How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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!
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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 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.
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The French Revolution Class 9 Study Material pdf free download
Lesson pl..
1. LESSON PLAN Nº 2
School: Bilingual
Class: 4th Form
Teacher: Espósito Florencia; Paslawski Elisa
Date: Thursday, June 9th
Time: 40 minutes
Communicative Goal: Describing animals
Grammar Focus: Have got 1st person plural affirmative
Vocabulary Focus: Parts of the body (neck, legs, trunk, …)
Recycled Language: abilities (can/can´t); continents (Asia, Africa…); different
habitats (jungle…); What’s this?
ACTIVATION (5 minutes)
The teacher will show five different animals. First she will ask general questions
such as “ which animals can you see?”, “where do they live?”and then the
teacher will ask five students to make two sentences for each animal, using one
with can and another with can’t.
COMPREHENSION AND CLARIFICATION (15 minutes)
The teacher will stick a big poster of two elephants on the blackboard. She will
hand in a short photocopy with a description about them:
Elephants have got four short
legs.
Elephants have got two big ears.
T: Look at the blackboard. Which animals can you see?
S: elephants (expected answer)
T: Very Good! They are elephants. Do you like them?
S: yes!!!
S2: nooo!!!
T: Ok! Now, Look at the photocopy. What does it say about them? Can you
dictate the sentences to me?
S: Elephants have got four short legs. Elephants have got big ears.
T: (she will write the sentences on the board as soon as they say them)
What’s the meaning of “have got”?
S: tienen
2. S2: no se
T: if the students do not know the meaning she will translate them into Spanish
“los elefantes tienen cuatro piernas cortas y orejas grandes”” have got es tener”
What do the sentences have in common?
S: elephants, have got
T: Very good! She will write the structure on the board. What are we expressing
with this sentences?
S: lo que los animales tienen
T: Very good! We are describing animals. Let’s write two more examples. What
about the tail?
S: short
T: Ok!so the teacher will write another example on the board.And what about
the trunk?
S: elephants have got long trunks.
T:Excellent! Very good! And then she will write on the board.
Blackboard Synopsis
Elephants have got four short legs.
Elephants have got two big ears.
Elephants have got short tails.
Elephants have got long trunks.
ANIMALS + HAVE GOT + ADJECTIVES+ NOUNS( PARTS OF THE BODY)
APPLICATION (15 minutes)
Activity 1
Focus: Reading and Writing
Grouping Scheme: Pairs
Brief description: The children will have to order the sentences using different
animals and have got.
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