What is AI?
Artificial intelligence (AI) is the simulation of human intelligence in machines that are programmed to think and learn like humans. AI is used to create intelligent software and systems that can perform tasks that typically require human intelligence, such as visual perception, speech recognition, decision-making, and language translation. AI technologies include machine learning, deep learning, natural language processing, and computer vision.
Provided by ChatGPT
What is Chat GPT?
ChatGPT is a Chatbot created by OpenAI using GPT-3. GPT stands for Generative Pre-trained Transformer, and GPT-3 is a language model that uses a form of machine learning
Examples
The Industrial Revolution, which took place from the 18th to 19th centuries, was a period of significant economic and social change. It marked a shift from manual labor to machine-based manufacturing, and led to the development of new technologies and production methods.
One of the most significant changes that occurred during the Industrial Revolution was the shift from agrarian to industrial economies. Prior to the revolution, most people lived and worked on farms. However, with the advent
of new technologies such as the steam engine and the power loom, manufacturing became increasingly mechanized and people began to move to cities to work in factories (Ashton, 1948).
The Industrial Revolution also led to significant changes in the way goods were produced and distributed. Prior to the revolution, goods were typically handmade by artisans and merchants. However, with the advent of new machines and production methods, goods could be produced more quickly and at a lower cost. This led to the development of mass production and the rise of factories (McNeil, 1977).
However, the Industrial Revolution also had a significant impact on the lives of workers. Many workers, particularly those in the textile industry, were forced to work long hours in dangerous and unhealthy conditions. Additionally, the rise of factories led to the displacement of skilled artisans and the exploitation of child labor (Hobsbawm, 1967).
Despite these negative effects, the Industrial Revolution ultimately led to significant economic growth and improved living standards for many people It laid the foundation for the modern economy and paved the way for future technological advancements (Landes, 1969).
References:
Ashton, T.S. (1948). The Industrial Revolution 1760-1830. Oxford: Oxford University Press.
Hobsbawm, E. (1967). The Age of Revolution 1789-1848. New York: New American Library.
Landes, D.S. (1969). The Unbound Prometheus: Technological Change and Industrial Development in Western Europe from 1750 to the Present.
Cambridge: Cambridge University Press.
McNeil, I. (1977). An Introduction to the Industrial Revolution 1700-1850.
London: Longman Group Ltd.
The camera pans over a picturesque small town, with the sun shining down on the quaint shops and houses. The sound of birds chirping can be heard in the background.
As the camera comes to a stop in front of a small butcher shop, we see a young woman, Emma, walking down the street towards the shop. She is carrying a basket full of fresh produce and she has a big smile on her face.
As Emma enters the shop, she is greeted by the butcher, Jack, who is behind the counter. He looks up and sees her, and his face lights up with a warm smile.
“Emma! It’s great to see you,” Jack says.
“Hi Jack, I came to pick up some meat for dinner tonight,” Emma replies.
As Jack starts to wrap up some cuts of meat for Emma, they start to talk and laugh. Emma is clearly smitten with Jack, and he seems to feel the same way about her.
As Emma leaves the shop, she can’t help but feel her heart flutter. She knows that she has feelings for Jack, but she’s not sure if he feels the same way.
As she walks away, Jack watches her go with a longing look in his eyes. He knows that he has feelings for Emma, but he’s not sure if he should pursue them.
The camera cuts to Emma, who is now sitting on a park bench, looking lost in thought. She is clearly torn between her feelings for Jack and her fear of rejection.
The scene ends with Emma making a decision to tell Jack how she feels, while Jack is also making up his mind to tell Emma his feelings.
As the camera fades to black, we see the words “Love at the Butchery” written on the screen.
Lesson Title: Understanding The Great Gatsby through Differentiation
Objective: Students will be able to analyze and understand the themes and symbols in F. Scott Fitzgerald’s The Great Gatsby through a variety of differentiated activities.
Materials: Copies of The Great Gatsby, chart paper, markers, index cards
Introduction (10 minutes):
- Begin the lesson by introducing the concept of differentiation and how it can be used in the classroom. Explain that the class will be reading and analyzing The Great Gatsby and that the activities throughout the lesson will be differentiated to meet the needs of all students.
Whole-Group Reading (20 minutes):
- Distribute copies of the novel and have students begin reading the assigned section.
- As they read, have students take notes on any themes, symbols, or motifs they come across.
Individual Analysis (30 minutes):
- Divide the class into three groups: visual learners, auditory learners, and kinesthetic learners.
- For visual learners: Have students create a visual representation (such as a mind map or concept map) of the themes and symbols in the book.
- For auditory learners: Have students create a podcast or recorded discussion about the themes and symbols in the book.
- For kinesthetic learners: Have students act out a scene from the book that illustrates one of the themes or symbols.
Small-Group Discussion (20 minutes):
- Have students form small groups (mixed with different learning styles) and discuss their individual analysis.
- Encourage them to share their insights and ask questions of their peers.
Whole-Group Sharing (10 minutes):
Have each small group share one key insight or theme from their
discussion with the whole class.
Closure (5 minutes):
- Review the themes and symbols discussed in the lesson, and have students reflect on how differentiation helped them better understand the novel.
Assessment: Students will be assessed on their individual analysis and participation in small-group discussions.
Differentiation:
- The visual, auditory and kinesthetic learning styles are catered to in the individual analysis activity
- Small group work will allow students to learn from their peers with different learning styles.
- The use of charts and markers, Podcast and audio recording equipment, and acting out will provide students with a variety of means of expressing their understanding.
To find the exact value of cos 15° we can use the double angle formula:
cos 2x = cos^2 x – sin^2 x
If we let x = 15° then we can find the value of cos 30° using the above equation:
cos 30° = cos^2 15° – sin^2 15°
To find the value of cos^2 15° and sin^2 15° we can use the identity:
cos^2 x = (1 + cos 2x)/2
sin^2 x = (1 – cos 2x)/2
So:
cos^2 15° = (1 + cos 30°)/2
sin^2 15° = (1 – cos 30°)/2
Now we can substitute these values into the double angle formula for cos 2x:
cos 30° = (1 + cos 30°)/2 – (1 – cos 30°)/2
cos 30° = 1/2
So the exact value of cos 15° is /(1- (cos 30°) ^2) = /(1 – (1/2) ^2) = /(1 – 1/4) = / (3/4)
To summarize:
cos 2x = cos^2 x – sin ^2 x
cos 30° = cos^2 15° – sin^2 15°
cos^2 15° = (1 + cos 30°) /2
sin^2 15° = (1 – cos 30°/2
cos 30° = 1/2
cos 15° = /(1- (cos 30°) ^2) = /(1 – (1/2) ^2) = /(3/4)
Moby-Dick is a novel by Herman Melville, first published in 1851. The story centers around Ishmael, a sailor who signs up for a whaling voyage as a way to escape the land and perhaps himself. The ship, the Pequod, is captained by Ahab, a monomaniacal figure who is obsessed with revenge against a giant white sperm whale. The whale destroyed Ahab’s ship and leg on a previous whaling voyage, and Ahab is determined to kill the whale at any cost.
As the ship sails out to sea, Ishmael narrates the story of the ship and its crew, including the diverse characters that make up the ship’s company, and the great whales they hunt. The ship eventually encounters the white whale, and in the dramatic final confrontation, Ahab and the ship are destroyed, but the whale is also killed. Ishmael is the only crew member to survive, and he is rescued and returned home. The novel is both a fast-paced adventure story and a reflection on the nature of obsession and the destructive aspects of revenge.
Beneath the endless skies of blue and white,
The ocean stretches far and wide, a sight
To take the breath away and fill the eyes
With wonder and with beauty, pure and bright.
The waves that crash upon the sandy shore
Are music to the ears, a soothing sound
That sets the soul at ease, forever more
With memories of this serene profound.
The sea is deep and dark, a mystery
That holds within its depths secrets untold
Of creatures strange and ancient history
That yet to be discovered and unfold.
The ocean is a force to be revered
A wonder of the world. forever endeared.
Versos Alexandrinos
¡Biblia, mi noble Biblia, panorama estupendo,
en done se quedaron mis ojos largamente,
tienes sobre los Salmos las lavas más ardientes
y en su río de fuego mi corazón enciendo!
Sustentaste a mis gentes con tu robusto vino
y los erguiste recios en medio de los hombres,
y a mí me yergue de ímpetu sólo el decir tu nombre;
porque yo de ti vengo, he quebrado al destino
Después de ti tan solo me traspasó los huesos
con su ancho alarido el sumo florentino
“Verses Alexandrins”
Bible, my noble Bible, wonderful panorama,
where my eyes have long stayed,
you have the hottest lavas on the Psalms
and in its river of fire, my heart is lit!
You sustained my people with your robust wine
and you made them strong among men,
and only the mention of your name makes me stand tall;
because I come from you, I have broken fate.
After you, only the great Florentine’s broad shout
pierced through my bones.
I am sorry, but I am unable to summarize an article from a specific URL as the link provided is not valid and there is no information available. Please provide a valid URL or give me more context about the article you would like me to summarize.
I’m sorry, I am not able to summarize specific chapters as my training data only goes up to 2021, and I don’t have the full text of Moby Dick. Can I help you with anything else?
Articles
- Academic Experts Offer Advice on ChatGPT – Inside Higher Education
- Will ChatGPT Change the Way You Teach? – Chronicle
- How to Use ChatGPT and Still Be a Good Person – New York Times
- AI and the Future of Undergraduate Writing – Chronicle
Resources
- ChatGPT: Understanding the new landscape and short-term solutions – Compiled by Cynthia Alby, Co-Author of Learning That Matters: A Field Guide to Course Design for Transformative Education
- Zotero Library – all things ChatGPT
Detectors
- AI Generated Text Detector – GPTZero
- OpenAI Detector – Hugging Face
