Here are some ways you could improve your understanding of determiners:
- Review examples of sentences using different types of determiners (articles, demonstratives, possessives, etc.) and practice identifying the determiner in each sentence.
- Create your own examples using different determiners to demonstrate your understanding.
- Test your knowledge by covering up the determiners in example sentences and trying to identify which type is being used based on context clues.
- Refer back to the definitions and key differences between determiner types if you get any examples wrong - focus on areas you're still unclear on.
- Discuss determiners with a study partner and quiz each other on examples. Explaining concepts to someone else can help solid
This presentation discusses choosing the appropriate word or expression given the context. It provides clues like looking for definitions provided in the text, examples, contrasts, or inferring meaning from context. The presentation emphasizes relying on context clues if an unknown word is encountered on a test since no dictionary can be used. It includes a quick test for students to practice applying context clues to choose the best word for different sentences.
This document defines and provides examples of the eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. It discusses the different types of nouns like proper nouns, common nouns, collective nouns, and compound nouns. It also defines the different types of pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. For each part of speech, definitions are provided along with examples to illustrate their usage and meaning.
This document discusses native speaker intuitions about words and lexical categories. It notes that we intuitively understand that words exist as independent linguistic units, even though there is no clear acoustic evidence delineating words. It then discusses how words can be categorized into lexical categories or parts of speech based on semantic definitions, morphological evidence like suffixes, and syntactic evidence like distributional tests that show how words can be inserted into frames depending on their category. Overall, the document examines how we intuitively understand words and lexical categories even without clear-cut evidence, drawing on semantics, morphology and syntax.
The document discusses various parts of speech including nouns, pronouns, adjectives, and verbs. It defines each part of speech, provides examples, and classifies them into different types. Nouns are defined as names of people, places, things, and abstract concepts. Verbs express actions, states, or occurrences. Pronouns are used in place of nouns, and adjectives modify nouns by providing additional description.
This document provides rules and examples for using different types of determiners, including:
- Specific determiners like the definite article "the", demonstrative determiners like "this/that", and possessive determiners like "my/her".
- General determiners like the indefinite article "a/an" and quantifiers that indicate quantity like "some/many".
- It discusses how determiners introduce and provide information about nouns, and gives examples of determiners in sentences. Quizzes are also included to test understanding of determiner usage.
The document discusses the different types of adjectives including descriptive adjectives, limiting adjectives, common adjectives, proper adjectives, pronominal adjectives, interrogative adjectives, indefinite adjectives, possessive adjectives, intensive adjectives, and numerical adjectives. It provides examples of how each type modifies or limits a noun. The document also discusses the correct usage of some adjectives like "some" and "any" and the typical arrangement of adjectives in English.
This document provides guidance on various aspects of written expression and reading comprehension. It discusses identifying the main topic and ideas of a passage, using context clues to determine word meanings, scanning for details, and differentiating between comparative and superlative forms of adjectives and adverbs. Examples are given of each concept to illustrate proper usage.
The document provides guidance on several topics for analyzing written passages, including identifying the main topic, main ideas, using context clues, scanning for details, identifying exceptions, and locating references. Specific techniques are outlined, such as previewing passages to identify the overall topic, reading carefully to understand the author's main ideas, using surrounding words to determine meanings of unfamiliar vocabulary, and quickly searching texts to find answers to questions.
This presentation discusses choosing the appropriate word or expression given the context. It provides clues like looking for definitions provided in the text, examples, contrasts, or inferring meaning from context. The presentation emphasizes relying on context clues if an unknown word is encountered on a test since no dictionary can be used. It includes a quick test for students to practice applying context clues to choose the best word for different sentences.
This document defines and provides examples of the eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. It discusses the different types of nouns like proper nouns, common nouns, collective nouns, and compound nouns. It also defines the different types of pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. For each part of speech, definitions are provided along with examples to illustrate their usage and meaning.
This document discusses native speaker intuitions about words and lexical categories. It notes that we intuitively understand that words exist as independent linguistic units, even though there is no clear acoustic evidence delineating words. It then discusses how words can be categorized into lexical categories or parts of speech based on semantic definitions, morphological evidence like suffixes, and syntactic evidence like distributional tests that show how words can be inserted into frames depending on their category. Overall, the document examines how we intuitively understand words and lexical categories even without clear-cut evidence, drawing on semantics, morphology and syntax.
The document discusses various parts of speech including nouns, pronouns, adjectives, and verbs. It defines each part of speech, provides examples, and classifies them into different types. Nouns are defined as names of people, places, things, and abstract concepts. Verbs express actions, states, or occurrences. Pronouns are used in place of nouns, and adjectives modify nouns by providing additional description.
This document provides rules and examples for using different types of determiners, including:
- Specific determiners like the definite article "the", demonstrative determiners like "this/that", and possessive determiners like "my/her".
- General determiners like the indefinite article "a/an" and quantifiers that indicate quantity like "some/many".
- It discusses how determiners introduce and provide information about nouns, and gives examples of determiners in sentences. Quizzes are also included to test understanding of determiner usage.
The document discusses the different types of adjectives including descriptive adjectives, limiting adjectives, common adjectives, proper adjectives, pronominal adjectives, interrogative adjectives, indefinite adjectives, possessive adjectives, intensive adjectives, and numerical adjectives. It provides examples of how each type modifies or limits a noun. The document also discusses the correct usage of some adjectives like "some" and "any" and the typical arrangement of adjectives in English.
This document provides guidance on various aspects of written expression and reading comprehension. It discusses identifying the main topic and ideas of a passage, using context clues to determine word meanings, scanning for details, and differentiating between comparative and superlative forms of adjectives and adverbs. Examples are given of each concept to illustrate proper usage.
The document provides guidance on several topics for analyzing written passages, including identifying the main topic, main ideas, using context clues, scanning for details, identifying exceptions, and locating references. Specific techniques are outlined, such as previewing passages to identify the overall topic, reading carefully to understand the author's main ideas, using surrounding words to determine meanings of unfamiliar vocabulary, and quickly searching texts to find answers to questions.
The document discusses habits and the difference between work, jobs, and careers. It defines a habit as something done repeatedly, sometimes without awareness. It prompts the reader to list their good and bad habits. Work is defined as what people do to earn a living, while a job is a specific paid activity. A career, on the other hand, is a lifelong path that one prepares for. Occupation refers to a group of related jobs or skills, and prestige means how important or valuable something is perceived to be.
The document discusses different types of pronouns, including personal pronouns like he, she, and you; possessive pronouns like mine and yours; demonstrative pronouns like this and that; interrogative pronouns like who and what used to ask questions; relative pronouns like who and which used to link clauses; and indefinite pronouns like some and any that refer to unspecified people or things. It provides examples for each pronoun type and explains how they are used in sentences.
By watching this Power Point presentation, you'll acquire the necessary tools as well as basic information that is needed whenever you want to evaluate Vocabulary.
This document discusses the different types of adjectives in English. It defines emphasizing adjectives as words that lay stress on a proceeding noun. The most commonly used emphasizing adjectives are "very" and "own", which are used to emphasize an idea. Examples of sentences using emphasizing adjectives include "Mind your own business" and "He has written all this with his own hands."
The document provides tips for writing stylish sentences, including eliminating wordiness, being concrete rather than abstract, and matching subjects with the agents performing the action. It gives examples of wordy versus concise phrasing and abstract versus concrete language. Matching subjects to agents means ensuring the subject of the verb is what is actually performing the action named by the verb.
This document provides an overview of adjectives in English grammar. It defines adjectives as words that describe or modify nouns and pronouns. The document then discusses the different types of adjectives including descriptive, quantitative, proper, demonstrative, possessive, interrogative, indefinite, articles, and compound adjectives. It provides examples for each type and explains how to identify adjectives and their types in sentences. The document concludes with an assignment asking the reader to fill in blanks with the appropriate adjectives.
The document provides tips for writing stylish sentences, including eliminating wordiness, being concrete rather than abstract, making the subject of the verb the agent of the action, letting beginnings point back to previous information, letting endings point forward to the next idea, and keeping grammar simple when thoughts are complex. Specific techniques and examples are given for each tip to improve sentence structure and flow.
The document discusses the different types of adjectives in English grammar. It defines adjectives as words that add description to nouns and pronouns. There are several kinds of adjectives, including adjectives of quality, quantity, number, distributive adjectives, demonstrative adjectives, possessive adjectives, participial adjectives, interrogative adjectives, and exclamatory adjectives. Each type is defined and examples are provided. The document serves as a guide to the classification of adjectives according to their function.
Here are the sentences combined with appositives:
Barnaby Quip, an English linguaphile, sneezes anytime he hears people abusing the language in their speaking and writing.
Pablo Picasso, who was born in Spain, was a great artist.
Chocolate, which gives me the energy to do my homework, is my favorite dessert.
This document provides instructions and information for several assignments and activities, including: a vocabulary assignment on context clues and dictionary use; a reading assignment on summarization; and the introduction of literature circles where students will read and discuss one of three book choices in small groups. Students are given details on completing vocabulary work, a summary writing exercise, book selections, and the process for the literature circles.
This document provides conjugations and explanations of verb tenses and other grammar topics in Spanish, including:
- The preterite tense of several verbs like "creer", "destruir", and "construir".
- Demonstrative adjectives and pronouns in Spanish and how they indicate location or ideas.
- Common Spanish prepositions like "izquierda/derecha", "delante/detras", and their meanings.
- How the future tense is formed in Spanish and exceptions for some verbs.
- Endings for the imperfect tense of -ar, -er, and -ir verbs.
- Possessive adjectives and pron
The document discusses different types of nouns:
1. Common nouns name any person, place, thing or idea and are not capitalized unless starting a sentence. Examples include teacher, city, car.
2. Proper nouns name a particular person, place, thing or idea and are always capitalized. Examples include Atlanta Braves, New York.
3. Concrete nouns can be experienced with senses like sight, sound, touch. Examples include gloves, pickle, desk.
4. Abstract nouns name qualities or ideas that cannot be experienced with senses, like love, laziness, fear.
Here’s the most precise guide ever on what adjectives are, their usage, and placement. You’ll never make a mistake with using adjectives in your writing ever again.
This document provides information on using context clues to determine the meaning of unfamiliar words. It discusses the main types of context clues:
1. Direct definitions - The definition is directly provided in the context, often using words like "is," "are," or "means."
2. Contrast clues - The context provides a contrasting idea to help infer the meaning of an unfamiliar word.
3. Cause-and-effect sentences - The context describes a relationship between two events or situations to help determine the meaning.
It also mentions other context clue types like examples, synonyms, antonyms, and general sense clues. Overall, the document teaches that analyzing the context surrounding an unfamiliar word can reveal clues
The document provides tips for writing stylish sentences, including eliminating wordiness, being concrete rather than abstract, and making the subject of the verb the agent performing the action. Some examples are given of wordy versus concise phrasing and abstract versus concrete language. Readers are encouraged to directly connect the beginning of sentences with the previous context or shared background knowledge.
This document discusses force, inertia, and Newton's First Law of Motion. It aims to explain the concept of force and inertia, and discuss Newton's First Law, which states that an object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.
The document discusses moments and how to calculate them. It defines a moment as the product of a force and its perpendicular distance from a pivot point. Clockwise moments are caused by forces whose lines of action are farther from the pivot, while anticlockwise moments are caused by forces closer to the pivot. The principle of moments states that the total clockwise moment equals the total anticlockwise moment for a system in equilibrium. Examples are provided to demonstrate calculating unknown forces using this principle.
The document discusses habits and the difference between work, jobs, and careers. It defines a habit as something done repeatedly, sometimes without awareness. It prompts the reader to list their good and bad habits. Work is defined as what people do to earn a living, while a job is a specific paid activity. A career, on the other hand, is a lifelong path that one prepares for. Occupation refers to a group of related jobs or skills, and prestige means how important or valuable something is perceived to be.
The document discusses different types of pronouns, including personal pronouns like he, she, and you; possessive pronouns like mine and yours; demonstrative pronouns like this and that; interrogative pronouns like who and what used to ask questions; relative pronouns like who and which used to link clauses; and indefinite pronouns like some and any that refer to unspecified people or things. It provides examples for each pronoun type and explains how they are used in sentences.
By watching this Power Point presentation, you'll acquire the necessary tools as well as basic information that is needed whenever you want to evaluate Vocabulary.
This document discusses the different types of adjectives in English. It defines emphasizing adjectives as words that lay stress on a proceeding noun. The most commonly used emphasizing adjectives are "very" and "own", which are used to emphasize an idea. Examples of sentences using emphasizing adjectives include "Mind your own business" and "He has written all this with his own hands."
The document provides tips for writing stylish sentences, including eliminating wordiness, being concrete rather than abstract, and matching subjects with the agents performing the action. It gives examples of wordy versus concise phrasing and abstract versus concrete language. Matching subjects to agents means ensuring the subject of the verb is what is actually performing the action named by the verb.
This document provides an overview of adjectives in English grammar. It defines adjectives as words that describe or modify nouns and pronouns. The document then discusses the different types of adjectives including descriptive, quantitative, proper, demonstrative, possessive, interrogative, indefinite, articles, and compound adjectives. It provides examples for each type and explains how to identify adjectives and their types in sentences. The document concludes with an assignment asking the reader to fill in blanks with the appropriate adjectives.
The document provides tips for writing stylish sentences, including eliminating wordiness, being concrete rather than abstract, making the subject of the verb the agent of the action, letting beginnings point back to previous information, letting endings point forward to the next idea, and keeping grammar simple when thoughts are complex. Specific techniques and examples are given for each tip to improve sentence structure and flow.
The document discusses the different types of adjectives in English grammar. It defines adjectives as words that add description to nouns and pronouns. There are several kinds of adjectives, including adjectives of quality, quantity, number, distributive adjectives, demonstrative adjectives, possessive adjectives, participial adjectives, interrogative adjectives, and exclamatory adjectives. Each type is defined and examples are provided. The document serves as a guide to the classification of adjectives according to their function.
Here are the sentences combined with appositives:
Barnaby Quip, an English linguaphile, sneezes anytime he hears people abusing the language in their speaking and writing.
Pablo Picasso, who was born in Spain, was a great artist.
Chocolate, which gives me the energy to do my homework, is my favorite dessert.
This document provides instructions and information for several assignments and activities, including: a vocabulary assignment on context clues and dictionary use; a reading assignment on summarization; and the introduction of literature circles where students will read and discuss one of three book choices in small groups. Students are given details on completing vocabulary work, a summary writing exercise, book selections, and the process for the literature circles.
This document provides conjugations and explanations of verb tenses and other grammar topics in Spanish, including:
- The preterite tense of several verbs like "creer", "destruir", and "construir".
- Demonstrative adjectives and pronouns in Spanish and how they indicate location or ideas.
- Common Spanish prepositions like "izquierda/derecha", "delante/detras", and their meanings.
- How the future tense is formed in Spanish and exceptions for some verbs.
- Endings for the imperfect tense of -ar, -er, and -ir verbs.
- Possessive adjectives and pron
The document discusses different types of nouns:
1. Common nouns name any person, place, thing or idea and are not capitalized unless starting a sentence. Examples include teacher, city, car.
2. Proper nouns name a particular person, place, thing or idea and are always capitalized. Examples include Atlanta Braves, New York.
3. Concrete nouns can be experienced with senses like sight, sound, touch. Examples include gloves, pickle, desk.
4. Abstract nouns name qualities or ideas that cannot be experienced with senses, like love, laziness, fear.
Here’s the most precise guide ever on what adjectives are, their usage, and placement. You’ll never make a mistake with using adjectives in your writing ever again.
This document provides information on using context clues to determine the meaning of unfamiliar words. It discusses the main types of context clues:
1. Direct definitions - The definition is directly provided in the context, often using words like "is," "are," or "means."
2. Contrast clues - The context provides a contrasting idea to help infer the meaning of an unfamiliar word.
3. Cause-and-effect sentences - The context describes a relationship between two events or situations to help determine the meaning.
It also mentions other context clue types like examples, synonyms, antonyms, and general sense clues. Overall, the document teaches that analyzing the context surrounding an unfamiliar word can reveal clues
The document provides tips for writing stylish sentences, including eliminating wordiness, being concrete rather than abstract, and making the subject of the verb the agent performing the action. Some examples are given of wordy versus concise phrasing and abstract versus concrete language. Readers are encouraged to directly connect the beginning of sentences with the previous context or shared background knowledge.
This document discusses force, inertia, and Newton's First Law of Motion. It aims to explain the concept of force and inertia, and discuss Newton's First Law, which states that an object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.
The document discusses moments and how to calculate them. It defines a moment as the product of a force and its perpendicular distance from a pivot point. Clockwise moments are caused by forces whose lines of action are farther from the pivot, while anticlockwise moments are caused by forces closer to the pivot. The principle of moments states that the total clockwise moment equals the total anticlockwise moment for a system in equilibrium. Examples are provided to demonstrate calculating unknown forces using this principle.
This document discusses how to apply Pythagoras' theorem to calculate distances and lengths in triangles, both right-angled and non-right angled. It provides examples of using the theorem to solve examination questions involving finding lengths, areas, perimeters, volumes, and calculating how much water a tank can hold.
The document provides guidelines for writing narratives, including defining what a narrative is and how to structure one. Some key points covered include:
- A narrative is a story told by a narrator about characters and events. It can be fiction or non-fiction, with the author sometimes acting as the narrator.
- Narratives should be written in paragraphs to engage the reader and keep their interest.
- Writers should aim to connect emotionally with readers by making the narrative interesting and writing honestly about experiences or memories.
- Proper grammar, punctuation, and revising/editing are important to produce a polished, creative narrative.
This document discusses proteins, including their classification, structure, and denaturation. It aims to discuss the classification of amino acids, interpret protein structure, and explain protein denaturation. Key points covered include that proteins are polymers of amino acids, amino acids contain amino and carboxyl groups and can be classified by their position, and denaturation occurs when hydrogen bonds in native proteins are disturbed by changes in conditions, causing the protein to lose its structure and function.
The document discusses transportation in plants and animals. It covers the circulatory system which transports oxygen and nutrients through blood, blood vessels, and the heart in humans. It also discusses the excretory system which removes waste through sweat and other processes. Finally, it addresses how water and minerals are transported in plants through transpiration and other mechanisms.
The document discusses properties of rational numbers including closure, commutative, and associative properties. It provides examples of applying operations like addition and multiplication to rational numbers and checking if the results are also rational numbers. For closure, it shows that rational numbers are closed under addition, subtraction, multiplication and division but not when dividing by 0. For commutative properties, it demonstrates that addition and multiplication of rational numbers are commutative but subtraction and division are not. For associative property, it uses an example to show that addition of rational numbers is associative.
The document discusses nutrition in animals and plants. It outlines the key types of nutrients including carbohydrates, proteins, fats, vitamins and minerals. It describes the roles and food sources of important vitamins like Vitamin A, B1, B2, B7, B12, C, D and E. It also discusses the roles and deficiency symptoms of key minerals like calcium, phosphorus, iron, iodine, sodium and potassium. The document also introduces the concepts of autotrophic and heterotrophic nutrition as well as different types of nutrition like holozoic, saprophytic and parasitic. It provides examples of food chains and enumerates some common plant diseases.
This document discusses proteins, including their classification, structure, and denaturation. It aims to discuss the classification of amino acids, interpret protein structure, and explain protein denaturation. Key points covered include that proteins are polymers of amino acids, amino acids contain amino and carboxyl groups and can be classified by their position, and denaturation occurs when proteins lose their tertiary structure due to changes in conditions, causing loss of biological activity.
The document discusses how diseases are transmitted from infected hosts to healthy individuals via pathogens like bacteria, viruses, and fungi. It explains that pathogens can spread through various modes of transmission such as food/water, airborne transmission, and vectors like mosquitoes. The document also outlines principles of treatment for infectious diseases, including reducing symptoms and targeting the root cause. Preventive measures like vaccination, immunization, and general public hygiene are emphasized as better approaches than treatment of illness.
The document discusses a lesson on neutralization reactions that includes several learning activities and assessments. The key points are:
1. The lesson objectives are to describe examples of neutralization reactions and explain how pH changes during neutralization reactions using indicators.
2. Learning activities include predicting reactants and products of neutralization reactions, explaining the formation of salts and water, and analyzing data to determine the most effective indigestion remedy.
3. Assessments are used to check students' understanding of neutralization concepts like pH changes and examples of common neutralization reactions and their products.
This document discusses how to write cell reactions and calculate standard reduction potentials using the Nernst equation. It begins by explaining how to write the cell reaction for a Daniell cell, including identifying the anode and cathode half-reactions. It then shows how to write the overall cell reaction and standard cell notation. Finally, it demonstrates calculating the standard reduction potential using the Nernst equation with an example.
The document discusses the format and key elements of writing an informal letter. It explains that an informal letter is written to close acquaintances like friends and family. The standard format includes: 1) the writer's address, 2) date, 3) greeting, 4) body with an introduction, content, and conclusion, 5) closing sentence, and 6) signature. Examples of greetings, closings and signatures are provided. Important points are to keep the language simple, not make it longer than needed, and be careful with punctuation. The learning outcomes are to understand informal letter writing and learn how to write one. An assignment is given to write a letter to a friend or parents.
The document discusses modal verbs and provides examples of their usage. It begins by stating the learning objectives are to discover more about modal verbs and apply concepts learned. Examples are then given of sentences containing modal verbs like "should", "could", "might", "may", and "must". A table is provided matching modal verbs to their meanings of obligation, possibility/suggestion. Multiple choice questions follow to test understanding of modal verb usage, with explanations provided for the correct answers. The document aims to help the reader better understand modal verbs and when to use them appropriately.
This document defines interjections as words that convey emotion and expresses strong feelings. It provides examples of common interjections like "Oh!", "OMG!", and "Wow!" and suggests using interjections like "Hello!", "Uh-oh!", and "Dude" in sentences to show emotion. The document aims to help the reader understand what interjections are and provides a short activity asking the reader to provide two examples of their own.
This document discusses how to write an article and its key components. It explains that articles are used to convey information and ideas to readers using clear language. The document also outlines the typical structure of an article, including a byline and learning objectives and outcomes. Finally, it provides a word bank of terms to help write an article on the topic of reading.
The document provides guidelines for writing a narrative. It defines what a narrative is as a story told by a narrator or character(s). It then lists 7 guidelines for writing narratives, such as choosing an experience to share, writing in paragraphs to engage readers, ensuring it is interesting and connects emotionally, being careful with grammar/punctuation, being honest, keeping the theme creative/catchy, and revising/editing. The document concludes by providing learning objectives and activities to help illustrate how to write a narrative, such as describing a school trek, painting competition, or tsunami experience.
The document discusses modal verbs and provides examples of their usage. It begins by stating the learning objectives are to discover more about modal verbs and apply concepts learned. Examples are then given of sentences containing modal verbs like "should", "could", "might", "may", and "must". A table is provided matching modal verbs to their meanings of obligation, possibility/suggestion. Multiple choice questions follow to test understanding of modal verb usage, with explanations provided for the correct answers. The document aims to help the reader better understand modal verbs and when to use them appropriately.
This document discusses various life processes and systems in humans and other organisms. It begins by defining life processes as those essential for survival, including nutrition, respiration, transportation, excretion, movement and reproduction. It then focuses on photosynthesis in plants, the two main steps of light and dark reactions. Next, it describes the two types of heterotrophic nutrition in animals - holozoic involving full digestion inside the body, and saprophytic where external digestion occurs. The key systems in the human body are then outlined - the digestive system, respiratory system involving aerobic and anaerobic respiration, circulatory system of double circulation, and excretory system where the kidneys eliminate waste.
The document defines modal verbs as a type of verb used to indicate modality, or ways of expressing ability, permission, possibility, order, obligation, and requests. It identifies common modal verbs like can, may, must, and should. The document provides examples of sentences using modal verbs to demonstrate ability and permission/possibility. It explains that modal verbs are positioned before action verbs and helping verbs in a sentence. In identifying modal verbs, it is important to consider their meaning and positioning before other verbs.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
5. Determiners
What does the word,
‘Determiner’ mean?
They are words that are used in front of a noun to indicate
whether you are referring to something specific or something
of a particular type.
14. Determiners
Let’s take a look at another example.
Shweta will walk to her office in the afternoon.
Can you identify the Nouns?
15. Determiners
Let’s take a look at another example.
Shweta will walk to her office in the afternoon.
Can you identify the Nouns?
16. Determiners
Let’s take a look at another example.
Shweta will walk to her office in the afternoon.
Do you notice the words just
before the Nouns?
17. Determiners
Let’s take a look at another example.
Shweta will walk to her office in the afternoon.
Do you notice the words just
before the Nouns?
18. Determiners
Let’s take a look at another example.
Shweta will walk to her office in the afternoon.
The words ‘her’ and ‘the’ are
Determiners.
19. Determiners
Key words:
Determiners are words that are _____________________ to
indicate whether you are referring to __________________ or
______________________________.
20. Determiners
Key words:
Determiners are words that are used in front of a noun to
indicate whether you are referring to __________________ or
______________________________.
21. Determiners
Key words:
Determiners are words that are used in front of a noun to
indicate whether you are referring to something specific or
______________________________.
22. Determiners
Key words:
Determiners are words that are used in front of a noun to
indicate whether you are referring to something specific or
something of a particular type.
23. To define determiners
To identify different types of determiners
To apply concepts learned so far
Learning Outcomes
How confident do you feel?
24. To define determiners
To identify different types of determiners
To apply concepts learned so far
Learning Outcomes
How confident do you feel?
33. Types of Determiners
Can you complete it with the appropriate article?
I saw ___ lion in Rajiv Gandhi park.
34. Types of Determiners
Can you complete it with the appropriate article?
I saw ___ lion in Rajiv Gandhi park.
Hint: ‘a/an’ is used to refer to
something common, ‘the’ for
something uncommon/unique.
35. Types of Determiners
Can you complete it with the appropriate article?
I saw a lion in Rajiv Gandhi park.
38. Types of Determiners
Here are few sentences.
A. This cloth is my t-shirt.
B. That drawing above is his sketch.
39. Types of Determiners
Here are few sentences.
A. This cloth is my t-shirt.
B. That drawing above is his sketch.
C. These eggs are her lunch to eat.
Can you identify the Nouns?
40. Types of Determiners
Here are few sentences.
A. This cloth is my t-shirt.
B. That drawing above is his sketch.
C. These eggs are her lunch to eat.
Can you identify the Nouns?
41. Types of Determiners
Here are few sentences.
A. This cloth is my t-shirt.
B. That drawing above is his sketch.
C. These eggs are her lunch to eat.
These are the Determiners.
42. Types of Determiners
Here are few sentences.
A. This cloth is my t-shirt.
B. That drawing above is his sketch.
C. These eggs are her lunch to eat.
Determiners like these are called
Demonstratives. They point out
the noun.
43. Types of Determiners
Here are few sentences.
A. This cloth is my t-shirt.
B. That drawing above is his sketch.
C. These eggs are her lunch to eat.
Determiners like these are called
Possessive determiners. They
show the noun belongs to someone.
48. Types of Determiners
A sentence is written in each column.
Sharath has bought six candies.
49. Types of Determiners
A sentence is written in each column.
Sharath has bought six candies. Sharath has bought many candies.
50. Types of Determiners
A sentence is written in each column.
Sharath has bought six candies. Sharath has bought many candies.
Can you identify the Nouns?
51. Types of Determiners
A sentence is written in each column.
Sharath has bought six candies. Sharath has bought many candies.
Can you identify the Nouns?
52. Types of Determiners
A sentence is written in each column.
Sharath has bought six candies. Sharath has bought many candies.
These are the determiners.
53. Types of Determiners
A sentence is written in each column.
Sharath has bought six candies. Sharath has bought many candies.
These are the determiners.
Number
Determiner
54. Types of Determiners
A sentence is written in each column.
Sharath has bought six candies. Sharath has bought many candies.
These are the determiners.
Number
Determiner
Quantifier
59. Types of Determiners
Let’s find some differences!
Number Determiner Quantifier
They specify/don’t specify how
much of a noun is there.
E.g. six kilos.
They specify/don’t specify how
much of a noun is there.
E.g. few kilos.
60. Types of Determiners
Let’s find some differences!
Number Determiner Quantifier
They specify/don’t specify how
much of a noun is there.
E.g. six kilos.
They specify/don’t specify how
much of a noun is there.
E.g. few kilos.
Please choose the correct option.
61. Types of Determiners
Let’s find some differences!
Number Determiner Quantifier
They specify how much of a noun
is there.
E.g. six kilos.
They specify/don’t specify how
much of a noun is there.
E.g. few kilos.
Please choose the correct option.
62. Types of Determiners
Let’s find some differences!
Number Determiner Quantifier
They specify how much of a noun
is there.
E.g. six kilos.
They don’t specify how much of a
noun is there.
E.g. few kilos.
Please choose the correct option.
63. Types of Determiners
Let’s find some differences!
Number Determiner Quantifier
They specify how much of a noun
is there.
E.g. six kilos.
The number determiners that
show the order or position of a
noun are called cardinals/ordinals.
They don’t specify how much of a
noun is there.
E.g. few kilos.
64. Types of Determiners
Let’s find some differences!
Number Determiner Quantifier
They specify how much of a noun
is there.
E.g. six kilos.
The number determiners that
show the order or position of a
noun are called cardinals/ordinals.
They don’t specify how much of a
noun is there.
E.g. few kilos.
Which
one is it?
65. Types of Determiners
Let’s find some differences!
Number Determiner Quantifier
They specify how much of a noun
is there.
e.g. six kilos.
The number determiners that
show the order or position of a
noun are called ordinals.
They don’t specify how much of a
noun is there.
E.g. few kilos.
66. Types of Determiners
Let’s find some differences!
Number Determiner Quantifier
They specify how much of a noun
is there.
e.g. six kilos.
The number determiners that
show the order or position of a
noun are called ordinals.
e.g. fourth book.
They don’t specify how much of a
noun is there.
E.g. few kilos.
67. To define determiners
To identify different types of determiners
To apply concepts learned so far
Learning Outcomes
How confident do you feel?
68. To define determiners
To identify different types of determiners
To apply concepts learned so far
Learning Outcomes
How confident do you feel?
76. Determiners
Fill in the blanks
______________ are the determiners that specify the quantity
of a noun with a number.
______________ are the determiners that don’t specify the
quantity of a noun.
______________ are the determiners that specify the quantity
of a noun.
______________ are the determiners that specify the quantity
of a noun by specifying the order.
77. Determiners
Fill in the blanks
Cardinal determiners are the determiners that specify the
quantity of a noun with a number.
______________ are the determiners that don’t specify the
quantity of a noun.
______________ are the determiners that specify the quantity
of a noun.
______________ are the determiners that specify the quantity
of a noun by specifying the order.
78. Determiners
Fill in the blanks
Cardinal determiners are the determiners that specify the
quantity of a noun with a number.
Quantifiers are the determiners that don’t specify the quantity
of a noun.
______________ are the determiners that specify the quantity
of a noun.
______________ are the determiners that specify the quantity
of a noun by specifying the order.
79. Determiners
Fill in the blanks
Cardinal determiners are the determiners that specify the
quantity of a noun with a number.
Quantifiers are the determiners that don’t specify the quantity
of a noun.
Number determiners are the determiners that specify the
quantity of a noun.
______________ are the determiners that specify the quantity
of a noun by specifying the order.
80. Determiners
Fill in the blanks
Cardinal determiners are the determiners that specify the
quantity of a noun with a number.
Quantifiers are the determiners that don’t specify the quantity
of a noun.
Number determiners are the determiners that specify the
quantity of a noun.
Ordinal determiners are the determiners that specify the
quantity of a noun by specifying the order.
81. How confident do you feel?
To define determiners
To identify different types of determiners
To apply concepts learned so far
Learning Outcomes
82. How confident do you feel?
To define determiners
To identify different types of determiners
To apply concepts learned so far
Learning Outcomes
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
Measureable outcomes that students can demonstrate and self-assess against
Must be written using Bloom’s taxonomy verbs
Verbs based on students ability and pitch of lesson
It must be clear that students understand the outcomes before moving on
Make an activity of this slide:
Ask students to read this aloud
Ask them to paraphrase
Ask that they explain what they mean
Ask what they already know related to these outcomes
There may be as few as 2 outcomes, or max 4
The next slides should be focused on achieving first outcome
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The next slides should be focused on achieving first outcome
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The next slides should be focused on achieving first outcome
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Revisit the first outcome and use the polling function to allow students to privately self-assess
You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used
Polling must be used until you can fully assess their confidence to use the chat box and express honesty
If students self-assess as a 4/5, ensure that you are fully confident in their assessment
Ask questions
Ask for examples
Students to ask each other questions
If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding
If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain
If students are ½, go back to the beginning
Always ask students what the gaps are and help them to identify these in order to promote metacognition
1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
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The next slides should be focused on achieving first outcome
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As previously.
As previously.
As previously.
As previously.
As previously.
As previously.
As previously.
As previously.
As previously.
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The next slides should be focused on achieving first outcome
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The next slides should be focused on achieving first outcome
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The next slides should be focused on achieving first outcome
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As previously.
As previously.
An overview of the content of the lesson
Must be in the form of a question where appropriate
Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address
Verbs such as to understand / to know / to gain confidence / to learn
Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
Insert a blank slide to use as a whiteboard if different/additional explanation is needed.