This document provides information about key features of bar graphs and examples of bar graphs that are incorrectly labeled or formatted. It discusses elements all bar graphs should contain like a title, labeled axes with regular intervals, and consistent spacing. Samples shown have issues like missing titles, unlabeled or uneven axes, and scale disproportionate to the data. The document demonstrates how to correctly format a bar graph of monthly rainfall in Darwin, Australia. Learners are then asked to create their own bar graph of road deaths in New Zealand from 1990 to 2006 and analyze changes in the numbers.
Introduction to graph of class 8th students. Find a new easy way to understand graph, histogram, double-bar graph, pie-chart etc....This ppt could lead to u a better picture of maths
Introduction to graph of class 8th students. Find a new easy way to understand graph, histogram, double-bar graph, pie-chart etc....This ppt could lead to u a better picture of maths
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.
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
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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.
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.
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.
2. Key Features of a Bar Graph
A Bar Graph must have the following:
• A Title
• Both axis ruled
• Clearly labelled unit of measurement on
both axis
• Equal spacing on both axis
• Numbers increasing at regular intervals
3. Identify what is wrong with this
Bar Graph
400
360
0
40
80
120
160
200
240
280
320
DNOSJ AJMAMFJ
1. No Title
2. No Labels
3. Vertical Axis too high
4. Identify what is wrong with this
Bar Graph
Rainfall for Hong Kong
400
375
0
20
80
150
200
210
240
310
315
DNOSJ AJMAMFJ
1. No Labels
2. Vertical numbering
not even
5. Identify what is wrong with this
Bar Graph
DNOSJ AJMAMFJ
400
360
0
40
80
120
160
200
240
280
320
Months
2. No Vertical Label
1. No Title
3. Vertical axis spacing uneven
6. Identify what is wrong with this
Bar Graph
Rainfall for Kenya
400
360
0
40
80
120
160
200
240
280
320
Rainfall(mm)
DNOSJ AJMAMFJ
1. Horizontal spacing not even
2. No Horizontal Label
3. Vertical axis is too big
7. Bar Graph of Rainfall in Darwin
Rainfall for Darwin, Australia
10 lines down your page
12cms across your page
400
360
0
40
80
120
160
200
240
280
320
Rainfall(mm)
DNOSJ AJMAMFJ
Months
Month Rainfall
Jan 380mm
Feb 315mm
Mar 260mm
Apr 100mm
May 30mm
June 10mm
July 0mm
Aug 20mm
Sep 40mm
Oct 60mm
Nov 130mm
Dec 245mm
8. Create your own Bar Graph
• Use these figures to create your
own bar graph.
• Remember the Key Features of a
Bar Graph.
• Hint: Decide on vertical axis
spacing now.
• Try to make you graph as
accurate as possible
• Complete graph and then put
your hand up so I can check your
graph.
Year Road Deaths in NZ
1990 729
1992 646
1994 580
1996 514
1998 501
2000 462
2002 405
2004 435
2006 387
9. Road Deaths in New Zealand
Road Deaths in New Zealand
0
100
200
300
400
500
600
700
800
1990 1992 1994 1996 1998 2000 2002 2004 2006
Year
NumberofDeaths
10. Road Deaths in New Zealand
• Now you have completed your graph I
want you to write 2-3 sentences describing
what your graph is showing.
• e.g. The above graph is showing . . .
11. Road Deaths in New Zealand
• Now answer these questions about your
completed graph.
• Between which years was the biggest
drop in deaths? (How much?)
• Between which years was the lowest drop
in deaths? (How much?)
• Between which years was there an
increase in deaths? (How much?)
12. Road Deaths in New Zealand
• ANSWERS:
• Between which years was the biggest
drop in deaths? (How much?)
• Between which years was the lowest drop
in deaths? (How much?)
• Between which years was there an
increase in deaths? (How much?)
1990-1992 83 people
1996-1998 13 people
2002-2004 30 people
