Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
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
Embracing GenAI - A Strategic ImperativePeter 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.
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!
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.
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.
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.
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.
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
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.
1. The American International School in Cyprus
PO Box 23847 - 11 Kassos Street - 1686 Nicosia, CYPRUS - Phone 357•22316345 - Fax 357•22316549Mr. Walid
Abushakra, Superintendent Ms. Michelle Kleiss, Director
Grade 8 English Syllabus and Course Information
Troy White, Room 114
stepintoourclassroom@gmail.com
Brief course Academic Year 2010-2011 description:
Grade 8 language arts for English
helps students integrate their language skills of reading, writing, listening, speaking and
presenting. The course is designed to foster an understanding of multicultural themes
though the encouragement of critical thinking. Students will analyze themselves as
learners in an effort to develop strong learning and study skills. Units and individual
lessons incorporate the standards of the Virginia Department of Education.
Assessment and Evaluation is performance based, centered upon authentic task that
are both practical and relevant to the grade 8 English language arts student. Eighth
grade language arts promotes interdisciplinary learning. Skills and knowledge
acquired during the course are efficiently transferred to promote success among
other
Essential Questions
How can I implement language to think and communicate more effectively?
How can I become a strong independent reader?
How can I use a variety of writing styles to express myself in a multitude of
scenarios?
What reading tools do successful readers use in order to comprehend a text?
Language Arts Standards
Standards are based on the Virginia Department of Education tenth grade
Language Arts Standards.
Oral Language
10.1 The student will participate in and report on small-group learning activities.
10.2 The student will critique oral reports of small-group learning activities.
Reading Analysis
10.3 The student will read, comprehend, and critique literary works.
10.4 The student will read and interpret informational materials.
10.5 The student will read and analyze a variety of poetry.
Writing
10.6 The student will read and critique dramatic selections.
10.7 The student will read and critique dramatic selections.
10.8 The student will edit writing for correct grammar, capitalization,
punctuation, spelling, sentence structure, and paragraphing
10.9 The student will critique professional and peer writing.
10.10 The student will use writing to interpret, analyze, and evaluate ideas.
Research
10.11 The student will collect, evaluate, organize, and present information.
Overview of Texts
Short Stories
“The Monkey’s Paw”, Jacobs
“Tell-Tale Heart”, Poe
“There Will Come Soft Rains”, Ray Bradbury
Fully Accredited by the Middle States Association of Colleges and Schools – Philadelphia, Pennsylvania, USA
Member of the International Baccalaureate Organization – Geneva, Switzerland
2. “Pigs is Pigs”, Ellis Parker Butler
“Hunters in the Snow”, Tobias Wolff
Non-Fiction
“The Dogs Could Teach Me”, Paulsen
Drama
“Much Ado About Nothing”, William Shakespeare
Poetry- selected works from:
Gary Soto
Langston Hughes
Edger Allan Poe
Novel Studies
The Outsiders, S.E. Hinton
Taste of Salt, Frances Temple
The Old Man and the Sea, Ernest Hemingway
Black Pearl, Scott O’Dell
Shabanu, Suzanne Fisher
Grading Policy
10 % Homework
10% Independent Reading
10% Participation
40% Test/Project/MWA see PWL
15% Writing Process
15% Quizzes
Grade Breakdown
Writing
- Personal Response
- Critical Analytical Writing
- Technical Writing
- Research Report
Oral Language
- Presentations
- Poetry Recital
- Dramas
Terms for Assignments: All assignments are due on the due dates specified in class.
When students have an EXCUSABLE absence they will have one school day to submit
the late work without any penalty. Such make-ups will only be initiated at the request
of the student.
Late work: Work submitted after the specified due date will accepted at a reduction
of one grade level per class session.
Expectations:
- Attend each class session
- Come prepared to class; bring your required materials
- Demonstrate and embody the AISC learner profile
3. Respect the rights of others- Treat everyone fairly and with dignity
Always act in an honest manner
Demonstrate and foster a high level of international mindedness
Challenge yourself daily and employ critical thinking
- Fully participate in class
Ask clarifying questions
Respect differences of opinion
Ensure that all voices are heard
Never be confrontational- respectfully challenge ideas
Encourage and support others who might be reluctant to participate- be a
good leader
Refer back to text to support and clarify points
Understand that there is never an absolute answer, but a process through
which you will see multiple perspectives- the complexity of possibilities that
makes up life is the subject of literature
Department Plagiarism Policy:
Plagiarism is knowing, or even unknowingly, using the words or ideas of others. The
copying of another person’s work either in its entirety or in part (other students,
internet, other published works, etcetera) will result in zero marks. No second chances!
Supplies
Please bring to class each day:
o Lined paper with holes
o 1 two ring binder
o Your AISC agenda
o Black or blue ball point pens, colored correcting pen, pencils, highlighters
o Flash/pen drive
o Computer microphone (this may be built into a laptop)
Technology Component
The AISC language arts program supports integrated technology. Students will be
required to demonstrate a number of technical capacities; email correspondence,
blog/wiki writing, forum discussions, digital voice recordings, etc.