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This document provides instructions for completing orientation assignments in a Blackboard course. It directs the user to click the Orientation button, then a link for Blackboard Orientation activities, and finally a link for Assignment #1 on using the messaging system, with instructions to complete it and additional assignments below.
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Group discussions are used by companies to assess candidates' interpersonal and communication skills. They involve 5-10 participants discussing a topic for a limited time. Preparation includes researching current affairs, practicing speaking skills, and observing other discussions. During discussions, participants should communicate their views clearly while actively listening to others. Successful participants demonstrate leadership, persuasiveness, and the ability to work with a team. Proper etiquette like staying on topic, accepting criticism politely, and not interrupting others is important. Regular practice and controlling emotions are keys to performing well in group discussions.
Group Discussion
Group discussions (GDs) are used by organizations to evaluate candidates' personality traits and skills. In a GD, candidates are given a topic to discuss in a group for 15-20 minutes. There are different types of GD topics, including factual topics about day-to-day issues, controversial topics meant to generate debate, and abstract topics that test lateral thinking. Effective communication skills, knowledge of the subject, leadership skills, and thorough preparation are important for participating in and summarizing a successful GD.
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El documento resume las reglas generales para identificar el género (masculino o femenino) de los sustantivos en español. Explica que los sustantivos masculinos generalmente terminan en "o", una vocal acentuada o "ma", mientras que los femeninos suelen terminar en "a", "dad/tad" o "ción/sión". También señala que los sustantivos que terminan en "-ista" pueden ser de ambos géneros y menciona algunos sustantivos irregulares comunes.
How to form subjunctive
El documento explica la formación del subjuntivo en español, indicando que no es un tiempo verbal sino un modo. Describe que para los verbos regulares se toma la forma del yo en presente y se quitan las terminaciones, agregando terminaciones opuestas según la conjugación, y provee ejemplos con los verbos bailar, comer y escribir.
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El documento describe los diferentes tipos de pronombres en inglés y español, incluyendo pronombres de sujeto, pronombres preposicionales, pronombres reflexivos, complementos de objetos indirectos y complementos de objetos directos. Explica las funciones gramaticales de cada tipo de pronombre y proporciona ejemplos para ilustrar su uso.
Repaso de los mandatos
El documento explica las formas de los mandatos (imperativos) en español e inglés. En español hay mandatos para tú, usted, vosotros, ustedes y nosotros, mientras que en inglés solo hay mandatos para you y we. Luego, detalla las formas afirmativas y negativas de los mandatos para cada pronombre en español, incluyendo notas sobre verbos irregulares y el uso de la forma de subjuntivo.
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The document discusses when to use the subjunctive mood in Spanish. It states that with verbs expressing emotion like hope, fear, and regret, the subjunctive is used in the dependent clause if the subject changes from the independent clause. However, if there is no change in subject between clauses, the infinitive form is used instead of the subjunctive. Examples are provided to illustrate using both the subjunctive and infinitive forms depending on whether the subject changes or remains the same.
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Este documento describe las diferentes expresiones en español que requieren el uso del subjuntivo en la cláusula dependiente. Incluye frases que comienzan con "es" como "es bueno que", "es importante que", y otras expresiones que indican sentimientos como "alegrarse de que", "temer que", "gustar que", y "dar pena que". Explica que estas expresiones requieren el uso del subjuntivo en la oración subordinada que sigue para expresar juicio, esperanza u otros sentimientos.
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Group Discussion
Group discussions are used by companies to assess candidates' interpersonal and communication skills. They involve 5-10 participants discussing a topic for a limited time. Preparation includes researching current affairs, practicing speaking skills, and observing other discussions. During discussions, participants should communicate their views clearly while actively listening to others. Successful participants demonstrate leadership, persuasiveness, and the ability to work with a team. Proper etiquette like staying on topic, accepting criticism politely, and not interrupting others is important. Regular practice and controlling emotions are keys to performing well in group discussions.
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Group discussions (GDs) are used by organizations to evaluate candidates' personality traits and skills. In a GD, candidates are given a topic to discuss in a group for 15-20 minutes. There are different types of GD topics, including factual topics about day-to-day issues, controversial topics meant to generate debate, and abstract topics that test lateral thinking. Effective communication skills, knowledge of the subject, leadership skills, and thorough preparation are important for participating in and summarizing a successful GD.
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How to form subjunctive
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El documento describe los diferentes tipos de pronombres en inglés y español, incluyendo pronombres de sujeto, pronombres preposicionales, pronombres reflexivos, complementos de objetos indirectos y complementos de objetos directos. Explica las funciones gramaticales de cada tipo de pronombre y proporciona ejemplos para ilustrar su uso.
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El documento explica las formas de los mandatos (imperativos) en español e inglés. En español hay mandatos para tú, usted, vosotros, ustedes y nosotros, mientras que en inglés solo hay mandatos para you y we. Luego, detalla las formas afirmativas y negativas de los mandatos para cada pronombre en español, incluyendo notas sobre verbos irregulares y el uso de la forma de subjuntivo.
Subjunctive with verbs of emotion
The document discusses when to use the subjunctive mood in Spanish. It states that with verbs expressing emotion like hope, fear, and regret, the subjunctive is used in the dependent clause if the subject changes from the independent clause. However, if there is no change in subject between clauses, the infinitive form is used instead of the subjunctive. Examples are provided to illustrate using both the subjunctive and infinitive forms depending on whether the subject changes or remains the same.
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Este documento describe las diferentes expresiones en español que requieren el uso del subjuntivo en la cláusula dependiente. Incluye frases que comienzan con "es" como "es bueno que", "es importante que", y otras expresiones que indican sentimientos como "alegrarse de que", "temer que", "gustar que", y "dar pena que". Explica que estas expresiones requieren el uso del subjuntivo en la oración subordinada que sigue para expresar juicio, esperanza u otros sentimientos.
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This document discusses the use of the subjunctive mood in Spanish. It introduces the acronym CAMELoT to remember conjunctions that take the subjunctive, including cuando, aunque, mientras que, en cuanto, luego que, and tan pronto como. These conjunctions require the subjunctive when the dependent clause expresses an action, condition, or event that is pending or has not happened yet. Examples are provided to illustrate using the subjunctive with pending actions and the indicative with completed or habitual actions.
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The final exam for the course consists of two parts that are each worth 10% of the student's final grade. Part 1 is a project covering written Spanish, spoken Spanish, and written English that must be completed using only course materials. Part 2 is a test covering all course material. Students must complete both parts of the exam by January 19 at 11:59 pm, after which the exam will close permanently. The document provides instructions on preparing for the project and test portions of the final exam.
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Welcome announcement course navigation
The document provides instructions for navigating an online course, noting that users should click below the orange icon to get started, use the Next/Previous buttons to move through modules, and that grades are listed on the left while course documents are under the green icon. It also mentions that the schedule of assignments requires two clicks and contact information is below the instructor's picture.
Tener y las expresiones con tener
Este documento presenta el verbo tener en español y varias expresiones comunes con tener. Explica las conjugaciones de tener en el presente, y luego proporciona ejemplos de frases que usan tener para expresar tener una edad, tener frío/calor, tener hambre/sed/sueño, y tener cuidado/prisa. Finalmente, da tres ejemplos de oraciones con tener en contexto.
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Juan describe su visita a un restaurante español para su cumpleaños, donde la comida fue excelente. Como parte de un proyecto escolar, Juan también prepara una patata al horno en casa siguiendo cuatro pasos: calentar el horno, pelar la patata, añadir la patata al horno y sacar la patata del horno para probarla.
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The document discusses the imperfect progressive tense in Spanish. The imperfect progressive uses the imperfect form of the verb estar along with the -ing form of another verb to describe an action that was ongoing in the past. Some examples are provided, such as "Yo estaba trabajando para él los martes" (I was working for him on Tuesdays). The imperfect forms of estar that are used in the imperfect progressive are listed. The steps for forming the -ing form of verbs in Spanish are also outlined.
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Este documento presenta una lección sobre los verbos reflexivos en español. Explica que los verbos reflexivos terminan en "-arse", "-erse" o "-irse" y requieren el uso de un pronombre reflexivo. Luego proporciona ejemplos de conjugaciones de verbos reflexivos como "lavarse" y "dormirse" en diferentes personas. También introduce el pretérito, uno de los tiempos verbales del pasado en español, y proporciona las terminaciones para conjugar verbos en el pretérito. Finalmente, pide al estudiante que practique
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El documento explica la diferencia entre el pretérito y el imperfecto cuando una acción está interrumpida por otra. El imperfecto se usa para la acción en curso, mientras que el pretérito se usa para la acción que interrumpe. Los ejemplos ilustran cómo se usan ambos tiempos verbales cuando una acción está en curso y es interrumpida por otra.
Preterit vs imperfect context clues
El documento proporciona pistas contextuales para usar el pretérito y el imperfecto. Para el pretérito, incluye expresiones de tiempo como "ayer" y "el lunes" que indican una acción completada en el pasado. Para el imperfecto, incluye expresiones como "nunca" y "siempre" que indican una acción habitual, continua o incompleta en el pasado. Luego, presenta un ejercicio en el que el estudiante debe completar las oraciones con verbos en el pretérito o imperfecto.
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Este documento explica los diferentes tipos de conjunciones en español que se usan para conectar partes de una oración. Lista algunas conjunciones comunes como "y", "o", "pero", "sino", "entonces", "ni...ni" y "o...o" y proporciona ejemplos de cómo se usan. También explica el uso de "sino" después de una cláusula negativa y cómo "y" se convierte en "e" o "u" antes de algunas palabras que comienzan con vocales.
Subjunctive adverb clauses camelot
This document discusses the use of the subjunctive mood in Spanish. It introduces the acronym CAMELoT to remember conjunctions that take the subjunctive, including cuando, aunque, mientras que, en cuanto, luego que, and tan pronto como. These conjunctions require the subjunctive when the dependent clause expresses an action, condition, or event that is pending or has not happened yet. Examples are provided to illustrate using the subjunctive with pending actions and the indicative with completed or habitual actions.
Mandatos reflexive verbs
El documento explica cómo formar los mandatos afirmativos y negativos en español. Para los mandatos afirmativos, los pronombres van al final de la orden y se añade un acento sobre la sílaba de estrés original. Para los mandatos negativos, los pronombres van al principio de la orden. El documento proporciona ejemplos de los verbos "despertarse" y "cepillarse" en sus formas afirmativas y negativas.
Irregular ud commands
You should use "usted" commands when speaking to someone you don't know well or as a sign of respect. These commands use irregular verb forms similar to other conjugations like "dar" becoming "dé", "estar" becoming "esté", and "ser" becoming "sea". Examples show how to say "give it to me", "go to the store for me", and negative commands using this respectful verb form.
Nosotros commands
This document discusses how to form commands using "nosotros" (let's) in Spanish. It explains that for affirmative commands, the present tense form is used instead of the subjunctive, while the negative commands do use the subjunctive. It also notes that accents may need to be added when attaching pronouns to affirmative commands, and the 's' dropped when attaching 'se' or 'nos'.
Spelling changes subjunctive
This document discusses stem-changing verbs in Spanish that end in -gar, -car or -zar. When forming the subjunctive tense, these verbs undergo spelling changes to the stem to retain the original hard sound of the 'g', 'c' or 'z' before the 'e' ending. Specifically, it states that a 'g' becomes 'gu', a 'c' becomes 'qu', and a 'z' becomes 'c'. It then provides the subjunctive conjugations for the verbs llegar, sacar, and empezar as examples.
Irregular subjunctives
Este documento explica que los verbos "dar", "estar", "haber", "ir", "saber" y "ser" tienen formas irregulares en el subjuntivo debido a que sus formas en yo no terminan en "o" en el presente. Proporciona las conjugaciones completas de cada uno de estos verbos en el subjuntivo.
Final exam guidelines (for announcements)
The final exam for the course consists of two parts that are each worth 10% of the student's final grade. Part 1 is a project covering written Spanish, spoken Spanish, and written English that must be completed using only course materials. Part 2 is a test covering all course material. Students must complete both parts of the exam by January 19 at 11:59 pm, after which the exam will close permanently. The document provides instructions on preparing for the project and test portions of the final exam.
Unidad dos proyecto final - conversación básica y mi escuela
Este documento presenta una conversación básica en español sobre una persona llamada Elijah de 14 años de edad de Durham, Carolina del Norte. La conversación cubre preguntas sobre su nombre, edad, origen, pasatiempos y escuela. El documento también describe el horario escolar de Elijah, incluyendo las horas de inicio y finalización, así como las asignaturas de cada período como ciencias, estudios sociales, español, educación física, matemáticas e inglés. La clase favorita de Elijah es la educación física
Unit5 invitations
El documento presenta varias formas de responder preguntas en español sobre planes sociales, incluyendo expresiones como "Me gustaría", "Me encantaría", "Tengo ganas de", "No puedo", "Lo siento", y "Tengo que" para aceptar, rechazar o explicar la incapacidad para asistir a una cita.
Gustar-like verbs
El documento presenta varios verbos en español para expresar gustos y preferencias en el tiempo libre, incluyendo gustar (to like), disgustar (to dislike), interesar (to be interesting), encantar (to love), y aburrir (to bore). Explica sus conjugaciones y usos, y proporciona ejemplos de actividades que una persona puede gustar, disgustar, interesar, encantar u aburrir.
Welcome announcement course navigation
The document provides instructions for navigating an online course, noting that users should click below the orange icon to get started, use the Next/Previous buttons to move through modules, and that grades are listed on the left while course documents are under the green icon. It also mentions that the schedule of assignments requires two clicks and contact information is below the instructor's picture.
Tener y las expresiones con tener
Este documento presenta el verbo tener en español y varias expresiones comunes con tener. Explica las conjugaciones de tener en el presente, y luego proporciona ejemplos de frases que usan tener para expresar tener una edad, tener frío/calor, tener hambre/sed/sueño, y tener cuidado/prisa. Finalmente, da tres ejemplos de oraciones con tener en contexto.
Unidad 6 (1)
Juan describe su visita a un restaurante español para su cumpleaños, donde la comida fue excelente. Como parte de un proyecto escolar, Juan también prepara una patata al horno en casa siguiendo cuatro pasos: calentar el horno, pelar la patata, añadir la patata al horno y sacar la patata del horno para probarla.
Pret imp interrupted actions
El documento explica que cuando se describe una acción que fue interrumpida por otra acción en el pasado, se usa el pretérito para la acción interrumpida y el imperfecto o imperfecto progresivo para la acción en curso. Proporciona los ejemplos "I was reading when the doorbell rang" (Yo estaba leyendo cuando sonó el timbre) y "Yo leía cuando la campana sonó" (I was reading when the bell rang) para ilustrar esto.
El imperfecto progresivo
The document discusses the imperfect progressive tense in Spanish, which uses the imperfect form of the verb "estar" along with a verb ending in "-ando" or "-iendo" to describe an action that was in progress in the past, similar to the present progressive. It provides the conjugations of "estar" in the imperfect tense and examples of how to use the imperfect progressive to describe simultaneous past actions like "My friend was reading the paper and you were watching TV" and "We were running when we heard a loud noise."
Imperfecto progresivo
The document discusses the imperfect progressive tense in Spanish. The imperfect progressive uses the imperfect form of the verb estar along with the -ing form of another verb to describe an action that was ongoing in the past. Some examples are provided, such as "Yo estaba trabajando para él los martes" (I was working for him on Tuesdays). The imperfect forms of estar that are used in the imperfect progressive are listed. The steps for forming the -ing form of verbs in Spanish are also outlined.
8 26-13 ref. verbs & pret.
Este documento presenta una lección sobre los verbos reflexivos en español. Explica que los verbos reflexivos terminan en "-arse", "-erse" o "-irse" y requieren el uso de un pronombre reflexivo. Luego proporciona ejemplos de conjugaciones de verbos reflexivos como "lavarse" y "dormirse" en diferentes personas. También introduce el pretérito, uno de los tiempos verbales del pasado en español, y proporciona las terminaciones para conjugar verbos en el pretérito. Finalmente, pide al estudiante que practique
Pret vs imperf interrupted actions
El documento explica la diferencia entre el pretérito y el imperfecto cuando una acción está interrumpida por otra. El imperfecto se usa para la acción en curso, mientras que el pretérito se usa para la acción que interrumpe. Los ejemplos ilustran cómo se usan ambos tiempos verbales cuando una acción está en curso y es interrumpida por otra.
Preterit vs imperfect context clues
El documento proporciona pistas contextuales para usar el pretérito y el imperfecto. Para el pretérito, incluye expresiones de tiempo como "ayer" y "el lunes" que indican una acción completada en el pasado. Para el imperfecto, incluye expresiones como "nunca" y "siempre" que indican una acción habitual, continua o incompleta en el pasado. Luego, presenta un ejercicio en el que el estudiante debe completar las oraciones con verbos en el pretérito o imperfecto.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
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more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
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land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Make a Field Mandatory in Odoo 17
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 Inventory
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Stack Memory Organization of 8086 Microprocessor
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Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Getting started
- 1. 1. Click the blue Orientation button
- 2. 2. Click the link “Blackboard Orientation and Introductory Activities
- 3. 3. Click the link for Orientation Assignment #1 (OR #1) Checking and Sending Messages to learn how to use the BB messaging system which is one way we will communicate. Follow the instructions there to complete your first assignment. Then scroll down for OR #2-7.