By the end of this lesson you will be able to:
Learn the subject pronouns.
Conjugate the verb avoir in the present tense.
Form the negation with the verb avoir in the present tense
Formulate questions using the verb avoir
Identify idiomatic expressions that use the verb avoir
By the end of this lesson you will be able to:
Learn the subject pronouns.
Conjugate the verb avoir in the present tense.
Form the negation with the verb avoir in the present tense
Formulate questions using the verb avoir
Identify idiomatic expressions that use the verb avoir
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Delivering Micro-Credentials in Technical and Vocational Education and Training
Have got
1.
2. FORMA AFIRMATIVA
SINGULAR PLURAL
English Español English Español
I have got (yo) tengo we have got (nosotros)
tenemos
You have got (tú) tienes you have got (vosotros) tenéis
He (él)
She (ella)
has got tiene They have got (ellos/as) tienen
It (ello)
3. FORMA AFIRMATIVA (forma contracta)
Recuerda que en un contexto no formal podemos encontrar el verbo have got de
forma contracta. Esto no afecta a la manera de traducirlo.
SINGULAR PLURAL
English Español English Español
I've got (yo) tengo We've got (nosotros)
tenemos
You've got (tú) tienes You've got (vosotros) tenéis
He (él)
She 's got (ella) tiene They've got (ellos/as) tienen
It (ello)
4. FORMA NEGATIVA
SINGULAR PLURAL
English Español English Español
I have not got (yo) no tengo we have not got (nosotros) no
I haven't got we haven't got tenemos
You have got (tú) no tienes you have got (vosotros) no
You haven't got you haven't got tenéis
He (él)
She has got (ella) they have got
no tiene (ellos/as) no tienen
hasn't got they haven't got
It (ello)
5. FORMA INTERROGATIVA
SINGULAR PLURAL
I we
have got?
you you
he they
have got?
she
has got?
it
6. USO DEL VERBO HAVE GOT
Expresar la posesión
I've got a bike.
(Tengo una bici)