This document provides greetings and expressions for meeting people, leaving people, and numbers. It includes informal and formal greetings for introductions, arrivals, and departures. It discusses expressing numbers both written and orally. It also covers money, dates, fractions, percentages, and approximating quantities. The document encourages practicing dialogues to improve conversational skills.
I have a big idea: What if we could design our life?
Just like we create maps for our cities, designs for our homes and plans for our gardens, why can’t we:
- Create maps for our goals
- Designs for our dreams
- Plans for our success
So, I decided to take the science of goals and the research about long-term happiness and turn it into a planner. Specifically the: Life Design Workbook. Take control of your goals, your happiness and your success.
Cultural Adaptation and Change Paper • Paper may be submiMargenePurnell14
Cultural Adaptation and Change Paper
• Paper may be submitted anytime between April 26th and May 17th.
(70 points)
Culture is an all-encompassing term that identifies not only the tangible lifestyles of persons, but
also their values and beliefs. Culture is dynamic and learned. It may be passed down and
changed through family traditions. Cultural traits are expressed through our identity - - race,
ethnicity, gender, sexuality, language and religion. Material culture of a group of people includes
things they construct, such as art, houses, clothing, sports, dance, and food - visible.
Nonmaterial culture includes beliefs, practices, aesthetics (what they see as attractive), and
values of a group of people. Language religion, ethnicity, identity.
Assignment Purpose:
The purpose of this paper is to examine cultural adaptation and change within your own family
history. Choose a family relative to interview, preferably skipping a generation, for example, a
grandfather, or grandmother, or parent. If this is not possible, choose an aunt, uncle, cousin.
The idea is to report a family-related experience over time through one or two generations. This
paper is worth 70 points towards your final grade. Note it is not just a family history, but a
discussion of cultural adaptation and change over time.
Format
• The Cultural Change paper should be approximately 4 pages (it may be more) in length
with 1.5 spacing, and normal one-inch margins.
• It should be in paragraph format, NOT just sentences answering questions.
• Submit your paper in Canvas. It may not be emailed.
• It must be computer-typed and not hand-written.
• Late assignments will be accepted; however, points will be taken off at the discretion of
the instructor.
• Paper organization: Your paper should be organized in two parts:
o Part I will summarize the results of your interview (paragraph, essay format see
above). This will cover most of your paper (approximately three pages).
o Part II will be a discussion of cultural consistency and change between your life
and the person you interviewed (approximately one/two pages).
Interview Questions
The following are interview questions that should guide you in conducting your interview with
your older relative. You may add questions if you wish and let the flow of the conversation lead
you. The "you" in these questions refers to the person you are interviewing.
Life Goal
• What was your philosophy of life, your life goal?
"Sense of Place" - Setting
• Where were you born? Was it a village, town, or large urban area?
• Was the area safe where you lived, was regional conflicts and wars a concern?
• Did you grow up in a rural or urban place? (country, farm, village, small town, city)
• Did you live on a farm or ranch?
• What was the approximate population of the place where you grew up (maybe a guess)?
• Were there special landmarks that made your home villa ...
I have a big idea: What if we could design our life?
Just like we create maps for our cities, designs for our homes and plans for our gardens, why can’t we:
- Create maps for our goals
- Designs for our dreams
- Plans for our success
So, I decided to take the science of goals and the research about long-term happiness and turn it into a planner. Specifically the: Life Design Workbook. Take control of your goals, your happiness and your success.
Cultural Adaptation and Change Paper • Paper may be submiMargenePurnell14
Cultural Adaptation and Change Paper
• Paper may be submitted anytime between April 26th and May 17th.
(70 points)
Culture is an all-encompassing term that identifies not only the tangible lifestyles of persons, but
also their values and beliefs. Culture is dynamic and learned. It may be passed down and
changed through family traditions. Cultural traits are expressed through our identity - - race,
ethnicity, gender, sexuality, language and religion. Material culture of a group of people includes
things they construct, such as art, houses, clothing, sports, dance, and food - visible.
Nonmaterial culture includes beliefs, practices, aesthetics (what they see as attractive), and
values of a group of people. Language religion, ethnicity, identity.
Assignment Purpose:
The purpose of this paper is to examine cultural adaptation and change within your own family
history. Choose a family relative to interview, preferably skipping a generation, for example, a
grandfather, or grandmother, or parent. If this is not possible, choose an aunt, uncle, cousin.
The idea is to report a family-related experience over time through one or two generations. This
paper is worth 70 points towards your final grade. Note it is not just a family history, but a
discussion of cultural adaptation and change over time.
Format
• The Cultural Change paper should be approximately 4 pages (it may be more) in length
with 1.5 spacing, and normal one-inch margins.
• It should be in paragraph format, NOT just sentences answering questions.
• Submit your paper in Canvas. It may not be emailed.
• It must be computer-typed and not hand-written.
• Late assignments will be accepted; however, points will be taken off at the discretion of
the instructor.
• Paper organization: Your paper should be organized in two parts:
o Part I will summarize the results of your interview (paragraph, essay format see
above). This will cover most of your paper (approximately three pages).
o Part II will be a discussion of cultural consistency and change between your life
and the person you interviewed (approximately one/two pages).
Interview Questions
The following are interview questions that should guide you in conducting your interview with
your older relative. You may add questions if you wish and let the flow of the conversation lead
you. The "you" in these questions refers to the person you are interviewing.
Life Goal
• What was your philosophy of life, your life goal?
"Sense of Place" - Setting
• Where were you born? Was it a village, town, or large urban area?
• Was the area safe where you lived, was regional conflicts and wars a concern?
• Did you grow up in a rural or urban place? (country, farm, village, small town, city)
• Did you live on a farm or ranch?
• What was the approximate population of the place where you grew up (maybe a guess)?
• Were there special landmarks that made your home villa ...
Is your IELTS speaking test around the corner? Read our blog on IELTS Speaking Topics & Samples Questions and practice them to crack the test with a high score.
LESSON ON COUNTABLE AND UNCOUNTABLE NOUNS BASED ON Riccardo Sabatini'S tED TALK ABOUT HOW to read the genome https://www.youtube.com/watch?v=s6rJLXq1Re0)
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For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
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Pride Month Slides 2024 David Douglas School District
DAY 3.pptx
1. HW
• What is your favorite
childhood book?
• Let’s talk about it!
2. Greetings – Meeting people
Informal
Hi.
Hey (man).
How's it going?
How is everything/life?
How are things?
What's up/new?
What's going on?
How have you been?
Long-time no see.
It's been a while.
Formal
Hello.
Good morning/afternoon/evening.
How are you (doing)?
(It's) nice/good/great to see you.
How is your day (going)?
When arriving at your destination or meeting people during the day, use the
following phrases:
3. Greetings – Leaving people
• At departure, there is also a variety of ways you can be
polite or friendly:
Informal
See you.
See you soon/next
time/later/tomorrow.
I have to go now.
I have to get going.
(It was) good seeing you.
Take care (of yourself).
Formal
Goodbye.
Bye.
It was nice to meet you.
It was nice meeting you.
Goodnight.
Have a good night.
4. Meeting People for the First Time
• When introduced to someone for the first time, especially in a formal situation,
use the greetings below.
Formal
• Hello, it’s a pleasure to meet you.
(It's) (very) nice to meet you.
Pleased/Glad/Good to meet you.
5. Numbers
• Numbers larger than nine should always be expressed by numbers in written
English, while numbers under 10 should be written out
• I have 15 clients in New York.
• He ate three cookies.
• She has 240 contacts on her mailing list.
6. Say these numbers!
• 350
• 425
• 873
• 112
• 15,560
• 786,450
• 342,713
• 569,045
7. How to say Numbers in the Millions,
Billions, and Trillions
• 2,450,000
• 27,805,234
• 934,700,000
• 589,432,420
• 23,870,550,000
• 12,600,450,345,000
8. How to Say Numbers With _____
Decimals
• 2.36
• 14.86
• 9.7841
• 3.14159
Percentages
37%, 12%, 87%, 3%
9. Ordinal numbers
• His birthday is May fifth.
• She is third in line, behind the guy in the
cap.
• I greeted her first, as she had been
waiting the longest.
10. Fraction
• Say the top number as a cardinal number,
followed by the ordinal number + "s:“
•
3
8
,
5
16
,
7
8
,
1
32
•
1
4
,
3
4
•
1
3
,
2
3
•
1
2
• 4
7
8
, 23
3
8
11. Important Numerical Expression
• Speed: 100 mph (miles per hour). Read speed as numbers: One hundred miles per hour
• Weight: 42 lb. (pounds). Read weight as numbers: forty-two pounds
• Telephone numbers: 212-555-1212. Read telephone numbers in individual numbers: two
one two five five five one two one two
• Dates: 12/04/65. Read dates month, day, year in the U.S.
• Temperature: 72° F (Fahrenheit). Read temperature as "degrees +number": seventy-two
degrees fahrenheit
• Height - 6'2''. Read height in feet and then inches: six feet two inches
• Score – 2:1. Read scores as "number + to + number": Two to one
12. MONEY
• If the amount includes cents, express the dollar amount first, followed by the
cents:
• $43.35 - forty-three dollars and thirty-five cents
• $120.50 - one hundred twenty dollars and fifty cents
• Native speakers often just say the dollar number and then the cents number and
drop "dollars" and "cents"
• $35.80 - thirty-five eighty
• $175.50 - one hundred seventy-five fifty
13. How much or How many
Talking About Money and Cost
• Money is an example of a non-countable noun, so when talking about money and cost, you will
need to use the phrase "how much."
• How much does the book cost?
• How much do the toys cost?
• How much can also be used with the verb to be to ask about a price:
• How much is it?
• How much are the apples?
• However, if the question concerns a specific unit of a currency such as dollars, which is
countable, you should use how many:
• How many dollars does the house cost?
• How many euros do you need for lunch?
• How many pesos can you afford?
14. How much – w/ non-countable nouns
Categories of non-countable nouns include:
• Activities: housework, music, socializing, etc.
• Food types: meat, beef, pork, fish, etc.
• Groups of items: luggage, baggage, furniture, software, etc.
• Liquids: juice, water, alcohol, etc.
• Materials: wood, steel, leather, etc.
When asking for the quantity of any of these items, make sure to use how much:
• How much luggage did you take with you on vacation?
• How much alcohol did you drink?
• How much pork should I buy?
• How much homework do you have?
• How much knowledge do you have about the subject?
• How much help did he give you last week?
• How much advice would you like?
15. How many – w/ countable nouns
• How Many is used with countable nouns. These
nouns are easy to recognize because they generally
end in the plural form with s.
• How many books are there on the shelf?
• How many days did it take you to finish the
project?
• How many computers do you have?
• However, there are a number of important
exceptions to this rule including the following
countable nouns that have irregular plurals and do
not take an s.
16. How many
using containers and measurements
• If you are looking for an exact measurement when speaking
about food types and liquids, it's a good idea to use
containers or measurements. In this case, you can
use how many to ask a question:
• Containers:
• How many bottles of wine should I buy?
• How many boxes of rice should I get?
• How many jars of jam do you have?
• Measurements:
• How many gallons of gas did you use on your trip?
• How many cups of butter do I need for this recipe?
• How many pounds of sand should I mix into the
cement?
17. Answering Questions of
Quantity Approximately
To provide approximate answers, you can phrases like: a lot of, some, a few, and a little. Note that there are
slight differences between countable and non-countable answers.
You can use a lot of with both countable and non-countable nouns which are followed by the noun in the
answer:
How much rice do we have? - We have a lot of rice.
How many friends did you make on vacation? - I made a lot of friends.
You can also use a lot of for both countable and noncount nouns when the answer is not followed by a
noun:
How much time do you have today? - I have a lot.
How many cars have you had in your life? - I've had a lot.
You can use some with both countable and non-countable nouns:
How much money do you have? - I have some money, but not much.
How many apples are on the table? - There are some apples on the table.
You should use a few with countable nouns and a little with non-countable nouns:
How much fun did you have? - I had a little fun last night.
How many glasses did you drink? - I drank a few glasses of wine.
20. • An interesting place you have been to recently
• An interesting person you have met
• What you would like to do when you get older
• What you would like to learn in the future
• A frightening experience you had when you were young
• A person you like to spend time with
• An exciting experience you had
• A favorite pet
• Something you like to do when you have free time
• A place you would like to visit in the future
• A person you would like to meet some day
• A person who has influenced your life
• Something you have never done but would like to do
• Something you have done but never want to do again
• A person you would like to meet some day
• An experience which made you laugh
• An experience which made you cry
• What you would do if you had a million dollars
• What you would do if you were President of your country
• A gift you could give others
• A gift you would like someone to give you
• A special talent you have
21. Practice makes perfect!
• Person 1: Good morning, John.
Person 2: Good morning. How are you?
• Person 1: What's up?
Person 2: Nothing much. You?
22. PRACTICE! PRACTICE! PRACTICE!
• Person 1: I have to get going, Sam. It was good seeing you today.
Person 2: You, too. See you soon again. Bye!
• Person 1: Goodbye, Lucy. It was nice to meet you.
Person 2: Bye, John. You as well. Take care.
23. PRACTICE AGAIN
• Example of a Formal Dialogue
• A: ____, meet Jessie.
B: Hello, it's a pleasure to meet you.
A: How do you do, ____.
B: How do you do.
• Note: The reply to "How do you do" is "How do you do." This is
appropriate when you meet someone for the first time.
• Examples of Informal Dialogues
• A: _____, this is Laura.
B: Hi, Laura. I’m ____. How are you?
C: Hi, I'm fine. Good to meet you
25. From now on..
• Only speak in English in this class!
• Do not hesitate to ask questions!
• If you have any topics to learn, please let me know!
• Books, Tiktok, songs, news paper
• What questions do you have?
Editor's Notes
Million = 100만
Billion = 10억
Trillion = 1조
56, 23
Dates, ranks, fractions, and sequences
Dates: When we write the date, we often use ordinal numbers to indicate the day of the month. For example, "Today is the 24th of March."
Ranks: We use ordinal numbers to describe the position of someone or something in a competition or ranking system. For example, "He finished in third place."
Fractions: We use ordinal numbers to describe fractions that are not whole numbers. For example, "Two-thirds of the cake was eaten."
Sequences: We use ordinal numbers to describe the position of an item in a sequence or list. For example, "The first item on the list is milk."
Ordinal numbers are used when speaking about the day of the month, or a position in a group. Most numbers end in 'th', except "first", "second", and "third" of every ten numbers:
One-quarter, three quarters
One third, two third
One-half
Few: a number or a figure of five or less
Some: larger quantity that ranges between five and ten
"some," "little," and "few" are all quantifiers that describe the amount or quantity of something. However, they are used in different ways and convey different meanings.
Some: "Some" is used to describe an unspecified quantity of something that is positive or neutral. It implies that there is a quantity that exists, but we don't know exactly how much. For example:
"I have some books to read." (We don't know how many books there are, but there are definitely books to read.)
"There are some apples on the table." (We don't know how many apples there are, but there are definitely apples on the table.)
Little: "Little" is used to describe a small or insufficient amount of something. It implies that the amount is not enough or is considered negative. For example:
"I have little time to finish my project." (There isn't enough time to finish the project.)
"She has little experience in this field." (She doesn't have enough experience to be considered qualified.)
Few: "Few" is used to describe a small number or amount of something that is considered negative or undesirable. It implies that there should be more of something. For example:
"There are few students in this class." (There should be more students in the class.)
"Few people attended the meeting." (More people should have attended the meeting.)
In summary, "some" is used for an unspecified but positive or neutral quantity, "little" is used for a small or insufficient amount, and "few" is used for a small number or amount that is considered negative or undesirable.
Cat got your tongue?: 왜 말을 못해? Can’t you speak? (Usually said to embarrass the other person). I just saw you kissing my boyfriend. What’s the matter? Cat got your tongue?
Snug as a bug in a rug: 매우 편안하게 Warm and cozy; content. That baby looks as snug as a bug in a rug cuddled up next to his mother.
Go the extra mile: 한층 더 노력하다 To make an extra effort. My dentist always goes the extra mile, offering free back massages at the end of a stressful tooth extraction
Butterflies in my stomach: 너무 긴장돼 떨려 To be nervous. Liam had butterflies in his stomach before he went on stage to play the violin
Go down in flames: 파멸하다, 망하다 To fail suddenly and spectacularly. The company went down in flames after reports came out that it had been financing illegal activities.
Once in a blue moon: 드물게Rarely. In Florida, the temperature drops below freezing only once in a blue moon.