The document summarizes a day trip from England to Boulogne, France. It describes taking the Eurotunnel from Folkestone to France, then visiting Napoleon's Column, a bakery, beach, and chocolate shop. The group spent time in the town and a supermarket before returning on the Eurotunnel back to England. The day trip provided experiences like making croissants and learning about French history, culture and cuisine.
På vej til et nyt ledelsesparadime med indtræden i social business. Hvordan leder man social business og hvilke krav stiller det til kommunikation og relationer. Tør du afgive magt og kontrol? Præsentation for MBA studerende for Probana Business Management
På vej til et nyt ledelsesparadime med indtræden i social business. Hvordan leder man social business og hvilke krav stiller det til kommunikation og relationer. Tør du afgive magt og kontrol? Præsentation for MBA studerende for Probana Business Management
Leap of Faith: Intelligent Design after DoverJoshua Rosenau
Josh Rosenau presents a Darwin Day talk to Albany, CA's Kol Hadash. He describes his work at the National Center for Science Education, and discusses attacks on evolution education in the US and abroad, as well as growing attacks on climate education.
Oplægget blev holdt ved arrangementet "Moving On 2011", der blev afholdt den 3. maj 2011. Læs mere om arrangementet her: http://www.infinit.dk/dk/hvad_kan_vi_goere_for_dig/viden/reportager/moving_on_2011.htm
Sociale Medier: Hvad kan man få for én krone? Case om VM i banecykling, 2010. Oplæg på SEAD-mødet 25. marts 2010 i Ballerup.
Forfatter. Eline Andersen, Sport Event Denmark
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
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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 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?
1. My day trip to Boulogne<br />We started our journey to France at about 4:30 and drove to Folkestone to get on the Euro Tunnel. I was very excited when we drove onto the Euro Tunnel as it was my first time and a great experience. We had to wait for a while for other cars to drive on, but then we started going at first it just felt like being in a normal train but as we went down my ears popped which was annoying.We were on the Euro Tunnel for about 40 mintues. Then the Euro Tunnel ended and we drove off the train.<br />3895725236220 Our first stop in France was to Napoleons Column where we all took pictures and Mr Robinson told us some history about Napoleon himself. <br />Once we had all boarded the coach again and left Napoleons column. We headed to the Boulangerie, i remember arriving there at the Boulangerie and it was just like a house that the owners had turned into their own bakery. When we were in the Boulangerie we were allowed to have a go at making a crossiant ourselfs, this was very fun and a great experience too.<br />Once we had been to the Boulangerie we then headed for the beach where we were going to stop and have some lunch. We arrived at the beach and the sun was shining and it was lovely we all sat on the beach and had our lunch after we had ate our lunch we we allowed to have a walk around the beach and take pictures. <br />We then had to board the coach once again and from the beach we then headed to the Chocolaterie, everyone was very excitied for this part of the day ! We arrived at the Chocolaterie and had a talk and demonstration on how the chocolate is made. We were then given a free sample of chocolate to try which was made earlier on that day. After the talk and demostration we were then allowed to go into the shop and buy some chocolate (there was alot to choose from).<br />After the chocolaterie we headed to the town where Mr Robinson talked to us about the town and the history of it. After we had spent about 2 hours in the town in headed to our last stop the supermarket where we were allowed to gooff shoppinng on our own.<br />Then it was then end of our time in France and we had to travel back to the Euro Tunnel to go home. And that is the story of my amazing trip to France.<br />