ESCRITO ESTA EN ACCIÓN. JUDA Y TAMAR. GÉNESIS 38:1-30. (GN. No. 38).CPV
EN ESTE TRIPTICO SE NARRA LA HISTORIA DE JUDA Y TAMAR. SE ENCUENTRA EN GENESIS 38:1-30. HAY UN CRUCIGRAMA DE LA MISMA HISTORIA, UNA ANECDOTA CRISTIANA, PENSAMIENTO SABIOS Y UN VERSICULO PARA MEMORIZAR.
Saneamento em alta
O Onda Limpa, maior programa de saneamento do Brasil, já chegou a Ilhabela, o que significa praias mais limpas e saudáveis. Com ele, o Governo de São Paulo trabalha para elevar o índice de coleta e tratamento de esgoto para mais de 70% até 2012.
ESCRITO ESTA EN ACCIÓN. DIOS BENDICE A JACOB Y LAS PRUEBAS DE JACOB EN SUS ÚL...CPV
SE TRATA DE UN TRIPTICO QUE TRATA SOBRE LA OCASIÓN CUANDO JACOB RECIBE LA BENDICIÓN DE DIOS Y LAS PRUEBAS O ADVERSIDADES QUE SUFRIÓ EN LOS ÚLTIMOS DÍAS DE SU VIDA. SE ENCUENTRA EN GÉNESIS 35:1-29. ADEMAS HAY UN CRUCIGRAMA BÍBLICO SOBRE LA MISMA LECCIÓN, UNA ANÉCDOTA CRISTIANA, ALGUNOS PENSAMIENTOS SABIOS Y UN VERSÍCULO POR MEMORIZAR.
This is a 3-credit, 16-week course with 4 units of learning via face-to-face, online, blended/hybrid, and night class sessions. I taught these 4 delivery formats as one of the preps from 2006 to 2019 along with other preps of Sociology/Social Problems, Art Appreciation, and some minor assigned subject matters. Here is a part of the contents of the first unit (converted from my lecture notes/PowerPoint, based on The Meaning of Difference, a required textbook, and other relevant sources.
ESCRITO ESTA EN ACCIÓN. JUDA Y TAMAR. GÉNESIS 38:1-30. (GN. No. 38).CPV
EN ESTE TRIPTICO SE NARRA LA HISTORIA DE JUDA Y TAMAR. SE ENCUENTRA EN GENESIS 38:1-30. HAY UN CRUCIGRAMA DE LA MISMA HISTORIA, UNA ANECDOTA CRISTIANA, PENSAMIENTO SABIOS Y UN VERSICULO PARA MEMORIZAR.
Saneamento em alta
O Onda Limpa, maior programa de saneamento do Brasil, já chegou a Ilhabela, o que significa praias mais limpas e saudáveis. Com ele, o Governo de São Paulo trabalha para elevar o índice de coleta e tratamento de esgoto para mais de 70% até 2012.
ESCRITO ESTA EN ACCIÓN. DIOS BENDICE A JACOB Y LAS PRUEBAS DE JACOB EN SUS ÚL...CPV
SE TRATA DE UN TRIPTICO QUE TRATA SOBRE LA OCASIÓN CUANDO JACOB RECIBE LA BENDICIÓN DE DIOS Y LAS PRUEBAS O ADVERSIDADES QUE SUFRIÓ EN LOS ÚLTIMOS DÍAS DE SU VIDA. SE ENCUENTRA EN GÉNESIS 35:1-29. ADEMAS HAY UN CRUCIGRAMA BÍBLICO SOBRE LA MISMA LECCIÓN, UNA ANÉCDOTA CRISTIANA, ALGUNOS PENSAMIENTOS SABIOS Y UN VERSÍCULO POR MEMORIZAR.
This is a 3-credit, 16-week course with 4 units of learning via face-to-face, online, blended/hybrid, and night class sessions. I taught these 4 delivery formats as one of the preps from 2006 to 2019 along with other preps of Sociology/Social Problems, Art Appreciation, and some minor assigned subject matters. Here is a part of the contents of the first unit (converted from my lecture notes/PowerPoint, based on The Meaning of Difference, a required textbook, and other relevant sources.
A primer on Behavioral Science and how it can help marketing and product teams in organisations. This primer looks at the BJ Fogg’s model and deep dives on how to improve Motivation and Ability to drive user’s action towards the required behavior.
Ways to use YouTube in your class. Videos won't work in Slideshare, only in original presentation. I have a playlist of the videos on the last slide.
Let me know how I can help.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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?
5. We learn that
some policies
‘Sinhala Only’ Policy
University Admissions Criteria
Resettlement
Citizenship Rights
6. We learn that
some policies
‘Sinhala Only’ Policy
University Admissions Criteria
Resettlement
Citizenship Rights
led to
7. We learn that
some policies
‘Sinhala Only’ Policy
University Admissions Criteria
Resettlement
Citizenship Rights
led to Anger,
feeling
discriminated
8. We learn that
some policies
‘Sinhala Only’ Policy
University Admissions Criteria
Resettlement
Citizenship Rights
led to led toAnger,
feeling
discriminated
9. We learn that
some policies
‘Sinhala Only’ Policy
University Admissions Criteria
Resettlement
Citizenship Rights
led to led toAnger,
feeling
discriminated
conflict
10. We learn that
some policies conflict
‘Sinhala Only’ Policy
University Admissions Criteria
Resettlement
Citizenship Rights
led to led toAnger,
feeling
discriminated
Today’s
Focus
11. We learn that
some policies conflict
‘Sinhala Only’ Policy
University Admissions Criteria
Resettlement
Citizenship Rights
led to led toAnger,
feeling
discriminated
consequences
ledto
What are some of the
effects of the conflict?
Today’s
Focus
12. 1) Let’s get some things right
about the conflict first
Ans questions in the google docs at
http://goo.gl/forms/N6UK2We59H
13. We learn that
some policies conflictled to led toAnger,
feeling
discriminated
14. We learn that
some policies conflictled to led toAnger,
feeling
discriminated
Implemented between
1950s to 1970s
15. We learn that
some policies conflictled to led toAnger,
feeling
discriminated
Implemented between
1950s to 1970s
Immediate
16. We learn that
some policies conflictled to led toAnger,
feeling
discriminated
Implemented between
1950s to 1970s
Immediate
After decades…
Started in the ‘80s
- Burning of Jaffna
Public Library
- Black July in the
1983
17. We learn that
some policies conflictled to led toAnger,
feeling
discriminated
Implemented between
1950s to 1970s
Immediate
After decades…
Started in the ‘80s
- Burning of Jaffna
Public Library
- Black July in the
1983
What was the conflict like then?
Watch the snippet and answer in
google Docs:
http://www.youtube.com/v/zvG5mPaTTj4?
version=3&start=240&end=502&autoplay=0&hl=en
_US&rel=0
18. So what were some of the
consequences of the
conflict?
19. We learn that
some policies conflictled to led toAnger,
feeling
discriminated
Watch video and ans the
following questions in Google
Docs
http://www.youtube.com/v/zvG5mPaTTj4?
version=3&start=540&end=&autoplay=0&hl=
en_US&rel=0
How did the Tamils feel at that
point in time?
Why did they had to run away?
What was the conditions like for
them? (ans in google docs)
consequences
ledto
What are some of the
effects of the conflict?
20. We learn that
some policies conflictled to led toAnger,
feeling
discriminated
Watch video and ans the
following questions in Google
Docs
http://www.youtube.com/v/kdg8AgweIgI?
version=3&start=00&end=89&autoplay=0&hl
=en_US&rel=0
Why did the Tamils join the Tamil
Tigers?
What were some of the things
they’ve done?
consequences
ledto
What are some of the
effects of the conflict?
21. We learn that
some policies conflictled to led toAnger,
feeling
discriminated
Watch video and ans the
following questions in Google
Docs
http://www.youtube.com/v/kdg8AgweIgI?
version=3&start=210&end=300&autoplay=0&
hl=en_US&rel=0
and
http://www.youtube.com/v/gLDeDEFtzAU?
version=3&start=123&end=241&autoplay=0&hl=en_U
S&rel=0
Why did the conflict become a
full-blown civil war / armed
conflict?
consequences
ledto
What are some of the
effects of the conflict?
22. We learn that
some policies conflictled to led toAnger,
feeling
discriminatedWatch video and ans the
following questions in Google
Docs
http://www.youtube.com/v/kdg8AgweIgI?
version=3&start=90&end=150&autoplay=0&h
l=en_US&rel=0
and
http://www.youtube.com/v/kdg8AgweIgI?
version=3&start=300&end=394&autoplay=0&
hl=en_US&rel=0
Why did India get involved?
(Delhi refers to the capital of
India)
Why was this an issue to Sri
Lanka?
consequences
ledto
What are some of the
effects of the conflict?
Why were some of the
Sinhalese so angry with the
Indian Prime Minister?
(Sinhalese nationalism = people who
believe that Sri Lanka should only be for
Sinhalese. Suspicious of other groups)
23. Done?
You may watch the whole episode
to know the conflict better
https://www.youtube.com/watch?
v=vgVQtCiMHz4&list=PL32674E63
D0BD8BB0&index=5
