This document provides an overview of the schedule and assignments for a literature class focused on A Game of Thrones. In week 1, students read an excerpt of the book and wrote haiku responses. They learned about rhetorical strategies like using compressed statements. In week 2, students continued reading and discussing the book, writing dialogues and question-hint-question responses. The document outlines the subsequent weeks' activities like vocabulary tests, character analysis essays, and further examinations of rhetorical devices in the text.
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.
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 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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
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. Week
1
9/23
Class
Work
Homework
Essay
1
Character
Analysis
Class
1
9/24
• A
Game
of
Thrones:
Prologue
• Website
• Green
Sheet
• Syllabus
• Contests/Analytic
Authorities
• Contest
1:
Content
• Rhetorical
Strategy:
using
compressed
statements
to
communicate
meaning:
Writing
Social
and
Political
Haiku
• Buy
books
• Register
for
Wordpress
• Read
A
Game
of
Thrones
through
page
100
• Post
#1
Write
a
Haiku
(or
two)
that
expresses
a
social
or
political
aspect
of
the
reading
thus
far.
• Study:
Vocabulary
(Exam
one
is
at
our
next
meeting).
You
can
find
the
list
of
words
on
the
website
under
“Vocabulary”
“Vocabulary
list
one”
or
on
the
presentation
for
class
#1
Class
2
9/26
• Vocabulary
Test
#1
• A
few
haiku
• Discussion:
A
Game
of
Thrones
• Arguing
with
FREECASH
• In-‐class
writing
• Contest:
Content
• How
to
write
a
QHQ
• Read:
A
Game
of
Thrones
through
page
200.
• Post
#2:
Use
the
ideas
you
generated
with
the
FREECASH
method
to
write
about
two
(or
more)
sides
of
an
issue.
• Post
#3:
QHQ:
A
Game
of
Thrones
• Study
Vocabulary
Week
2
9/30
Class
3
10/1
• Vocabulary
Test
#2
• Rhetorical
Strategy:
using
dialogue
to
explain
and
describe:
persuasive
dialogue
• Discussion:
QHQ
• Contest
5:
Content
(Ten
questions)
• Read
A
Game
of
Thrones
through
page
300
• Post
#4:
Write
a
dialogue
between
you
and
an
equal,
arguing
the
validity
or
error
of
a
character's
behavior
or
action.
Or
write
a
dialogue
between
two
characters
about
the
validity
or
error
of
a
third
characters'
behavior
or
action.
Use
your
in-‐class
exercise
as
fodder
if
you
wish
• Post
#5:
QHQ
Game
of
Thrones
Class
4
10/3
• QHQ:
A
Game
of
Thrones
• Analytic
Authority
Picks
• Introduce
Essay
#1
• Rhetorical
Strategy:
Analogy
• Introduction
to
Vocab
Exam
3
• Read
A
Game
of
Thrones
through
400
•
Post
#6
In-‐class
writing:
analogy
•
Post
#7
Describe
your
character;
include
page
numbers
• Study
Vocabulary:
Exam
Class
2. Week
3
10/7
Class
5
• Defining
your
Character
• Characterization
o Direct
o Indirect
• Eight
Methods
of
Characterization
• Rhetorical
Strategies:
o Examples
o Explanation
• In-‐class
Writing
— Read
A
Game
of
Thrones
through
500
— Post
#
8:
In-‐class
writing:
Paragraph
practice
— Post
#9:
Find
one
example
for
each
of
the
eight
methods
of
characterization.
— Study
Vocabulary:
Test
class
seven
Class
6
— In-‐class
writing:
What
defines
your
character?
— Group
Discussions
— Choosing
your
prompt
— Formulating
a
tentative
thesis
— Outlining
your
essay
— Introductions:
Writing
a
directed
summary
— Read
A
Game
of
Thrones
through
page
600
Post
#10:
Post
your
working
thesis
and
outline.
Find
evidence
to
support
your
points.
Include
exact
quotations
and
citations
in
your
outline.
— Post
#11
Directed
summary
—
Study
Vocabulary
list
#3:
Test
next
class
— There
will
be
NO
WORD
BANK
Week
4
10/14
Class
7
10/15
• Vocabulary
Test
#3
• Review
• Counterarguments
• Conclusions
• Rhetorical
Strategies:
Aphorism
and
Chiasmus
• In-‐Class
Writing:
Counterarguments,
Conclusions,
Aphorism,
Chiasmus
• Read
A
Game
of
Thrones
through
page
700
• Post
#
12:
Counterargument
• Post
#13:
Conclusion
• Post
#14:
Examples
of
aphorism
and
chiasmus
Class
8
10/17
• Meet
in
the
Library
Lobby
• Overview
of
Library
Resources
• Research
Activity
• Read
A
Game
of
Thrones
through
the
End
• Post
#15:
Best
250
words
of
essay
#1
• Bring
two
clean
copies
to
our
next
class
3. Week
5
10/21
Class
9
• Writing
Workshop:
Revision
strategies
• Skill
Review:
• Integrating
quotations
• Citing
summarized
material
• MLA
formatting
• Works
Cited
page
• Teams
• Using
the
comments
you
received
from
your
readers,
revise
your
draft.
Consider
carefully
what
each
person
had
to
say.
• Post
#16:
Introduction
and
Conclusions
• Read
A
World
of
Ideas:
Government:
Lao-‐Tzu
"Thoughts
from
the
Tao-‐te-‐
Ching”
(19-‐31).
• Post
#17
Questions
(TBD
based
on
teams)
for
Critical
Reading:
(page
31).
• Post
#18
QHQ
Lao-‐Tzu
• Remember,
essay
#1
is
due
Friday
before
noon.
Essay
#2
Government
Lao-‐Tsu
and
Machiavelli
Class
10
¡ Essay
#1:
email
to
palmorekim@fhda.edu
¡ Introduce
Essay
#2:
GOVERNMENT
¡
Discussion:
Lao-‐Tzu
"Thoughts
from
the
Tao-‐te
Ching”
(19-‐31).
¡ Bio
¡ Rhetorical
Strategies
¡ Questions
for
Critical
Reading
¡ QHQ
(time
permitting)
¡ Suggestions
for
Writing:
Group
discussion
¡ Vocabulary
(time
permitting)
¡ Read
A
World
of
Ideas:
Government:
Machiavelli
"The
Qualities
of
the
Prince”
pages
35-‐
50
¡ Post
#19
Questions
(TBD
based
on
teams)
for
Critical
Reading:
(page
50)
¡ Post
#20
QHQ
Machiavelli
¡ Study
Vocabulary
¡ Consider
Essay
#2:
Which
of
the
prompts
about
Lao-‐Tzu
would
you
choose?
Week
6
10/28
Class
11
10/29
• Discussion:
Machiavelli
"The
Qualities
of
the
Prince"
• Biography
• Rhetorical
Strategies
• Questions
for
Critical
Reading
• QHQ
Discussion
Vocabulary
(Time
Permitting)
• Essay
#2:
Choose
your
prompt
(Time
Permitting)
• Post
#21:
Apply
the
philosophy
of
Machiavelli
and/or
Lao-‐Tzu
to
A
Game
of
Thrones?
• Post
#22
Essay
#2
(before
due
date)
• Essay
#2:
Electronic
copy
due
this
Friday
before
noon.
• Study
Vocabulary
for
exam
#4:
Next
Class
4. Essay
#3
Justice
Cicero
Class
12
10/31
• Vocabulary
Exam
#4:
15
mins
• Discussion
Lao-‐Tzu/
Machiavelli:
Examples
and
preparation
• Group
Preparation
for
discussion
of
Philosophy
and
A
Game
of
Thrones.
• Class
Discussion
• Essay
#2
writing
tips
• Group
Preparation
for
Cicero
• Homework
• Read
A
World
of
Ideas:
Marcus
Tullius
Cicero
"The
Defense
of
Injustice"
(119-‐129)
• Post
#23
Questions
for
Critical
Reading:
(page
129)
• Post
#24
QHQ
Cicero
• Remember,
Essay
#2
is
due
by
noon
on
Friday:
palmorekim@fhda.edu
Week
7
11/4
Essay
#3
Justice
Cicero
and
Thoreau
Class
13
11/5
• Review:
Machiavelli
or
Lao-‐
Tzu
• Introduce
Essay
#3:
Justice:
• Discussion:
Cicero
"The
Defense
of
Injustice"
• Bio
• Rhetorical
Strategies
• Questions
for
Critical
Reading
•
QHQs
• Suggestions
for
Reading:
Thoreau
• Read
A
World
of
Ideas:
Henry
David
Thoreau
"Civil
Disobedience"
(133-‐157)
• Post
#25
Questions
(TBD)
for
Critical
Reading:
(page
157)
• Post
#26
QHQ
Thoreau
Class
14
11/7
• Review:
Thoughts
on
Cicero?
• Essay
#3:
Justice:
Due
Friday
November
14
at
noon.
• Discussion:
Thoreau
• Bio
• Rhetorical
Strategies
• Questions
for
Critical
Reading
• QHQ
Thoreau
• Suggestions
for
Writing
Essay
#3
• Essay
#3
(2-‐3
pages):
Choose
your
topic
from
"Suggestions
for
Writing"
pages
129-‐30,
prompts
1-‐
9
or
pages
157-‐58,
prompts
1-‐6
• Post
#27
The
introduction
and
thesis
for
Essay
#3
• Post
#28
How
can
we
apply
the
philosophy
of
Cicero
and/or
Thoreau
to
A
Game
of
Thrones?
5. Week
8
11/11
•
• Essay
#4
Privilege
and
Perspective
Plato
Class
15
11/12
• Essay
#3
Questions
or
Comments
• Group
Discussions:
Justice
and
A
Game
of
Thrones
o Get
into
your
teams
to
consider
the
application
of
Cicero
and
Thoreau
to
A
Game
of
Thrones
o Class
discussion:
Cicero/Thoreau
and
A
Game
of
Thrones
• In-‐class
writing:
Generating
Prompts
• Essay
#3
Due
Friday,
November
15
before
noon
• Post
#28
Post
one
or
two
good
questions
that
you
might
consider
answering
for
your
final
paper.
• Read
A
World
of
Ideas:
Plato's
"Allegory
of
the
Cave"
(443-‐453)
• Post
#29
Questions
(TBD)
for
Critical
Reading:
(pages
453-‐54)
Essay
#4
Privilege
and
Perspective
Plato
and
Woolf
Class
16
11/14
• Introduce
Section
#
4:
Privilege
and
Perspective
• Discussion:
Plato's
"Allegory
of
the
Cave"
o Bio
o Rhetorical
Strategies
o Questions
for
Critical
Reading
• Introduce
Essay
#4:
In-‐class
essay
• Read
A
World
of
Ideas:
• Virginia
Woolf
"Shakespeare’s
Sister"
(761-‐776)
• Post
#30
Questions
(TBD)
for
Critical
Reading:
(page
776)
• Post
#31
QHQ
Woolf
• Remember,
Essay
#3
is
due
Friday,
November
15
before
noon
Week
9
11/18
Class
17
11/19
• Woolf Section
#
4:
Privilege
and
Perspective
• Discussion:
Woolf's
“Shakespeare’s
Sister"
o Bio
o Rhetorical
Strategies
o Questions
for
Critical
Reading
o QHQ
• Essay
#4
• Prepare
for
essay
test
4
• Post
#
32
QHQ:
How
can
we
apply
the
ideas
of
Plato
and
Woolf
to
A
Game
of
Thrones?
Make
sure
to
include
textual
support
in
your
post.
You
might
consider
how
Woolf’s
notions
can
be
extended
beyond
the
realm
of
women.
6. Essay
5
Final
Paper
Class
18
11/21
• End
of
quarter
plan
• Group
Discussions:
Perspectives
and
A
Game
of
Thrones
• Introduce
Essay
#5
• In-‐class
writing:
Generating
prompts
• Post
#33:
Post
at
least
one
essay
prompt
that
you
wrote
for
essay
#5.
• Post
#34
Pick
and
post
one
or
two
potential
essay
questions
for
essay
#5.
This
can
be
one
you
wrote
or
one
from
the
formal
prompts.
Write
a
one
or
two
sentence
answer
to
the
prompt.
(a
rough
thesis)
• Prepare
for
in-‐class
essay
Week
10
11/25
Class
19
11/26
• End
of
Quarter
Plan
• In-‐Class
exam:
Essay
#4
• Post
#35:
Essay
#5
Brainstorming:
Free-‐writing
what
you
know
about
your
topic
250
words
• Begin
Research
for
essay
support
• Post
#36:
Post
tentative
sources
for
essay
#5
(MLA
format)
• Study
for
Vocabulary
Make-‐up
Exam
• Prepare
essay
revision:
Due
Friday,
Dec.
6
before
noon.
Thanksgiving
No
class
Week
11
12/2
Class
20
12/3
• End
of
Quarter
Plan
• Make
up
Vocab
Exam
• In-‐class
writing:
Self
Assessment
• Drafting
Essay
#5
• The
Last
Post
#37:
Outline
and
Thesis
for
Essay
5
• Finish
your
revision:
Due
Friday,
Dec.
6
before
noon
• Work
on
essay
#5:
Due
Thursday,
Dec.
12
before
noon.
• Remember,
we
will
not
have
a
formal
meeting
on
Thursday.
I
will
be
available
for
conferences
in
my
office
during
class
hours.
I
do
suggest
making
an
appointment
by
email
if
you
want
to
see
me.
• See
you
in
class
for
the
final!
Class
21
12/5
• Individual
Meetings
in
my
office
• Self
Assessment
and
Revision:
due
Friday,
Dec.
6
before
noon
• Remember,
Essay
5
due
Thursday,
Dec
12
before
noon
7. Week
12
12/9
Final
(22)
8:30
class
meets
Wed.
Dec
11
7-‐9am
11:00
class
meets
Fri
Dec.
13
9:15-‐11:15
§ 25
participation
points
§ Final
discussion
§ Film
Screening
§ 8:30
class
meets
Wed.
Dec
11
7-‐9am
§ 11:00
class
meets
Fri
Dec.
13
9:15-‐11:15
• Have
Happy
Holidays!