This document contains an English exam for a primary school student. The exam has two sections - the first asks the student to fill in articles in a passage, and the second asks the student to identify main and noun clauses in sample sentences. The exam is out of 30 marks total and tests the student's understanding and use of articles and clauses. It provides instructions for the student to read carefully and write neatly.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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
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.
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
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!
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.
1. Laerskool Morester Primary
ASSESSMENT: 3 Term 4
SUBJECT- English
Date:_______________ Total Marks: __/30
Name and Surname: _______________________________________ Class Nr: _______Grade __: Class: ___
Examiner: Mr. Scheepers Moderator (HOD) Mrs. Pretorius
Topic: Language Duration: 30 Minutes
Instructions:
1. Read each question carefully.
2. Make sure you understand the question before answering it.
3. Follow instructions on your exam paper.
4. Please write neatly on your exam paper.
1). Choose the right article (a, an or the ) or decide whether you should use
an article in the sentence.
_____ TV programme that I watched last night was very silly.
It was about _____ old woman who lived in _____ house near _____ sea.
She kept her money hidden in _____ roof of her house because she did not
have _____ proper box to put it in.
One day _____ man came to _____ house, selling things.
_____ old woman wanted to buy some bananas, so she climbed up into _____
roof with _____ step ladder to get _____ money.
After _____ man had sold _____ bananas he decided to come back and steal
_____ money.
But _____ old woman heard him because he was making too much noise and
then she threw _____ water at him.
2. He got frightened and ran all the way into _____ sea. I switched off the TV
and decided to read _____ book instead.
2). Rewrite the following sentences, use the two different tables to show
the Main clause and the Noun Clause in each sentence.
Example: The contestant won a lot of money when she answered the
quiz question correctly.
Main Clause (verb + subject ) Noun Clause (verb + no subject)
The contestant won a lot of money. When she answered the quiz question
correctly.
a). My mom said that I could watch TV.
Main Clause (verb + subject ) Noun Clause (verb + no subject)
(2)
b) My gran told me that her favourite movies are horror movies.
Main Clause (verb + subject ) Noun Clause (verb + no subject)
(2)
c) Everybody was upset when the TV broke.
Main Clause (verb + subject ) Noun Clause (verb + no subject)
(2)
3. d) I wondered how I was going to cope.
Main Clause (verb + subject ) Noun Clause (verb + no subject)
(2)
e) The man who I saw on TV was at the mall.
Main Clause (verb + subject ) Noun Clause (verb + no subject)
(2)
Total marks: 30