Completed in 2011, this design was submitted to the PAVE Student Design Competition. It is a 1,000 square foot pop-up shop designed for Sephora's holiday gift sets. The design plays on scale, and its concept driver is a world inside a world, like a snowglobe. Social media, such as a live twitter feed, reinforce the project name, Share Sephora.
Completed in 2011, this design was submitted to the PAVE Student Design Competition. It is a 1,000 square foot pop-up shop designed for Sephora's holiday gift sets. The design plays on scale, and its concept driver is a world inside a world, like a snowglobe. Social media, such as a live twitter feed, reinforce the project name, Share Sephora.
The app we'll build in this tutorial is going to let users get connected to their Google account, download their calendars, and create a new event with a description and a date/time. The new event will be posted to a calendar that the user selects.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
The app we'll build in this tutorial is going to let users get connected to their Google account, download their calendars, and create a new event with a description and a date/time. The new event will be posted to a calendar that the user selects.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
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
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Webquest
1. Student Page
[Teacher Page]
Study Abroad…the Web!
Title
A WebQuest for High School: Spanish 1
Introduction
Designed by
Task Elizabeth Gates
Process eag35@zips.uakron.edu
Evaluation
Conclusion
http://jimenapulse.blogspot.com/2011/10/today-is-bank-holiday-okay-fiesta.html
Credits Based on a template from The WebQuest Page
2. Student Page
[Teacher Page]
Title Introduction
Introduction
Task Get ready for an opportunity of a life time:
Process Studying Abroad…the Web! You have been
Evaluation granted the opportunity to discover another
Conclusion
country, expenses paid for! You will “study abroad”
to Spanish speaking countries’ websites and select
your favorite travel experience. Afterwards, write
an essay in Spanish demonstrating your knowledge
of the culture, history, and any other information
you find to be important.
Credits
3. Student Page
[Teacher Page]
Title
The Task
Introduction
Task
General knowledge of Spanish speaking
Process
Evaluation
countries obtained
Conclusion
Use of Spanish language ability
A development of cultural understanding
Understanding contents of a valid web
source
Writing an essay in Spanish
You will be using Microsoft Office Word as well as
the Internet.
Credits
4. Student Page
[Teacher Page]
The Process
Title
1. Before your traveling abroad experience, you will need to do some research on the
Introduction following countries by visiting all of the links provided below-
Task Mexico:
Process http://www.visitmexico.com/
http://travel.state.gov/travel/cis_pa_tw/cis/cis_970.html
Evaluation http://www.fodors.com/world/mexico-and-central-america/mexico/
Conclusion
Spain:
http://www.spain.info/
http://www.usatoday.com/sports/soccer/2010-08-11-3054814279_x.htm
http://news.bbc.co.uk/2/hi/europe/country_profiles/991960.stm
Puerto Rico:
http://www.meetpuertorico.com/
http://www.topuertorico.org/history.shtml
http://www.loc.gov/rr/hispanic/1898/bras.html
2. “Travel abroad” by collecting important information about each country including
history, culture, dialect, customs, traditions, food, and other factors you find to be
important.
3. After selecting your travel destination and traveling to that location, you will write an
essay in Spanish about your “discoveries and experiences,” or rather the information
you collect on the internet.
Credits
5. Student Page
[Teacher Page]
Evaluation
Scor
Title CATEGORY 4-Excellent 3-Good 2-Fair 1-Poor e
Organization Information is Information is Information is The information
Introduction
very organized organized with organized, but appears to be
Task with well- well-constructed paragraphs are not disorganized. 8)
constructed paragraphs. well-constructed.
Process paragraphs and
Evaluation subheadings.
Quality of Information Information Information Information has
Conclusion Information clearly relates to clearly relates to clearly relates to little or nothing to
the main topic. It the main topic. It the main topic. do with the main
includes several provides 1-2 No details and/or topic.
supporting details supporting details examples are
and/or examples. and/or examples. given.
Amount of All topics are All topics are All topics are One or more
Information addressed and all addressed and addressed, and topics were not
questions most questions most questions addressed.
answered with at answered with at answered with 1
least 2 sentences least 2 sentences sentence about
about each. about each. each.
Mechanics No grammatical, Almost no A few Many
spelling or grammatical, grammatical grammatical,
punctuation spelling or spelling, or spelling, or
errors. punctuation errors punctuation punctuation
errors. errors.
Credits
6. Student Page
[Teacher Page]
Title Conclusion
Introduction
Task Welcome Home! After your study abroad
Process experience, not only should you have
Evaluation
learned a great amount of cultural
Conclusion
information, but also gained language
ability! This WebQuest has hopefully
stimulated ideas to study abroad and see the
beautiful lands of the world.
Credits
7. Student Page
[Teacher Page] Credits &
Title
References
Introduction
The links given for the students’ use are:
Task
http://www.visitmexico.com/
Process http://travel.state.gov/travel/cis_pa_tw/cis/cis_970.html
Evaluation http://www.fodors.com/world/mexico-and-central-america/mexico/
Conclusion
http://www.spain.info/
http://www.usatoday.com/sports/soccer/2010-08-11-3054814279_x.htm
http://news.bbc.co.uk/2/hi/europe/country_profiles/991960.stm
http://www.meetpuertorico.com/
http://www.topuertorico.org/history.shtml
http://www.loc.gov/rr/hispanic/1898/bras.html
Spanish Standard Information was taken from:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3392
I received the template for this WebQuest from the following links:
The WebQuest Page and The WebQuest Slideshare Group
Credits
8. [Student Page]
Teacher Page Curriculum Standards (Teacher)
Title Spanish Standards Addressed
Introduction •Students understand and interpret written and
Learners spoken language on a variety of topics
Standards • Students present information, concepts, and
Process
ideas to an audience of listeners or readers on a
Resources
variety of topics.
Evaluation
Teacher Script
•Students demonstrate an understanding of the
Conclusion
relationship between the practices and
perspectives of the culture studied
Not only will students be thinking creatively while
conducting this product, but they will also be
encouraged to think critically while writing their
essays in Spanish.
Credits