This presentation covers the differences between coordination and subordination and how they are used to connect clauses. Coordination connects two independent clauses with equal emphasis, using conjunctions like "and" and "but". Subordination connects an independent clause with a dependent clause using conjunctions like "because" and "since" to emphasize one idea over the other. The presentation provides examples of coordination and subordination and tests the learner's understanding with multiple choice questions.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
5. Sample Item
A. Jeremiah forgot to bring a pencil since he had
to beg Amanda to borrow one of hers.
B. Since Jeremiah forgot to bring a pencil, he
had to beg Amanda to borrow one of hers.
C. Even though Jeremiah forgot to bring a
pencil, he had to beg Amanda to borrow one
of hers.
A. Jeremiah forgot to bring a pencil since he had
to beg Amanda to borrow one of hers.
B. Since Jeremiah forgot to bring a pencil, he
had to beg Amanda to borrow one of hers.
C. Even though Jeremiah forgot to bring a
pencil, he had to beg Amanda to borrow one
of hers.
Is the
subordination
effective at A,
B, or C?
Subordinating
the first clause
with since, as
option B does,
is correct.
6. • Coordination gives equal attention to two
items.
• Use coordinating conjunctions: and, but, for,
or, nor, yet, and so.
Coordination
The dog ate Marvin’s favorite tie. The cat rubbed
white hair on Marvin’s black suit.
The dog ate Marvin’s favorite tie, and the cat
rubbed white hair on Marvin’s black suit.
Both clauses could stand
alone. When joined
with and, they get equal
attention.
7. You can also coordinate with a
semicolon.
+ ; + main clause.
The interviewer had seven Persian cats. She would
understand Marvin’s predicament.
The interviewer had seven Persian cats; she
would understand Marvin’s predicament.
Main clause
Main clause + ; + main clause.
t ransit ion + , +
The interviewer had seven Persian cats; as a
result, she would understand Marvin’s predicament.
Still
balanced.
8. • Subordination gives less attention to one
idea so that the other has emphasis.
• Use subordinate conjunctions, such as
because, even though, and when.
Subordination
Marvin tried to clean his suit. He was late to the
interview.
Since Marvin tried to clean his suit, he was late to
the interview.
I’m sorry.
9. Here are the subordinate
conjunctions.
after
although
as
because
before
even though
if, even if
in order that
once
provided that
since
so [that implied], so that
than
that
though
unless
when, whenever
where, wherever, whereas
whether
while
10. Use a comma if you subordinate
the first of the two clauses.
Subordinate clause + , + main clause.
Cat hair clung to Marvin’s pant legs. He still got the
job.
Even though cat hair clung to Marvin’s pant
legs, he still got the job.
The first
clause is
less
important.
The second
clause has
more emphasis
because its
thought is
complete.
11. Use no punctuation if you
subordinate the second of the
two clauses.
Marvin smiled at his success. Cat hair wafted in his
wake.
Marvin smiled at his success as cat hair wafted
in his wake.
Main clause + Ø + subordinate clause.
Now the first
clause is the
most
important.
The second
clause has less
emphasis
because its
thought is
incomplete.
12. Quick Test, Part 1
Directions: In the items that follow, choose
the most effective word or phrase within the
context suggested by the sentence(s).
Show me
what
you
know!
13. Item 1
To impress Deepa, his date, Ryan labored over the
chicken stir fry; __________, she took offense that
he was serving meat after she had explained her
vegetarianism.
A. furthermore
B. moreover
C. however
D. additionally
To impress Deepa, his date, Ryan labored over the
chicken stir fry; __________, she took offense that
he was serving meat after she had explained her
vegetarianism.
A. furthermore
B. moreover
C. however
D. additionally
14. Item 2
__________ Thomas scores a 100 on the final
exam, he cannot pass College Algebra, a class he
is taking for the third time.
A. Because
B. Since
C. As a result,
D. Unless
__________ Thomas scores a 100 on the final
exam, he cannot pass College Algebra, a class he
is taking for the third time.
A. Because
B. Since
C. As a result,
D. Unless
15. Item 3
The Rodriguez family breathed a sigh of relief
when the giant oak withstood the hurricane winds;
__________, they gave thanks that crews restored
electricity in twelve short hours.
A. as a result
B. moreover
C. however
D. on the other hand
The Rodriguez family breathed a sigh of relief
when the giant oak withstood the hurricane winds;
__________, they gave thanks that crews restored
electricity in twelve short hours.
A. as a result
B. moreover
C. however
D. on the other hand
16. Item 4
Mackenzie’s clarinet squealed like a startled
puppy, __________ she hadn’t practiced in weeks.
A. because
B. for
C. since
D. unless
Mackenzie’s clarinet squealed like a startled
puppy, __________ she hadn’t practiced in weeks.
A. because
B. for
C. since
D. unless
17. Item 5
__________ Grandma tasted the spaghetti sauce,
she declared that it needed more basil and salt.
A. Unless
B. Although
C. Whereas
D. After
__________ Grandma tasted the spaghetti sauce,
she declared that it needed more basil and salt.
A. Unless
B. Although
C. Whereas
D. After
18. Quick Test, Part 2
Directions: In the items that follow, choose
the sentence that expresses the thought most
clearly and effectively and that has no errors in
structure.
Now try
this
type!
19. Item 6
A. We decided to skip breakfast, for a spider
crawled out of the cereal box.
B. We decided to skip breakfast, and a spider
crawled out of the cereal box.
C. We decided to skip breakfast, so a spider
crawled out of the cereal box.
A. We decided to skip breakfast, for a spider
crawled out of the cereal box.
B. We decided to skip breakfast, and a spider
crawled out of the cereal box.
C. We decided to skip breakfast, so a spider
crawled out of the cereal box.
20. Item 7
A. Madison and I decided to eat ice cream for
dinner so that we had burned enough calories
earlier at the gym.
B. Madison and I decided to eat ice cream for
dinner because we had burned enough calories
earlier at the gym.
C. Although Madison and I decided to eat ice
cream for dinner, we had burned enough
calories earlier at the gym.
A. Madison and I decided to eat ice cream for
dinner so that we had burned enough calories
earlier at the gym.
B. Madison and I decided to eat ice cream for
dinner because we had burned enough
calories earlier at the gym.
C. Although Madison and I decided to eat ice
cream for dinner, we had burned enough
calories earlier at the gym.
21. Item 8
A. Even though Hank vacuumed the rental car, he
failed to remove all the hair of Bonkers, his
golden retriever.
B. Unless Hank vacuumed the rental car, he failed
to remove all the hair of Bonkers, his golden
retriever.
C. Since Hank vacuumed the rental car, he failed
to remove all the hair of Bonkers, his golden
retriever.
A. Even though Hank vacuumed the rental car,
he failed to remove all the hair of Bonkers,
his golden retriever.
B. Unless Hank vacuumed the rental car, he failed
to remove all the hair of Bonkers, his golden
retriever.
C. Since Hank vacuumed the rental car, he failed
to remove all the hair of Bonkers, his golden
retriever.
22. Item 9
A. Bonkers retrieves anything round, but put away
those CDs if you don’t want teeth marks in
them.
B. Bonkers retrieves anything round, and put away
those CDs if you don’t want teeth marks in
them.
C. Bonkers retrieves anything round, so put away
those CDs if you don’t want teeth marks in
them.
A. Bonkers retrieves anything round, but put away
those CDs if you don’t want teeth marks in
them.
B. Bonkers retrieves anything round, and put away
those CDs if you don’t want teeth marks in
them.
C. Bonkers retrieves anything round, so put
away those CDs if you don’t want teeth
marks in them.
23. Item 10
A. Andre mowed the lawn while Celia watched
soap operas on television.
B. While Andre mowed the lawn Celia watched
soap operas on television.
C. While Andre mowed the lawn Celia, on the
other hand, watched soap operas on television.
A. Andre mowed the lawn while Celia watched
soap operas on television.
B. While Andre mowed the lawn Celia watched
soap operas on television.
C. While Andre mowed the lawn Celia, on the
other hand, watched soap operas on television.