Android development is not easy and requires a lot of tools to get started. This presentation aims to give an overview of what to expect as a new developer, which tools you will use and explains the minimum knowledge to get started with your first android application.
Procedimento Legislativo Leis Ordinárias E Leis Complementares - IIomelhordodireito
Quer entender mais sobre Procedimento Legislativo? Acompanhe nossa sequência que fala sobre Leis Ordinárias, Leis Complementares e Emendas Constitucionais.
Android development is not easy and requires a lot of tools to get started. This presentation aims to give an overview of what to expect as a new developer, which tools you will use and explains the minimum knowledge to get started with your first android application.
Procedimento Legislativo Leis Ordinárias E Leis Complementares - IIomelhordodireito
Quer entender mais sobre Procedimento Legislativo? Acompanhe nossa sequência que fala sobre Leis Ordinárias, Leis Complementares e Emendas Constitucionais.
This presentation contains examples of psychosocial activities and/or interventions.
**Note: I do not claim ownership of the content. This is merely for sharing purposes. Please do not publish to the other websites. tnx.
Prototype Embrace "Uncase"
Jennifer Aaker
Susie Wise
Corey Ford
Sara Leslie
Margot Sutherland
Enrique Allen
& Many Others
Stanford Graduate School of Business
Hasso Plattner Institute of Design at Stanford
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 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
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
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.
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
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.
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.
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.
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.
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!
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. Web Quest
Welcome: Missing a Sense
Description: This Webquest’s purpose is to provide students with the knowledge of what it
would be like to lack one of our five senses.
Curriculum: Health/PE
Keywords: senses, hearing, smelling, touching, tasting, and seeing
Author: Carly Cooper
A similar WebQuest to view is http://zunal.com/webquest.php?w=213815
Introduction:
Have you ever wondered what it would be like to be blind, deaf, or permanently numb?
What if you could never smell a flower or taste your favorite food again? If you were missing
any of your five senses, some of these tasks would not be possible.
Students will be learning what it would be like to lack any one of their five senses,
whether it be seeing, touching, hearing, smelling, or tasting.
Task:
By the end of this lesson, you will increase your knowledge on the five senses and mainly
learn what it would be like if you lacked one. Through many activities that are hands on and
interactive, you will learn what it would be like if you could not see, hear, taste, touch, or smell
with 95% accuracy within one school week.
2. Process:
Students, you will be learning what it would be like to lack one of the five senses in class.
Each missing sense will be covered and focused on separately. Before beginning, similar
worksheets that go along with these senses and activities can be found at:
http://www.enchantedlearning.com/themes/senses.shtml
http://www.kidsparkz.com/fivesenses.html
http://www.scholastic.com/browse/article.jsp?id=3757144
http://www.squidoo.com/teaching-sense-of-touch-the-five-senses
These worksheets are on all topics of seeing, hearing, touching, tasting, and smelling. Divide
them up and do each before or after your experiments of that particular sense.
We will begin with the sense of smell.
SMELL: Students, you each will have a clothespin to place on your nose. You will rotate
around stations trying to smell various scents of candles and air fresheners. Once you have
attempted to smell each, you will remove the clothespin and once again smell each scent. After
you have smelled each, you will discuss what it felt like to lack the particular sense and if you
felt that missing the sense of smell was a large or small ordeal.
The next missing sense is touch.
TOUCH: Students, you each will have thick gloves on your hands. You will rotate
around stations holding different object with different textures. Sandpaper, goo, fluffy rugs,
water, and hard rocks will all be attempted to be touched. After you have attempted to touch
3. each, you will remove the gloves and once again touch each. After you have touched each again,
you will discuss what it felt like to lack the particular sense and if you felt that missing the sense
of touch was a large or small ordeal.
The next missing sense is sight.
SIGHT:Students, you each will have a blindfold to place over your eyes. You will be
supervised as you walk around the room and touch certain objects. You will be asked what you
are touching and also asked to find your assigned seat. Once you have attempted each, you will
remove the blindfold and once again complete the activity with the sense of sight. After you have
done each, you will discuss what it felt like to lack the particular sense and if you felt that
missing the sense of sight was a large or small ordeal.
The next missing sense is hearing.
HEARING: Students, you each will have cotton balls to place in your ears. You will
listen to multiple songs, noises, and instruments. Once you have attempted to hear each, you will
remove the cotton balls and once again listen to each song, noise, and instrument. After you have
heard each, you will discuss what it felt like to lack the particular sense and if you felt that
missing the sense of hearing was a large or small ordeal.
The last and probably most difficult sense to attempt to “lack” is taste.
TASTE: Students, for this sense, you will first experience what it is like to taste. You will
rotate around stations tasting orange juice, water, cookies, and chips. Once you have tasted each,
you will be asked to gargle mouthwash for 30 seconds leaving your taste buds altered. You will
then re-taste each of the foods and beverages. Each will taste different. After you have tasted
4. each, you will discuss what it felt like to lack the particular sense and if you felt that having an
altered sense of taste was a large or small ordeal.
Evaluation:
This assignment is more so used for interactive and hands on learning. It will be graded
on participation, discussion, and behavior. Students will be learning the importance of all five
senses and will experience what it would be like to be like others who lack certain senses.
Poor
Excellent
Points
Disorderly, lacks
Few instances of
Great Behavior
25 pts
attention,
misbehavior
Some
Complete
25 pts
Participation
Participation
Has no input;
Answers few
Answers all
does not answer
questions
questions and
questions
pertaining to
successfully has
lesson
Behavior
Average
discussion
misbehaves
Participation
Discussion
No participation
25 pts
Points Total: 75
Conclusion:
Let us recap everything we’ve gone over and learned. Students will experiment and learn
what it is like to lack one of the five senses thus learning their importance. They will see what it
is like to lack normal hearing, seeing, touching, smelling, and tasting capabilities.
Teacher Page:
5. Teachers, this webquest is designed to help your students learn the importance of all five
senses as well as experiencing what it is like to lack one of your five senses as well. Focus on
keeping the students encouraged and enthused as well as making them feel comfortable. These
exercises may be stretched out through the week by allowing each missing sense its own day.
Focusing on one sense instead of all the senses will drive the importance of each.
The materials needed include clothespins, candles, air fresheners, sand paper, goo, fluffy
objects, rocks, blindfolds, CDs, instruments, music players, mouthwash, juice, cookies, water,
chips, etc.
This WebQuest do not call for print outs off websites or web addresses.
CORE STANDARDS:
SC.O.K.1.4 explore and describe objects and events using the five senses to
develop observational skills and make predictions based on personal observation.
SC.O.K.2.1 using the five senses, identify living and non-living things.
