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.
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.
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
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.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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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.
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.
1. Treatment
Idea 2
Title: Dedicated
Film run time: 7-15 minutes
Crime Drama
Key Characters
Jamie (Fraser) - The leader of the group, he comes up with the plans. He is also
the mostgrown up one.
Bradley (Dylan) – The stupid one of the group, he makes the mostmistakes.
Samuel (Samuel) – The expert at robbing people, the other responsibleone.
Joshua (Max) – He is good at stealing as well however usually tries to steal too
much.
Target Audience
The target audience for this film would be a majority of teenagers/ young
adults due to the nature of the storyline. The four main characters arealso
around the ages of 17/18, thereforepeople of the same age will find it easier
to relate and would understand the humour of the film more so than an adult.
The age rangewould be from13-25, thereisn’tgoing to be anything too
violent or rude in the film therefore you justhave the aspect of crime that
shouldn’tbe shown to young children.
On the NRS scale the main audience would be D/E due to the fact the audience
I’mtargeting are students that could be unemployed. Other audiences will also
enjoy the film however D/E would relate with the film the most. On the 4c’s
scale the mostlikely audience to watch it would be either the mainstreamer or
the explorer. This is becausethe mainstream will be a primary audience for
when it’s on YouTube, and the explorer will enjoy it as it’s an interesting idea,
and as an explorer they would want to watch something new.
2. Form and Style
I will be shooting this film on a DSLRCanon 200D equipment like tripods,
Steadicam and lights will also be used as this will help the films overall quality. I
will be aiming for the film to look like a professionalshortfilm like, Shiro’s
Story Parts 1-3.
Marketplace
This film would only be a standaloneas it’s justfor a projecthowever could be
written to have multiple parts. This film will be uploaded to YouTube meaning
that it doesn’thave a set market, it would fit in well with stereotypical short
films on YouTube as it fits the same kind of time frame.
ACT 1
The film starts as the group are satin a car getting ready to rob some houses,
they talk about the plan and makesure everyoneis okay with everything. They
then move towards the houses that they are going to rob. When they get there
they chat for a minute until they realise Bradley fell asleep and doesn’t really
know the plan. Without really thinking about it they justget on like normal.
They exit the car and get out into the road, they gear up so that they are ready
to rob a houseeach then they will move to a separate neighbourhood and
repeat it all again a few times. They never take a lot of money or items they
justtake a little so that it doesn’tinstantly scream theft. They’vebeen working
like this for at least 5 months now so they know whatthey are doing. They give
themselves 10 minutes to get in the house take somemoney and get back to
the car, if they’vebeen gone for 11 minutes then everyoneat the car gets in
and they driveto the meeting point, they wait for at least 20 minutes, until
they decide to track them down. This has never happened before. The scene
will then cut out before they rob any houses. Wethen get a scene of the same
friends with an extra person (James) they are justtalking and playing Xbox in a
living room. We then learn the origin of why they started to rob houses, it
wasn’tcomplicated they all wanted more money, apart from Bradley who just
happy to do it. We then see this extra person agreeto it as well. We then get a
scene wherethey plan how they will actually rob the houses without getting
caught, they came up with the idea of no taking anything obvious, and doing it
very quickly. They came up with a 20 minute window to get in the houseand
take a little bit of money like £20-£30ata time, then leave the houseand meet
up.
3. ACT 2
We get a scene of the whole group meeting up including James Get into the
same car from the earlier shots. As they all get in James lets everyone else get
in first then falls into the car. We get a few shots from inside the car showing
how nervous everyone is. When they arrive they are all in hoodies, they put
their hoods on and tap the roof of the car, they say 20 minutes be back here.
We then start following Jamie towards his first house, he stops before he gets
to the house and takes a breath then continues. We get shots of everyone
getting into a different house then the last shot is James, he’s running towards
something then the shot widens and we see the car, he gets in the car without
robbing a house. We get a few more shots of the rest of them robbing the
houses and getting out, they then slowly start getting back to the car. Last to
arrive after 23 minutes is Bradley, he couldn’t remember where the car was
parked. When they all got back to Jamie’s house they showed what they
managed to steal. Jamie Puts down about £50, Samuel throws down £40,
Joshua drops £70, Bradley then put down £5 and James doesn’t put down
anything. They ask him what happened and he told them he couldn’t do it and
he was just doing it because they are all his friends, he didn’t want to steal. He
tries to convince them too stop doing it but they ended up having a huge
argument and James left.
5 months later
We then get a shot of Jamie and his girlfriend arguing in another room, there
isn’t any sound. Jamie comes out and phones Joshua. Shot changes to a scene
at Joshua’s house. Jamie starts telling him that his girlfriend found out about
how he gets his money and wants him to get out. Joshua defends the crime but
he knows Jamie has already made up his mind. They talk for some more time
then Jamie leaves. It cuts to a scene of Jamie and his girlfriend, they are talking
about taking all the money the group made and moving somewhere else.
Jamie comes up with a plan to try and steal all the money. He would rob
houses in a close proximity to his friends’ houses and sneak into their house
and steal their money.
4. ACT 3
This scene is the same as the firstone, the whole scene plays through and then
carries on pastthe point it stopped before, while everyoneelse is robbing
houses Jamie goes to Bradley’s housefirst, he breaks in and finds no money,
he looks for a while but couldn’t find anything. He makes his way back to the
car, he takes some money out of his wallet and tells everyonethat he only got
£20 fromthat house as he waves around his own money. They get into the car
and everyoneseems a lot more serious and quite than usual, they get to the
next stop and this time Jamie goes to Samuel’s house, the samething happens,
there isn’t any money to be seen only £5. When Jamie gets back to the car
everyoneis waiting for him they all have a normal amount of money but Jamie
justshows the£5, Samuel walks up to Jamie and snatches the £5 out his hand
looks at it and then gives it back and says heshould have found more. Finally
they make the last stop and Jamie goes towards Joshua’s house, helooks at
the houseand the back door is left a little bit open, Jamie walks in and gets
attacked fromthe side. He falls to the floor and struggles againstthe attacker
then we get a shotof the attacker and its Joshua, he punches Jamie a few
more times, they fight for a minute then both get up a bit dazed Joshua tells
him that while they’vebeen fighting Bradley and Samuel have gone to Jamie’s
houseto steal everything he’s saved, We then get a shot of Jamie running out
of his house towards the car, the car is gone. He runs all the way back home,
he gets back and his car is on the drivewith the doors open and engine still
running, he runs inside and his househas been turned upsidedown. His phone
then goes off and it’s his girlfriend, sheexplains that shetold the others what
Jamie was planning.
Audio track that could fit well at the end or even throughoutthe film:
https://www.bensound.com/royalty-free-music/track/tomorrow