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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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!
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Digital Tools and AI for Teaching Learning and Research
Issues in africa zen presentation julia
1. This image is used under a CC license from
http://www.flickr.com/photos/vithassan/1364
82699/
Julia Dayoub
Sudanese Civil War
10A World Literature/Composition
7th
Civil War
in Sudan
2. This image is under a CC license from
http://www.flickr.com/photos/jphulme/2181621889
Terror
3. This image is used under a CC license from
http://www.flickr.com/photos/un_photo/4330649279/
A
Divi ded
Country
4. This image is used under a CC license from
http://www.flickr.com/photos/slimdandy/4344231283/
“A
Lost
Generation..”
5. This image is used under a CC license from
http://www.flickr.com/photos/hdptcar/949798984/
War Spreading
6. This image is used under a CC license from
http://www.flickr.com/photos/un_photo/3332074332/
Help
And
Protection
7. This image is used under a CC license from
http://www.flickr.com/photos/genocideinterventio
n/1331214746/#
Glimpse of Hope
8. This image is under a CC license from
http://www.flickr.com/photos/15216811@N
06/4865174459/
The END could be near..
9. This image is under a CC license from
http://www.flickr.com/photos/genocideinterv
ention/1331214746/#
10. This image is used under a CC license from
http://www.flickr.com/photos/un_photo/4881857831/
Morethan
just
a Country
11. This image is under a CC license from
http://www.flickr.com/photos/rrrockcraig/3850643418/sizes/l/in
/photostream/
Tradition Lost
12. This link is under a CC license from
http://www.flickr.com/photos/slave/3895997146/
sizes/o/in/photostream/
Value Life
we Can
have
13. This image is used under a CC license from
http://www.flickr.com/photos/a
lbertgonzalez/4316020884/
“… they just don’t appreciate the
country they live in..”
14. Works Cited
“Agriculture.” Country Studies. U.S. Lib of Congress, n.d. Web. 26 Oct. 2010. <http://countrystudies.us/sudan/55.htm>. This source provided specific information about the agriculture in
Sudan. I evaluated the information by checking the credibility of the owner of the site. I found that the U.S. Library of Congress owns the website. The Library of
Congress is very dependable in providing accurate information. This source helped me in my research by providing information about how the agriculture productivity
has decreased of the years during the civil war in Sudan. It helped my understanding of the specific statistics of the decline.
Banks, Tamara. “Journalist Sparks Important Social Discussion.” Summit Daily News. Swift Communications, Inc., 1 Oct. 2010. Web. 26 Oct. 2010.
<http://www.summitdaily.com/article/20101001/AE/100939987/1078&ParentProfile=1055>. This information source provided me with information on the slavery
problem during the war in southern Sudan. I evaluated this source by checking the author’s credibility. The author, Tamara Banks is a Denver area television and radio
journalist who has traveled the Sudan/Darfur region documenting human slavery. She has studied in the Sudan region for an extensive amount of time. She has also
published several other articles about first hand experiences with slaves from Sudan. This information source enhanced my understanding by providing information on
the drastic statistics of the slavery crisis in southern Sudan. It has helped me understand how many families have been affected by the war and sold into slavery.
Buckley, Stephen. “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps.” The Washington Post. The Washington Post Co, 24 Aug. 1997. Web. 26 Oct. 2010.
<http://www.washingtonpost.com/wp-srv/inatl/longterm/africanlives/sudan/sudan.htm>. This article mainly focused on the specific effects of the war on the Dinka
tribe. I evaluated the information source by evaluating the author. I found by searching his background in Google that he has done extensive research on the Dinka
Tribe. He has also taken several trips to Sudan to evaluate the damage done by the war. This information source not only supplied me with the effects of the war on
the Dinka tribe, but it also gave me specific information from people of the Dinka. It provided me with primary source information.
Dau, John Bul. God Grew Tired of Us. Washington, D.C.: National Geographic Society, 2007. Print. This memoir is the text that we based our research off of. It provided us with information
on the Sudanese civil war, and also a first hand account of the war told from the view of a Dinka. We checked the credibility of the author by researching his history on
Google. We found that he is a real Dinka that has suffered the horrors of war. This information source helped us in our research by giving us firsthand information on
the specific details about the horrible things that happened during the war. It helped us understand what it really felt like to be in the war as a young person.
“Dinka.” Junior Worldmark Encyclopedia of World Cultures. Ed. Timothy L Gall and Susan B Gall. Vol. 8. Detroit: Gale, 1999. 181-184. Gale Virtual Reference. Web. 24 Oct. 2010.
<http://go.galegroup.com/ps/i.do?&id=GALE%7CCX3435900462&v=2.1&u=cant48040&it=r&p=GVRL&sw=w>. This source explained the customs of the Dinka tribe. I
evaluated this source by checking the credibility of the information. I compared it to other similar articles on Gale Virtual Reference Library to make sure the
information was accurate. This information source helped me understand the morals of the Dinkas. It provided me with information on how the civil war in Sudan
affected the tribe.
“The Economy.” Country Studies. U.S. Lib of Congress, n.d. Web. 26 Oct. 2010. <http://countrystudies.us/sudan/53.htm>. This article provided me with information on the economy of Sudan
from 1950 until present day. I evaluated the information source by checking the credibility of the publisher by searching on the “about us” page. The U.S. Library of
Congress is the publisher. The U.S. Library of Congress is the center for all information on the world’s countries. This information enhanced my learning by providing
statistics rather than estimates. It provided me with examples of the decline in Sudan’s economy.
Sebit, Sindani. “Road to Referendum.” Sudan Tribune. SudanTribune, 30 Oct. 2009. Web. 26 Oct. 2010. <http://www.sudantribune.com/spip.php?article32955>. This source provided me
with information on the upcoming referendum in Sudan. I evaluated the source by using the CRAAP test. I checked the accuracy by evaluating other websites. I made
sure that all of the assumptions made in the article were supported by sufficient evidence. This information gave me great insight on the referendum in Sudan. It
provided me with information on the possible outcomes of the election. I also learned about the SPLA’s views on the referendum as well as northern Sudan’s views.
“Southern Sudanese Independence Referendum, 2011.” Wikipedia. N.p., 22 Oct. 2010. Web. 24 Oct. 2010.
<http://en.wikipedia.org/wiki/Southern_Sudanese_independence_referendum,_2011#cite_note-14>. This article explained the upcoming referendum in Sudan. I
evaluated the source by checking the validity of the quote I used from Salva Kiir, the president of the southern region of Sudan. I used Google to validate his
statement. This source helped me understand the consequences of the 2011 referendum in Sudan. It helped me realize to what aspects of the policy the political
leaders are concerned.
“Sudan People’s Liberation Army/Movement.” Wikipedia. N.p., 21 Oct. 2010. Web. 24 Oct. 2010. <http://en.wikipedia.org/wiki/Sudan_People’s_Liberation_Army/Movement#US_support>.
This source provided information on the SPLA and SPLM organizations. I evaluated the information in this source by using Google to verify the information was correct.
I also checked for bias points. This source gave me the basic information on the main goals of the SPLA. It helped me understand the purpose of the organization.
