trains students in the state symbols for reactants and products in a chemical equation.
Elements in their elemental form and compounds are divided into covalent and ionic compounds for classification and easier identification of relevant state symbols.
Chemistry is the science and study of matter, including its properties, composition as well as reactivity. Chemistry relates to everything that can be sensed from the minute elements to complex structures. The atom and molecules are the basic unit or components of Chemistry.
trains students in the state symbols for reactants and products in a chemical equation.
Elements in their elemental form and compounds are divided into covalent and ionic compounds for classification and easier identification of relevant state symbols.
Chemistry is the science and study of matter, including its properties, composition as well as reactivity. Chemistry relates to everything that can be sensed from the minute elements to complex structures. The atom and molecules are the basic unit or components of Chemistry.
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.
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!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
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.
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.
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.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. CC-BY-NC Made by Ching-Sung G. Chang
十 二 大 族
(Klein & Hurlbut) Nickel–Strunz classification Old Dana Classification New Dana Classification (8e)
一、自然元素 01. Elements I Native Elements Class 01 Native elements
二、硫化物
02. Sulfides and Sulfosalts II Sulfides
Class 02 Sulfides - including selenides and tellurides
三、磺 鹽 Class 03 Sulfosalts
四、氧化物、
氫氧化物
04. Oxides, Hydroxides
and Arsenites
III
Oxides and
Hydroxides
Class 04 Simple oxides
Class 05 Oxides containing uranium and thorium
Class 06 Hydroxides and oxides containing hydroxyl
Class 07 Multiple oxides
Class 08 Multiple oxides with Nb, Ta, and Ti
五、鹵 鹽 03. Halides IV Halides
Class 09 Anhydrous and hydrated halides
Class 10 Oxyhalides and hydroxyhalides
Class 11 Halide complexes; alumino-fluorides
Class 12 Compound halides
六、碳酸鹽類
05. Carbonates and Nitrates V
Carbonates
Class 13 Acid carbonates
Class 14 Anhydrous carbonates
Class 15 Hydrated carbonates
Class 16a Carbonates - hydroxyl or halogen
Class 16b Carbonates - hydroxyl or halogen
Class 17 Compound carbonates
七、硝酸鹽類
Nitrates
Class 18 Simple nitrates
Class 19 Nitrates - hydroxyl or halogen
Class 20 Compound nitrates
Class 21 Iodates - anhydrous and hydrated
Class 22 Iodates - hydroxyl or halogen
2. CC-BY-NC Made by Ching-Sung G. Chang
十 二 大 族
(Klein & Hurlbut) Nickel–Strunz classification Old Dana Classification New Dana Classification (8e)
Class 23 Compound iodates
八、硼酸鹽類 06. Carbonates and Nitrates Borates
Class 24 Borates - anhydrous
Class 25 Anhydrous borates containing hydroxyl or halogen
Class 26 Hydrated borates containing hydroxyl or halogen
Class 27 Compound borates
十、硫酸鹽類
07. Sulfates, Chromates,
Molybdates and Tungstates
08. Phosphates, Arsenates
and Vanadates
VI
Sulfates
Class 28 Anhydrous acid and sulfates
Class 29 Hydrated acid and sulfates
Class 30 Anhydrous sulfates containing hydroxyl or halogen
Class 31 Hydrated sulfates containing hydroxyl or halogen
Class 32 Compound sulfates
硒酸鹽類 Selenates
Class 33 Selenates and tellurates
Class 34 Selenites - tellurites - sulfites
鉻酸鹽類 Chromates
Class 35 Anhydrous chromates
Class 36 Compound chromates
九、磷酸鹽類
VII
Phosphates
Class 37 Anhydrous acid phosphates
Class 38 Anhydrous phosphates
Class 39 Hydrated acid phosphates
Class 40 Hydrated phosphates
Class 41 Anhydrous phosphates containing hydroxyl or halogen
Class 42 Hydrated phosphates containing hydroxyl or halogen
Class 43 Compound phosphates
Arsenates
Class 44 Antimonates
砷酸鹽類 Class 45 Acid and normal antimonites, arsenites and phosphites
3. CC-BY-NC Made by Ching-Sung G. Chang
十 二 大 族
(Klein & Hurlbut) Nickel–Strunz classification Old Dana Classification New Dana Classification (8e)
Class 46
Basic or halogen-containing antimonites, arsenites
and phosphites
釩酸鹽類 Vanadates Class 47 Vanadium oxysalts
十一、鎢酸鹽類
Tungstates
Class 48 Anhydrous molybdates and tungstates
Class 49 Basic and hydrated molybdates and tungstates
有機礦物 10. Organic compounds IX Organic Minerals Class 50 Salts of organic acids and hydrocarbons
十二、矽酸鹽類 09. Silicates VIII Silicates
- Nesosilicates
Class 51 Nesosilicate insular SiO4 groups only
Class 52 Nesosilicate insular SiO4 groups and O, OH, F, and H2O
Class 53
Nesosilicate insular SiO4 groups and other anions of
complex cations
Class 54 Nesosilicate borosilicates and some beryllosilicates
- Sorosilicates
Class 55 Sorosilicate Si2O7 groups, generally with no additional anions
Class 56 Sorosilicate Si2O7 groups and O, OH, F, and H2O
Class 57 Sorosilicate insular Si3O10 and larger noncyclic groups
Class 58
Sorosilicate insular, mixed, single, and larger tetrahedral
groups
- Cyclosilicates
Class 59 Cyclosilicate three-membered rings
Class 60 Cyclosilicate four-membered rings
Class 61 Cyclosilicate six-membered rings
Class 62 Cyclosilicate eight-membered rings
Class 63 Cyclosilicate condensed rings
Class 64 Cyclosilicates
- Inosilicates
Class 65 Inosilicate single-width unbranched chains, W=1
Class 66 Inosilicate double-width unbranched chains, W=2
4. CC-BY-NC Made by Ching-Sung G. Chang
十 二 大 族
(Klein & Hurlbut) Nickel–Strunz classification Old Dana Classification New Dana Classification (8e)
Class 67 Inosilicate unbranched chains with W>2
Class 68 Inosilicate structures with chains of more than one width
Class 69 Inosilicate chains with side branches or loops
Class 70 Inosilicate column or tube structures
- Phyllosilicates
Class 71 Phyllosilicate sheets of six-membered rings
Class 72
Phyllosilicate two-dimensional infinite sheets with other than
six-membered rings
Class 73 Phyllosilicate condensed tetrahedral sheets
Class 74 Phyllosilicate modulated layers
- Tektosilicates
Class 75 Tectosilicate Si tetrahedral frameworks
Class 76 Tectosilicate Al-Si framework
Class 77 Tectosilicate zeolite group
- Not Classified
Silicates
Class 78 Unclassified silicates