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.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
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
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.
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.
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.
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?
Francesca Gottschalk - How can education support child empowerment.pptx
Used to & be used to
1. Modal yayınlarına devam ediyoruz arkadaşlar. Bu alıştırmada '' Used
to & Be Used to '' ile ilgili alıştırmalar var. Kolay gelsin.
A) Cümleleri örnekte olduğu gibi '' Used to '' kullanarak tekrardan yazınız. ( Rewrite the
sentences using '' Used to '' as in the example. )
1.When I was a child, I lived in a small village.
When I was a child, I used to live in a small village.
2.When she was a child, she enjoyed volleyball.
………………………………………………………………………………………
3.Before he learned how to go to school, her parents took him to the school.
………………………………………………………………………………………
4.Before Selin came back to Turkey, life was cheap in Turkey.
………………………………………………………………………………………
5.Caner spoke Spanish at school, but he can't speak it now.
………………………………………………………………………………………
6.Kibar was a doctor before she quitted and went abroad.
………………………………………………………………………………………
7.My brother played football, but he prefers sailing now.
………………………………………………………………………………………
8.Before I bought a new car, I went to work by bus.
………………………………………………………………………………………
9.While Kenan was at university, he worked as a waiter for his expenses.
………………………………………………………………………………………
10.Before Lütfü got married, he was quite upset.
………………………………………………………………………………………
2. B) Boşlukları '' Used to veya Be Used to '' ile doldurunuz. ( Complete the sentences
using '' Used to or Be Used to ''. )
1.I ……………… ( live ) in France, but now I live in Spain.
2.He ………………… ( sit ) in the back of the classroom, but now he sits in the front row.
3.When I was a child, I …………… ( play ) hide and seek with my friends around our house
after school.
4.It’s hard for the children to stay inside on a sunny day. They …………………… ( play )
outside in the big field near our house every day.
5.People ……………………………( believe ) that the world wasn't round.
6.Sami's job requires him to travel extensively throughout the country. He ………… ( travel )
by plane.
7.What …….............… ( do ) in winter when you were a child?
8.Hasan lives alone. He doesn’t mind this. Because he …………………… ( live ) alone.
9.Suna ……………………………( drink ) a lot of tea. Now she prefers coffee.
10.I have to work hard. This is not a problem for me. I have always worked hard. So I
…...........… (work) hard.
11.Some friends of yours have just moved into a flat on a busy street. It is very noisy. They
will ….................… noise.
12.When we were children, we ………………………………(swim) every day.
13.I haven’t been to the cinema for ages now. We ………………………………… (go) a lot.
14.Dennis gave up smoking two years ago. He ……………………………………… (smoke).
3. Cevaplar / Keys
A )
2.When she was a child, she used to enjoy volleyball.
3.Before he learned how to go to school, her parents used to take him to the school.
4.Before Selin came back to Turkey, life used to be cheap in Turkey.
5.Caner used to speak Spanish at school, but he can't speak it now.
6.Kibar used to be a doctor before she quitted and went abroad.
7.My brother used to play football, but he prefers sailing now.
8.Before I bought a new car, I used to go to work by bus.
9.While Kenan was at university, he used to work as a waiter for his expenses.
10.Before Lütfü got married, he used to be quite upset.
B )
1.I used to live 2.He used to sit 3.When I was a child, I used to play
4.They are used to playing outside 5.People used to believe 6.He is used to travelling
7.What did you use to do 8.Because he is used to living 9.Suna used to drink
10.So I am used to working hard 11.They will be used to noise 12.We used to swim every
day 13.We used to go 14.He used to smoke
