, uncle, and cousin. Additionally, it outlines Hermione Granger's family and the large Weasley family, listing all seven of the Weasley children. The document concludes by asking common questions about whether someone has any brothers or sisters.
Harry Potter is the main character in J.K. Rowling's book about an 11-year old orphan boy who discovers he is a wizard and attends Hogwarts School of Witchcraft and Wizardry. At the school, Harry, along with his friends Hermione and Ron, face challenges such as defeating the dark wizard Lord Voldemort who killed Harry's parents and is trying to kill Harry. They learn magic, play Quidditch, and are three of the youngest students to battle the evil Voldemort.
The document discusses three ways that animals can be classified: by their reproduction as either viviparous (born from the mother's stomach) or oviparous (born from eggs); by their diet as carnivorous (eating animals), herbivorous (eating plants and fruits), or omnivorous (eating plants, fruits, and animals); and by their structure as either vertebrates (having a backbone) or invertebrates (not having a backbone). Examples are provided of different animals' classifications based on these criteria, such as crocodiles being vertebrate, oviparous, and carnivorous.
Some animals can fly, run, swim, jump, walk, slide, swing, dive, roar, hop, bark and miaow. The document discusses the different actions animals can perform such as flying, running, swimming, jumping, walking and sliding. It also provides examples of animals that can perform certain actions like a butterfly flying, a dog running, and a goldfish swimming. The document contrasts what some animals can and can't do, such as a penguin not being able to fly or a snake not being able to jump.
This document lists various common animals organized into categories including pets, farm animals, insects and arachnids, sea animals, and wild animals. It includes popular pet animals like dogs, cats, hamsters, and birds. Farm animals mentioned are chickens, cows, pigs, horses, and sheep. Sea animals covered are fish, whales, seals, dolphins, and octopuses. Wild animals listed range from lions, tigers, and bears to monkeys, elephants, giraffes, and polar bears. The document provides a broad overview of different types of animals categorized by their habitats.
The document describes the characteristics of several different dinosaurs including their diet, reproduction method, physical features, time period and location, size, and an interesting fact. The dinosaurs lived across different periods from the late Jurassic to late Cretaceous in locations like North America, Asia, Europe, and Antarctica. They exhibited a variety of traits related to herbivorous or carnivorous diets, egg-laying or live birth, and anatomical attributes such as scales, legs, tails, horns or spikes. Their sizes ranged from 1 to 27 meters in length.
Dinosaurs had various body parts including eyes, tails, legs, teeth, noses, spikes, claws, tongues, scales, and horns. Dinosaurs performed important actions such as hunting, flying, killing, running, eating, seeing, laying eggs, and swimming. The document discusses the body parts of dinosaurs and main verbs used to describe dinosaur behaviors.
This document discusses different types of clothing worn depending on season and weather. In summer, light clothing is worn like t-shirts, shorts, skirts and dresses along with sandals, swimsuits and sunglasses. In winter, warmer clothing is worn such as trousers, coats, sweaters, jackets and boots. The document also provides details on clothing in ancient Rome, noting that tunics were standard for men and women, while togas and stolas were also worn, and clothing styles varied depending on social rank and wealth.
The document describes the family relationships between various Roman gods and goddesses. It provides a chart showing Saturn and Ops as the father and mother figures who had as children Juno, Jupiter, Pluto, Neptune, Ceres and Vesta. Jupiter then went on to marry Juno and they had children including Mars, Venus, Apollo and Diana. The document also notes other relationships like Venus being the granddaughter of Saturn and having Diana as a sister.
Roman houses for wealthy families, or domus, were centered around an open-air atrium with rooms arranged around it. The main rooms included the tablinum, where the father conducted business, cubiculum bedrooms, and a triclinium dining room where Romans reclined to eat. The domus also included a culina kitchen, toilet, peristyle courtyard, and exedra seating area. Poorer Romans lived in insulae apartment blocks with shops on the ground floor and small, cheap flats above. Temples housed statues of the gods and served as religious sites.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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 document describes the various abilities and powers of different superheroes. It lists things some superheroes can do, such as fly, swim fast, punch, kick, become invisible or control the weather. It then gives examples of individual superheroes stating what they can and can't do, such as being able to punch but not resist kryptonite, or being able to heal but not stay out of water for long. It asks what different characters can and can't do, such as being able to drive a car but not travel to other planets.
This document discusses the abilities of various superheroes, listing powers such as flying, super speed, jumping, invisibility, weather control, freezing, stretching, climbing, shape-shifting, punching, jumping, walking, cutting with claws, climbing, kicking, and fighting. It also mentions weaknesses such as vulnerability to kryptonite and an inability to dance, burn, freeze, become invisible, or stretch.
This document lists various parts of the body and assigns superheroes to each part. It covers parts of the head like hair, ears, eyes, nose, mouth, and chin. It also covers parts of the eyes, mouth, hands, arms, legs, back, chest and waist. Example superheroes listed include Spiderman, Beast, Wolverine, Thor, Superman, Catwoman, Joker and Hulk. The document provides a detailed anatomy reference for superhero characters.
This document lists different parts of the body and associates superheroes with each part. It covers the face, head, neck, mouth, and other areas like hands, legs, back and bottom. Example superheroes mentioned include Spiderman, Wolverine, Superman, Thor, Joker, and Hulk. The document serves as a reference pairing superheroes with specific body parts.
The document lists the locations of various characters from Harry Potter. Hagrid is in the garden, Hermione, Ron and Harry are in the living room, and Harry Potter is in the kitchen. Professor McGonagall is in the classroom, the troll is in the toilet, and Ron, Harry and Hermione are in the stairs.
The document lists the locations of various Harry Potter characters and a troll within the rooms of a house, with Hagrid in the garden, Hermione, Ron and Harry in the living room, Draco Malfoy in the dining room, Harry Potter alone in the kitchen, the troll in the toilet, Harry and Dobby in the bedroom, and Ron, Harry and Hedwig in the garage.
The document lists various actions that people and animals can do such as fly, eat, jump, drink, dive, swim, run and walk. It then discusses the concept of "can/can't" through examples of whether a person can play chess, a mother can play the piano, and a father can dance. It provides a template for describing abilities of a writer's family members.
This document contains information about the families of several characters in Harry Potter. It describes Harry Potter's family including his parents Lily and James Potter. It also provides details about Ron Weasley's large family consisting of his parents Arthur and Molly and his five brothers - Bill, Charlie, Percy, Fred and George - and sister Ginny. Additionally, it gives information on Hermione Granger's parents Monica and Wendell.
The document describes several families in Harry Potter's world, including his own family the Potters who consisted of his mother, father, and himself as an only child. It also mentions the Dursleys, his aunt and uncle's family who he lived with, consisting of an aunt, uncle, and cousin. Additionally, it outlines Hermione Granger's family and the large Weasley family, listing all seven of the Weasley children. The document concludes by asking common questions about whether someone has any brothers or sisters.
Harry Potter is the main character in J.K. Rowling's book about an 11-year old orphan boy who discovers he is a wizard and attends Hogwarts School of Witchcraft and Wizardry. At the school, Harry, along with his friends Hermione and Ron, face challenges such as defeating the dark wizard Lord Voldemort who killed Harry's parents and is trying to kill Harry. They learn magic, play Quidditch, and are three of the youngest students to battle the evil Voldemort.
The document discusses three ways that animals can be classified: by their reproduction as either viviparous (born from the mother's stomach) or oviparous (born from eggs); by their diet as carnivorous (eating animals), herbivorous (eating plants and fruits), or omnivorous (eating plants, fruits, and animals); and by their structure as either vertebrates (having a backbone) or invertebrates (not having a backbone). Examples are provided of different animals' classifications based on these criteria, such as crocodiles being vertebrate, oviparous, and carnivorous.
Some animals can fly, run, swim, jump, walk, slide, swing, dive, roar, hop, bark and miaow. The document discusses the different actions animals can perform such as flying, running, swimming, jumping, walking and sliding. It also provides examples of animals that can perform certain actions like a butterfly flying, a dog running, and a goldfish swimming. The document contrasts what some animals can and can't do, such as a penguin not being able to fly or a snake not being able to jump.
This document lists various common animals organized into categories including pets, farm animals, insects and arachnids, sea animals, and wild animals. It includes popular pet animals like dogs, cats, hamsters, and birds. Farm animals mentioned are chickens, cows, pigs, horses, and sheep. Sea animals covered are fish, whales, seals, dolphins, and octopuses. Wild animals listed range from lions, tigers, and bears to monkeys, elephants, giraffes, and polar bears. The document provides a broad overview of different types of animals categorized by their habitats.
The document describes the characteristics of several different dinosaurs including their diet, reproduction method, physical features, time period and location, size, and an interesting fact. The dinosaurs lived across different periods from the late Jurassic to late Cretaceous in locations like North America, Asia, Europe, and Antarctica. They exhibited a variety of traits related to herbivorous or carnivorous diets, egg-laying or live birth, and anatomical attributes such as scales, legs, tails, horns or spikes. Their sizes ranged from 1 to 27 meters in length.
Dinosaurs had various body parts including eyes, tails, legs, teeth, noses, spikes, claws, tongues, scales, and horns. Dinosaurs performed important actions such as hunting, flying, killing, running, eating, seeing, laying eggs, and swimming. The document discusses the body parts of dinosaurs and main verbs used to describe dinosaur behaviors.
This document discusses different types of clothing worn depending on season and weather. In summer, light clothing is worn like t-shirts, shorts, skirts and dresses along with sandals, swimsuits and sunglasses. In winter, warmer clothing is worn such as trousers, coats, sweaters, jackets and boots. The document also provides details on clothing in ancient Rome, noting that tunics were standard for men and women, while togas and stolas were also worn, and clothing styles varied depending on social rank and wealth.
The document describes the family relationships between various Roman gods and goddesses. It provides a chart showing Saturn and Ops as the father and mother figures who had as children Juno, Jupiter, Pluto, Neptune, Ceres and Vesta. Jupiter then went on to marry Juno and they had children including Mars, Venus, Apollo and Diana. The document also notes other relationships like Venus being the granddaughter of Saturn and having Diana as a sister.
Roman houses for wealthy families, or domus, were centered around an open-air atrium with rooms arranged around it. The main rooms included the tablinum, where the father conducted business, cubiculum bedrooms, and a triclinium dining room where Romans reclined to eat. The domus also included a culina kitchen, toilet, peristyle courtyard, and exedra seating area. Poorer Romans lived in insulae apartment blocks with shops on the ground floor and small, cheap flats above. Temples housed statues of the gods and served as religious sites.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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
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.
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.
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.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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
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.