The document discusses the imperative form in German and how it changes based on whether you are addressing one person informally, a group informally, or one or more people formally. For the informal singular "du" form, the verb stem is used for regular verbs but irregular verbs keep the vowel change. For the plural "ihr" form, the pronoun is dropped. For the polite singular/plural "Sie" form, the verb is put in the front. Examples are provided of forming imperatives from phrases using different verbs and pronouns. An exercise is assigned for students to practice forming imperatives.
The document discusses the imperative form in German and how it changes based on whether you are addressing one person informally, a group informally, or one or more people formally. For the informal singular "du" form, the verb stem is used for regular verbs but irregular verbs keep the vowel change. For the plural "ihr" form, the pronoun is dropped. For the polite singular/plural "Sie" form, the verb is put in the front. Examples are provided of forming imperatives from phrases using different verbs and pronouns. An exercise is assigned for students to practice forming imperatives.
In this video you will learn adverb in Urdu.Learn rules of adverb ?What is an adverb?
This part of speech play many important role in English Grammar.When you should learn what kind of words is it.
In this basic English grammar lesson in Hindi and Urdu.Learn to identify adverb.
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The document discusses Spanish verb conjugation. It explains that in Spanish, verbs change endings depending on the subject pronoun, unlike in English where verbs typically do not change form. It provides examples of regular verb conjugations using the -ar, -er, and -ir verbs hablar, aprender, and partir. The summary outlines the basic steps for conjugating regular Spanish verbs by removing the infinitive ending to find the stem, and adding the correct ending for the subject pronoun.
The document discusses the present simple and present continuous tenses in English. It provides examples of how each is used, including for habitual actions, permanent situations, incomplete or ongoing actions, and temporary situations. It also covers the formation of affirmative, negative and interrogative sentences in both tenses, including conjugations of common verbs. Key rules and examples are given for constructing sentences correctly in the present simple and present continuous.
This document provides an overview of verbs in Spanish. It defines what a verb and infinitive are, and explains that Spanish infinitives end in "-ar", "-er", or "-ir". It describes the components of a Spanish infinitive as the stem and ending. It also outlines the conjugation of regular verbs by dropping the infinitive ending and adding a new ending based on subject and tense. Specifically, it provides the present indicative tense endings for "-ar", "-er", and "-ir" verbs. It notes there are 14 verb tenses in Spanish, divided between 7 simple and 7 compound tenses, and emphasizes the importance of mastering the present indicative tense.
The document provides information and examples about using the present perfect tense in English. It discusses using the present perfect for actions that began in the past and continue in the present, and how it does not specify a time frame. Examples are given for the affirmative, interrogative, and negative forms. Short answers and uses involving periods of time, adverbs, and questions are also covered. The present perfect continuous tense is then explained along with examples of its use. Finally, some verbs that change meaning between the -ing and infinitive forms are listed.
This document provides instruction on conjugating regular -re verbs in French present tense. It begins by stating there are 5 main types of French verbs, including -re verbs which are the third most common. Examples of -re verbs like vendre, répondre, and perdre are given. The lesson explains that the infinitive form of an -re verb ends in -re, while the stem or radical is the verb without this ending. Different endings are then added to the verb stem based on subject to conjugate the verb. Lists of -re verbs and practice sentences to conjugate -re verbs in present tense are provided.
The document discusses the imperative form in German and how it changes based on whether you are addressing one person informally, a group informally, or one or more people formally. For the informal singular "du" form, the verb stem is used for regular verbs but irregular verbs keep the vowel change. For the plural "ihr" form, the pronoun is dropped. For the polite singular/plural "Sie" form, the verb is put in the front. Examples are provided of forming imperatives from phrases using different verbs and pronouns. An exercise is assigned for students to practice forming imperatives.
The document discusses the imperative form in German and how it changes based on whether you are addressing one person informally, a group informally, or one or more people formally. For the informal singular "du" form, the verb stem is used for regular verbs but irregular verbs keep the vowel change. For the plural "ihr" form, the pronoun is dropped. For the polite singular/plural "Sie" form, the verb is put in the front. Examples are provided of forming imperatives from phrases using different verbs and pronouns. An exercise is assigned for students to practice forming imperatives.
In this video you will learn adverb in Urdu.Learn rules of adverb ?What is an adverb?
This part of speech play many important role in English Grammar.When you should learn what kind of words is it.
In this basic English grammar lesson in Hindi and Urdu.Learn to identify adverb.
http://www.dailymotion.com/kidslearningpoint
https://www.facebook.com/kidslearningpoint/
http://kidslearningpoint.xyz/
The document discusses Spanish verb conjugation. It explains that in Spanish, verbs change endings depending on the subject pronoun, unlike in English where verbs typically do not change form. It provides examples of regular verb conjugations using the -ar, -er, and -ir verbs hablar, aprender, and partir. The summary outlines the basic steps for conjugating regular Spanish verbs by removing the infinitive ending to find the stem, and adding the correct ending for the subject pronoun.
The document discusses the present simple and present continuous tenses in English. It provides examples of how each is used, including for habitual actions, permanent situations, incomplete or ongoing actions, and temporary situations. It also covers the formation of affirmative, negative and interrogative sentences in both tenses, including conjugations of common verbs. Key rules and examples are given for constructing sentences correctly in the present simple and present continuous.
This document provides an overview of verbs in Spanish. It defines what a verb and infinitive are, and explains that Spanish infinitives end in "-ar", "-er", or "-ir". It describes the components of a Spanish infinitive as the stem and ending. It also outlines the conjugation of regular verbs by dropping the infinitive ending and adding a new ending based on subject and tense. Specifically, it provides the present indicative tense endings for "-ar", "-er", and "-ir" verbs. It notes there are 14 verb tenses in Spanish, divided between 7 simple and 7 compound tenses, and emphasizes the importance of mastering the present indicative tense.
The document provides information and examples about using the present perfect tense in English. It discusses using the present perfect for actions that began in the past and continue in the present, and how it does not specify a time frame. Examples are given for the affirmative, interrogative, and negative forms. Short answers and uses involving periods of time, adverbs, and questions are also covered. The present perfect continuous tense is then explained along with examples of its use. Finally, some verbs that change meaning between the -ing and infinitive forms are listed.
This document provides instruction on conjugating regular -re verbs in French present tense. It begins by stating there are 5 main types of French verbs, including -re verbs which are the third most common. Examples of -re verbs like vendre, répondre, and perdre are given. The lesson explains that the infinitive form of an -re verb ends in -re, while the stem or radical is the verb without this ending. Different endings are then added to the verb stem based on subject to conjugate the verb. Lists of -re verbs and practice sentences to conjugate -re verbs in present tense are provided.
This document discusses verb conjugation in French. It explains that in French, verbs change endings depending on the subject pronoun, unlike in English where verbs typically do not change form. It outlines the steps for conjugating a French verb, which involves removing the infinitive ending to get the verb stem, then adding the correct ending for each pronoun. As an example, it fully conjugates the regular -ER verb "parler" (to speak) in the present tense.
The document discusses different types of adverbs including manner, place, time, frequency, purpose, quantity/degree, and affirmation/negation. It provides examples for each type of adverb and notes that many adverbs are formed by adding "-ly" to adjectives. The document also includes an exercise asking the reader to fill in blanks with appropriate adverbs.
The document discusses the present simple and present continuous tenses in English verbs. It provides examples of how to use each tense in affirmative, negative, and interrogative sentences. The present simple is used to describe general truths, habitual actions, and permanent situations. The present continuous is used for actions happening around the present moment, actions that are not completed, or temporary situations. Examples are given of constructing sentences in the present simple and present continuous using subjects like I/you/we and he/she/it.
This document discusses the conjugation of regular -er and -ir verbs in Spanish. It explains that -er verbs are conjugated like -ar verbs, except with an 'e' instead of an 'a' in the endings. -Ir verbs are conjugated like -er verbs, except the nosotros and vosotros forms use -imos and -ís instead of -emos and -éis. In summary, the document outlines the conjugations of regular -er and -ir verbs in Spanish and the differences between their endings and those of -ar verbs.
Adverbs can describe verbs, adjectives, or other adverbs by indicating when, how long, or how often an action occurs. For example, the adverb "quickly" describes how the subject ate lunch, "soon" describes when the subject displayed her work, and "there" describes where the subject's keys hung.
1. The document discusses the simple present and present progressive tenses in English. It provides examples of how each is used and explains the differences between them.
2. The simple present is used to describe habitual or repeated actions, general truths, and schedules. It uses the base form of the verb. The present progressive expresses an action that is ongoing or in progress at the time of speaking. It uses the verb "be" plus the "-ing" form of the main verb.
3. The document also covers frequency adverbs, subject-verb agreement, regular and irregular verbs, short answers, and non-action verbs in the simple present and present progressive tenses.
This document discusses how to conjugate French verbs ending in -ir. Many follow a regular pattern where you drop the -ir ending and add suffixes. Some -ir verbs are irregular and must be memorized individually, like sortir and partir. Verbs like ouvrir conjugate like regular -er verbs. The document emphasizes that practice is needed to learn French verb conjugations.
The document discusses how to conjugate "ar" verbs in Spanish. It explains that you remove the "ar" ending from the stem and add different endings depending on the subject pronoun. It provides examples of full conjugations for different verbs and their English translations.
This document provides instruction on conjugating regular -ER verbs in French present tense. It lists common -ER verbs like parler (to speak), chanter (to sing), and nager (to swim) and their infinitive stems. The rules for forming the present tense of -ER verbs are explained, including dropping the -ER from the infinitive and adding appropriate endings for each subject. Examples are given for affirmative, negative, and interrogative sentences. A short dialogue demonstrates using -ER verbs in context. Additional online resources on -ER verb conjugation are also listed.
This document provides instructions for assembling an ER verb conjugation kit. It discusses the key components needed which are the infinitive, stem, subject, and ending. Examples are provided to demonstrate how to conjugate regular ER verbs like parler, jouer, and habiter for different subjects. Links are included to additional online exercises and resources to practice conjugating verbs. The goal is to build a strong foundation in conjugating ER verbs before moving on to more advanced projects.
This document discusses the fundamental parts of Spanish verbs, including verbs in the present tense. It covers the infinitive, ending, and stem of Spanish verbs. The infinitive is the basic unconjugated form ending in "r". The ending is the last two letters of the infinitive. The stem is what is left after removing the ending. It provides examples of regular -ar verbs and explains how to conjugate them by using the stem and applying emphasis to different vowels. It also discusses how the present tense can be used to express present, ongoing, and future actions in Spanish.
This document provides instruction on conjugating regular -ir verbs in French. It lists common -ir verbs like finir, choisir, and remplir. It explains that the infinitive form ends in -ir, while the stem is the verb without that ending. Different endings are added to the stem depending on subject to conjugate the verb. Examples are given to conjugate regular -ir verbs in the present tense. Students are then asked to practice conjugating -ir verbs in sentences.
1. The document discusses the infinitive and present tense of French verbs.
2. It explains the conjugation patterns for regular -er, -ir, and -re verbs in the present tense, including removing the infinitive ending and adding the correct pronoun ending.
3. Some irregular verbs like avoir, être, aller, and faire are also discussed along with needing to learn their forms by heart.
This document provides an outline for the contents of a grammar book for the second semester. It includes sections on topics like the conditional and irregular verbs, various tenses like the present perfect and past perfect, commands, subjunctive mood, impersonal "se", conjunctions, and more. Each section provides a brief overview of the topic covered in 2-3 sentences.
Class six english 2nd paper present continuous tense (2)Cambriannews
This document provides lesson materials for a 40-minute English class on the present continuous tense for 6th grade students. It includes objectives to practice structures, speaking, reading and writing skills using the present continuous tense. It provides examples of affirmative, negative and interrogative sentences. Students will complete exercises to identify examples, write sentences based on pictures, and write homework sentences describing what people are doing at home using the present continuous tense.
The document provides notes on present tense -ar verbs in Spanish. It includes the subject pronouns, explanations of verbs and conjugations, examples of conjugating common -ar verbs like hablar, terminar and llevar. It provides practice conjugating verbs and translating sentences into Spanish. Students are instructed to review the notes, do exercises in their notes, complete a worksheet for tomorrow and ask any questions.
4 the present tense of regular ar verbsLaura Riddle
The document discusses the basic parts of Spanish verbs in the present tense. It explains that verbs have an infinitive form, ending, and stem. The infinitive is the basic unconjugated form ending in "ar", "er", or "ir". Removing the last two letters leaves the stem. Regular -ar verbs are then conjugated by adding endings to the stem according to subject pronouns like yo, tú, él/ella. Examples like "hablar" are provided to demonstrate how the stem and emphasis change in each conjugation.
The passé composé is a past tense in French that is formed using an auxiliary verb in the present tense (usually avoir, "to have") along with the past participle of the main verb. To form the past participle, drop the last two letters of the infinitive and add appropriate endings. The passé composé can be used to express actions that occurred in the past or to express completed actions. It is conjugated differently for different subjects, with the past participle agreeing with the subject. Questions and negatives are formed by placing negative words around the auxiliary verb or inverting the subject and auxiliary verb.
This document provides instruction on using object pronouns with the past tense (passé composé) in French. It states that the object pronoun is always placed before the auxiliary verb "avoir" in the past tense. It then lists subject pronouns and object pronouns. In exercises, learners are asked to fill in missing object pronouns before the auxiliary verbs in sentences. The document prepares learners for exercises focusing on correctly placing object pronouns with the past tense.
This document provides a grammar review of Spanish subjects, verb conjugations, nouns, articles, and adjectives. It discusses:
- Spanish subjects and their abbreviations for "I, you, he, she, we, they"
- The three main types of verb endings (-ar, -er, -ir verbs) and how to conjugate them for different subjects
- How to make nouns plural by adding -s or -es depending on whether they end in a vowel or consonant
- Definite and indefinite articles and how they signify "the" or "a/an, some"
- Agreeing adjectives with nouns in gender and number by changing endings
- Ir
The document discusses the results of a study on the effects of a new drug on memory and cognitive function in older adults. The double-blind study involved giving either the new drug or a placebo to 100 volunteers aged 65-80 over a 6 month period. Testing showed those receiving the drug experienced statistically significant improvements in short-term memory retention and processing speed compared to the placebo group.
This document discusses verb conjugation in French. It explains that in French, verbs change endings depending on the subject pronoun, unlike in English where verbs typically do not change form. It outlines the steps for conjugating a French verb, which involves removing the infinitive ending to get the verb stem, then adding the correct ending for each pronoun. As an example, it fully conjugates the regular -ER verb "parler" (to speak) in the present tense.
The document discusses different types of adverbs including manner, place, time, frequency, purpose, quantity/degree, and affirmation/negation. It provides examples for each type of adverb and notes that many adverbs are formed by adding "-ly" to adjectives. The document also includes an exercise asking the reader to fill in blanks with appropriate adverbs.
The document discusses the present simple and present continuous tenses in English verbs. It provides examples of how to use each tense in affirmative, negative, and interrogative sentences. The present simple is used to describe general truths, habitual actions, and permanent situations. The present continuous is used for actions happening around the present moment, actions that are not completed, or temporary situations. Examples are given of constructing sentences in the present simple and present continuous using subjects like I/you/we and he/she/it.
This document discusses the conjugation of regular -er and -ir verbs in Spanish. It explains that -er verbs are conjugated like -ar verbs, except with an 'e' instead of an 'a' in the endings. -Ir verbs are conjugated like -er verbs, except the nosotros and vosotros forms use -imos and -ís instead of -emos and -éis. In summary, the document outlines the conjugations of regular -er and -ir verbs in Spanish and the differences between their endings and those of -ar verbs.
Adverbs can describe verbs, adjectives, or other adverbs by indicating when, how long, or how often an action occurs. For example, the adverb "quickly" describes how the subject ate lunch, "soon" describes when the subject displayed her work, and "there" describes where the subject's keys hung.
1. The document discusses the simple present and present progressive tenses in English. It provides examples of how each is used and explains the differences between them.
2. The simple present is used to describe habitual or repeated actions, general truths, and schedules. It uses the base form of the verb. The present progressive expresses an action that is ongoing or in progress at the time of speaking. It uses the verb "be" plus the "-ing" form of the main verb.
3. The document also covers frequency adverbs, subject-verb agreement, regular and irregular verbs, short answers, and non-action verbs in the simple present and present progressive tenses.
This document discusses how to conjugate French verbs ending in -ir. Many follow a regular pattern where you drop the -ir ending and add suffixes. Some -ir verbs are irregular and must be memorized individually, like sortir and partir. Verbs like ouvrir conjugate like regular -er verbs. The document emphasizes that practice is needed to learn French verb conjugations.
The document discusses how to conjugate "ar" verbs in Spanish. It explains that you remove the "ar" ending from the stem and add different endings depending on the subject pronoun. It provides examples of full conjugations for different verbs and their English translations.
This document provides instruction on conjugating regular -ER verbs in French present tense. It lists common -ER verbs like parler (to speak), chanter (to sing), and nager (to swim) and their infinitive stems. The rules for forming the present tense of -ER verbs are explained, including dropping the -ER from the infinitive and adding appropriate endings for each subject. Examples are given for affirmative, negative, and interrogative sentences. A short dialogue demonstrates using -ER verbs in context. Additional online resources on -ER verb conjugation are also listed.
This document provides instructions for assembling an ER verb conjugation kit. It discusses the key components needed which are the infinitive, stem, subject, and ending. Examples are provided to demonstrate how to conjugate regular ER verbs like parler, jouer, and habiter for different subjects. Links are included to additional online exercises and resources to practice conjugating verbs. The goal is to build a strong foundation in conjugating ER verbs before moving on to more advanced projects.
This document discusses the fundamental parts of Spanish verbs, including verbs in the present tense. It covers the infinitive, ending, and stem of Spanish verbs. The infinitive is the basic unconjugated form ending in "r". The ending is the last two letters of the infinitive. The stem is what is left after removing the ending. It provides examples of regular -ar verbs and explains how to conjugate them by using the stem and applying emphasis to different vowels. It also discusses how the present tense can be used to express present, ongoing, and future actions in Spanish.
This document provides instruction on conjugating regular -ir verbs in French. It lists common -ir verbs like finir, choisir, and remplir. It explains that the infinitive form ends in -ir, while the stem is the verb without that ending. Different endings are added to the stem depending on subject to conjugate the verb. Examples are given to conjugate regular -ir verbs in the present tense. Students are then asked to practice conjugating -ir verbs in sentences.
1. The document discusses the infinitive and present tense of French verbs.
2. It explains the conjugation patterns for regular -er, -ir, and -re verbs in the present tense, including removing the infinitive ending and adding the correct pronoun ending.
3. Some irregular verbs like avoir, être, aller, and faire are also discussed along with needing to learn their forms by heart.
This document provides an outline for the contents of a grammar book for the second semester. It includes sections on topics like the conditional and irregular verbs, various tenses like the present perfect and past perfect, commands, subjunctive mood, impersonal "se", conjunctions, and more. Each section provides a brief overview of the topic covered in 2-3 sentences.
Class six english 2nd paper present continuous tense (2)Cambriannews
This document provides lesson materials for a 40-minute English class on the present continuous tense for 6th grade students. It includes objectives to practice structures, speaking, reading and writing skills using the present continuous tense. It provides examples of affirmative, negative and interrogative sentences. Students will complete exercises to identify examples, write sentences based on pictures, and write homework sentences describing what people are doing at home using the present continuous tense.
The document provides notes on present tense -ar verbs in Spanish. It includes the subject pronouns, explanations of verbs and conjugations, examples of conjugating common -ar verbs like hablar, terminar and llevar. It provides practice conjugating verbs and translating sentences into Spanish. Students are instructed to review the notes, do exercises in their notes, complete a worksheet for tomorrow and ask any questions.
4 the present tense of regular ar verbsLaura Riddle
The document discusses the basic parts of Spanish verbs in the present tense. It explains that verbs have an infinitive form, ending, and stem. The infinitive is the basic unconjugated form ending in "ar", "er", or "ir". Removing the last two letters leaves the stem. Regular -ar verbs are then conjugated by adding endings to the stem according to subject pronouns like yo, tú, él/ella. Examples like "hablar" are provided to demonstrate how the stem and emphasis change in each conjugation.
The passé composé is a past tense in French that is formed using an auxiliary verb in the present tense (usually avoir, "to have") along with the past participle of the main verb. To form the past participle, drop the last two letters of the infinitive and add appropriate endings. The passé composé can be used to express actions that occurred in the past or to express completed actions. It is conjugated differently for different subjects, with the past participle agreeing with the subject. Questions and negatives are formed by placing negative words around the auxiliary verb or inverting the subject and auxiliary verb.
This document provides instruction on using object pronouns with the past tense (passé composé) in French. It states that the object pronoun is always placed before the auxiliary verb "avoir" in the past tense. It then lists subject pronouns and object pronouns. In exercises, learners are asked to fill in missing object pronouns before the auxiliary verbs in sentences. The document prepares learners for exercises focusing on correctly placing object pronouns with the past tense.
This document provides a grammar review of Spanish subjects, verb conjugations, nouns, articles, and adjectives. It discusses:
- Spanish subjects and their abbreviations for "I, you, he, she, we, they"
- The three main types of verb endings (-ar, -er, -ir verbs) and how to conjugate them for different subjects
- How to make nouns plural by adding -s or -es depending on whether they end in a vowel or consonant
- Definite and indefinite articles and how they signify "the" or "a/an, some"
- Agreeing adjectives with nouns in gender and number by changing endings
- Ir
The document discusses the results of a study on the effects of a new drug on memory and cognitive function in older adults. The double-blind study involved giving either the new drug or a placebo to 100 volunteers aged 65-80 over a 6 month period. Testing showed those receiving the drug experienced statistically significant improvements in short-term memory retention and processing speed compared to the placebo group.
This document discusses serverless computing and functions as a service (FaaS). It describes serverless as using cloud-based services to implement backend logic and functions that are triggered by events. Key benefits include not having to manage servers or scale infrastructure, while paying only for resources used. However, there are limitations like additional complexity, statelessness of functions, and vendor lock-in. Examples provided include using AWS Lambda for an automated video uploading/processing pipeline and faculty onboarding tasks. Programming challenges of statelessness and tooling options are also covered.
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 boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
The Generic connector in Mule allows users to configure custom endpoints and protocols by specifying them in the connector address. It provides options to configure properties like the exchange pattern, response timeout, encoding, and reconnect strategy. The connector supports configuring synchronous transformers on the request and response through its Transformers tab.
The document discusses what can be learned about audiences from film profiles. It analyzes profiles for the films Taken 3 and Jacob's Ladder. For Taken 3, it indicates the target audience is men aged 40-54 who likely enjoy Liam Neeson and genres like action films. Jacob's Ladder appeals to those aged 30-54 who have sophisticated, high-end jobs and appreciate older, sophisticated actresses like Carrie Fisher. Both films seem to attract reasonably older, democratic viewers who enjoy television and newspapers.
Many professionals wonder how to make lasting healthy changes to their diet and lifestyle that become habits. This presentation explains how to do that with small tweaks and upgrades that add up to permanent results.
Ed Anuff (Apigee), Allen Rodgers (Pearson), Drew Schweinfurth (Walgreens) dicuss how today’s business operationalizes APIs
to drive new channel strategies at I Love APIs 2015
This document provides information about an elementary school in Michalovce, Slovakia. It summarizes that the school focuses on sports like hockey and swimming with specialized classes. It also places emphasis on teaching informatics, foreign languages, and applying new teaching methods like project-based learning from an early age. The school has participated in several international eTwinning projects and has received national and European quality labels for its educational programs.
The document proposes a method for edge-preserving image decomposition using L1 fidelity with L0 gradient. It decomposes an input image into a base layer and detail layer by minimizing the L1 difference between the base layer and input, along with the L0 gradient of the base layer. This encourages sparsity of gradients in the base layer to preserve edges. The method estimates the base layer, detail layer, and other parameters using alternating minimization. It effectively removes noise and artifacts while preserving edges compared to other decomposition methods.
www.curejoy.com
The word “detox” tends to bring to mind scary-intense juice cleanses or a gluten-dairy-meat-grain-sugar-caffeine-free diet that will make you run away screaming (and hungry). But never fear—when we say “detox,” we’re talking about refocusing the mind, body, and palate on healthy, tasty, and nutritious foods. Instead of going crazy-restrictive and nixing all food groups except kale and steamed fish (not exactly a sustainable diet), let’s explore new tastes, textures, ingredients, and cooking techniques.
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Introduction to Docker - Learning containerization XP conference 2016XP Conference India
Docker containers package applications and their dependencies to run consistently regardless of environment. Containers are more lightweight than virtual machines and use fewer resources. Docker images define the components of containers. The Dockerfile defines how to build images. Docker Compose defines multi-container applications through a YAML file specifying images, networking, volumes etc.
This document provides comparisons between cultural aspects of Italy and Slovakia across several areas:
- Education systems: Italy has kindergarten, primary school, secondary school and university levels while Slovakia has kindergarten, primary school, gymnasium or vocational secondary schools, and university.
- Cuisine: Italian cuisine has influences from ancient Rome and Greece while Slovak cuisine focuses on milk, potatoes and cabbage in dishes like bryndzové halušky.
- Traditions: Both countries celebrate Christmas markets and Eve dinner, and have Palm Sunday traditions of blessing branches in church.
Getting the best out of BNI Connect by updating profiles, establishing connections, entering 1-to-1 meetings, passing referrals and testimonials, and viewing reports. Key aspects include completing profiles with details, photos, and company information; connecting with other members; recording meeting details, referrals given and received, and thank-you cards; writing testimonials for connections; and accessing personal activity and reports.
The document provides an investor overview from Curtiss-Wright for the third quarter of 2016. It discusses Curtiss-Wright's business segments, financial goals and outlook, and strategy for growth. Curtiss-Wright is a global industrial company with approximately $2.15 billion in estimated 2016 sales and leadership positions in aerospace, defense, and industrial markets. It aims for top quartile performance through 3-5% organic sales growth, over 14% operating margin, and strong free cash flow generation.
"Девяносто лет со дня рождения академика А.М. Уголева и его вклад в развитие ...rnw-aspen
Доклад с XVI Межрегиональной научно-практической конференции "Искусственное питание и инфузионная терапия больных в медицине критических состояний" 21-22 апреля 2016 г.
"Метаболическая дисфункция при сепсисе: клинические проявления и подходы к ко...rnw-aspen
Доклад с XVI Межрегиональной научно-практической конференции "Искусственное питание и инфузионная терапия больных в медицине критических состояний" 21-22 апреля 2016 г.
Diplomat Pharmacy Inc - November 2016 Investors PresentationDiplomatIR
Diplomat is a specialty pharmacy focused on oncology and other complex chronic conditions. It has grown revenue at a 42% CAGR from 2010-2015 through both organic growth and acquisitions. Diplomat provides specialty pharmacy services and additional services like hub services and infusion. It has over 100 limited distribution drugs in its portfolio. Recent performance has been strong with 52% revenue growth in 2015 and adjusted EBITDA growth, however DIR fees are a new challenge being addressed through legislation, discussions with CMS, and business strategies.
This document provides an overview of basic English grammar concepts including:
- The alphabet, pronouns, present tense verbs like "be", demonstratives, and possessive adjectives.
- How to form the present continuous tense, questions with modal verbs like "can", and common prepositions.
- Rules for plural nouns, irregular plurals, possessive adjectives and pronouns, and positions of place.
- Time markers and an overall verb tense chart with examples.
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like "be", demonstratives like "this/that", possessive adjectives like "my/your", and the present continuous tense.
2) How to form yes/no questions and wh-questions.
3) The use of prepositions of place like "at, on, in" and the ability verb "can".
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like "be", demonstratives like "this/that", possessive adjectives like "my/your", and the present continuous tense.
2) How to form yes/no questions and wh-questions.
3) The use of prepositions of place like "at, on, in" and the ability verb "can".
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like "be", demonstratives like "this/that", possessive adjectives like "my/your", and the present continuous tense.
2) How to form yes/no questions and wh-questions.
3) The uses of prepositions of place like "at, on, in" and the ability verb "can".
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like "be", demonstratives like "this/that", possessive adjectives like "my/your", and the present continuous tense.
2) How to form yes/no questions and wh-questions.
3) The use of prepositions of place like "at, on, in" and the ability verb "can".
The document provides an overview of basic English grammar concepts including:
1) Present tense verbs like "be", demonstratives like "this/that", possessive adjectives like "my/your", and the present continuous tense.
2) How to form yes/no questions and wh-questions.
3) The use of prepositions of place like "at, on, in" and the ability verb "can".
The document provides an overview of basic English grammar concepts including the present tense verb "to be", demonstrative pronouns, possessive adjectives, the present continuous tense, the ability verb "can", and common prepositions of place. Key points covered are affirmative and negative sentence structures, yes/no and wh- questions, and forming the present participle (-ing form) of regular and irregular verbs.
This document provides a summary of basic English grammar concepts including:
1) Present tense forms of the verb "to be" including affirmative and negative forms as well as yes/no questions.
2) Demonstratives such as this, that, these, those and how they indicate proximity.
3) Possessive adjectives such as my, your, his, her, our, their used to indicate possession.
4) The present continuous tense formed using the verb "to be" plus the "-ing" form of the main verb.
5) The verb "can" used to indicate ability and the formation of negative and question forms.
The document defines and provides examples of auxiliary verbs and modal auxiliary verbs in English. Auxiliary verbs like be, have, and do are used to form tenses, passive voice, questions, and tags. They do not have lexical meaning on their own. Modal auxiliary verbs like can, may, must are used to express meanings like certainty, possibility, suggestions, obligations, and ability. Both auxiliary verb types help convey grammatical and functional meaning along with the main verb.
This document provides definitions and examples of common modal verbs used in English to express ideas such as necessity, obligation, possibility, permission, probability, and past habits. It discusses modal verbs like should/ought to, must, have to, can/could, be able to, may, might, used to, dare, need to, and their negative forms. Examples are given for how to use each modal verb in the present, past, and future tenses. Common expressions and questions using modal verbs are also listed.
This document provides an outline for an English grammar course, covering topics such as verbs, adjectives, adverbs, tenses, and exercises. The course consists of 16 sessions, beginning with greetings, verbs and tenses. Later sessions cover pronouns, passive voice, conjunctions, and comparative adjectives, culminating in a final exam. Interspersed are quizzes, a midterm, and reviews of previously taught material.
Complete English Grammar and language in PPT.pdfUsmanKaran
This document provides an introduction and syllabus for a General English course taught by K.M. Prasannakumar. It outlines the key topics that will be covered in the course including parts of speech, tenses, sentence structures, punctuation and more. The syllabus provides definitions and examples for different grammatical concepts such as nouns, pronouns, verbs, prepositions, articles and more. It also summarizes the different verb tenses including present, past, future and their affirmative and negative forms.
The document is an English grammar lesson that provides examples and exercises about using the past continuous and past simple verb tenses correctly. It includes tables to fill in with the affirmative, negative and question forms of verbs in the past continuous tense. It also features examples comparing the past simple and past continuous tenses using the verbs "snow" and "wait".
This document provides an overview of basic English grammar concepts including:
- Present tense of the verb "to be" and its forms (am, is, are)
- Demonstratives (this, that, these, those) and possessive adjectives (my, your, his, her, etc.)
- Present continuous tense formation and usage
- Ability with "can" and "can't", including questions and negatives
- Plural nouns, irregular plurals, and possessive 's
- Common English prepositions like "in", "on", "at"
This document provides an overview of basic English grammar concepts including:
- Present tense of the verb "to be" and its forms (am, is, are)
- Demonstratives (this, that, these, those) and possessive adjectives (my, your, his, her, etc.)
- Present continuous tense formation and usage
- Ability with "can" and "can't", including questions and negatives
- Plural nouns, irregular plurals, and possessive 's
- Common English prepositions like "in", "on", "at"
This document provides an overview of basic English grammar concepts including:
- Present tense of the verb "to be" and its forms (am, is, are)
- Demonstratives (this, that, these, those) and possessive adjectives (my, your, his, her, etc.)
- Present continuous tense formation and usage
- Ability with "can" and "can't", including questions and negatives
- Plural nouns, irregular plurals, and possessive 's
- Common English prepositions of place such as in, on, at
The document provides an overview of basic English grammar concepts including:
- Present tense of the verb "to be" and its forms (am, is, are) used with subjects.
- Demonstratives "this/these" and "that/those" used to refer to objects near or far from the speaker.
- Possessive adjectives like "my, your, his, her, our, their" used before nouns to show possession.
- Present continuous tense formed with the verb "to be" plus "-ing" used to describe present activities.
- Verb "can" used to show ability in the present tense and its negative and question forms.
The document provides an overview of basic English grammar concepts including:
- Present tense be verbs like am, is, are and their usage
- Demonstratives this, that, these, those and how they indicate proximity
- Possessive adjectives like my, your, his, her, our, their and their use
- Present continuous tense formation with be + -ing to describe current actions
- Modal verb can and can't to show ability and inability
- Common English prepositions like in, on, at that indicate location.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
3. Grammar Summary
There's a strange woman at the door.
There are some letters for you.
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Introduce things
Be(am,are,is,was,were)
There is
6. Actions
I'm going to have a shower.
What time do you have breakfast?
Grammar Summary
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Have/Had/Has
7. Perfect tenses
I haven't seen her all day.
We knew that he had taken the money .
Grammar Summary
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Have/Had/Has
8. Pre-test 1/3
● I am/ are tired.
● Mary is/has very happy today.
● Are/do/have you hot ?
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9. ● Had you/did you have a good journey?
● There is/it is a new secretary in the office.
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Pre-test 1/3
10. Pre-test 2/3
● I don't had lunch today.
● I'm not.
● I amn't.
● He's not.
● He isn't.
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11. ● Do you got a car.
● My friends was late.
● I don't have many friends.
● I not had lunch today.
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Pre-test 2/3
12. Pre-test 3/3
● Q)Will there be a
meeting tmorrow?.
Q)Was the train late?.
● A)All the family will be
at home.
● Q)Will all the family be
at home?
● A)There will be a
meeting tomorrow.
● A)The train was late.
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13. ● A)Phil has got a
headache.
● Q)Has Phil got a
headache?
● A)Ann had a lesson
yesterday.
● Q)Has Ann had a lesson
yesterday?
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Pre-test 3/3