A presentation on the use of the present perfect simple and continuous in English, autonomosly produced by a small group of 16-year-old Italian students.
Verb Tenses English clearly explained. These tenses are the most frequently used in the English language. Master your verbs and tenses and you will master the English language!
Simple Past and Past Continuous
Form S+ V (2)+ Comp. They invited Becki to the party so she would not be angry.My car cost alot.
Questions(Wh-word)+ did+ S+ V (b.f)+ Comp.? When did Mr. Thomas die? Did you have time to write the letter?Negative S+ didn’t+ V (b.f)+ Comp.We didn’t invite Becki to the party, so she got mad.I didn’t see you at the bus station yesterday?
Form S+ was V(-ing)+ Comp. were She was looking when I waved for her. They were sitting on the grass and reading a nove
Questions (Wh-word)+ was+ S+ V(-ing)+ Comp.? were What were you doing this time yesterday? Was he studying when you called?Negatives S+ was NOT V(-ing)+ Comp. were She wasn’t looking when I waved for her. They weren’t reading a novel this time yesterday. l.
A presentation on the use of the present perfect simple and continuous in English, autonomosly produced by a small group of 16-year-old Italian students.
Verb Tenses English clearly explained. These tenses are the most frequently used in the English language. Master your verbs and tenses and you will master the English language!
Simple Past and Past Continuous
Form S+ V (2)+ Comp. They invited Becki to the party so she would not be angry.My car cost alot.
Questions(Wh-word)+ did+ S+ V (b.f)+ Comp.? When did Mr. Thomas die? Did you have time to write the letter?Negative S+ didn’t+ V (b.f)+ Comp.We didn’t invite Becki to the party, so she got mad.I didn’t see you at the bus station yesterday?
Form S+ was V(-ing)+ Comp. were She was looking when I waved for her. They were sitting on the grass and reading a nove
Questions (Wh-word)+ was+ S+ V(-ing)+ Comp.? were What were you doing this time yesterday? Was he studying when you called?Negatives S+ was NOT V(-ing)+ Comp. were She wasn’t looking when I waved for her. They weren’t reading a novel this time yesterday. l.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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 Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. GERUNDS
They are used to act like a NOUN, often as the subject of a sentence:
Swimming is a great form of exercise.
We use them after prepositions.
I was annoyed with him for arriving so late.
After the following verbs: FINISH / ENJOY / DISLIKE / AVOID / MISS
/ RECOMMMEND / SUGGEST / PRACTISE...
They suggested going for a walk.
They enjoyed watching Northern Exposure.
She avoided going through the Common.
3. After the following expressions: CAN’T STAND / SPEND TIME
/ FEEL LIKE / GO ON / DON’T MIND / LOOK FORWARD TO / IT’S NO
USE...
I can’t stand having a shower with cold water.
They spent time swimming in cold water.
I feel like dancing. What do you think?
They went on talking on the phone for hours.
I don’t mind working in the summer.
I’m looking forward to hearing from you soon / your letter. (also with
nouns
It’s no use trying to make her change. She’s very stubborn.
4. INFINITIVES
oRemember most modal verbs are followed by the bare infinitive
except HAVE TO & BE ABLE TO!
You should call your mum. - You have to call your mum.
oThe to-infinitive is used:
To express PURPOSE or REASON of someone to do something:
They sent an email to the company to complain.
What do you use a hair dryer for? I use a hair dryer to dry my hair.
BUT! If you want to describe the purpose of something, use for +
gerund:
What is a hair dryer for? A hair dryer is for drying hair.
5. We use them after adjectives and adverbs. These could be combined
with the structures “too” and “enough”.
She was scared to go into the exam room.
He’s driving too fast to see the road signs.
The room isn’t dark enough for me to go to sleep.
After the following verbs: DECIDE / WANT / PROMISE / HOPE /
PRETEND / REFUSE / OFFER / AGREE / SEEM / APPEAR / CHOOSE /
EXPECT / LEARN / PLAN / WISH / NEED...
She decided to go to bed soon.
They wanted to change the exam date.
6. VERBS FOLLOWED BY GERUNDS &
INFINITIVES (no change of meaning)
HATE LIKE LOVE PREFER
BEGIN START INTEND CONTINUE
I love learning / to learn French.
7. VERBS FOLLOWED BY GERUNDS &
INFINITIVES (change of meaning)
REMEMBER, FORGET,REGRET: The difference is connected with time.
+ -ing = things that have happened earlier.
She will always remember meeting him for the first time.
Remember to go to the post office, won’t you?
I shall never forget seeing the Queen.
She is always forgetting to give me my letters.
She regretted having kissed him
We regret to inform you that flight JK 345 has been cancelled.
8. STOP
+ infinitive = make a break or pause in order to do something.
She stopped to buy some cigarettes.
+ -ing = stop what one is doing or does.
Stop making so much noise!
I really must stop smoking.
GO ON:
+ infinitive = a change of action.
After writing the composition, they went on to count the words.
+ -ing = continue.
They went on working until the next morning.
9. SEE, HEAR, FEEL, SMELL , WATCH :
+ –ing = we observe part of a complete action.
When I walked past his house, I heard him practising the piano.
+ bare infinitive: we want to suggest that we observe the whole action from
beginning to end.
I heard Charles play the Beethoven violin concerto last week.