The poem describes a snake that comes to drink from the speaker's water trough on a hot day in Sicily. The speaker watches as the snake drinks and contemplates killing it due to beliefs about venomous snakes on the island. However, the speaker finds themself admiring the snake instead and allows it to drink and depart in peace. After the snake leaves, the speaker regrets startling it with a log and feels they missed an opportunity to interact with a majestic creature.
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?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
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.
6. Visualising the Poem
In the deep,
strange
scented shade
of the
great dark
carob-tree
rvikramadityasingh@rediffmail.com
7. Visualising words/phrases
The Carob tree is
best known for its
edible seeds that are
used, among other
things, as a chocolate
substitute. It is a tree
that grows well in dry
climates, which would
explain its relative
abundance in
Southern Spain.
rvikramadityasingh@rediffmail.com
8. Visualising the Poem
I came down
the steps with
my pitcher
And must
wait, must
stand and
wait,
rvikramadityasingh@rediffmail.com
12. Visualising the Poem
And trailed his
yellow-brown
slackness soft-
bellied down,
over the edge of
the stone trough
And rested his
throat upon the
stone bottom,
rvikramadityasingh@rediffmail.com
13. Visualising the Poem
And where the water
had dripped from the
tap, in a small
clearness,
He sipped with his
straight mouth,
Softly drank through
his straight gums, into
his slack long body,
Silently.
rvikramadityasingh@rediffmail.com
14. Visualising the Poem
Someone was
before me at
my water-
trough,
And I, like a
second comer,
waiting.
rvikramadityasingh@rediffmail.com
15. Visualising the Poem
He lifted his
head from his
drinking, as
cattle do,
And looked at
me vaguely, as
drinking cattle
do,
rvikramadityasingh@rediffmail.com
16. Visualising the Poem
And flickered
his two-forked
tongue from his
lips, and
mused a
moment,
And stooped
and drank a
little more,
rvikramadityasingh@rediffmail.com
17. Visualising the Poem
Being earth-
brown, earth-
golden from
the burning
bowels of the
earth...
rvikramadityasingh@rediffmail.com
19. Visualising the Poem
On the day of
Sicilian July,
with Etna
smoking.
rvikramadityasingh@rediffmail.com
20. Visualising words/phrases
Sicily is a
region of Italy,
and is the
largest island
in the
Mediterranean
Sea.
rvikramadityasingh@rediffmail.com
21. Visualising the Poem
The voice of
my education
said to me
He must be
killed,
rvikramadityasingh@rediffmail.com
22. Visualising the Poem
For in Sicily
the black,
black snakes
are innocent,
the gold are
venomous.
rvikramadityasingh@rediffmail.com
23. Visualising the Poem
And voices in me
said, If you were
a man
You would take a
stick and break
him now, and
finish him off.
rvikramadityasingh@rediffmail.com
24. Visualising the Poem
But must I confess how
I liked him,
How glad I was he
had come like a guest
in quiet, to drink at my
water-trough
And depart peaceful,
pacified, and
thankless,
Into the burning
bowels of this earth?
rvikramadityasingh@rediffmail.com
25. Was it cowardice, that I
dared not kill him?
Was it perversity, that
I longed to talk to
him? Was it humility,
to feel so honoured?
I felt so honoured.
rvikramadityasingh@rediffmail.com
26. And yet those
voices:
If you were not
afraid, you
would kill him!
rvikramadityasingh@rediffmail.com
27. Visualising the Poem
And truly I was afraid, I
was most afraid, But
even so, honoured
still more
That he should seek
my hospitality
From out the dark
door of the secret
earth.
rvikramadityasingh@rediffmail.com
28. Visualising the Poem
He drank enough
And lifted his head,
dreamily, as one who has
drunken,
And flickered his tongue
like a forked night on the
air, so black,
Seeming to lick his lips,
And looked around like a
god, unseeing, into the
air,
And slowly turned his
head,
rvikramadityasingh@rediffmail.com
29. Visualising the Poem
And slowly, very slowly,
as if thrice adream,
Proceeded to draw
his slow length
curving round
rvikramadityasingh@rediffmail.com
30. Visualising the Poem
And climb again
the broken
bank of my
wall-face.
rvikramadityasingh@rediffmail.com
31. Visualising the Poem
And as he put his
head into that
dreadful hole,
And as he slowly
drew up, snake-
easing his
shoulders, and
entered farther,
rvikramadityasingh@rediffmail.com
32. Visualising the Poem
A sort of horror, a sort
of protest against his
withdrawing into that
horrid black hole,
Deliberately going
into the blackness,
and slowly drawing
himself after,
Overcame me now
his back was turned.
rvikramadityasingh@rediffmail.com
33. Visualising the Poem
I looked round, I put
down my pitcher,
I picked up a clumsy
log
And threw it at the
water-trough with a
clatter.
rvikramadityasingh@rediffmail.com
34. Visualising the Poem
I think it did not hit him,
But suddenly that part of
him that was left behind
convulsed in undignified
haste.
Writhed like lightning, and
was gone
Into the black hole, the
earth-lipped fissure in the
wall-front,
At which, in the intense
still noon, I stared with
fascination.
rvikramadityasingh@rediffmail.com
35. Visualising the Poem
And immediately I
regretted it.
I thought how paltry,
how vulgar, what a
mean act!
I despised myself and
the voices of my
accursed human
education.
rvikramadityasingh@rediffmail.com
36. Visualising the Poem
And I thought of the
albatross
And I wished he
would come back,
my snake
rvikramadityasingh@rediffmail.com
37. Visualising the Poem
For he seemed to me
again like a king,
Like a king in exile,
uncrowned in the
underworld,
Now due to be
crowned again.
rvikramadityasingh@rediffmail.com
38. Visualising the Poem
And so, I missed my
chance with one of
the lords
Of life.
And I have something
to expiate:
A pettiness.
rvikramadityasingh@rediffmail.com