Karolina witnesses some older boys threatening a younger boy in the park. The next day she sees the boy being taken away in a car and follows a trail of blood to the empty school. She later sees the boys throw the younger boy, named Will, into a garbage truck. Karolina borrows a pizza delivery moped to follow the truck to the landfill, where she finds Will locked in a cabin. She rescues Will after luring the older boys away with pizza, and they go to the police station to report what happened. Karolina is thanked for becoming a hero by saving Will.
It is the short book-analysis of a novel "UNASWERED CRIES" by Osman Conteh.
It was prepared in 2014 (August) when I was in my first year Teaching Field at UMAWANJO BOYS' (Catholic Diocese of Njombe).
Viewers are allowed to download and send me advice if they find some errors wherever in the analysis.
Thank you!
Best Regards!
Mr. Syliacus Aganyila KAKIRA.
The Author.
It is the short book-analysis of a novel "UNASWERED CRIES" by Osman Conteh.
It was prepared in 2014 (August) when I was in my first year Teaching Field at UMAWANJO BOYS' (Catholic Diocese of Njombe).
Viewers are allowed to download and send me advice if they find some errors wherever in the analysis.
Thank you!
Best Regards!
Mr. Syliacus Aganyila KAKIRA.
The Author.
William and the Blood brothers. The Blood Brothers go camping. 2nd week.Ramith Dheerasekara
When nothing interesting seems to be happening; their teacher comes up the information that they'll be going on a camp.
Find out what happens at school.
Find out what happens at the camp.
Keep reading.
How naughty can you get??
William and the Blood brothers. The Blood Brothers go camping. 2nd week.Ramith Dheerasekara
When nothing interesting seems to be happening; their teacher comes up the information that they'll be going on a camp.
Find out what happens at school.
Find out what happens at the camp.
Keep reading.
How naughty can you get??
Kalamake- main character from the work- Magical Tales from the south Seas by R. L. Stevenson
Creative writing: from a sentence to a paragraph / 2015 2016
The Voice From the Wall(Taken From The Joy Luck Club)by Amy Ta.docxssusera34210
The Voice From the Wall
(Taken From The Joy Luck Club)
by Amy Tan
When I was little, my mother told me my great-grandfather had sentenced a beggar to die in the worst possible way, and that later the dead man came back and killed my great-grandfather. Either that, or he died of influenza one week later.
I used to play out the beggar’s last moments over and over again in my head. In my mind, I saw the executioner strip off the man’s shirt and lead him into the open yard. “This traitor,” read the executioner, “is sentenced to die the death of a thousand cuts.” But before he could even raise the sharp sword to whittle his life away, they found the beggar’s mind had already broken into a thousand pieces. A few days later, my great-grandfather looked up from his books and saw this same man looking like a smashed vase hastily put back together. “As the sword was cutting me down,” said the ghost, “I thought this was the worst I would ever have to endure. But I was wrong. The worst is on the other side.” And the dead man embraced my great-grandfather with the jagged pieces of his arm and pulled him through the wall, to show him what he meant.
I once asked my mother how he really died. She said, “In bed, very quickly, after being sick for only two days.”
“No, no, I mean the other man. How was he killed? Did they slice off his skin first? Did they use a cleaver to chop up his bones? Did he scream and feel all one thousand cuts?”
“Annh! Why do you Americans have only these morbid thoughts in your mind?” cried my mother in Chinese. “That man has been dead for almost seventy years. What does it matter how he died?”
I always thought it mattered, to know what is the worst possible thing that can happen to you, to know how you can avoid, to not be drawn by the magic of the unspeakable. Because, even as a young child, I could sense the unspoken terrors that surrounded our house, the ones that chased my mother until she hid in a secret dark corner of her mind. And they still found her. I watched, over the years, as they devoured her, piece by piece, until she disappeared and became a ghost.
As I remember it, the dark side of my mother sprang from the basement of our old house in Oakland. I was five and my mother tried to hide it from me. She barricaded the door with a wooden chair, secured it with a chain and two types of key locks. And it became so mysterious that I spent all my energies unravelling this door, untilt he day I was finally able to pry it open with my small fingers, only to immediately fall headlong into the dark chasm. And it was only after I stopped screaming – I had seen the blood of my nose on my mother’s shoulder – only then did my mother tell me about the bad man who lived in the basement and why I should never open the door again. He had lived there for thousands of years, she said, and was so evil and hungry that had my mother not rescued me so quickly, this bad man would have planted five babies in me and then eaten us all ...
ShameDick GregoryI never learned hate at home, or shame. I.docxklinda1
Shame
Dick Gregory
I never learned hate at home, or shame. I had to go to school for that. I was about seven years old when I got my first big lesson. I was in love with a little girl named Helene Tucker, a light-complexioned little girl with pigtails and nice manners. She was always clean and she was smart in school. I think I went to school then mostly to look at her. I brushed my hair and even got me a little old handkerchief. It was a lady's handkerchief, but I didn't want Helene to see me wipe my nose on my hand.
The pipes were frozen again, there was no water in the house, but I washed my socks and shirt every night. I'd get a pot, and go over to Mister Ben's grocery store, and stick my pot down into his soda machine and scoop out some chopped ice. By evening the ice melted to water for washing. I got sick a lot that winter because the fire would go out at night before the clothes were dry. In the morning I'd put them on, wet or dry, because they were the only clothes I had.
Everybody's got a Helene Tucker, a symbol of everything you want. I loved her for her goodness, her cleanness, her popularity. She'd walk down my street and my brothers and sisters would yell, "Here comes Helene," and I'd rub my tennis sneakers on the back of my pants and wish my hair wasn't so nappy and the white folks' shirt fit me better. I'd run out on the street. If I knew my place and didn't come too close, she'd wink at me and say hello. That was a good feeling. Sometimes I'd follow her all the way home, and shovel the snow off her walk and try to make friends with her momma and her aunts. I'd drop money on her stoop late at night on my way back from shining shoes in the taverns. And she had a daddy, and he had a good job. He was a paperhanger.
I guess I would have gotten over Helene by summertime, but something happened in that classroom that made her face hang in front of me for the next twenty-two years. When I played the drums in high school, it was for Helene, and when I broke track records in college, it was for Helene, and when I started standing behind microphones and heard applause, I wished Helene could hear it too. It wasn't until I was twenty-nine years old and married and making money that I finally got her out of my system. Helene was sitting in that classroom when I learned to be ashamed of myself.
It was on a Thursday. I was sitting in the back of the room, in a seat with a chalk circle drawn around it. The idiot's seat, the troublemaker's seat.
The teacher thought I was stupid. Couldn't spell, couldn't read, couldn't do arithmetic. Just stupid. Teachers were never interested in finding out that you couldn't concentrate because you were so hungry, because you hadn't had any breakfast. All you could think about was noontime; would it ever come? Maybe you could sneak into the cloakroom and steal a bite of some kid's lunch out of a coat pocket. A bite of something. Paste. You can't really make a meal of paste, or put it on bread for a .
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.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
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.
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.
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.
2. Some people come in our lifes, they get round for
a moment and than they leave us as if nothing special
happened. Perhaps they will stay kept in our minds,
maybe not. The others stop with us and we are
grateful for their friendship, help, advice or sympathy.
If you meet a special person once, he-she will become
„a hero“ for you forever. But sometimes you can
become a hero, too.
3. This happened to
Karolína either. She was
meeting new people
every day and she was
looking for her „heroes“
among them all. But she
hardly ever met
somebody, who could
understand her ideas and
dreams. Only yesterday
Karolína was walking by
the rush streets of a city
right to school, where she
goes for 8 years. She was
thinking, what could help
her to write an essay.
4. She cut short her
walk across the
park, where she
saw some small
children playing
in some leaves.
But it wasn´t all.
5. She noticed
a small boy
hiding over the
bush. Four
a little bit older
boys were
nearing towards
to him and they
were looking for
something, or
somebody
evidently.
6. She thought,
that the boy
hidden in the
bush is in
troubles.
„What´s here
up?“ Karolína
asked herself .
7. Karolina stood there for a
while and watched what
was going on. But the
four elder boys did not
find the boy. She started
walking home and
suddenly she heard a
scream. She turned
around, and then the boy
was gone! She thought
by herself, "Where is
he?” It seemed like
something was not right,
she went home. When
she got home she was
thinking of what had
happened to the boy. She
started to get worried
about him.
8. The next
morning she saw
a car pass by
with a boy in the
back seat.
Karolina ran out
and started
running after the
car. She ran as
fast as she could,
but suddenly the
car was gone.
9. When she came
to school she
saw that there
was blood traces
on the ground.
10. She ran inside
to find the
teacher, but
when she
came into the
classroom,
there was no
one there.
12. Suddenly Karolina
heard the sound of
breaking glass. She
went to see what
had happened when
she saw that there
was someone who
had broken one
window. She saw
that the four elder
boys where running
as fast as they could
and one of them
was carrying the
boy on his
shoulders.
14. Before Karolina
could reach it,
the garbage
truck collected
it. The girl
started shouting
“Stop! Stop!”
but it didn’t help
at all because the
driver was with
the four boys.
17. She got to the
landfill to see what
was happening to
Will. She hid
behind one of the
garbage heaps just
to see that the
garbage men locked
Will in a small
cabin. She decided
to stay put and
waited for the right
moment to rescue
the boy. When the
garbage men went
into a house
opposite the cabin,
she crawled to it.
18. When she opened the door,
she noticed there was
nobody inside. She started
looking for him. She
checked the wardrobe, then
under the bed. Suddenly
she noticed a deep ditch
with a piece of Will’s
clothing in.
Karolina saw traces. She
followed them to the wall.
Suddenly the traces
disappeared. She started to
think: How? Where are the
traces? She walked around
the room, then stopped and
leaned against the wall.
Suddenly, the wall opened!
She was scared, but she
said to herself: I´ll do it!
Karolina you´ll do it! She
went through the door in
the wall and went down the
stairs.
19. She came into
a dim room.
She hid
behind a
wooden box
and checked
the room .
She saw Will.
He was tied.
20. She also saw the
bad boys. She got
an idea.
She went back to
the pizza moped.
She took some pizza
and put it into
another cabin. The
pizza was still warm
and smelt nice. She
went back and hid.
21. „Guys, good
work. Now I
´m calling the
boss! Come
on, we must
do some work
outside,“ she
heard them
saying.
22. In a moment
the bad guys
smelt the
pizza and
followed its
smell. They
entered the
cabin.
24. She got back to save
Will. About fifteen
minutes later, Carolina
and Will were going
home. Will told her
that his parents are
very rich and the bad
boys wanted money.
They went to the
police station and told
everything.
Everybody thanked
Karolina. This day
Karolina became a
hero!