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For more information, visit-www.vavaclasses.com
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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.
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!
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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
1. Geography of Africa
A satellite picture of Africa at
night. . . What does the light, or
lack thereof, tell you about
Africa?
Photo Citation: bcnn5.com
2. Physical Features of Northern Africa
Atlantic Ocean to the Red Sea
Mediterranean to the North, Sahara to the South
3. Physical Features:
Sahara Desert – largest hot desert
Ergs of the Sahara
Regs of the Sahara
4. Physical Features:
The Nile River
Above: The Nile is like an oasis in the desert
Top Right: For centuries, farming has been a
major way of life around the Nile
Bottom Right: The Nile flows north, as the delta
empties into the Mediterranean Sea; the Sinai
Peninsula to the east
5. Resources
Crops of wheat,
barley, olives,
grapes, citrus
fruits, and cotton
Fishing
Oil and Gas
Iron Ore and
Minerals
Copper, Gold,
and Silver
Above: An oil refinery in Libya
6. Slidecast Summary Question
Pause the slidecast and take note of the answer to the
question(s) below (save the answer for later use)
Q1. What are ergs and regs and where would
you find them in Northern Africa?
7. Pyramids and hieroglyphics left by the Ancient
Egyptians Northern Africa History
European control in Africa
8. A fellahin of Egypt
Northern Africa Today
People and Cities
Casbah of Algiers in Algeria
Egypt’s capital city, Cairo
Free port of Carpet making is one of the
Tangier in oldest crafts of Egypt’s textile
Morocco industry
9. Slidecast Summary Question
Pause the slidecast and take note of the answer to the
question(s) below (save the answer for later use)
Q2. Where can you find a free port in
Northern Africa? What is the advantage of a
free port?
10. Coastline and Forest
The Sahel Region
Western Africa Landforms and Climate
The Sahara Desert
Physical Geography
The Savanna
11. Physical Geography: Resources
Resources Include: diamonds, gold, iron ore, manganese,
bauxite, and oil
Staple Crops: millet and sorghum
Other Sources of Income: fishing, cotton
13. History and Culture: Colonial Era and
Independence
Late 1800s – Many
European countries
compete for colonies
1820s – Liberia remained
free as the Americans set
it up as a home for freed
slaves
1950’s and 1960’s –
Many colonies gain
independence in western
Africa
1974 – Portugal finally
gives up its western
Africa colonies
15. History and Culture: Culture
Traditional Clothing/Robes
Rural home in West Africa Animism Worship
16. Slidecast Summary Question
Pause the slidecast and take note of the answer to the
question(s) below (save the answer for later use)
Q3. What is malaria? Why is it a problem?
19. Left: A drawing of the Kongo
Kingdom
Below: European colonization
map
History and Culture
Left: A group of slave children
aboard the “Daphne
Right: European colonization
map
21. Slidecast Summary Question
Pause the slidecast and take note of the answer to the
question(s) below (save the answer for later use)
Q4. What is a rift? What unique physical
feature does Africa have related to rifts?
22. Physical Features of Southern Africa:
Deserts to Waterfalls
Above: Kalahari, Top: Namib Waterfalls of Southern Africa
23. Kimberly Diamond Mine in South Africa
Physical Features: Resources
Gold, diamonds, platinum, copper, uranium, coal, iron, crops,
livestock, herders
24. History and Culture:
European Control
Top Left: Afrikaner
commandos
Top Middle: Gathering
ivory
Top Right: Colonization
of Africa
Bottom Left: Digging for
diamonds
Bottom Right: Political
cartoon showing
imperialism
25. South Africa’s Recent Past
Racial Divisions
Left and Bottom Right: Examples of Apartheid
TopRight: Young Nelson Mandela
26. South Africa’s Recent Past:
Pressures Against South Africa
Independence from Europe
End to Apartheid
Nelson Mandela Elected
27. Slidecast Summary Question
Pause the slidecast and take note of the answer to the
question(s) below (save the answer for later use)
Q5. Virtually all of Africa was once colonized
by countries from which continent? It wasn’t
until after which major war that the African
countries started to gain independence?