The document describes a Japanese language lesson where the teacher proposed adjusting the classroom environment based on student feedback. When the lesson started, the blinds were open and it was too bright. The teacher asked "shall I close the blinds?" After closing the blinds, it became too dark, so the teacher asked "shall I turn on the lights?" However, then the room became too hot, so the teacher asked "shall I turn on the air conditioning?" The document explains that ~ましょうか means "shall I/let me ~" and is used to offer assistance to someone.
sendai earthquake: my friend (not me) giving an account of earthquake in sendaikidethnic
1. The document describes a teacher's experience during the 2011 Tōhoku earthquake and tsunami in Japan, including evacuating students to the school grounds as the earthquake hit and supervising them overnight as they waited for the tsunami.
2. They rationed food and water and kept warm using kerosene stoves as the city lost power and water. More evacuees arrived at the school gym each day as conditions deteriorated elsewhere.
3. After a few days, the teacher helped access the school's water reserves and scoured the neighborhood for additional food and supplies as the city became a "ghost town." They counted themselves lucky to have survived as news came of the damage elsewhere.
The document provides examples of position words in Japanese used to describe the location of various objects. It lists common objects and their Japanese translations, such as "glasses" and "table." It then gives example sentences using position words like "on," "under," "in," and "behind" to state where each object is located. The document concludes by providing additional Japanese words for common objects and asking the reader to use position words to ask and answer questions about the location of those objects.
This document provides notes on using counters in Japanese grammar. It explains that different counters are used for different types of items, and that counters typically come after the number and item being counted, rather than before. It introduces the counters mai for counting pieces of clothing, hon for counting bottles, and kai for counting floors of a building. It also notes the traditional Japanese way of counting small items without a counter by using words like hitotsu for one and futatsu for two up to ten.
The document explains how to use verbs in Japanese to express going, coming, or returning somewhere to do something. It gives the formula of using the masu-stem of a verb followed by ni ikimasu (to go), ni kimasu (to come), or ni kaerimasu (to return). Examples are provided to illustrate going to eat lunch, coming to eat lunch, and returning to eat lunch.
The document describes a Japanese language lesson where the teacher proposed adjusting the classroom environment based on student feedback. When the lesson started, the blinds were open and it was too bright. The teacher asked "shall I close the blinds?" After closing the blinds, it became too dark, so the teacher asked "shall I turn on the lights?" However, then the room became too hot, so the teacher asked "shall I turn on the air conditioning?" The document explains that ~ましょうか means "shall I/let me ~" and is used to offer assistance to someone.
sendai earthquake: my friend (not me) giving an account of earthquake in sendaikidethnic
1. The document describes a teacher's experience during the 2011 Tōhoku earthquake and tsunami in Japan, including evacuating students to the school grounds as the earthquake hit and supervising them overnight as they waited for the tsunami.
2. They rationed food and water and kept warm using kerosene stoves as the city lost power and water. More evacuees arrived at the school gym each day as conditions deteriorated elsewhere.
3. After a few days, the teacher helped access the school's water reserves and scoured the neighborhood for additional food and supplies as the city became a "ghost town." They counted themselves lucky to have survived as news came of the damage elsewhere.
The document provides examples of position words in Japanese used to describe the location of various objects. It lists common objects and their Japanese translations, such as "glasses" and "table." It then gives example sentences using position words like "on," "under," "in," and "behind" to state where each object is located. The document concludes by providing additional Japanese words for common objects and asking the reader to use position words to ask and answer questions about the location of those objects.
This document provides notes on using counters in Japanese grammar. It explains that different counters are used for different types of items, and that counters typically come after the number and item being counted, rather than before. It introduces the counters mai for counting pieces of clothing, hon for counting bottles, and kai for counting floors of a building. It also notes the traditional Japanese way of counting small items without a counter by using words like hitotsu for one and futatsu for two up to ten.
The document explains how to use verbs in Japanese to express going, coming, or returning somewhere to do something. It gives the formula of using the masu-stem of a verb followed by ni ikimasu (to go), ni kimasu (to come), or ni kaerimasu (to return). Examples are provided to illustrate going to eat lunch, coming to eat lunch, and returning to eat lunch.
This lesson discusses the difference between "ni ikimasu" and "te kimasu" in Japanese. "Ni ikimasu" means going to do something but does not imply coming back, while "te kimasu" implies going to do something and then returning. The document provides examples of using each expression and instructs students to practice describing pictures using both patterns.
1. The lesson discusses routine activities and how to express them in Japanese using affirmative verbs in the present form. Some examples of routine activities given are jogging every evening and drinking coffee every morning.
2. To say something is done regularly, attach "mai" meaning "every" to time expressions like parts of the day, days of the week, months, or years. For example, "maiban" means "every evening".
3. The document provides exercises to describe people's routine activities using the patterns discussed, such as "drink coffee every morning" and "go to the hospital every Tuesday".
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
1. The document discusses the verbs "agemasu" (to give) and "moraimasu" (to receive) in Japanese and their proper usage.
2. "Agemasu" is used when someone is giving an object to another person. "Moraimasu" is used when someone is receiving an object from another.
3. Examples are provided to demonstrate how to use these verbs correctly based on who is the giver and receiver in a situation. Questions are also provided to ask about who gave/received what from whom.
- In Japanese, numbers between 1,000-9,000 are read as "sen" rather than using "thousand". So 1,000 is "sen" and there is no word for "ten thousand".
- Numbers between 10,000-9,990,000 are read by adding the digit name "man" after the place value. So 10,000 is "ichiman".
- Larger numbers between 100,000,000-99,900,000,000 add the digit name "oku" after "man". So 100,000,000 is "ichiouku".
Lesson 3 asking & telling time in Japanese grammar_2Accura Kurosawa
This document provides instructions for telling and asking times in Japanese. It explains how to add counters like "ji" and "fun"/"ppun" to express clock times and minutes. For example, 3 o'clock is "san-ji" and 5 minutes is "go fun". It also covers asking times by saying "nan-ji desuka" and telling A.M. and P.M. times. Additionally, it discusses how to ask and tell times for locations, businesses, and events by adding words like "kara" (from) and "made" (until).
JBP-1/Lesson 7.
Handout drill 5 guidance.
This drill 5 of the handout seems to be a little confusing when you replace each given time expression to other expression as in the example.
Here's the guidance how you should go about it.
1. The Japanese grammar point "~te imasu" can indicate either an action in progress or a past event that is still connected to the present.
2. Verbs are classified into those that describe continuous states, activities that last over time, or instantaneous changes. When the "te-form" of an activity or change verb is followed by "imasu", it describes an action in progress or a current state resulting from a past change.
3. Examples are given of common verbs used with "~te imasu" to express things like possessions, knowledge, physical attributes, clothing, residence, and employment. Verbs of motion like "ikimasu" indicate a current location when used with
This lesson discusses the difference between "ni ikimasu" and "te kimasu" in Japanese. "Ni ikimasu" means going to do something but does not imply coming back, while "te kimasu" implies going to do something and then returning. The document provides examples of using each expression and instructs students to practice describing pictures using both patterns.
1. The lesson discusses routine activities and how to express them in Japanese using affirmative verbs in the present form. Some examples of routine activities given are jogging every evening and drinking coffee every morning.
2. To say something is done regularly, attach "mai" meaning "every" to time expressions like parts of the day, days of the week, months, or years. For example, "maiban" means "every evening".
3. The document provides exercises to describe people's routine activities using the patterns discussed, such as "drink coffee every morning" and "go to the hospital every Tuesday".
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
1. The document discusses the verbs "agemasu" (to give) and "moraimasu" (to receive) in Japanese and their proper usage.
2. "Agemasu" is used when someone is giving an object to another person. "Moraimasu" is used when someone is receiving an object from another.
3. Examples are provided to demonstrate how to use these verbs correctly based on who is the giver and receiver in a situation. Questions are also provided to ask about who gave/received what from whom.
- In Japanese, numbers between 1,000-9,000 are read as "sen" rather than using "thousand". So 1,000 is "sen" and there is no word for "ten thousand".
- Numbers between 10,000-9,990,000 are read by adding the digit name "man" after the place value. So 10,000 is "ichiman".
- Larger numbers between 100,000,000-99,900,000,000 add the digit name "oku" after "man". So 100,000,000 is "ichiouku".
Lesson 3 asking & telling time in Japanese grammar_2Accura Kurosawa
This document provides instructions for telling and asking times in Japanese. It explains how to add counters like "ji" and "fun"/"ppun" to express clock times and minutes. For example, 3 o'clock is "san-ji" and 5 minutes is "go fun". It also covers asking times by saying "nan-ji desuka" and telling A.M. and P.M. times. Additionally, it discusses how to ask and tell times for locations, businesses, and events by adding words like "kara" (from) and "made" (until).
JBP-1/Lesson 7.
Handout drill 5 guidance.
This drill 5 of the handout seems to be a little confusing when you replace each given time expression to other expression as in the example.
Here's the guidance how you should go about it.
1. The Japanese grammar point "~te imasu" can indicate either an action in progress or a past event that is still connected to the present.
2. Verbs are classified into those that describe continuous states, activities that last over time, or instantaneous changes. When the "te-form" of an activity or change verb is followed by "imasu", it describes an action in progress or a current state resulting from a past change.
3. Examples are given of common verbs used with "~te imasu" to express things like possessions, knowledge, physical attributes, clothing, residence, and employment. Verbs of motion like "ikimasu" indicate a current location when used with
This document repeats the phrase "KANJI LOOK & LEARN < L1 >" seven times, suggesting it is providing instructions to look at and learn kanji at a basic level 1 proficiency through repetition of the phrase and characters.
This document appears to be a workbook for Lesson 1 of JBP-2, as it is titled "JBP-2/ Lesson 1 Workbook" repeated multiple times. The workbook likely contains exercises or activities for students to complete to learn the material from Lesson 1 of whatever JBP-2 is referring to.
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.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"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!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
3. ∼ましょうか/∼ mashouka
∼ましょうか/∼ mashouka
Here s the introduction of the lesson
When we started the lesson, the blinds of windows in the classroom was all opened and
When we started the lesson, the blinds
it was glaring. So I proposed to students as ;
of windows in the classroom were all
せんせい:ブラインドを しめましょうか。 Shall I close the blinds?
sensei buraindo o shime mashouka
opened and it was glaring.
After all blinds were closed the room became dark and we could hardly see each other.
(oops, it s exaggerated a bit. . . )
せんせい: でんきを つけましょうか。 Shall I turn the lights on?
sensei denki o tsuke mashouka
Then the room became fairly bright, but we found the room was too hot.
So how would you propose to make
せんせい: エアコンを つけましょうか。 Shall I turn the AC on?
あついです
sensei eyakon o tsuke mashouka
the room in fairly brightness?
In Lesson 15 we learned ∼ましょうか meaning let s ∼ . ∼ましょうか is also used in the sense of
mashouka mashouka
let me do something for someone in offering/proposing assistance.
Vocabulary ブラインド = blinds でんき = lights エアコン = AC(air conditioning)
buraindo denki eyakon
しめます = to close/shut つけます = to turn lights, TV, radio, and most of electric devices
shimemasu tsukemasu
15. ∼ましょうか/∼ mashouka
∼ましょうか/∼ mashouka
introduction of the lesson
Here s the introduction of the lesson
we started the lesson, the blinds of windows in the classroom was all opened and
When we started the lesson, the blinds of windows in the classroom was all opened and
it was glaring. So II proposed to students as ;;
glaring. So proposed to students as
せんせい:ブラインドを しめましょうか。 Shall II close the blinds?
せんせい:ブラインドを しめましょうか。 Shall close the blinds?
sensei
sensei buraindo o shime mashouka
buraindo o shime mashouka
After all blinds were closed the room became dark and we could hardly see each other.
all blinds were closed the room became dark and we could hardly see each other.
(oops, it s exaggerated a bit. .. .. ))
(oops, it s exaggerated a bit.
せんせい: でんきを つけましょうか。 Shall II turn the lights on?
せんせい: でんきを つけましょうか。 Shall turn the lights on?
sensei
sensei denki o tsuke mashouka
denki o tsuke mashouka
Then the room became fairly bright, but we found the room was too hot.
the room became fairly bright, but we found the room was too hot.
せんせい: エアコンを つけましょうか。 Shall II turn the AC on?
せんせい: エアコンを つけましょうか。 Shall turn the AC on?
sensei
sensei eyakon o tsuke mashouka
eyakon o tsuke mashouka
あついです
あついです
In Lesson 15 we learned ∼ましょうか meaning let s ∼ .. ∼ましょうか is also used in the sense of
learned ∼ましょうか meaning let s ∼ ∼ましょうか is also used in the sense of
mashouka
mashouka mashouka
mashouka
let me do something for someone in offering/proposing assistance.
something for someone in offering/proposing assistance.
Vocabulary ブラインド = blinds
ブラインド = blinds でんき = lights
でんき = lights エアコン = AC(air conditioning)
エアコン = AC(air conditioning)
buraindo
buraindo denki
denki eyakon
eyakon
しめます = to close/shut
しめます = to close/shut つけます = to turn lights, TV, radio, and most of electric devices
つけます = to turn lights, TV, radio, and most of electric devices
shimemasu
shimemasu tsukemasu
tsukemasu