Hannah is nine years old and excited because her father is taking her to the zoo tomorrow. At the zoo, she plans to act like different animals such as roaring like tigers, hopping like kangaroos, and pretending her neck is long like a giraffe. After visiting the animals, her father will let her buy a gift from the gift shop.
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
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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 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.
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.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Taller de nivelación grado noveno 3° p 2016
1. Docente Lic. CarmenCeciliaRamírez Camargo
INSTITUTO EMPRESARIAL GABRIELAMISTRAL
PLAN DE MEJORAMIENTO
III PERIODO
IDIOMAEXTRANJERO INGLÉS 2016 9-01 A 9-04
ASIGNATURA AÑO CURSO
DOCENTE: LIC. CARMEN CECILIARAMIREZ CAMARGO
Desarrolle el siguiente trabajo en hojas sueltas, a mano, preséntelo en carpeta blanca y
susténtelo en la fecha señalada:
9-01: SEPTIEMBRE 30 DE 2016
9-02: SEPTIEMBRE 30 DE 2016
9-03: SEPTIEMBRE 27 DE 2016
9-04: SEPTIEMBRE 28 DE 2016
A. FUTURE WITH GOING TO
1. Complete las siguientes frases utilizando el futuro con going to:
1. Philipp___________________ 15 next Wednesday. ( be)
2. They _________________a new computer. (not get)
3. I think my mother _________________his CD. ( like)
4. Paul's sister ___________________a baby. ( have)
5. ________They ______________at about 4 in the afternoon? ( arrive)
6. Just a moment. I _____________________you with the bags. ( help)
7. In 2020 people ____________________more hybrid cars. ( buy)
8. _________Marvin _______________________a party next week? (have)
9. We _____________________________to Venice in June. (not fly)
10. Look at the clouds! It _________________soon. (rain)
B. FUTURE WITH WILL
1. Complete las siguientes frases utilizando future con will positivo:
a) If I arrive late, I (call) __________ you.
b) They (help) __________ you.
c) Maybe he (stay) __________ at home tonight.
d) My friends (go/probably) __________ to the beach.
e) Peter (buy) __________ the tickets.
f) I hope that my boyfriend (cook) __________ dinner tonight.
g) We think FCB (win) __________ the match.
h) I’m sure my boss (understand) __________ my problem.
i) I (get) __________ you a drink. Do you like coffee?
) Maybe my sister (do) __________ a language course in London.
2. Complete las siguientes frases utilizando el futuro con will negativo:
a) I (answer) __________ the question.
b) My brother (lock) __________ the door.
2. Docente Lic. CarmenCeciliaRamírez Camargo
c) The boy (catch) __________ the ball.
d) I (read) __________ that magazine.
e) We (send) __________ that present to my uncle.
f) My grandmother (open) __________ the door.
g) The children (eat) __________ fish.
h) He (listen) __________ to the radio.
i) I (drink) __________ beer.
j) It (rain) __________.
3. Lea el siguiente texto, interprételo y desarrolle las actividades:
Hi! My name is Hannah and I am nine years old. I am so excited! I am excited because
tomorrow my daddy’s going to take me to the zoo. I love the zoo!
We are going to see snakes! The last time I went to the zoo I saw the cutest tiny green
snake. I want to see more snakes!
We are going to see the tigers. I am going to roar at the tigers! Can you roar like a tiger too?
I am going to hop like a kangaroo when I see the kangaroos! When I see the penguins I am
going to waddle like them. They look so funny when they walk!
I am going to sing like the birds and I am going to flap my arms and fly with them too! I am
going to be a beautiful blue bird with a bright yellow beak! My song will be the most beautiful
song ever!
We are going to find the giraffes too. They have very long necks. I am going to pretend that
my neck is very long just like a giraffe! I don’t like eating leaves like giraffes do. No, leaves
taste awful! I am only going to pretend to eat them.
My daddy’s going to let me buy something from the gift shop. I don’t know what I am going
to want but I can’t wait to see what there is! We are going to have fun! I am so excited!
Responda las siguientes preguntas con base en el texto anterior:
a. How old is Hannah?
b. Where are Hannah and her father going to go tomorrow?
c. What are they going to see?
d. Is she going to sing like the tigers?
e. Are they going to have fun?
Señale falso F o verdadero T según corresponda:
1. Hannah is excited because she is going to go to the zoo tomorrow. ( )
2. Hannah is six years old. ( )
3. Hannah likes to pretend that she is an animal. ( )
4. Her mother is taking her to the zoo. ( )
5. Hannah knows how to fly. ( )
C. SIMPLE PAST REGULAR AND IRREGULAR VERBS
1. Cambie los siguientes verbos regulares a Pasado Simple ubicandolos en la columna
correspondiente:
*cry *like *stop *wait *stay *fail *enjoy *label *agree *marry *explain *hop *care *bury *use
*jog *clap *prefer
3. Docente Lic. CarmenCeciliaRamírez Camargo
- d only -ed only -ied Double consonant
+-ed
2.Complete la siguiente historia conjugando los verbos regulares en Pasado Simple:
A young man aged 13 ............................. (rob). the Simpson Bank in Motown yesterday
night. He .........................(use).. his toy gun and ...........................(travel) by his father's red
BMW. He ........................(carry) the money in his sister's school bag. The young man
....................(hurry). to his grandma's garden to hide the money there. When he
.........................(enter). the garden, he could see a policeman. The policeman
....................(start). to chase him. The young man ....................(drop) the bag with the
money. - Suddenly, he could hear his telephone. "Bob, are you still asleep?" "Oh, mum. I
had a terrible dream!"
3. Complete las siguientes frases utilizando el Pasado Simple afirmativo, negativo o
interrogativo:
1. I _________________ (work) in a bank for ten years.
2. Where _________________ (you / live) when you were young?
3. She _________________ (not / study) French at university.
4. He _________________ (travel) through the Middle East last year.
5. _________________ (they / visit) the Louvre in Paris?
6. She _________________ (not / watch) TV yesterday.
7. We _________________ (buy) a new car last weekend.
8. Where _________________ (you / teach) before you came here?
9. He _________________ (not / think) that he was right.
10. I _________________ (cook) steak last night.
11. _________________ (Lucy / read) ‘War and Peace’ at school?
12. She _________________ (not / write) to her grandmother.
13. We _________________ (have) a computer when I was a child.
14. Where _________________ (you / go) on holiday?
15. I _________________ (love) ice cream when I was a child.
16. They _________________ (not / meet) yesterday.
17. _________________ (she / swim) in the sea in Greece?
18. We _________________ (not / play) tennis yesterday because it was raining.
19. He _________________ (try) to lift the box but he couldn’t.
20. What _________________ (you / eat) for lunch?
4. Ordene las siguientes frases. Uso de last, yesterday o ago.
1. were / the / airport / They / at / ago / hours / two.
2. three / were / We / ill / ago / days.
3. Rome / He / ago / in / two / lived / years.
4. Docente Lic. CarmenCeciliaRamírez Camargo
4. left / Mary / four / ago / school / minutes.
5. supermarket / was / one / ago / at / She / the / hour.
6. was / She / last / in / month / Paris.
7. were / people / many / at / yesterday / the / There / party.
8. English / met / a / tourists / last / of / we / lot / summer.
9. year / new / she / car / bought / last / her.
10.yesterday/ we / cinema / to / went / the.
D. READING COMPREHENSION
Lea el siguiente texto y responda las preguntas:
Two sisters and the cat
Mrs. Wilson and Mrs. Smith are sisters. Mrs. Wilson lives in a house in Duncan and Mrs.
Smith lives in a condominium in Victoria. One day Mrs. Wilson visited her sister. When her
sister answered the door, Mrs. Wilson saw tears in her eyes. "What's the matter?" she
asked. Mrs. Smith said "My cat Sammy died last night and I have no place to bury him".
She began to cry again. Mrs. Wilson was very sad because she knew her sister loved the
cat very much. Suddenly Mrs. Wilson said "I can bury your cat in my garden in Duncan
and you can come and visit him sometimes." Mrs. Smith stopped crying and the two
sisters had tea together and a nice visit.
It was now five o'clock and Mrs. Wilson said it was time for her to go home. She put on her
hat, coat and gloves and Mrs. Smith put the dead Sammy into a shopping bag. Mrs.
Wilson took the shopping bag and walked to the bus stop. She waited a long time for the
bus so she bought a newspaper. When the bus arrived, she got on the bus, sat down and
put the shopping bag on the floor beside her feet. She then began to read the newspaper.
When the bus arrived at her bus stop, she got off the bus and walked for about two
minutes. Suddenly she remembered she had left the shopping bag on the bus.
a. Where does Mrs. Smith live?
b. Why is Mrs. Smith upset?
c. What did Mrs. Wilson do?
d. Who did Sammy the cat live with?
e. What time did Mrs. Wilson go home?
f. How did Mrs. Wilson go home?
g. How long did she wait for the bus?
h. Did she buy a magazine at the bus stop?
i. Where did she put the shopping bag?
j. What did Mrs. Wilson forget?