After having watched and read the "Three Little Pigs" version presented at the Northumberland Grid for Learning
http://ngfl.northumberland.gov.uk/english/3pigs/Northumberland%20NGfL%20Three%20Little%20Pigs.html
I decided to make my own version - to encourage the students to make their own version as well.
Within Keys to literacy in reading school each area of the school are focussing on higher order reading skills led by myself
Within Nursery Three little pigs is area of work this term
P1 Lighthouse keepers lunch
p2/3 Rainbow Fish
P3/4 Happy Mouse Day By Dick King Smith
P4 Paddington Bears adventures
P4/5 I'm Scared by Bel Mooney
P5/6 THe Hodgeheg by Dick King Smith
P7 Charlottes Web
Within Keys to literacy in reading school each area of the school are
focussing on higher order reading skills led by myself
Within Nursery Three little pigs is area of work this term
P1 Lighthouse keepers lunch
p2/3 Rainbow Fish
P3/4 Happy Mouse Day By Dick King Smith
P4 Paddington Bears adventures
P4/5 I'm Scared by Bel Mooney
P5/6 THe Hodgeheg by Dick King Smith
P7 Charlottes Web
After having watched and read the "Three Little Pigs" version presented at the Northumberland Grid for Learning
http://ngfl.northumberland.gov.uk/english/3pigs/Northumberland%20NGfL%20Three%20Little%20Pigs.html
I decided to make my own version - to encourage the students to make their own version as well.
Within Keys to literacy in reading school each area of the school are focussing on higher order reading skills led by myself
Within Nursery Three little pigs is area of work this term
P1 Lighthouse keepers lunch
p2/3 Rainbow Fish
P3/4 Happy Mouse Day By Dick King Smith
P4 Paddington Bears adventures
P4/5 I'm Scared by Bel Mooney
P5/6 THe Hodgeheg by Dick King Smith
P7 Charlottes Web
Within Keys to literacy in reading school each area of the school are
focussing on higher order reading skills led by myself
Within Nursery Three little pigs is area of work this term
P1 Lighthouse keepers lunch
p2/3 Rainbow Fish
P3/4 Happy Mouse Day By Dick King Smith
P4 Paddington Bears adventures
P4/5 I'm Scared by Bel Mooney
P5/6 THe Hodgeheg by Dick King Smith
P7 Charlottes Web
Mocomi TimePass The Magazine - Issue 68Mocomi Kids
Have you ever wondered why a dog's nose is wet or why they eat grass when they're feeling unwell? Find out more about man's best friend in Mocomi TimePass Magazine Issue 68. Every issue has something fun for everyone. In each magazine you will find folktales, trivia, puzzles, health tips, jokes and much more!
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.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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.
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?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
4. Once upon a time there was
an old mother pig who had
three little pigs and not
enough food to feed them.
So when they were old
enough, she sent them out
into the world to seek their
fortunes.
5. The first little pig was
very lazy. He didn't
want to work at all and
he built his house out of
straw.
6. The second little pig worked
a little bit harder but he was
somewhat lazy too and he
built his house out of sticks.
Then, they sang and danced
and played together the rest
of the day.
7. The third little pig worked
hard all day and built his
house with bricks. It was a
sturdy house complete with a
fine fireplace and chimney. It
looked like it could withstand
the strongest winds.
8. The next day, a wolf
happened to pass by
the lane where the
three little pigs lived;
and he saw the straw
house, and he smelled
the pig inside. He
thought the pig would
make a mighty fine
meal and his mouth
began to water.
9. So he knocked on
the door and said:
Little pig! Little pig!
Let me in! Let me in!
10. But the little pig saw
the wolf's big paws
through the keyhole,
so he answered
back:
No! No! No!
Not by the hairs on
my chinny chin chin!
11. Then the wolf showed his
teeth and said:
Then I'll huff
and I'll puff
and I'll blow your house
down.
12. So he huffed and he puffed and he blew
the house down! The wolf opened his jaws
very wide and bit down as hard as he
could, but the first little pig escaped and
ran away to hide with the second little pig.
13. The wolf continued
down the lane and
he passed by the
second house made
of sticks; and he saw
the house, and he
smelled the pigs
inside, and his mouth
began to water as he
thought about the
fine dinner they
would make.
14. So he knocked on
the door and said:
Little pigs! Little pigs!
Let me in! Let me in!
15. But the little pigs saw the wolf's pointy
ears through the keyhole, so they
answered back:
No! No! No!
Not by the hairs on our chinny chin
chin!
16. Then the wolf showed his
teeth and said:
Then I'll huff
and I'll puff
and I'll blow your house
down.
17. So he huffed and he puffed and he blew
the house down! The wolf was greedy and
he tried to catch both pigs at once, but he
was too greedy and got neither! His big
jaws clamped down on nothing but air
and the two little pigs scrambled away as
fast as their little hooves would carry
them.
18. The wolf chased them down the
lane and he almost caught
them. But they made it to the
brick house and slammed the
door closed before the wolf
could catch them. The three little
pigs they were very frightened,
they knew the wolf wanted to
eat them. And that was very,
very true. The wolf hadn't eaten
all day and he had worked up a
large appetite chasing the pigs
around and now he could smell
all three of them inside and he
knew that the three little pigs
would make a lovely feast.
19. So he knocked on
the door and said:
Little pigs! Little pigs!
Let me in! Let me in!
20. But the little pigs saw the wolf's
narrow eyes through the keyhole, so
they answered back:
No! No! No!
Not by the hairs on our chinny chin
chin!
21. Then the wolf showed his
teeth and said:
Then I'll huff
and I'll puff
and I'll blow your house
down.
22. Well! he huffed and he
puffed. He puffed and he
huffed. And he huffed,
huffed, and he puffed,
puffed; but he could not blow
the house down. At last, he
was so out of breath that he
couldn't huff and he couldn't
puff anymore. So he stopped
to rest and thought a bit.
23. But this was too much. The wolf
danced about with rage and swore
he would come down the chimney
and eat up the little pig for his
supper. But while he was climbing
on to the roof the little pig made up
a blazing fire and put on a big pot
full of water to boil. Then, just as
the wolf was coming down the
chimney, the little piggy pulled off
the lid, and plop! in fell the wolf
into the scalding water.
24. So the little piggy put
on the cover again,
boiled the wolf up,
and the three little
pigs ate him for
supper.