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.
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.
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.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. The learner demonstrates understanding of
characteristic features of the Medieval,
Renaissance and Baroque period music
CONTENT STANDARDS:
performs selected songs from Medieval, renaissance and
baroque periods
a) Chants;
b) Madrigals;
c)excerpts from oratorio;
d) chorales;
e) troubadour
PERFORMACE STANDARDS:
3. LEARNING COMPETENCIES
2. explains the performance practice
(setting, composition, role of
composers/performers, and audience)
during Medieval, Renaissance and
Baroque periods;
1. listens perceptively to selected vocal
and instrumental music of Medieval,
Renaissance and Baroque music;
4. 3.relates Medieval, Renaissance and Baroque
music to its historical and cultural background
through dramatization;
4.sings Medieval chant, troubadour song,
madrigal, chorale and selections from oratorio
with correct pitch, rhythm, expression and
style;
5.describes musical elements of given
Medieval, Renaissance and Baroque music;
6.explores other arts and media that portray
Medieval, Renaissance and Baroque elements;
5. 3.explores other arts and media that
portray Medieval, Renaissance and
Baroque elements;
4.improvises appropriate
accompaniment to given Medieval and
Renaissance songs;
5.create and or perform songs in
Gregorian and troubadour styles
6.play simple melodies of a chorale and
provide accompaniment.
6. 🞭 Understand the framework of
the Grade 9 MUSIC (Unit 1) by
learning the competencies.
🞭Engage in activities that will
be taught to the Grade 9
students through active
participation.
🞭Analyze the difficult learning
competencies by creating a
12. Activity 2
1. Music A
2. Music B
3. MUSIC C
4. MUSIC D
5. MUSIC E
6. MUSIC F
13. ANALYSIS:
1. How did you find the activity?
2. Were you aware that those music were
composed centuries ago?
3. How was it used as background music?
4. Do you think they were used creatively?
5. Was the music used appropriately?
6. If you were one of the original composers,
would you allow your compositions
to be used as they are used today?
Why or Why not?
14. MEDIEVAL
PERIOD
RENAISSANCE
PERIOD
BAROQUE
PERIOD
Cultural
Background/
Characteristics
• Gregorian
Chant
• Secular Music
• Troubadour
Music
Christian Church
Vocal music are
• Mass
• Madrigal
• Elaborate &
ornamental
• Melodies not
easy to sing
• Harpsichord &
organ common
instruments
Famous
Composers Adam de Halle
• Giovanni
Pierluigi da
Palestrina
• Thomas Morley
Johann S. Bach
Antonio Vivaldi
George Friedrich
Handel
Compositions
Le Jeu de
Robin et de
Marion
Kyrie “Pope
marcellus Mass–
Palestrina
Concerto Grosso
Four Seasons
Hallelujah
Compositions
Fire,Fire My Heart
by Thoma Morley
15. CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCY
FIRST QUARTER
1. MUSIC OF THE
MEDIEVAL PERIOD
(700-1400)
a)Historical and
cultural background;
b) Gregorian
chants;
c)Troubadour
music;
d)Composer - Adam
de la Halle.
The Learner…
demonstrates
understanding of
characteristic
features of the
Medieval,
Renaissance and
Baroque period
music
The Learner...
performs selected
songs from
Medieval,
renaissance and
baroque periods
a) Chants;
b) Madrigals;
c)excerpts from
oratorio;
d) chorales;
e) troubadour.
1.listens
perceptively to
selected vocal and
instrumental music
of Medieval,
Renaissance and
Baroque music;
2.explains the
performance
practice (setting,
composition, role of
composers/performe
rs, and audience)
during Medieval,
Renaissance and
Baroque periods;
GRADE 9
HISTORY OF WESTERN MUSIC
16. CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING
COMPETENCY
FIRST QUARTER
3. relates Medieval,
2. RENAISSANCE
PERIOD (1400-
Renaissance and
Baroque music to its
1600) historical and
a) Historical and cultural background
cultural
background;
b) Mass;
through
dramatization;
c) Madrigal;
d) Composers -
Giovanni da
Palestrina and
Thomas Morley.
4. sings Medieval
chant, troubadour
song, madrigal,
chorale and
selections from
oratorio with correct
pitch, rhythm,
expression and style;
17. CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS LEARNING COMPETENCY
FIRST QUARTER
3. MUSIC OF THE
BAROQUE
PERIOD (1685-
1750)
a)Historical and
cultural
background;
b)Concerto
Grosso, Fugue
c) Oratorio and
chorale
d)Composers:
Johann Sebastian
Bach and
George Friedrich
Handel
5.describes musical elements of
given Medieval, Renaissance and
Baroque music;
6.explores other arts and media
that portray Medieval, Renaissance
and Baroque elements;
7.improvises appropriate
accompaniment to given Medieval
and Renaissance songs;
8.create and or perform songs in
Gregorian and troubadour styles
9.play simple melodies of a
chorale and provide
accompaniment.
18. CONTENT/TOPI PROCES ASSESSMEN FORMAT OTHERS
C/COMPETENC S T
IES STRATEG
Y/
ACTIVITY
WALKING THROUGH THE TEACHING GUIDE
20. APPLICATION:
c. Hallelujah by George F
. Handel -
d. Le Jeu de Robin et de Marion by Halle -
e. Kyrie by Giovanni Palestrina
f. Fire, Fire, Fire My Heart by T.Morley
Group III
Group IV
- Group V
- Group VI
Move to the Music
1. Your group must come up with movements
to interpret the assigned musical selection.
a. Concerto Grosso by Handel – Group I
b. Toccata and Fugue by Johann S. Bach – Group II
21. CRITERIA
Choreography 5 points
Coordination of
Movements
5 points
Timing 5 points
Expression & Execution
of
Movements
5 points
Interpretation of Music 5 points
TOTAL 25 POINTS
APPLICATION:
Move to the Music !!!