This document discusses comparatives and superlatives in English. It provides rules for forming comparatives and superlatives for adjectives of different lengths. For comparatives of short adjectives, add -er and than. For long adjectives, use more/less and the adjective than. For superlatives of short adjectives, use the adjective with -est. For long adjectives, use the most/least and the adjective. It also covers irregular forms and using comparatives and superlatives with people and objects. Examples are provided throughout to illustrate the rules.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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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.
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
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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.
3. COMPARATIVES I Adjectives Short1,2 syllables (tall, rich, poor) Adj.-ER + THAN Long 2 or more syllables (polite, interesting, horrible) MORE/LESS+ Adj. + THAN
4. COMPARATIVES II Sam is big. The ball is bigger than Sam. Colin is big. Rodin is bigger than Colin. SAM COLIN RODIN
5. COMPARATIVES III BE CAREFULL!! When there is only one vowel before the last letter, double up the last letter and add “-er”. Except if it finished “-w” Hotter than, bigger than, newer than... When the last letter is “-e”, add “-r” Larger than, nicer than When the last letter is “-y”, delete “-y” and add “-ier” Heavier than, funnier than...
6. COMPARATIVES Iv George is _____ (fat) ____ David. David is _____(thin) ____ George. I’m George I’m David
10. COMPARATIVES ViII My pen is _____ (good) ____ your book His computer is ____ (bad) _____ your computer. That poster is ____ (far) ____ this poster.
13. COMPARATIVES xi When we are talking about people, we can say: than + subject + to be ...than I am ...than you are ...than he/she is But in informal spoken English, we usually prefer: ...than me ...than you ...than him/her/it ...than us ...than you ...than them
14. COMPARATIVES xii They are richer than me. They are more powerful than you. They are less intelligent than him/her. This family is funnier than them.
15. COMPARATIVES xIii TO KNOW MORE! We can use a lot/a bit or much/a little before comparatives. Your book is a bit longer than mine. The class is a lot more interesting than sleep. You looks like a bit happier today.
18. Bill lives nearer to school than Peter, so he gets up later.IRREGULARS: Well better Little less Badly worse A lot/ much more Far farther/ further
19. COMPARATIVES xv Ben talks to people more politely than Sam Liam works ____ ______ (carefully) ____ John. Simon goes to swimming ___ ____ (often) ____ Karen. My car runs ___ ____(quietly) ____ my sister’s car.
20. Now...it’s your turn! Compare you (or your things) with someone (or his/her things) in the class! Write 5 sentences to compare.
22. Superlatives i Adjectives Short1,2 syllables (tall, rich, poor) THE + Adj.-EST Long 2 or more syllables (polite, interesting, horrible) THE+ MOST/LEAST+ Adj.
23. Superlatives ii The Nile is ___ ______(long) river in the world. The blue whale is ___ ______ (large) animal in the world. A cheetah is ___ ______ (fast) animal in the world.
24. Superlatives iiI BE CAREFULL!! When there is only one vowel before the last letter, double up the last letter and add “-est”. Except if it finished “-w” The hottest, the biggest, the newest... When the last letter is “-e”, add “-st” The largest, the nicest... When the last letter is “-y”, delete “-y” and add “-ier” The happiest, the heaviest...
25. Superlatives iv Mexico City is ___ _______ (big) city in the world. The gold is ___ _______ (heavy) metal. Africa is ___ ______(hot) place in the world. Antarctica is ___ _____ (cold) place in the world. Asia is ___ _______ (large) continent. Mount Everest is ___ _____ (high) mountain in the world.
26. Superlatives v ! IRREGULAR VERBS: -good the best -bad the worst -far the farthest /the furthest
27. Superlatives vI Who is the funniest character? Who is the most interesting? Who is the heaviest? Who has the biggest nose? Who is the most intelligent? Who is the best character?