Making a Difference She felt trapped. Sleet pattered on Ashes be.docxsmile790243
Making a Difference
She felt trapped. Sleet pattered on Ashes bedroom window casting tiny droplet shadows on her face. She frowned at the quaint New England street that laid undisturbed on this dreary Saturday winter afternoon.
“If only, if only” Asha kept repeating in her head. “If only I had money, I would travel all over the world. If only Mom could see things my way, this wouldn’t be so hard.” Three knocks on the door interrupted Asha from her thoughts.
“Asha, another one came today,” her mother said excitedly as she handed Asha a hefty white envelope. “That’s five schools that sent you acceptance packages. Do you know which one you want to go to?”
Asha walked towards her mother, slowly taking the package away. Walking towards her desk, where a small pile of packages occupied a corner, she threw the new one on top of the pile and let out a sigh.
“Honestly, Asha,” her mother raised her voice as she lifted her hand to her hips. “Most people would be excited to get all of these acceptance packages. It’s been two weeks! Every day I ask you, you say that you’re thinking. Thinking is fine, but not talking about it is ridiculous! What if the deadline already passed? We need to choose the best one and work out the finances. Everything has a deadline and you haven’t decided yet?”
“Mom,” Asha fixed her eyes on her mother’s fuzzy blue slippers, “we’ve been through this. College is not for me. I’m not ready to jump into four years of studying, papers, exams.”
“Not for you!” Her mother took in a long breath before letting out a loud and angry sigh. “Asha, you have the opportunity to go to college, something I did not have. It’s the smartest choice for you. What will you do if you don’t go to college? I can’t support you forever. What, you’re just going to stay at McDonald’s flipping burgers all day? That’s not a career, and you can’t get a career unless you go to college.”
“No!” Asha lifted her dark brown eyes and made eye contact with her mother. A cold chill ran down the back of her neck. Her legs seemed like it was suddenly made out of lead, planting her firmly on the carpeted floor. “I,” Asha shrugged, “I just know I won’t like college. I was so happy to know that I’ll be done with high school soon, that I’ll be able to go anywhere in the world, to see the world. I want to get out of this town and just meet new people. But you keep forcing me to go to college, and.”
“Forcing you!” Her mother was on the verge of screaming at her daughter. “I did not force you to do anything. I did not strap you to your chair and make you fill in those application forms.” Her mother took a step closer to Asha and lifted her chapped skinny forefinger at her. “I will not give you money so that you can waste by traveling around the world. What good will that do? College is an investment. When you get a college education, you have a good chance of getting a good career, a good start in life. I already paid for all the application fees to the colleges that you c ...
Making a Difference She felt trapped. Sleet pattered on Ashes bedr.docxmccullaghjackelyn
Making a Difference
She felt trapped. Sleet pattered on Ashes bedroom window casting tiny droplet shadows on her face. She frowned at the quaint New England street that laid undisturbed on this dreary Saturday winter afternoon.
“If only, if only” Asha kept repeating in her head. “If only I had money, I would travel all over the world. If only Mom could see things my way, this wouldn’t be so hard.” Three knocks on the door interrupted Asha from her thoughts.
“Asha, another one came today,” her mother said excitedly as she handed Asha a hefty white envelope. “That’s five schools that sent you acceptance packages. Do you know which one you want to go to?”
Asha walked towards her mother, slowly taking the package away. Walking towards her desk, where a small pile of packages occupied a corner, she threw the new one on top of the pile and let out a sigh.
“Honestly, Asha,” her mother raised her voice as she lifted her hand to her hips. “Most people would be excited to get all of these acceptance packages. It’s been two weeks! Every day I ask you, you say that you’re thinking. Thinking is fine, but not talking about it is ridiculous! What if the deadline already passed? We need to choose the best one and work out the finances. Everything has a deadline and you haven’t decided yet?”
“Mom,” Asha fixed her eyes on her mother’s fuzzy blue slippers, “we’ve been through this. College is not for me. I’m not ready to jump into four years of studying, papers, exams.”
“Not for you!” Her mother took in a long breath before letting out a loud and angry sigh. “Asha, you have the opportunity to go to college, something I did not have. It’s the smartest choice for you. What will you do if you don’t go to college? I can’t support you forever. What, you’re just going to stay at McDonald’s flipping burgers all day? That’s not a career, and you can’t get a career unless you go to college.”
“No!” Asha lifted her dark brown eyes and made eye contact with her mother. A cold chill ran down the back of her neck. Her legs seemed like it was suddenly made out of lead, planting her firmly on the carpeted floor. “I,” Asha shrugged, “I just know I won’t like college. I was so happy to know that I’ll be done with high school soon, that I’ll be able to go anywhere in the world, to see the world. I want to get out of this town and just meet new people. But you keep forcing me to go to college, and.”
“Forcing you!” Her mother was on the verge of screaming at her daughter. “I did not force you to do anything. I did not strap you to your chair and make you fill in those application forms.” Her mother took a step closer to Asha and lifted her chapped skinny forefinger at her. “I will not give you money so that you can waste by traveling around the world. What good will that do? College is an investment. When you get a college education, you have a good chance of getting a good career, a good start in life. I already paid for all the application fees to the colleges that
you ...
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.
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
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?
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.
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!
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.
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.
1. Once upon a time there lived a poor woood-cutter with his family. They lived in a small
house near a forest. Their children’s names were Hansel and Gretel. The children loved
their parents and the parents loved their son and their daughter.
But times were very hard. The parents had very little food and soon there was nothing left.
The children were hungry. They were starving. So one day they decided to look for some
food. They went into the woods but they did not find anything. They went on further and
finally came to a small cottage.
But the cottage was very strange. It was made of bread, cakes, cookies, biscuits, chocolate
and sweets. The windows were made of sugar and the roof was covered with bars of
chocolate.
When the children saw that, they were very surprised. As they were hungry they started to
eat. Hansel took a piece of bread in one hand and a piece of cake in the other. Gretel took
two bars of chocolate from the roof.
They were very happy with their discovery. But at the moment they heard a voice from the
cottage. “Who is eating my house”? Hansel and Gretel did not pay too much attention to the
voice.
They replied: “It’s just the wind”. But they heard the voice again. This time the voice was
very loud and they had to answer.
2. They said: “We are poor children and we are starving. Can you help us and give us some
food?”
They saw an old woman coming out of the cottage. She was wearing old clothes. She was
weak and her legs were weak. She was carrying a walking stick. The children were
frightened and about to run away. But the old lady invited them to come in. She told them
that she would give them lots of food. She assured them that they would be fine. And so the
children stayed.
The old woman offered them all kinds of food: milk, buns, fruitcake, apples, oranges,
bananas, walnuts, fresh bread, roast meat, different salads and vegetables, and many other
delicacies. The children were eating and eating until they were quite full. Then they drank
some hot milk and they were ready to go to bed.
The old woman showed them two small beds with clean sheets and soft pillows and woolen
blankets. So Hansel and Gretel got into the beds and were soon asleep. They even forgot
to wash their hands and feet. Soon they were fast asleep.
Next morning they woke up and explored the house curiously. They found a door that was
different than the others.
3. They opened the door and couldn’t believe their eyes. There was big treasure. And there
was something else that was covered by cloth. They uncovered it and found a time
machine. Children decided that one of them will guard and the second one will explore it.
4. Hansel came in and suddenly he found himself in a forest and started to look around. He
saw their house and ran inside. There was an envelope on the table. Hansel opened it and
started to read:
“My dear kids, I was worried about you and tried to look for you everywhere. Unfortunately I
didn’t succeed. If you are reading this letter I might be dead. I love you. Dad.”
Hansel was very sad and went to the machine to come back.
5. Firstly he couldn’t find Gretel but finally he found her in the kitchen. There was also an old
lady who turned into their bad step-mother. She was setting fire under an enormous
cauldron where she wanted to cook Gretel. The boy didn’t hesitate and threw her into it.
Enchantment disappeared, children met their father again and they lived happily ever after.
ZŠ Žemberovce, SLOVAKIA