In this presentation you can recap the basic rules for the imperative but learn how to do the negative and the polite form (USTED and USTEDES) as well. Enjoy!
This doc covers the Spanish Imperative and how to use it in basic Spanish conversation. Included are practice exercises, tips, and tricks for mastering the Spanish language and conjugation.
This doc covers the Spanish Imperative and how to use it in basic Spanish conversation. Included are practice exercises, tips, and tricks for mastering the Spanish language and conjugation.
Entra en abcdeEle.com/blog/imperativo para más información y mira nuestra web para encontrar más recursos, materiales y actividades para tus clases de español ( ELE )
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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
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
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.
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!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2. How to give orders to …. you (tú)
Take the third person singular (he/she/it) of the
verb in the PRESENT TENSE
For example:
Bailar (to dance) Baila (he/she/it dances)
You, dance! – Baila!
Other examples:
Come! (you, eat!) Duerme (you, sleep!)
3. Irregular forms
Salir ( to go out) – Sal
Venir (to come) – Ven
Decir ( to say) – Di
Poner ( to put/set) – Pon
Tener ( to have) – Ten
Ir ( to go) - Ve
Ser ( to be) – Se
Hacer ( to do) – Haz
4. NEGATIVE imperative – you (1)
Take the first person singular (I) of the verb in the PRESENT TENSE
For example:
Bailar (to dance) Bailo (I dance)
Take out the –o.
Add – es if for an AR verb. Add –as if it’s for an ER/IR verb.
You, don’t dance! – No bailes!
Other examples:
No duermas (you, don’t sleep!) No hagas ( you, don’t do)
Irregular:
Dar: des
Estar: estés
Ir: veas
Saber: sepas
Ser : seas
5. How to give orders to …. Us (nosotros)
1. Take the first person singular (I) of the verb in the PRESENT TENSE
For example:
Bailar Bailo (I dance)
2. Take out the –o
bail
3. If it is a AR verb (cantar) add – emos. Ex: Cantemos
If it is a ER verb (comer) or a IR verb (vivir) add – amos Ex1: Comamos. Ex2: Vivamos.
Let’s dance! – Bailemos!
Negative:
Just add NO at the beginning.
Irregular:
Ir: No vayamos
Irse: No nos vayamos
6. Some irregular ones!
• Vamos – Let’s go! (comes from IR, to go)
• Vámonos – Let’s go (away)! (comes from IR, to go)
• Seamos – Let’s be! (comes from SER, to be in a
permanent state)
• Esteamos – Let’s be! (comes from ESTAR, to be in a
temporary state)
• Sepamos – Let’s know/let’s find out (comes from SABER,
to know)
EXAMPLES
• Vamos a la playa! – Let’s go to
the beach
• Vámonos de casa! – Let’s go
away from home.
• Seamos honestos- Let’s be
honest.
• Esteamos seguros – Let’s be
sure.
• Sepamos lo que pasa- Let’s
know/find out what happens.
Negative:
Just add NO at the
beginning.
Irregular:
Ir: No vayamos
Irse: No nos vayamos
7. How to give orders to …. You guys (vosotros)
1. Take the infinitive of the verb. Remember, the infinitive ends in AR, ER, or IR.
Examples: Bailar, comer, dormir.
2. Take out the –r and add a –d.
Bailar Baila Bailad (you guys, dance!)
Other examples:
Comed! (you guys, eat!)
Dormid! (you guys, sleep!)
8. NEGATIVE imperative – you guys
If they are irregular in the first person only (ex: digo / conduzco) or the change is e- i
(seguir – sigo) - choose the first person.
I do: Hago.
Take out –o.
Add –éis if AR / -áis if ER or IR
Ex: Regular vbs: No bailéis, No comáis, No viváis,
Ex: Irregulars vbs: no conduzcáis, no sigáis, no digáis.
If they are regular or the irregularity is not e-i or only on the first person (I) –
therefore the irregularity is o-ue or e-ie- choose the infinitive.
Take the ending out and add the –éis / -áis.
Ex: No os acostéis. No empecéis. No contéis.
Irregular:
Dormir: No durmáis
Ir: No vayáis
Saber: No sepáis
Morir: No muráis
9. FORMAL form – USTED (sing) and USTEDES (pl)
Take the first person singular (I) of the verb in the PRESENT TENSE
Bailar (to dance) Bailo (I dance)
Take out the –o.
Add – e if it’s an AR verb. Add –a if it’s an ER/IR verb.
You, dance! – Usted, baile!
Other examples:
(usted) coma! (Usted) duerma
For USTEDES (you guys formal) just add an – n to the previous.
Ex: Bailen! Coman! Duerman!
To create the negative of this
just add NO at the beginning:
No baile!
No bailen!
Irregulars:
Ir: Vaya(n)
Saber: Sepa(n)
Ser: Sea(n)
Estar: Esté(n)