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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.
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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
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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.
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Model Attribute Check Company Auto PropertyCeline George
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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.
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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.
1. WHO OR WHAT AM I?
WHAT ARE CELLS? 1st
year ESO.
TERMS:
1. CELLS
2. ROBERT HOOK
3. PROKARYOTIC CELLS
4. EUKARYOTIC CELLS
5. CELL MEMBRANE
6. CELL WALL
7. CYTOPLASM
8. NUCLEUS
9. ORGANELLES
10.VACUOLES
11.MITOCHONDRIA
12.GENETIC MATERIAL
13.CHLOROPLASTS
1st
set of definitions
1. It controls and regulates how cells work and makes up the chromosomes.
2. It is the outer covering of a cell, like a skin around the cell that covers it completely.
3. He was the first person to use the term cells.
4. It is the part of a cell where energy is obtained.
5. A thick, rigid part of plant cells that surrounds the plasmatic membrane.
6. It is the inside of the cell. It is a jelly-like substance where many of the chemical reactions of the cell
take place.
7. The smallest units of life.
8. It contains genetic material.
9. Small structures in the cytoplasm.
10. Organelles that store a green pigment called chlorophyll.
11. Cells with no nucleus or nuclear membrane.
2. 12. They are like bags, surrounded by membranes, where substances accumulate, mainly water.
13. Cells which have a nucleus, separated from the cytoplasm by the nuclear membrane.
2nd set of definitions
a. The structural and functional units for all living things.
b. Small simple cells in which genetic material is dispersed throughout the cytoplasm.
Bacteria are made up of this type of cells.
c. They contain a pigment that absorbs the Sun’s energy to elaborate organic matter
during photosynthesis.
d. In 1665, he observed cavities in a thin slice of cork with a microscope and he called
them cells.
e. They take up most of the space in plant cells. They are also in animal cells, but they
are smaller.
f. They are small structures responsible for respiration, making and storing nutrients,
etc.
g. This DNA contains the hereditary information that is passed from one cell to the
daughter cell.
h. It is made of cellulose and gives the plant cell its shape and strengthens it.
i. It is usually found on one side in plant cells.
j. It keeps the cell together and controls what passes in and out.
k. Algae, protozoa, fungi, animals and plants have this type of cells.
l. It contains the organelles, mitochondria, vacuoles, etc.
m. It is the part of a cell where nutrients turn into energy.