As soon as I saw the danger they were in, I knew I had to do something. I was crossing a bridge over a fast-running river when I spotted two small children in the water. Without hesitation, I dived in and struggled to save them both from the strong current. Exhausted but relieved, we finally reached the shore where other children helped pull us to safety.
Deep Water summary will assist you in understanding the meaning of this chapter. It is an extract from the book ‘Men and Mountains’ by William Douglas. Over here, the author tells us about how he overcomes the deep-rooted fear of water. We learn that the author develops fear of water following two very dreadful incidents. In this first one, he is four years old when a wave knocks him down. Similarly, in the second one, he is 11 years of age. A bully throws him in the deep end of the pool and almost drowns. Thus, having gone through such scary experiences, he fears water deeply. However, he does work really hard to overcome it. Finally, we learn about the measures he takes to overcome this fear. Moreover, he accomplishes in overcoming the fear and gives us all a great lesson of determination and will power.
⇉An Inconvenient Truth Summary Essay Example | GraduateWay. An Inconvenient Truth Reaction Paper Free Essay Example. Notes on An Inconvenient Truth. An inconvenient truth vs global warming swindle essay. An inconvenient truth book summary - lavaloxa. Inconvenient truth summary essay consider. My Humanities' Class | Created especially for my FTC students. ⇉Reaction Paper-An Inconvenient Truth by Al Gore Sample Essay Example .... An Inconvenient Truth Essay by aamclcp on DeviantArt. Inconvenient Truth Study Guide. An inconvenient truth personal comment.
Analytical Exposition Text. Narrative Text. Report Text. Sosial Function, Generic Structure, Signifcant Lexicogrammatical Features. tugas bahasa inggris
Deep Water summary will assist you in understanding the meaning of this chapter. It is an extract from the book ‘Men and Mountains’ by William Douglas. Over here, the author tells us about how he overcomes the deep-rooted fear of water. We learn that the author develops fear of water following two very dreadful incidents. In this first one, he is four years old when a wave knocks him down. Similarly, in the second one, he is 11 years of age. A bully throws him in the deep end of the pool and almost drowns. Thus, having gone through such scary experiences, he fears water deeply. However, he does work really hard to overcome it. Finally, we learn about the measures he takes to overcome this fear. Moreover, he accomplishes in overcoming the fear and gives us all a great lesson of determination and will power.
⇉An Inconvenient Truth Summary Essay Example | GraduateWay. An Inconvenient Truth Reaction Paper Free Essay Example. Notes on An Inconvenient Truth. An inconvenient truth vs global warming swindle essay. An inconvenient truth book summary - lavaloxa. Inconvenient truth summary essay consider. My Humanities' Class | Created especially for my FTC students. ⇉Reaction Paper-An Inconvenient Truth by Al Gore Sample Essay Example .... An Inconvenient Truth Essay by aamclcp on DeviantArt. Inconvenient Truth Study Guide. An inconvenient truth personal comment.
Analytical Exposition Text. Narrative Text. Report Text. Sosial Function, Generic Structure, Signifcant Lexicogrammatical Features. tugas bahasa inggris
writing process, elements, structure, and criteria to write an FCE essay.
Adapted from: https://proffsenglishworlddotcom.wordpress.com/2015/11/19/fce-essay-3/
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
2. Underline keywords
Proff’s English World
Your teacher has asked you to write a story for an
international magazine. The story must begin with these
words:
As soon as I saw the danger they were in, I knew had to do
something.
Your story must include:
• a river
• a mobile phone
3. Underline keywords
Proff’s English World
Your teacher has asked you to write a story for an
international magazine. The story must begin with these
words:
As soon as I saw the danger they were in, I knew had to do
something.
Your story must include:
• a river
• a mobile phone
4. Crossing bridge –
see 2 objects in
water – children!
Dive into water –
Who shall I save?
– girl climbs onto
branch – get boy
& swim to
riverbank
Reach riverbank –
children pull us out –
taken a video on
phone
Brainstorm Ideas
Proff’s English World
5. Beginning Copy the prompt sentence the exactly the same as it is
written.
Set the scene: describe who was there, where was it
and when it happened using a range of past tenses.
Middle Start the action and describe what happened –
develop your story with a clear plot with a dramatic,
funny or unexpected ending.
Use: adjectives – adverbs – action verbs - time words
– direct speech
End Explain the ending and say how the character(s) feel.
Select ideas & think of useful
expressions
Proff’s English World
6. Beginning Copy the prompt sentence the exactly the same as it is
written.
Crossing bridge – see 2 objects in water – children!
fast-running river – white water - spot
Middle Dive into water – Who shall I save? – girl climbs onto
branch – get boy & swim to riverbank
dive into swirling, freezing water - face an awful
dilemma – exhausted, gasping for breath
End Reach riverbank – children pull us out – taken a video
on phone
drag us out of the water – 'you’ll be on the news'
Select ideas & think of useful
expressions
Proff’s English World
8. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Prompt sentence
Paragraph 1: Beginning
Proff’s English World
9. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Prompt sentence
Paragraph 1: Beginning
Proff’s English World
10. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Who?
Paragraph 1: Beginning
Proff’s English World
Where? When?
11. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Who?
Paragraph 1: Beginning
Proff’s English World
Where? When?
12. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Time Words
Paragraph 1: Beginning
Proff’s English World
13. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Time Words
Paragraph 1: Beginning
Proff’s English World
14. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Action Verbs & Vivid Phrases
Paragraph 1: Beginning
Proff’s English World
15. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Action Verbs & Vivid Phrases
Paragraph 1: Beginning
Proff’s English World
16. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Adjectives - Adverbs
Paragraph 1: Beginning
Proff’s English World
17. As soon as I saw the danger they were in, I knew I
had to do something. I was crossing a bridge over
a fast-running river when I spotted two objects in
the white water, and to my horror I realised they
were small children.
Adjectives – Adverbs
Paragraph 1: Beginning
Proff’s English World
18. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Action Verbs & Vivid Phrases
19. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Action Verbs & Vivid Phrases
20. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Adjectives – Adverbs
21. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Adjectives – Adverbs
22. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Direct Speech
23. Without thinking, I dived into the swirling, freezing
water. Somehow I managed to swim towards the
children until I was halfway between them. There I
was faced with an awful dilemma: ‘Which one do I
save?’ I thought to myself.
Paragraph 2: Middle
Proff’s English World
Direct Speech
24. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Time Words
25. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Time Words
26. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Action Verbs & Vivid Phrases
27. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Action Verbs & Vivid Phrases
28. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Adjectives – Adverbs
29. Fortunately, the decision was made for me as the
girl suddenly grabbed a thick branch overhanging
the river and climb onto it. The boy was still being
rapidly swept away, but eventually, I got hold of
him, and I struggled against the current to reach
the river bank. I was exhausted, I was gasping for
breath and I thought my lungs were going to
explode.
Paragraph 3: Middle
Proff’s English World
Adjectives – Adverbs
30. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Surprising
Ending
Character’s
feelings
31. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Surprising
Ending
Character’s
feelings
32. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Time Words
33. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Time Words
34. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Action Verbs & Vivid Phrases
35. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Action Verbs & Vivid Phrases
36. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Adjectives – Adverbs
37. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Adjectives – Adverbs
38. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Direct Speech
39. Paragraph 4: End
At last I made it to the riverbank, and some older
children dragged us out of the water. One of them
showed me his mobile phone and said cheerfully, 'I
filmed all that. You’ll be on the news tonight!' I
smiled weakly, just happy to be alive.
Proff’s English World
Direct Speech