The document provides information on prepositional phrases with "at", "in", and "on", subjects and objects in sentences, popular activities in the US, how to use "have to" and "want to" in affirmative, negative, and interrogative sentences, and examples of invitations using "want to" and "would like to".
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The Archimedes Project is a social enterprise competition with the goal of ending Cholera in Haiti. In early November 2013, they brought together people with experience in business, academia, government, and non-profits. Teams made up of people from different sectors worked intensely to design an innovative, actionable, sustainable, scalable social enterprise that can stop the spread of cholera in Haiti. By bringing together dreamers, thinkers, makers and doers from across sectors, they created something that never would have emerged without that collaboration.
In two days, participants built a social enterprise. Within 365 days it will be on the ground.
This presentation was an overview of modern techniques for getting companies off the ground, drawing from key principles found in Business Model Generation, Lean Startup, and Customer Development.
Archimedes said that one man could move the world given a strong enough lever and a firm point on which to place it.
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This is a cool concept from Sweden - a tow bike. Operated by a single person, this nifty thing can hook your car in a matter of minutes and get it to the workshop.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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Antifertility, Toxicity studies as per OECD guidelines
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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
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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.
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.
12. Have
to
(reduction)
● El "have to" se usa para decir que
algo es necesario u obligatorio
(se tiene que hacer).
● Para formar frases con "have to"
lo hacemos de la siguiente forma
dependiendo de si las frases son
afirmativas, negativas o
interrogativas
16. ● I + don´t have to + study
● You + don´t have to + study
● He/she/it + doesn´t have to + study
● We + don´t have to + study
● They + don´t have to + study
18. ● Do + you + have to + clear up?
● Does + he/she/it + have to + clear up?
● Do + we + have to + clear up?
● Do + they + have to + clear up?
19. Ejemplos
● I have to work everyday.
Tengo que trabajar todos los dias
● I don´t have to work everday.
No tengo que trabajar todos los dias
● Do you have to work everyday?
¿Tienes que trabajar todos los dias?
20. Want
● El verbo "want" se usa para expresar deseos o
intenciones.
● Equivale al Español "querer" o "desear".
21. Want to
(reduction)
● I want to become a good
professional
● They want to get some
money from the bank
● She wants to go to the
mall this afternoon
23. ● I want to attend a good concert
● You want to go to the party
● He/She/ It wants to play with the ball
● We want to study medicine next year
● They want to buy a new car
25. ● I don't want to dance with you
● You don't want to finish the work
● He / She / It doesn't want to stay here
● We don't want to eat cake
● They don't want to drink coffe
27. ● Do I want to do this?
● Do you want to take a taxi?
● Does he / she / it want to make it right?
● Do we want to quit school?
● Do they want to go for a walk?
28. ● Where does Michael want to go?
● He wants to go to the university
● When does Robert want to come to school?
● They want to prepare their homeworks at home
● What does Elizabeth want to paint?
● She wants to paint a beautiful landscape
● I want to presente a new accountancy project
30. ● Do you want to see a movie with me tonight ?
(+) Sure. I'd really like to see a good comedy
(-) I'd like to, but I have to work late.
I'd = I would
31. ● Would you like to go to an art festival ?
(+) Yes, I'd love to!
(-) I'd like to, but I need to study.