For intermediate EFL students. Practice modal verbs of possibility and cerainty - may, might, could, must, can't be.
Look at the pictures and make sentences
For intermediate EFL students. Practice modal verbs of possibility and cerainty - may, might, could, must, can't be.
Look at the pictures and make sentences
Embracing GenAI - A Strategic ImperativePeter 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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. SOME RULES ABOUT FORMING
COMPARATIVES AND SUPERLATIVES
• One syllable adjectives generally form the
comparative by adding -er and the superlative
by adding -est, e.g.:
Adjective Comparative Superlative
Soft Softer The softest
Cheap Cheaper The cheapest
Sweet Sweeter The sweetest
Thin Thinner The thinnest
3. SPELLING RULES
• Note that if a one syllable adjective ends in a
single vowel letter followed by a single consonant
letter, the consonant letter is doubled, e.g.: thin
thinner, big biggest.→ →
• If an adjective ends in -e, this is removed when
adding -er/-est, e.g.: wide wider/widest.→
• If an adjective ends in a consonant followed by -y,
-y is replaced by -i when adding -er/-est, e.g.: dry
drier/driest→ .
4. TWO SYLLABLE ADJECTIVES
• two syllable adjectives which end in -y usually
form the comparative by adding -er and the
superlative by adding -est, (note the change of
-y to -i in the comparative/superlative) e.g.:
Adjective Comparative superlative
Lucky luckier The luckiest
Pretty Prettier The prettiest
Tidy Tidier The tidiest
5. TWO SYLLABLE ADJECTIVES
• two syllable adjectives ending in -ed,
-ing, -ful, or -less always form the
comparative with more and the
superlative with the most, e.g.:
Adjective Comparative superlative
Worried More worried The most worried
Boring More boring The most boring
Careful More careful The most careful
Useless More useless The most useless
6. THREE SYLLABLE ADJECTIVES
• Adjectives which have three or more syllables always form the
comparative and superlative with MORE and THE MOST, e.g.:
• The only exceptions are some three syllable adjectives which have
been formed by adding the prefix -un to another adjective,
especially those formed from an adjective ending in -y. These
adjectives can form comparatives and superlatives by using
more/most or adding -er/-est, e.g.:
unhappy – unhappier – the unhappiest/ the most unhappy
Adjective Comparative Superlative
Dangerous More dangerous The most dangerous
Difficult More difficult The most difficult
8. USE OF COMPARATIVES
• Comparatives are very commonly followed
by than and a pronoun or noun group, in
order to describe who the other person or
thing involved in the comparison is, e.g.:
• John is taller than me.
• I think that she’s more intelligent than her
sister.
9. OTHER USES OF
COMPARATIVES
• Comparatives are often qualified by using words and phrases such as much,
a lot, far, a bit/little, slightly etc., e.g.:
You should go by train, it would be much cheaper.
Could you be a bit quieter?
I’m feeling a lot better.
Do you have one that’s slightly bigger?
• Two comparatives can be contrasted by placing the before them, indicating
that a change in one quality is linked to a change in another, e.g.:
The smaller the gift, the easier it is to send.
The more stressed you are, the worse it is for your health.
• Two comparatives can also be linked with and to show a continuing increase
in a particular quality, e.g.:
– The sea was getting rougher and rougher.
– Her illness was becoming worse and worse.
– He became more and more tired as the weeks went by
10. USE OF SUPERLATIVES
• Like comparatives, superlatives can be placed before nouns in the
attributive position, or occur after be and other link verbs, e.g.:
– the most delicious chocolate cake I’ve ever eaten
– Annabel was the youngest
– This restaurant is the best
• As shown in the second two examples, superlatives are often used
on their own if it is clear what or who is being compared. If you
want to be specific about what you are comparing, you can do this
with a noun, or a phrase beginning with in or of, e.g.:
– Annabel was the youngest child
– Annabel was the youngest of the children
– This restaurant is the best in town.
11. THE OPPOSITES OF
COMPARATIVE AND
SUPERLATIVES
• we use the forms less (the opposite of
comparative more), and the least (the opposite of
superlative the most).
• Less is used to indicate that something or someone does not have
as much of a particular quality as someone or something else, e.g.:
– This sofa is less comfortable.
– I’ve always been less patient than my sister.
• The least is used to indicate that something or someone has less
of a quality than any other person or thing of its kind, e.g.:
– It’s the least expensive way to travel.
– She was the least intelligent of the three sisters.