Unit1 practising vocabulary
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The document provides a list of English idioms and expressions. It instructs students to either write a sentence using two expressions from the list and draw an illustration, or write a dialogue using at least 12 expressions from the list in groups of 2-3 people. The list contains 20 common English phrases including "bring back", "break down", "from scratch", "short of money", and "to vanish into thin air".
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Modal verbs bachillerato
1. Modal verbs do not take suffixes like -s, -ing, or -ed and are followed by the bare infinitive without "to."
2. They come before the subject in questions and are followed by "not" in negations.
3. Modal verbs do not have tense and cannot be conjugated like regular verbs. They are followed by the perfect bare infinitive to refer to a completed action or state in the past.
Future tenses uses 1
This document discusses different ways to talk about the future in English:
The future simple tense is used for general predictions, opinions, spontaneous decisions, and scheduled future events. The future with "be going to" expresses plans and intentions that have already been decided on as well as predictions based on evidence. The present continuous can refer to future arrangements that have already been made, similar to its use in the present tense.
Exam revision
The document contains sentences with blanks that need to be filled in with verbs. It discusses writing an essay, visiting parents, traveling to Paris, a soccer player not scoring a goal, cars flying in the future, helping someone by contacting John, having an online meeting, taking a shower before bed, not beginning a party until Maria arrives, and returning a book after reading it.
Listening sports
She was the first woman to complete a backflip at a Stubai Glacier ski resort in Austria. Before attempting tricks, snowboarders think through the jump to prepare. She used her skills and bravery to catapult herself to the top of snowboard competitions, being named Austria's sportswoman of the year multiple times. In another video, a snowboarder announced he would demonstrate tricks, implying an imminent planned action. He has won several medals so far in his career.
Negative prefixes
This document discusses negative prefixes in adjectives. It notes that negative prefixes modify the word they precede but not the grammatical category. So an adjective remains an adjective. It then lists common negative prefixes like "dis", "il", "im", "in", "ir", and "un" and provides examples of negative adjectives formed with each prefix. It cautions that not all words beginning with these prefixes are negative adjectives, providing examples like "insist", "discuss", "important", and "illuminate" which are verbs or non-negative adjectives.
Ing uses
The document discusses uses of the "-ing" form in English grammar. It notes that "-ing" is not always part of a continuous verb tense, as it can also be used as the subject of a sentence or after prepositions and verbs like "like" and "dislike". Some examples are provided such as "I am tired of playing chess" and "We enjoy going to the movies". The document also clarifies that just because a verb ends in "-ing", it does not necessarily mean it is part of a continuous verb tense in English.
Future tenses structure + uses
The document summarizes the structure and uses of the future continuous and future perfect tenses in English grammar. For the future continuous, it describes the affirmative, negative, and question forms using "will be + verb+ing" and gives examples of its uses to refer to actions happening at a certain time in the future or to ask about future plans. For the future perfect, it outlines the affirmative, negative, and question structures which use "will have + past participle" and provides examples of its use to refer to actions completed before other future actions.
Time clause
Este documento describe las oraciones subordinadas de tiempo en inglés. Estas oraciones introducen una situación temporal y dependen de una oración principal. Pueden usarse conjunciones como "when", "after", "as soon as", "until", "while" seguidas del presente o presente perfecto. También se pueden usar oraciones subordinadas de tiempo en oraciones compuestas para expresar cuándo ocurre una acción.
Recommended
Modal verbs bachillerato
1. Modal verbs do not take suffixes like -s, -ing, or -ed and are followed by the bare infinitive without "to."
2. They come before the subject in questions and are followed by "not" in negations.
3. Modal verbs do not have tense and cannot be conjugated like regular verbs. They are followed by the perfect bare infinitive to refer to a completed action or state in the past.
Future tenses uses 1
This document discusses different ways to talk about the future in English:
The future simple tense is used for general predictions, opinions, spontaneous decisions, and scheduled future events. The future with "be going to" expresses plans and intentions that have already been decided on as well as predictions based on evidence. The present continuous can refer to future arrangements that have already been made, similar to its use in the present tense.
Exam revision
The document contains sentences with blanks that need to be filled in with verbs. It discusses writing an essay, visiting parents, traveling to Paris, a soccer player not scoring a goal, cars flying in the future, helping someone by contacting John, having an online meeting, taking a shower before bed, not beginning a party until Maria arrives, and returning a book after reading it.
Listening sports
She was the first woman to complete a backflip at a Stubai Glacier ski resort in Austria. Before attempting tricks, snowboarders think through the jump to prepare. She used her skills and bravery to catapult herself to the top of snowboard competitions, being named Austria's sportswoman of the year multiple times. In another video, a snowboarder announced he would demonstrate tricks, implying an imminent planned action. He has won several medals so far in his career.
Negative prefixes
This document discusses negative prefixes in adjectives. It notes that negative prefixes modify the word they precede but not the grammatical category. So an adjective remains an adjective. It then lists common negative prefixes like "dis", "il", "im", "in", "ir", and "un" and provides examples of negative adjectives formed with each prefix. It cautions that not all words beginning with these prefixes are negative adjectives, providing examples like "insist", "discuss", "important", and "illuminate" which are verbs or non-negative adjectives.
Ing uses
The document discusses uses of the "-ing" form in English grammar. It notes that "-ing" is not always part of a continuous verb tense, as it can also be used as the subject of a sentence or after prepositions and verbs like "like" and "dislike". Some examples are provided such as "I am tired of playing chess" and "We enjoy going to the movies". The document also clarifies that just because a verb ends in "-ing", it does not necessarily mean it is part of a continuous verb tense in English.
Future tenses structure + uses
The document summarizes the structure and uses of the future continuous and future perfect tenses in English grammar. For the future continuous, it describes the affirmative, negative, and question forms using "will be + verb+ing" and gives examples of its uses to refer to actions happening at a certain time in the future or to ask about future plans. For the future perfect, it outlines the affirmative, negative, and question structures which use "will have + past participle" and provides examples of its use to refer to actions completed before other future actions.
Time clause
Este documento describe las oraciones subordinadas de tiempo en inglés. Estas oraciones introducen una situación temporal y dependen de una oración principal. Pueden usarse conjunciones como "when", "after", "as soon as", "until", "while" seguidas del presente o presente perfecto. También se pueden usar oraciones subordinadas de tiempo en oraciones compuestas para expresar cuándo ocurre una acción.
The future tenses
The document discusses three ways to express future tense in English: the future simple using "will"; the future with "be going to"; and the present continuous for future meaning. It provides the structures and examples for making affirmative, negative, and wh- questions using these three future tense forms. Key aspects covered include using "will" plus the infinitive, "be going to" plus the infinitive, and the present participle with a future meaning reference.
Past tenses
This document provides information on various English verb tenses used to talk about the past:
- The Past Simple is used to talk about completed past actions and past habits. It takes the "-ed" verb form or irregular forms.
- The Past Continuous describes actions that were in progress at a specific time in the past or actions happening simultaneously. It uses "was/were + -ing" verb form.
- The Past Perfect Simple is used to talk about actions completed before other past actions or times. It uses "had + past participle" verb form.
- The Past Perfect Continuous emphasizes the duration of a past action before another past action, often using expressions like "for" or "since". It uses
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This rubric outlines criteria for evaluating student presentations ("Show and Tell") in a class. It will count for 10-15% of the final grade. Students will be assessed on the length of their presentation, the quality of their visual presentation using PowerPoint or similar tool, their grammar and vocabulary usage, and their public speaking skills. Higher scores are given for presentations that are longer than 3 minutes, use 3-4 slides with images and captions, demonstrate complex sentences and vocabulary without mistakes, and involve clear pronunciation with minimal notes. Lower scores reflect very short presentations, lack of images or proper formatting, many grammar errors, and heavy reliance on reading notes.
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This document contains the answers to exercises in a reading workbook for Unit 1. Exercise 1 contains one answer, Exercise 2 contains 6 answers, Exercise 3 contains 4 answers, and Exercise 4 contains 5 short answers to reading comprehension questions. The answers assess comprehension of a reading passage about different perspectives on what contributes to happiness and lifestyle preferences.
Workbook unit 1 solutions b
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Workbook unit 1 solutions
This document contains exercises from a Spanish workbook for 1st year high school students. The vocabulary section provides sample sentences about breakfast, teachers, and weather. The grammar section includes exercises practicing present continuous tense, question forms, and affirmative and negative statements using common verbs like watch, leave, spend, teach, get up, visit, celebrate, come, and run. Students are asked to identify the correct verb forms and respond to simple questions about daily routines and current activities.
Present simple tenses
This document provides information on the uses of different tenses in English, including the present simple, present continuous, present perfect simple, and present perfect continuous tenses. It explains that the present simple is used for schedules, habits, general truths, feelings and emotions. The present continuous expresses future arrangements, current actions, and temporary situations. The present perfect simple is used for repeated past actions, life experiences, unfinished time periods, and completed actions relevant to the present. The present perfect continuous expresses long actions with obvious results and actions that began in the past and continue to the present.
Maya angelou still i rise
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The passive solution
This document contains examples of changing sentences from active to passive voice. It provides the original active sentences and their transformed passive counterparts. It also gives examples of changing future tense sentences using will, be going to, and future perfect constructions into the passive voice. The document demonstrates how to manipulate sentences between active and passive forms.
Active passive
The document discusses active and passive voice structures. It provides examples of changing sentences from active to passive voice in the present simple, present perfect, and future tenses. The main changes involve making the subject the recipient of the action and placing the agent of the action after "by". Examples are given for both affirmative and negative sentences. Additional sentences are provided to be changed from active to passive voice.
Modals final explanation
1. Modals are auxiliary verbs that are placed before the main verb in the infinitive form without "to", and they express modality such as prohibition, lack of necessity, ability, requests, obligation, advice, and possibility.
2. Modals cannot be conjugated for tense or person and do not have non-personal forms. Common modals include can, could, may, might, must, shall, should, would, and have to.
3. When expressing a modal verb in a different tense, a different modal form is sometimes used, such as "can" for present ability and "could" for past ability.
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This document discusses how to report direct speech in reported speech by changing verb tenses and pronouns. It covers statements, questions, commands, requests, and modals. For statements, the reporting verb changes to the past tense and pronouns and time references are adjusted. For questions, commands and requests, the original wording is kept but introduced with a reporting verb like "asked." Modal verbs may change form in reported speech depending on the modal.
Past tenses
This document provides an overview of English past tenses, including the past simple, past continuous, past perfect simple, and past perfect continuous. It outlines the structure, uses, and time expressions typically associated with each tense. The past simple is used to describe completed past actions at specific times or habitual past actions. The past continuous describes simultaneous or interrupted past actions. The past perfect simple indicates an action completed before another past action or time. The past perfect continuous emphasizes the duration of a past action before another event.
Modal verbs revised
Modal verbs like must, should, and have to are used to express ideas like obligation, necessity, prohibition, and advice. They do not take suffixes like -s, -ing, or -ed and are followed by the bare infinitive. They come before the subject in questions and are followed by not in negations. Modal verbs do not have distinct tenses and cannot be conjugated like regular verbs. They take a present or perfect bare infinitive depending on whether the action is incomplete or complete. Common uses of modal verbs include expressing obligation with must and have to, absence of necessity with don't have to, and advice with should and ought to.
Phrasal verbs unit 2 and 3
1. The document provides examples of phrasal verbs using the verbs "put", "run", and "put" with various particles.
2. It gives 12 sentences with blanks to be filled in using the appropriate phrasal verb.
3. The second part provides the sentences filled in with the correct phrasal verbs based on the context of each sentence.
Unit 4 grammar banck
The document discusses grammar exercises from a grammar bank. It provides practice for students to improve their understanding and mastery of grammar concepts. Exercises are designed to help reinforce rules and allow students to apply their knowledge of proper grammar usage.
Relative clauses and pronouns
Relative clauses are subordinate clauses that provide additional information about a noun. They are introduced by relative pronouns like who, which, that, whose, where, when. The relative pronouns substitute the noun they follow in the main clause. Defining relative clauses, introduced without commas, are essential to the meaning of the main sentence. Non-defining relative clauses, introduced with commas, provide extra information that is not essential. The relative pronoun can be omitted when it is the object of the clause.
Relative clauses and pronouns
Relative clauses are subordinate clauses that provide more information about a noun. They are introduced by relative pronouns like who, which, that, whose, where, when. The relative pronouns substitute the noun they follow in the main clause, which can be the subject or object of the subordinate clause. Defining relative clauses are essential to the meaning of the main sentence and not set off by commas, while non-defining clauses provide extra information and are set off by commas.
Clauses of purpose_1
This document discusses clauses of purpose and phrasal verbs related to running. Clauses of purpose are used to explain why someone does something and are introduced using "to + infinitive", "in order to/so as to + infinitive", "so that + can", or "for + noun". It also lists five phrasal verbs with the word "run": run away means to escape, run on means to work, run out of means something is finished, run over means to pass over, and run into means to meet someone.
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The document discusses three ways to express future tense in English: the future simple using "will"; the future with "be going to"; and the present continuous for future meaning. It provides the structures and examples for making affirmative, negative, and wh- questions using these three future tense forms. Key aspects covered include using "will" plus the infinitive, "be going to" plus the infinitive, and the present participle with a future meaning reference.
Past tenses
This document provides information on various English verb tenses used to talk about the past:
- The Past Simple is used to talk about completed past actions and past habits. It takes the "-ed" verb form or irregular forms.
- The Past Continuous describes actions that were in progress at a specific time in the past or actions happening simultaneously. It uses "was/were + -ing" verb form.
- The Past Perfect Simple is used to talk about actions completed before other past actions or times. It uses "had + past participle" verb form.
- The Past Perfect Continuous emphasizes the duration of a past action before another past action, often using expressions like "for" or "since". It uses
Show and tell modified rubric
This rubric outlines criteria for evaluating student presentations ("Show and Tell") in a class. It will count for 10-15% of the final grade. Students will be assessed on the length of their presentation, the quality of their visual presentation using PowerPoint or similar tool, their grammar and vocabulary usage, and their public speaking skills. Higher scores are given for presentations that are longer than 3 minutes, use 3-4 slides with images and captions, demonstrate complex sentences and vocabulary without mistakes, and involve clear pronunciation with minimal notes. Lower scores reflect very short presentations, lack of images or proper formatting, many grammar errors, and heavy reliance on reading notes.
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This document contains the answers to exercises in a reading workbook for Unit 1. Exercise 1 contains one answer, Exercise 2 contains 6 answers, Exercise 3 contains 4 answers, and Exercise 4 contains 5 short answers to reading comprehension questions. The answers assess comprehension of a reading passage about different perspectives on what contributes to happiness and lifestyle preferences.
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This document contains exercises from a Spanish workbook for 1st year high school students. The vocabulary section provides sample sentences about breakfast, teachers, and weather. The grammar section includes exercises practicing present continuous tense, question forms, and affirmative and negative statements using common verbs like watch, leave, spend, teach, get up, visit, celebrate, come, and run. Students are asked to identify the correct verb forms and respond to simple questions about daily routines and current activities.
Present simple tenses
This document provides information on the uses of different tenses in English, including the present simple, present continuous, present perfect simple, and present perfect continuous tenses. It explains that the present simple is used for schedules, habits, general truths, feelings and emotions. The present continuous expresses future arrangements, current actions, and temporary situations. The present perfect simple is used for repeated past actions, life experiences, unfinished time periods, and completed actions relevant to the present. The present perfect continuous expresses long actions with obvious results and actions that began in the past and continue to the present.
Maya angelou still i rise
This document provides information about the poet Maya Angelou and instructions for a scavenger hunt activity analyzing her poem "Still I Rise." It introduces similes and metaphors, then asks students to find examples of repetition, rhyme, similes, and a metaphor in the poem to analyze its literary devices.
The passive solution
This document contains examples of changing sentences from active to passive voice. It provides the original active sentences and their transformed passive counterparts. It also gives examples of changing future tense sentences using will, be going to, and future perfect constructions into the passive voice. The document demonstrates how to manipulate sentences between active and passive forms.
Active passive
The document discusses active and passive voice structures. It provides examples of changing sentences from active to passive voice in the present simple, present perfect, and future tenses. The main changes involve making the subject the recipient of the action and placing the agent of the action after "by". Examples are given for both affirmative and negative sentences. Additional sentences are provided to be changed from active to passive voice.
Modals final explanation
1. Modals are auxiliary verbs that are placed before the main verb in the infinitive form without "to", and they express modality such as prohibition, lack of necessity, ability, requests, obligation, advice, and possibility.
2. Modals cannot be conjugated for tense or person and do not have non-personal forms. Common modals include can, could, may, might, must, shall, should, would, and have to.
3. When expressing a modal verb in a different tense, a different modal form is sometimes used, such as "can" for present ability and "could" for past ability.
Reported speech direct speech
This document discusses how to report direct speech in reported speech by changing verb tenses and pronouns. It covers statements, questions, commands, requests, and modals. For statements, the reporting verb changes to the past tense and pronouns and time references are adjusted. For questions, commands and requests, the original wording is kept but introduced with a reporting verb like "asked." Modal verbs may change form in reported speech depending on the modal.
Past tenses
This document provides an overview of English past tenses, including the past simple, past continuous, past perfect simple, and past perfect continuous. It outlines the structure, uses, and time expressions typically associated with each tense. The past simple is used to describe completed past actions at specific times or habitual past actions. The past continuous describes simultaneous or interrupted past actions. The past perfect simple indicates an action completed before another past action or time. The past perfect continuous emphasizes the duration of a past action before another event.
Modal verbs revised
Modal verbs like must, should, and have to are used to express ideas like obligation, necessity, prohibition, and advice. They do not take suffixes like -s, -ing, or -ed and are followed by the bare infinitive. They come before the subject in questions and are followed by not in negations. Modal verbs do not have distinct tenses and cannot be conjugated like regular verbs. They take a present or perfect bare infinitive depending on whether the action is incomplete or complete. Common uses of modal verbs include expressing obligation with must and have to, absence of necessity with don't have to, and advice with should and ought to.
Phrasal verbs unit 2 and 3
1. The document provides examples of phrasal verbs using the verbs "put", "run", and "put" with various particles.
2. It gives 12 sentences with blanks to be filled in using the appropriate phrasal verb.
3. The second part provides the sentences filled in with the correct phrasal verbs based on the context of each sentence.
Unit 4 grammar banck
The document discusses grammar exercises from a grammar bank. It provides practice for students to improve their understanding and mastery of grammar concepts. Exercises are designed to help reinforce rules and allow students to apply their knowledge of proper grammar usage.
Relative clauses and pronouns
Relative clauses are subordinate clauses that provide additional information about a noun. They are introduced by relative pronouns like who, which, that, whose, where, when. The relative pronouns substitute the noun they follow in the main clause. Defining relative clauses, introduced without commas, are essential to the meaning of the main sentence. Non-defining relative clauses, introduced with commas, provide extra information that is not essential. The relative pronoun can be omitted when it is the object of the clause.
Relative clauses and pronouns
Relative clauses are subordinate clauses that provide more information about a noun. They are introduced by relative pronouns like who, which, that, whose, where, when. The relative pronouns substitute the noun they follow in the main clause, which can be the subject or object of the subordinate clause. Defining relative clauses are essential to the meaning of the main sentence and not set off by commas, while non-defining clauses provide extra information and are set off by commas.
Clauses of purpose_1
This document discusses clauses of purpose and phrasal verbs related to running. Clauses of purpose are used to explain why someone does something and are introduced using "to + infinitive", "in order to/so as to + infinitive", "so that + can", or "for + noun". It also lists five phrasal verbs with the word "run": run away means to escape, run on means to work, run out of means something is finished, run over means to pass over, and run into means to meet someone.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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