This document introduces the concept of using formal grammars to describe the structure of English sentences. It begins by examining simple sentences like "The cat slept" and tries to generalize patterns. The analysis is extended to sentences with multiple noun phrases, like "The cat chased the dog." Notation is introduced and refined to more compactly represent the emerging theory. The document discusses how the theory develops through consideration of counterexamples and emphasizes that this process captures only a subset of what native speakers implicitly know about their language.
The document asks the reader to write down as many facts as they know about Afghanistan or living in a Muslim nation. It prompts the reader to write a five sentence summary, look up 3 new words, and connect any challenges mentioned to their own experiences. The purpose seems to be to have the reader reflect on and summarize information about Afghanistan or Muslim-majority countries.
This document provides an introduction and suggestions for using a book titled "Apostrophes Made Easy" by James D. Webb. The introduction discusses how the author struggled to learn apostrophe usage as a student and how a patient teacher helped him understand the systematic rules. The book is designed around programmed learning, where students answer questions and immediately receive feedback on their answers. Suggestions are provided for using the book in various educational settings like adult education classes, volunteer tutoring, and regular classrooms. The goal is for students to not just get answers right or wrong, but to understand the reasoning behind apostrophe usage rules.
This document provides an introduction to syntax and syntactic analysis. It discusses how native English speakers intuitively understand grammar rules without being explicitly taught. It also introduces some basic concepts in syntax, including constituents, phrases, sentences, and tree structures. The document emphasizes that the goal is to systematically study syntax using scientific methods like forming hypotheses based on data and testing predictions.
This document provides an overview and examples of different grammar concepts including parts of speech, prepositions, verbs/adverbs, gerunds, sentence structure, conjunctions, commas, appositives, parenthetical phrases, passive/active voice, and colons. It includes examples and exercises for students to identify these concepts. Key information and examples are provided for each grammar topic to help students learn.
This document provides lessons on school classes and schedules in Spanish. It introduces vocabulary related to classes, times, and school subjects. It also covers conjugating regular verbs from -ar, -er, and -ir verbs in the present tense based on subject pronouns. Examples are provided to demonstrate conjugating verbs like estudiar (to study), escribir (to write), and leer (to read). Other topics covered include definite and indefinite articles, and a reminder to complete assignments by the quarter deadline.
The document discusses the difference between transitive and intransitive verbs. Transitive verbs take a direct object that receives the action of the verb, like "broke the window." Intransitive verbs do not take a direct object and the subject performs the action without anything receiving it, like "cried." It is important to understand whether a verb is transitive or intransitive in grammar. The document provides examples of common transitive and intransitive verbs and advises being careful not to mistake prepositional phrases or adverbs after a verb as making it transitive.
The document discusses the innateness hypothesis in linguistics, which claims that human language ability is special and separate from other mental abilities. It is proposed that humans have a special language module in the brain that is hardwired for language. In 1957, Chomsky looked for evidence of this unique language ability through phrase structure rules. The document also presents an alternative hypothesis by Evans that if all life is inherently language-like as Richard Dawkins claimed, then ordinary thought may also have some language-like properties, meaning a special language faculty would not be necessary to explain innate language knowledge.
The document asks the reader to write down as many facts as they know about Afghanistan or living in a Muslim nation. It prompts the reader to write a five sentence summary, look up 3 new words, and connect any challenges mentioned to their own experiences. The purpose seems to be to have the reader reflect on and summarize information about Afghanistan or Muslim-majority countries.
This document provides an introduction and suggestions for using a book titled "Apostrophes Made Easy" by James D. Webb. The introduction discusses how the author struggled to learn apostrophe usage as a student and how a patient teacher helped him understand the systematic rules. The book is designed around programmed learning, where students answer questions and immediately receive feedback on their answers. Suggestions are provided for using the book in various educational settings like adult education classes, volunteer tutoring, and regular classrooms. The goal is for students to not just get answers right or wrong, but to understand the reasoning behind apostrophe usage rules.
This document provides an introduction to syntax and syntactic analysis. It discusses how native English speakers intuitively understand grammar rules without being explicitly taught. It also introduces some basic concepts in syntax, including constituents, phrases, sentences, and tree structures. The document emphasizes that the goal is to systematically study syntax using scientific methods like forming hypotheses based on data and testing predictions.
This document provides an overview and examples of different grammar concepts including parts of speech, prepositions, verbs/adverbs, gerunds, sentence structure, conjunctions, commas, appositives, parenthetical phrases, passive/active voice, and colons. It includes examples and exercises for students to identify these concepts. Key information and examples are provided for each grammar topic to help students learn.
This document provides lessons on school classes and schedules in Spanish. It introduces vocabulary related to classes, times, and school subjects. It also covers conjugating regular verbs from -ar, -er, and -ir verbs in the present tense based on subject pronouns. Examples are provided to demonstrate conjugating verbs like estudiar (to study), escribir (to write), and leer (to read). Other topics covered include definite and indefinite articles, and a reminder to complete assignments by the quarter deadline.
The document discusses the difference between transitive and intransitive verbs. Transitive verbs take a direct object that receives the action of the verb, like "broke the window." Intransitive verbs do not take a direct object and the subject performs the action without anything receiving it, like "cried." It is important to understand whether a verb is transitive or intransitive in grammar. The document provides examples of common transitive and intransitive verbs and advises being careful not to mistake prepositional phrases or adverbs after a verb as making it transitive.
The document discusses the innateness hypothesis in linguistics, which claims that human language ability is special and separate from other mental abilities. It is proposed that humans have a special language module in the brain that is hardwired for language. In 1957, Chomsky looked for evidence of this unique language ability through phrase structure rules. The document also presents an alternative hypothesis by Evans that if all life is inherently language-like as Richard Dawkins claimed, then ordinary thought may also have some language-like properties, meaning a special language faculty would not be necessary to explain innate language knowledge.
This document provides an overview of active and passive voice through examples and explanations. It begins with an outline of what will be covered, including definitions of active and passive voice, examples of when to use each, and a quiz. It then reviews sentence structure and introduces active voice as when the subject performs the action. Several examples are given. Passive voice is defined as when the subject receives the action, and this is demonstrated through examples. The document concludes with guidelines on when each voice is typically used and a short quiz testing the concepts.
The document provides information on identifying the subject of a sentence. It explains that the subject is the person, place, thing or idea that is performing the action expressed by the verb. It provides examples of finding the subject by identifying the verb and determining who or what is performing the action. The document also discusses distinguishing between complete and simple subjects, and covers identifying subjects in questions, commands and sentences with compound subjects.
The document provides information on identifying the subject of a sentence. It explains that the subject is the person, place, thing or idea that is performing the action expressed by the verb. It provides examples of finding the subject by identifying the verb and determining who or what is performing the action. The document also discusses distinguishing between complete and simple subjects, and covers identifying subjects in questions, commands and sentences with compound subjects.
The document provides information on identifying the subject of a sentence. It explains that the subject is the person, place, thing or idea that is performing the action expressed by the verb. It provides examples of finding the subject by identifying the verb and determining who or what is performing the action. The document also discusses distinguishing between complete and simple subjects, and covers identifying subjects in questions, commands and sentences with compound subjects.
The document provides an overview of verb conjugation in Spanish present tense. It defines what a verb is, reviews subject pronouns and their Spanish equivalents. It then explains how to conjugate regular -ar verbs in the present tense by removing the -ar ending and adding appropriate suffixes based on subject. Several examples of conjugated verbs are provided.
This document summarizes a tutorial on grammar and vocabulary for pre-intermediate English learners. The tutorial aims to teach students the correct use of grammar at their level so they can use it in daily life, and provide tips to expand their vocabulary. It discusses why grammar is important to communicate in a foreign language, and how understanding grammar offers insight into language and the human mind. Key parts of a sentence are defined, such as subjects, verbs and objects. Examples of sentences are provided and exercises are given to practice verbs in the present simple tense and using adjectives and adverbs to modify words.
This document provides an overview of adverb phrases in English. It begins by defining what an adverb phrase is - two or more words that work together as an adverb. It then reviews common adverbs of manner and frequency. The bulk of the document explores how adverb phrases are used to modify verbs, adjectives, other adverbs and phrases. It provides many examples and exercises for learners to practice identifying and using adverb phrases correctly in sentences. The goal is to help advanced English learners expand their use of adverb phrases to express time, place, manner and other details at a sophisticated level.
This document provides techniques for effectively learning English, including keeping a journal, reading books, rewriting class notes, watching TV/movies, keeping a vocabulary notebook, and speaking English with friends. It emphasizes taking an active approach to learning, such as guessing meanings from context while reading instead of looking up every word. A positive mindset is also important, saying "my English is improving" rather than focusing on current limitations. The goal is to make English learning fun and enjoyable.
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks, and provides simple methods to identify them using questions like "who/what is the sentence about?" and "what does the sentence say about the subject?". It also discusses different types of fragments that can occur when subjects or verbs are missing, such as dependent word fragments, -ing and to fragments, added detail fragments, and missing subject fragments. Ways to correct each type of fragment are presented.
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks of sentences and describes simple ways to identify them. Some key points include:
- Every sentence has both a subject, who or what it is about, and a verb, what it says about the subject.
- Various types of fragments that lack subjects or verbs are discussed, along with ways to identify and correct them, such as dependent word fragments, -ing and to fragments, added-detail fragments, and missing subject fragments.
This document discusses several grammatical concepts in Spanish including:
1) Indirect object pronouns and examples of clear vs confusing usage.
2) Redundant direct and indirect object pronouns and the rule for when they are used.
3) How some Spanish verbs like querer, saber, and poder change meaning in the preterite tense.
4) Common attributive phrases in Spanish like "como nota" and "según".
5) Adverbial verbs like "volver" and "soler" that express ideas usually conveyed by adverbs in English.
- More people speak English as a second language than as a first language, with over 2 billion non-native speakers compared to around 350 million native speakers. This number is predicted to rise to over 3.5 billion people, or half the world's population, speaking English within 5 years.
- English has become the dominant language for international business, academia, science, technology and tourism due to its role in providing employment opportunities around the world.
- The way English is learned and used is changing as it spreads globally. Countries like South Korea are establishing immersion schools where students live in an English-only environment. As more people learn English, the language is evolving as speakers change it to suit their own needs
The article discusses the relationship between testing and creativity in schools. It argues that exams are testing students too early and that this discourages creativity and original thinking. While exams are meant to evaluate students' abilities, they may not be the best way to do so and some talented children could be going unnoticed. The writer believes schools should focus less on exams and more on developing students' natural talents.
English Grammar support Guide for the beginnersNandana Sudath
This document provides an overview of English grammar, including words, phrases, clauses, and their structures. It discusses parts of speech like nouns, verbs, and their properties. It describes the building blocks of phrases like noun phrases and verb phrases. It explains the components of clauses such as subjects, objects, and modifiers. It also covers types of clauses like simple, compound, and relative clauses. The document is intended as an introduction to basic concepts in English grammar.
This document provides instruction on several topics for learning Spanish, including:
1) How to tell time in Spanish and examples of class schedules using time phrases.
2) Conjugating verbs and how to change verbs endings to match subjects.
3) Describing rooms in a house and things found in each room using vocabulary taught in Unidad 3.
4) Asking the student to thoroughly answer discussion questions with details and examples rather than brief or generic responses.
This document provides instruction on several topics for learning Spanish, including:
1. How to tell time in Spanish using terms like "de la mañana," "de la tarde," and "de la noche" instead of a.m. and p.m., and how to say quarter past and half hour.
2. How to conjugate verbs by identifying if they end in "-ar," "-er," or "-ir" and changing the ending to match the subject pronoun.
3. The uses of different verbs like "ser" and "estar" and irregular verbs like "tener" and "dormir."
This document discusses grammar and its teaching. It begins by asking what grammar is and exploring spoken versus written grammar. Grammar is defined as the study of possible language forms. The document then discusses grammar syllabuses, reasons for and against teaching grammar, and different approaches to teaching grammar, including inductive and deductive. It provides tips for teaching grammar, emphasizing teaching grammar students need in a communicative way within a text context. The overall document explores different aspects of grammar and its instruction.
This document provides information on three types of verbs: action verbs, state-of-being verbs, and helping/auxiliary verbs. It discusses each type of verb and provides examples through short stories and explanations. Action verbs show actions and occurrences, state-of-being verbs indicate states of being, and helping verbs assist the main verb of a sentence. The document also addresses irregular verbs and their principal parts, as well as the difference between the verbs "lie" and "lay."
This document provides an overview of transitive and intransitive verbs. It explains that transitive verbs take direct objects, while intransitive verbs do not. Examples are provided to illustrate this, such as "The children washed the dishes" being transitive because it has a direct object (the dishes), while "They arrived very late last night" is intransitive because it does not have a direct object. Further examples and a practice activity are included to help distinguish between transitive and intransitive verbs.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This document provides an overview of active and passive voice through examples and explanations. It begins with an outline of what will be covered, including definitions of active and passive voice, examples of when to use each, and a quiz. It then reviews sentence structure and introduces active voice as when the subject performs the action. Several examples are given. Passive voice is defined as when the subject receives the action, and this is demonstrated through examples. The document concludes with guidelines on when each voice is typically used and a short quiz testing the concepts.
The document provides information on identifying the subject of a sentence. It explains that the subject is the person, place, thing or idea that is performing the action expressed by the verb. It provides examples of finding the subject by identifying the verb and determining who or what is performing the action. The document also discusses distinguishing between complete and simple subjects, and covers identifying subjects in questions, commands and sentences with compound subjects.
The document provides information on identifying the subject of a sentence. It explains that the subject is the person, place, thing or idea that is performing the action expressed by the verb. It provides examples of finding the subject by identifying the verb and determining who or what is performing the action. The document also discusses distinguishing between complete and simple subjects, and covers identifying subjects in questions, commands and sentences with compound subjects.
The document provides information on identifying the subject of a sentence. It explains that the subject is the person, place, thing or idea that is performing the action expressed by the verb. It provides examples of finding the subject by identifying the verb and determining who or what is performing the action. The document also discusses distinguishing between complete and simple subjects, and covers identifying subjects in questions, commands and sentences with compound subjects.
The document provides an overview of verb conjugation in Spanish present tense. It defines what a verb is, reviews subject pronouns and their Spanish equivalents. It then explains how to conjugate regular -ar verbs in the present tense by removing the -ar ending and adding appropriate suffixes based on subject. Several examples of conjugated verbs are provided.
This document summarizes a tutorial on grammar and vocabulary for pre-intermediate English learners. The tutorial aims to teach students the correct use of grammar at their level so they can use it in daily life, and provide tips to expand their vocabulary. It discusses why grammar is important to communicate in a foreign language, and how understanding grammar offers insight into language and the human mind. Key parts of a sentence are defined, such as subjects, verbs and objects. Examples of sentences are provided and exercises are given to practice verbs in the present simple tense and using adjectives and adverbs to modify words.
This document provides an overview of adverb phrases in English. It begins by defining what an adverb phrase is - two or more words that work together as an adverb. It then reviews common adverbs of manner and frequency. The bulk of the document explores how adverb phrases are used to modify verbs, adjectives, other adverbs and phrases. It provides many examples and exercises for learners to practice identifying and using adverb phrases correctly in sentences. The goal is to help advanced English learners expand their use of adverb phrases to express time, place, manner and other details at a sophisticated level.
This document provides techniques for effectively learning English, including keeping a journal, reading books, rewriting class notes, watching TV/movies, keeping a vocabulary notebook, and speaking English with friends. It emphasizes taking an active approach to learning, such as guessing meanings from context while reading instead of looking up every word. A positive mindset is also important, saying "my English is improving" rather than focusing on current limitations. The goal is to make English learning fun and enjoyable.
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks, and provides simple methods to identify them using questions like "who/what is the sentence about?" and "what does the sentence say about the subject?". It also discusses different types of fragments that can occur when subjects or verbs are missing, such as dependent word fragments, -ing and to fragments, added detail fragments, and missing subject fragments. Ways to correct each type of fragment are presented.
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks of sentences and describes simple ways to identify them. Some key points include:
- Every sentence has both a subject, who or what it is about, and a verb, what it says about the subject.
- Various types of fragments that lack subjects or verbs are discussed, along with ways to identify and correct them, such as dependent word fragments, -ing and to fragments, added-detail fragments, and missing subject fragments.
This document discusses several grammatical concepts in Spanish including:
1) Indirect object pronouns and examples of clear vs confusing usage.
2) Redundant direct and indirect object pronouns and the rule for when they are used.
3) How some Spanish verbs like querer, saber, and poder change meaning in the preterite tense.
4) Common attributive phrases in Spanish like "como nota" and "según".
5) Adverbial verbs like "volver" and "soler" that express ideas usually conveyed by adverbs in English.
- More people speak English as a second language than as a first language, with over 2 billion non-native speakers compared to around 350 million native speakers. This number is predicted to rise to over 3.5 billion people, or half the world's population, speaking English within 5 years.
- English has become the dominant language for international business, academia, science, technology and tourism due to its role in providing employment opportunities around the world.
- The way English is learned and used is changing as it spreads globally. Countries like South Korea are establishing immersion schools where students live in an English-only environment. As more people learn English, the language is evolving as speakers change it to suit their own needs
The article discusses the relationship between testing and creativity in schools. It argues that exams are testing students too early and that this discourages creativity and original thinking. While exams are meant to evaluate students' abilities, they may not be the best way to do so and some talented children could be going unnoticed. The writer believes schools should focus less on exams and more on developing students' natural talents.
English Grammar support Guide for the beginnersNandana Sudath
This document provides an overview of English grammar, including words, phrases, clauses, and their structures. It discusses parts of speech like nouns, verbs, and their properties. It describes the building blocks of phrases like noun phrases and verb phrases. It explains the components of clauses such as subjects, objects, and modifiers. It also covers types of clauses like simple, compound, and relative clauses. The document is intended as an introduction to basic concepts in English grammar.
This document provides instruction on several topics for learning Spanish, including:
1) How to tell time in Spanish and examples of class schedules using time phrases.
2) Conjugating verbs and how to change verbs endings to match subjects.
3) Describing rooms in a house and things found in each room using vocabulary taught in Unidad 3.
4) Asking the student to thoroughly answer discussion questions with details and examples rather than brief or generic responses.
This document provides instruction on several topics for learning Spanish, including:
1. How to tell time in Spanish using terms like "de la mañana," "de la tarde," and "de la noche" instead of a.m. and p.m., and how to say quarter past and half hour.
2. How to conjugate verbs by identifying if they end in "-ar," "-er," or "-ir" and changing the ending to match the subject pronoun.
3. The uses of different verbs like "ser" and "estar" and irregular verbs like "tener" and "dormir."
This document discusses grammar and its teaching. It begins by asking what grammar is and exploring spoken versus written grammar. Grammar is defined as the study of possible language forms. The document then discusses grammar syllabuses, reasons for and against teaching grammar, and different approaches to teaching grammar, including inductive and deductive. It provides tips for teaching grammar, emphasizing teaching grammar students need in a communicative way within a text context. The overall document explores different aspects of grammar and its instruction.
This document provides information on three types of verbs: action verbs, state-of-being verbs, and helping/auxiliary verbs. It discusses each type of verb and provides examples through short stories and explanations. Action verbs show actions and occurrences, state-of-being verbs indicate states of being, and helping verbs assist the main verb of a sentence. The document also addresses irregular verbs and their principal parts, as well as the difference between the verbs "lie" and "lay."
This document provides an overview of transitive and intransitive verbs. It explains that transitive verbs take direct objects, while intransitive verbs do not. Examples are provided to illustrate this, such as "The children washed the dishes" being transitive because it has a direct object (the dishes), while "They arrived very late last night" is intransitive because it does not have a direct object. Further examples and a practice activity are included to help distinguish between transitive and intransitive verbs.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. Some things we know
■ Is this English?
■ The cat slept.
■ Slept the cat.
■ Cat slept the.
■ Cat the slept.
■ Why?
3. The task
■ What do we know?
■ The comes before cat, cat comes before slept.
■ Try to generalize.
■ Slept is the verb, maybe this holds of all verbs.
■ The cat is the subject, maybe this holds of all subjects.
■ Subjects contain the and a noun, with the first.
■ An English sentence has a subject followed by a verb.
■ Formalize (make precise)
■ Nouns: cat, dog
■ Verbs: slept, yawned
■ [Sentence [Subject the Noun ] Verb ]
4. The task
■ Check:
■ [Sentence [Subject the Noun ] Verb ]
■ The cat slept.
■ The dog yawned.
■ The cat yawned.
■ The dog slept.
■ Look at further data (predictions):
■ The cat chased the dog.
■ This is an English sentence, but our schema cannot produce
it. Our “theory of English sentences” is insufficient. We need
to revise/extend it.
5. The task
■ Consider the counterexample (or the class of
counterexamples) to understand where the
current theory falls short.
■ The cat chased the dog.
■ The dog is probably the same kind of thing as the cat, but we
don’t want to call it a “subject” (it’s traditionally called the
“object”).
■ It contains the and a noun, and the noun seems to be the
most important part.
■ Since it contains more than one word, we can call it a
“phrase”—it’s not a whole sentence, but it’s more than a
word.
■ So, we’ll call it a “noun phrase.”
6. The task
■ Consider the counterexample (or the class of
counterexamples) to understand where the
current theory falls short.
■ The cat chased the dog.
■ In this English sentence, there is a noun phrase both before
and after the verb. So, in addition to our previous schema,
we add a second one.
■ Theory of English sentences:
■ [Sentence [NP the Noun ] Verb ]
■ [Sentence [NP the Noun ] Verb [NP the Noun ] ]
7. Lather, rinse, repeat
■ And the process continues.
■ The cat chased a dog.
■ A cat chased the dog.
■ A cat chased a dog.
■ It looks like a NP can either have the or a as its first element.
Thus:
■ Theory of English sentences:
■ [Sentence [NP the Noun ] Verb ]
■ [Sentence [NP a Noun ] Verb ]
■ [Sentence [NP the Noun ] Verb [NP the Noun ] ]
■ [Sentence [NP the Noun ] Verb [NP a Noun ] ]
■ [Sentence [NP a Noun ] Verb [NP the Noun ] ]
■ [Sentence [NP the Noun ] Verb [NP a Noun ] ]
8. Generalizing
■ What we’ve ended up with is a bit clumsy, but
we can now generalize our schemas to make
this more compact:
■ [NP the Noun ]
■ [NP a Noun ]
■ [Sentence NP Verb ]
■ [Sentence NP Verb NP]
■ Not only does this reduce the amount we have to write down,
but it actually makes a more profound prediction: If this much
of our theory of English sentences is right, then anything that
can be a noun phrase subject can also be a noun phrase
object. This is not just making our notation more compact,
but it is a substantive addition to the theory.
9. Compacting the notation
■ There are some further ways we can consolidate
our theory of English sentences by using some
common notational tools.
■ X is optional: (X)
■ Either Y or Z: {Y/Z}
■ Thus:
■ [Sentence NP Verb (NP) ]
■ [NP {the/a} Noun ]
■ Unlike our introduction of a separate schema for NP, this
change is not a substantive change to our theory of English
sentences, it is just a shorthand for the same theory.
10. The grumpy cat
■ As a demonstration of the benefit of introducing
a separate NP schema, consider:
■ The grumpy cat chased the unhappy dog.
■ How can we extend our theory of English
sentences to allow for this sentence? What other
word sequences are predicted to be English
sentences? Are they?
11. Now, what are we doing?
■ Ok, so we have the beginnings of a theory of English
sentences. But what is it?
■ As we’ve developed it, it is a description of sentences of English,
what we might need if we wanted to program a computer to produce
English sentences.
■ But it is also a subset of what English speakers know
about English.
■ You may or may not have previously thought about the fact that
subjects precede verbs and objects follow verbs (or the analog in
your native language), but you knew it nevertheless. You could
identify sequences of words that did not have this property as not
being part of your language, but it’s tacit knowledge. As such, we
have to study this knowledge indirectly, based on what are judged to
be valid sentences and what aren’t.
12. What English speakers
know about English
■ An English speaker has a complex system of
knowledge that allows him/her to distinguish
between sentences of English and non-
sentences of English. We’ll refer to this system
as a grammar. At its simplest, a grammar is a
means of deciding whether a sequence of words
is grammatical (e.g., a sentence of English) or
not. We’re studying the properties of that
system.
■ It’s not always obvious what it is that is wrong with non-
sentences, but still the judgments (intuitions) are clear.
13. Types of (un)acceptability
■ *Big that under staple run the jump swim.
■ *The dog are snoring.
■ These are ungrammatical—there is a problem with their
form, they are not English. We write * to indicate this.
■ My toothbrush is pregnant again.
■ This is nonsensical, given our knowledge about the world
(not about English), but it is grammatical.
■ As I knitted the sock The horse raced
fell to the floor. past the barn fell.
■ The rat the cat the dog chased caught escaped
adeptly.
■ These are interestingly difficult to parse but once you “get
it,” they are fine (if clumsy) sentences of English.
14. Parentheses and optionality
■ In describing data, people will often use the (), {}
shorthand notation to indicate optionality or options:
■ Pat (quickly) ran to the bank.
■ Pat ran to the bank. Pat quickly ran to the bank.
■ Pat washed (*quickly) the asparagus.
■ Pat washed the asparagus. *Pat washed quickly the asparagus.
■ The dish ran away with *(the) spoon.
■ The dish ran away with the spoon.
■ *The dish ran away with spoon.
■ The cat chased {a/the} dog.
■ The cat chased a dog.The cat chased the dog.
15. Ambiguity and stars
■ Sentences can be ambiguous.
■ I sat by the bank.
■ Sometimes we might have reason to expect
ambiguity that is not there, which is also
indicated using *, on a disambiguating
continuation.
■ How did John say Mary fixed the car?
■ With a wrench.
■ In a high-pitched voice.
■ How did John ask if Mary fixed the car?
■ *With a wrench.
■ In a high-pitched voice.
16. Knowledge of language is
actually really complicated
■ Bill told her mother that Mary is a genius.
■ Bill told her that Mary is a genius.
■ I told Mary that Pat gave a book to me.
■ Who did I tell that Pat gave a book to me?
■ *Who did I tell Mary that gave a book to me?
■ Who did I tell Mary that Pat gave a book to?
■ I loaned Mary the book Pat gave me.
■ Who did I loan the book Pat gave me?
■ *Who did I loan Mary the book gave me?
■ *Who did I loan Mary the book Pat gave?
17. How do people know this?
■ All native speakers of English know this.
■ Little kids weren’t told these rules (or
punished for violating them)…
■ “You can’t question a subject in a
complement embedded with that”
■ “You can’t use a proper name as an object if
the subject is co-referential.”
18. Two questions
■ What do people know about their
language?
■ Including things we know “unconsciously”
■ How do people come to know it?
■ Tricky question for things that we don’t know
we know.
19. Systematicity
■ What people eventually end up with is a system with
which they can produce (and rate) sentences. A
grammar.
■ Even if you’ve never heard these before, you know
which one is “English” and which one isn’t:
■ Eight very lazy elephants drank brandy.
■ Eight elephants very lazy brandy drank,
■ Kids say wugs.
20. Positive and negative evidence
■ Adults know if a given sentence S is
grammatical or ungrammatical. This is part of
the knowledge kids gain through language
acquisition.
■ Kids hear grammatical sentences
(positive evidence)
■ Kids are not generally told which sentences are
ungrammatical
(no negative evidence)
21. Positive and negative evidence
■ One of the striking things about child language is
how few errors they actually make.
■ For negative feedback to work, the kids have to
make the errors (so that it can get the negative
response).
■ But they don’t make the errors.
■ (Kids do make errors, but not of the kind that one
might expect if they were just trying to extract
patterns from the language data they hear)
22. Poverty of the stimulus
■ What is the next number in this sequence?
■ 1, 2, 3, __
■ How do you form a yes-no question?
■ Pat will leave.
■ Will Pat leave?
■ The book that you were reading was good.
■ *Book the that you were reading was good?
■ *Were the book that you reading was good?
■ Was the book that you were reading good?
23. The “Language instinct”
■ The linguistic capacity is part of being human.
■ Like having two arms, ten fingers, a vision
system, humans have a language faculty.
■ The language faculty (tightly) constrains what
kinds of languages a child can learn.
■ =“Universal Grammar” (UG).
24. But languages differ
■ English, French: Subject Verb Object (SVO)
■ John ate an apple.
■ Pierre a mangé une pomme.
■ Japanese, Korean: Subject Object Verb (SOV)
■ Taroo-wa ringo-o tabeta.
■ Chelswu-ka sakwa-lul mekessta.
■ Irish, Arabic (VSO), Malagasy (VOS), …
25. But languages differ
■ English: Adverbs before verbs
■ Mary quickly eats an apple.
■ (also: Mary ate an apple quickly)
■ *Mary eats quickly an apple.
■ French: Adverbs after verbs
■ Geneviève mange rapidement une pomme.
■ *Geneviève rapidement mange une pomme.
26. Parameters
■ We can categorize languages in terms of their
word order: SVO, SOV, VSO.
■ This is a parameter by which languages differ.
■ The dominant formal theory of first language
acquisition holds that children have access to a
set of parameters by which languages can differ;
acquisition is the process of setting those
parameters.
■ What are the parameters?
■ What are the “universal” principles of grammar?
27. The enterprise
■ The data we will primarily be concerned with are
native speaker intuitions.
■ Native speakers, faced with a sentence S, know
whether the sentence S is part of their language
or isn’t. These intuitions are highly systematic.
■ We want to uncover the system (which is
unconscious knowledge) behind the intuitions of
native speakers—their knowledge of language.
28. I-language
■ We are studying the system behind one person’s
pattern of intuitions.
■ Speakers growing up in the same community have
very similar knowledge, but language is an
individual thing (“I-language”).
■ One doesn’t need to ask the académie française whether
Geneviève rapidement mange une pomme is a sentence of
French. One knows.
■ I-languages of a community is can be
characterized, but it is external to the speaker (“E-
language”), not any one person’s knowledge, a
generalization over many people’s I-languages.
■ For example, Parisian French.
29. Competence
■ We are also concerned with what a person
knows—what characterizes a person’s language
competence. We are in general not concerned
here with how a person ends up using this
knowledge (performance).
■ You still have your language competence when you are
sleeping, in the absence of any performance. Being
drunk doesn’t make one think “bought some John
coffee” is English, though perhaps one might say it.
30. Prescriptive rules
■ Another thing we need to be cautious of
are prescriptive rules. Often prescriptive
rules of “good grammar” turn out to be
impositions on our native grammar which
run counter to our native competence.
■ After all, why did they need to be rules in
the first place?
31. Prescriptive rules
■ Prepositions are things you don’t end a
sentence with.
■ It is important to religiously avoid splitting
infinitives.
■ Remember: Capitalize the first word after a
colon.
■ Don’t be so immodest as to say I and John
left; say John and I left instead.
■ Impact is not a verb.
■ The book which you just bought is offensive.
32. Prescriptive rules
■ When making grammaticality judgments (or
when asking others to make grammaticality
judgments), we must do our best to factor out
prescriptive rules (learned explicitly, e.g., in
school).
■ We’re not interested in studying the prescriptive
rules; we could just look them up, and it isn’t likely to
tell us anything deep about the makeup of the human
mind. They’re really just a “secret handshake,”
allowing educated people to detect one another.
33. Syntax as science
■ Syntax, as practiced here, is a scientific
enterprise. This means, in particular,
approaching syntax using the scientific method.
■ Step 1: Gather observations (data)
■ Step 2: Make generalizations
■ Step 3: Form hypotheses
■ Step 4: Test predictions made by these
hypotheses, returning to step 1.
34. Syntax as science
■ This is pretty much the way other scientific
disciplines work… biology, chemistry, physics.
■ We may start out with a kind of “folk
understanding” of a field.
■ For example, you push something and it moves. You
stop pushing, and it stops. The sun revolves around the
earth from East to West, followed by the moon. Water
is a basic element, like fire. Whales are very big fish,
like dolphins, or tuna, but bigger.
■ Ockham’s Razor: posit as few concepts and
relations as we can get away with. A leaner
theory is a better theory. A more easily falsifiable
theory is a better theory too.
35. Levels of adequacy
■ If our hypotheses can predict the existence of the
grammatical sentences in a corpus (a set of
grammatical sentences), it is observationally
adequate.
■ Note: the grammar described by “some number of words appear
in some order” is observationally adequate, for pretty much any
language. This is not a very difficult or satisfying level of
adequacy to reach. Nor is it disprovable, but it hasn’t really
advanced our understanding of the world.
■ If our hypotheses can predict the native-speaker
intuitions about which sentences are grammatical
and which are ungrammatical, it is descriptively
adequate.
36. Levels of adequacy
■ If we can take a descriptively adequate set of
hypotheses one step further and account not
only for the native speaker judgments but also
for how children come to have these judgments,
our hypotheses are explanatorily adequate.
■ It’s this last level that we are hoping to achieve.
■ Basic principles
■ Parameters of variation
■ How to set the parameters from child’s input
37. Infinite use of finite means
■ English has an infinite number of sentences. Any
natural language does.
■ John said that English has an infinite number of sentences.
■ Mary said that John said that English has an infinite number of sentences.
■ Pat said that Mary said that John said that English has an infinite number of sentences.
■ Tracy said that Pat said that Mary said that John said that English has an infinite number of sentences.
■ Chris said that Tracy said that Pat said that Mary said that John said that English has an infinite number of sentences.
■ If S is a sentence and N is a name,
N said that S is also a sentence.
■ S → N said that S
■ Some of the earliest work in grammatical theory was
done by trying to state rules of this form, the goal
being to generate the sentences of a language.
38. Of the past and the future
■ Serious scientific study of sentence
structure of this kind generally began in
the 50’s, driven to a large extent by the
work of Noam Chomsky.
■ It’s now half a century later, and we have
learned a lot about how syntax works.
39. Of the past and the future
■ Progress was incremental, and often required
revising our assumptions about how sentences
are really put together.
■ Data was examined, generalizations were
arrived at, hypotheses were formed, predictions
were tested—and often led to revisions of the
generalizations and the hypotheses, and so
forth.
40. Of the past and the future
■ Two goals of the class:
■ Think like a syntactician.
■ Be able to read (relatively recent) books,
articles, etc. about syntax.
■ It’s not really enough to just know what
people concluded, we need to understand
why they concluded what they did.
41. Some milestones
■ Until about the mid-70’s, phrase structure rules.
S → NP VP VP → V (NP)
■ Mid-70’s, X-Bar Theory (a generalization about
what are possible PSRs).
■ In the 80’s, a fairly significant shift to
Government and Binding Theory (viewing
grammar a little less like a computer program).
Very productive.
■ In the 90’s, another shift to the Minimalist
Program (an attempt at simplification, as well as
a change in philosophy).