1. The document contains summaries from multiple students comparing the characters Sherlock Holmes and Professor/Mr. Moriarty.
2. Most summaries state that Sherlock Holmes is taller, smarter, and generally portrayed in a more positive light than Moriarty, who is often described as the villain.
3. The students each express a preference for Sherlock Holmes over Moriarty as their hero.
My Hero and Villain. Sherlock Holmes vs. Professor Moriarty. 6Adenisbelgranoschool
The document contains summaries written by students comparing the characters Sherlock Holmes and Professor/Mr. Moriarty. Most of the students describe Sherlock Holmes as taller, thinner, smarter, and generally a hero compared to Moriarty, who is described as shorter, older, malevolent, and the villain. Several students express a preference for Sherlock Holmes over Moriarty.
These documents contain short sayings and reflections on various topics including life, relationships, spirituality, and thinking outside the box. The messages encourage developing an inner life and trusting others completely, discuss how temples provide a place to experience God even though God is everywhere, and present a moral dilemma about choosing who to offer a ride to with an unexpected selfless solution.
This document contains summaries of 12 Sherlock Holmes films and television shows in 3 sentences or less:
1) Sherlock Holmes hunts his archenemy Professor Moriarty who is planning a major crime.
2) Holmes and Watson investigate the legend of a supernatural hound that may be stalking a young heir.
3) Holmes takes a case that leads to Loch Ness and the search for a missing man and the legendary monster.
The document provides a biography of Sir Arthur Conan Doyle and summarizes the short story "The Man with the Twisted Lip" by Sherlock Holmes. It notes that Doyle was born in Scotland and studied medicine, eventually becoming a successful author. The summary describes how in "The Man with the Twisted Lip", Sherlock Holmes investigates the disappearance of Mr. Saint Clair and ultimately discovers that he had been disguising himself as a beggar to earn more money undercover.
The document provides a biography of Sir Arthur Conan Doyle and summarizes the short story "The Man with the Twisted Lip" by Sherlock Holmes. It notes that Doyle was born in Scotland and studied medicine, eventually becoming a successful author. The summary describes the plot of "The Man with the Twisted Lip", in which Sherlock Holmes investigates the disappearance of Mr. Saint Clair and ultimately discovers that he had been disguising himself as a beggar to earn more money.
The document provides a biography of Sir Arthur Conan Doyle, the author of Sherlock Holmes stories. It then summarizes the first short story, "The Man with the Twisted Lip". The story is about Sherlock Holmes investigating the disappearance of Mr. Saint Clair. Through his deductive reasoning, Holmes determines that Mr. Saint Clair had been disguising himself as a beggar to earn more money.
Sherlock Holmes is a fictional detective character created by Sir Arthur Conan Doyle in 1887. Holmes solves mysteries through his sharp deductive reasoning and observation skills, often working with his friend and assistant Dr. Watson. He is known for playing the violin and smoking a pipe, and has expertise in fields like chemistry, astronomy, and martial arts that help him solve even strange and difficult cases.
This document provides examples of irregular verbs in the present simple, past simple, and questions for several common irregular verbs in English. It lists the verbs begin, break, bring, build, buy, catch, choose, come, cut, do, draw, drink, drive, eat, fall, feel, fight, fly, forget, forgive, freeze, get, give, have, and hear along with their irregular forms and sample sentences in both the positive and negative for the present simple and past simple tenses. The examples are intended to illustrate how to use these irregular verbs.
My Hero and Villain. Sherlock Holmes vs. Professor Moriarty. 6Adenisbelgranoschool
The document contains summaries written by students comparing the characters Sherlock Holmes and Professor/Mr. Moriarty. Most of the students describe Sherlock Holmes as taller, thinner, smarter, and generally a hero compared to Moriarty, who is described as shorter, older, malevolent, and the villain. Several students express a preference for Sherlock Holmes over Moriarty.
These documents contain short sayings and reflections on various topics including life, relationships, spirituality, and thinking outside the box. The messages encourage developing an inner life and trusting others completely, discuss how temples provide a place to experience God even though God is everywhere, and present a moral dilemma about choosing who to offer a ride to with an unexpected selfless solution.
This document contains summaries of 12 Sherlock Holmes films and television shows in 3 sentences or less:
1) Sherlock Holmes hunts his archenemy Professor Moriarty who is planning a major crime.
2) Holmes and Watson investigate the legend of a supernatural hound that may be stalking a young heir.
3) Holmes takes a case that leads to Loch Ness and the search for a missing man and the legendary monster.
The document provides a biography of Sir Arthur Conan Doyle and summarizes the short story "The Man with the Twisted Lip" by Sherlock Holmes. It notes that Doyle was born in Scotland and studied medicine, eventually becoming a successful author. The summary describes how in "The Man with the Twisted Lip", Sherlock Holmes investigates the disappearance of Mr. Saint Clair and ultimately discovers that he had been disguising himself as a beggar to earn more money undercover.
The document provides a biography of Sir Arthur Conan Doyle and summarizes the short story "The Man with the Twisted Lip" by Sherlock Holmes. It notes that Doyle was born in Scotland and studied medicine, eventually becoming a successful author. The summary describes the plot of "The Man with the Twisted Lip", in which Sherlock Holmes investigates the disappearance of Mr. Saint Clair and ultimately discovers that he had been disguising himself as a beggar to earn more money.
The document provides a biography of Sir Arthur Conan Doyle, the author of Sherlock Holmes stories. It then summarizes the first short story, "The Man with the Twisted Lip". The story is about Sherlock Holmes investigating the disappearance of Mr. Saint Clair. Through his deductive reasoning, Holmes determines that Mr. Saint Clair had been disguising himself as a beggar to earn more money.
Sherlock Holmes is a fictional detective character created by Sir Arthur Conan Doyle in 1887. Holmes solves mysteries through his sharp deductive reasoning and observation skills, often working with his friend and assistant Dr. Watson. He is known for playing the violin and smoking a pipe, and has expertise in fields like chemistry, astronomy, and martial arts that help him solve even strange and difficult cases.
This document provides examples of irregular verbs in the present simple, past simple, and questions for several common irregular verbs in English. It lists the verbs begin, break, bring, build, buy, catch, choose, come, cut, do, draw, drink, drive, eat, fall, feel, fight, fly, forget, forgive, freeze, get, give, have, and hear along with their irregular forms and sample sentences in both the positive and negative for the present simple and past simple tenses. The examples are intended to illustrate how to use these irregular verbs.
The document contains summaries of several days from different students' diaries. It describes waking up and going to bed times, meals, activities like school, sports, parties, and time with family and friends. The diaries provide a high-level look at portions of each day and basic scheduling information.
This document contains summaries of several students' diaries. The diaries describe their daily routines and activities, including what time they wake up, go to school, have meals, do chores, spend time with friends, and go to bed. They document both weekday and weekend schedules. The diaries are written from the perspective of the students and marked as private.
1) Many students describe their favorite sports like athletics, volleyball, tennis, swimming, and handball.
2) Their favorite athletes include Usain Bolt, Rafael Nadal, Mireia Belmonte, and Jorge Maqueda.
3) The students explain why they enjoy these sports and athletes, noting accomplishments like Olympic medals and world records.
1. Many students described their favorite sports like golf, athletics, hockey, American football, swimming, volleyball, tennis, and more.
2. They often mentioned their favorite athlete or player within that sport like Tiger Woods, Mireia Belmonte, Rafael Nadal, and others.
3. Details were provided about the athletes, such as their country, accomplishments, skills, and ages.
This document contains reviews of books, films, and other media from several students. It includes reviews of Diary of a Wimpy Kid, Divergent, The Maze Runner, The Hobbit, Jurassic Park, and Harry Potter among others. The reviews provide the title, author, main characters, and a brief reason for why each reviewer liked the book or film in 1-3 sentences.
This document contains information about 6 units that cover different topics: heroes and villains, fame and fortune, work and play, past times, life at home, and our planet. Each unit includes vocabulary words, grammar points, and activities related to the topic. For example, unit 1 covers adjectives to describe people and grammar structures to compare people. Unit 2 discusses accessories, clothes, sports, and hobbies. The final unit talks about seasonal activities, grammar for talking about plans, and describing weather.
This document contains a curriculum covering 6 units: Family and Friends, Healthy Eating, My City, Sports and Hobbies, My Country, and Animals. Each unit includes vocabulary and grammar lessons related to the topic. Vocabulary lists cover parts of the body, clothes, food groups, places in a city, sports, hobbies, countries, continents, and more. Grammar lessons teach possession, present continuous tense, comparatives, and question formation. The document provides a comprehensive overview of the content and structure of an English language learning program.
This document contains reports from several students about family members and teachers when they were younger. It includes details about the schools they attended, subjects they were good or bad at, and names of friends. Overall it provides biographical information about past experiences and performances of relatives from the perspective of the student authors.
This document contains summaries written by students about teachers, family members, and friends from their childhood. The summaries provide the name of the person, where they went to school, what their teachers and subjects were like, and who their best friend was. They are mostly 3 sentences or less as requested. The document shows the students' ability to summarize key details concisely about people from the past.
This document contains profiles of famous people written by students. The profiles provide information about the famous person's name, occupation, where they are from, what they like to do in their free time, and what they typically wear when participating in their occupation or hobbies.
The document contains profiles of famous people written by students. The profiles provide information about the famous person's name, country of origin, hobbies, fashion style, and careers. Details include singers, athletes, and their interests outside of their main occupations.
The document contains summaries of several children's diaries describing their mornings, afternoons, and evenings over weekends and holidays. Many of the diaries describe birthdays, including waking up late and having breakfast, friends and family arriving in the afternoon with presents, and going to movies or restaurants in the evening before bed. Other diaries describe weekends at home, trips to parks and cruises with family, and holidays like Christmas and Holy Week.
Lucia wrote about her weekend. On Sunday morning, she got up early and had breakfast at a coffee shop with her Granny. In the afternoon, she went to the cinema with her family to see "The Impossible" and ate a lot of candies.
The document describes the daily routines of several students. It provides answers to questions about what time each student got up, had breakfast, went to school, had lessons, lunch, went home, dinner, and went to bed the previous day. The responses are in both text and image format and provide specifics about activities between 7am-11pm for several students, including waking up, eating meals with family, attending school, doing homework, and going to sleep.
The document contains daily routine schedules from multiple students in 6oB class. The routines describe typical times for waking up, having meals, attending school, having lessons, returning home, and going to bed. Times vary slightly between students but generally involve waking up around 8am, having breakfast and attending school from 8-9am, having lessons from 9am, lunch around 2pm, returning home in the afternoon, dinner from 8-9pm, and going to bed at 10pm.
The document contains summaries from several students of their favorite films from last year. The films described include Monsters Inc., Harry Potter and the Half-Blood Prince, Terminator 2, Despicable Me, Monsters University, Thor, Ender's Game, King Kong, Harry Potter and the Sorcerer's Stone, Fast & Furious 6, and Zipi Zape y el club de la canica. The main characters and basic plots are provided for each film.
This document contains profiles of friends written by students in a class. Each profile follows a similar structure - it introduces a friend, lists two activities they don't like and one they do like, shows them in class, and gives their favorite hobby. Various friends are profiled, including Manu, Leire, Angel, Jose Antonio, Alejandro, Sergio, Ruben, Daniel, Samuel, Adrian, Sergio, Maria, Javier, Antonio, Miguel, Nerea, Francis, Raul, Paola, Helena and Sergio.
This document contains profiles of friends written by other friends. Each profile includes what activities the person does not like, what they love doing, and their favorite hobby. There are profiles of Ana, Alba, Cayetana, Rocio, Gonzalo, Carlos, Erika, Susana, Alicia, Jordi, Mario, Alonso, Ariadna, David, Nicolás, Anaís, Marta, Pablo, Miriam, Sandra, Rodrigo and Diego. The profiles are written in both English and Spanish and provide information about their favorite activities at school and during free time.
This document contains summaries from several students about their favorite books and films from last year. The summaries are in 1-3 sentences and provide the main character, plot points, and why they liked the story. Students discussed enjoying books and movies because they were funny, exciting, interesting or provided adventure and love stories. Films mentioned include The Hunger Games, Thor, Iron Man and Spiderman.
Este documento resume la promoción de estudiantes que asistió a la escuela primaria CEIP Pintor Denis Belgrano entre 2002 y 2011. Comenzaron en infantil y pasaron a ciclo, experimentando varios cambios como nuevas aulas e instalaciones. Además de estudiar, se divirtieron con viajes, excursiones y actividades extracurriculares como cine, teatro y senderismo. Al final, el documento enumera a los maestros y estudiantes que formaron parte de esta promoción durante sus nueve años de educación primaria.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The document contains summaries of several days from different students' diaries. It describes waking up and going to bed times, meals, activities like school, sports, parties, and time with family and friends. The diaries provide a high-level look at portions of each day and basic scheduling information.
This document contains summaries of several students' diaries. The diaries describe their daily routines and activities, including what time they wake up, go to school, have meals, do chores, spend time with friends, and go to bed. They document both weekday and weekend schedules. The diaries are written from the perspective of the students and marked as private.
1) Many students describe their favorite sports like athletics, volleyball, tennis, swimming, and handball.
2) Their favorite athletes include Usain Bolt, Rafael Nadal, Mireia Belmonte, and Jorge Maqueda.
3) The students explain why they enjoy these sports and athletes, noting accomplishments like Olympic medals and world records.
1. Many students described their favorite sports like golf, athletics, hockey, American football, swimming, volleyball, tennis, and more.
2. They often mentioned their favorite athlete or player within that sport like Tiger Woods, Mireia Belmonte, Rafael Nadal, and others.
3. Details were provided about the athletes, such as their country, accomplishments, skills, and ages.
This document contains reviews of books, films, and other media from several students. It includes reviews of Diary of a Wimpy Kid, Divergent, The Maze Runner, The Hobbit, Jurassic Park, and Harry Potter among others. The reviews provide the title, author, main characters, and a brief reason for why each reviewer liked the book or film in 1-3 sentences.
This document contains information about 6 units that cover different topics: heroes and villains, fame and fortune, work and play, past times, life at home, and our planet. Each unit includes vocabulary words, grammar points, and activities related to the topic. For example, unit 1 covers adjectives to describe people and grammar structures to compare people. Unit 2 discusses accessories, clothes, sports, and hobbies. The final unit talks about seasonal activities, grammar for talking about plans, and describing weather.
This document contains a curriculum covering 6 units: Family and Friends, Healthy Eating, My City, Sports and Hobbies, My Country, and Animals. Each unit includes vocabulary and grammar lessons related to the topic. Vocabulary lists cover parts of the body, clothes, food groups, places in a city, sports, hobbies, countries, continents, and more. Grammar lessons teach possession, present continuous tense, comparatives, and question formation. The document provides a comprehensive overview of the content and structure of an English language learning program.
This document contains reports from several students about family members and teachers when they were younger. It includes details about the schools they attended, subjects they were good or bad at, and names of friends. Overall it provides biographical information about past experiences and performances of relatives from the perspective of the student authors.
This document contains summaries written by students about teachers, family members, and friends from their childhood. The summaries provide the name of the person, where they went to school, what their teachers and subjects were like, and who their best friend was. They are mostly 3 sentences or less as requested. The document shows the students' ability to summarize key details concisely about people from the past.
This document contains profiles of famous people written by students. The profiles provide information about the famous person's name, occupation, where they are from, what they like to do in their free time, and what they typically wear when participating in their occupation or hobbies.
The document contains profiles of famous people written by students. The profiles provide information about the famous person's name, country of origin, hobbies, fashion style, and careers. Details include singers, athletes, and their interests outside of their main occupations.
The document contains summaries of several children's diaries describing their mornings, afternoons, and evenings over weekends and holidays. Many of the diaries describe birthdays, including waking up late and having breakfast, friends and family arriving in the afternoon with presents, and going to movies or restaurants in the evening before bed. Other diaries describe weekends at home, trips to parks and cruises with family, and holidays like Christmas and Holy Week.
Lucia wrote about her weekend. On Sunday morning, she got up early and had breakfast at a coffee shop with her Granny. In the afternoon, she went to the cinema with her family to see "The Impossible" and ate a lot of candies.
The document describes the daily routines of several students. It provides answers to questions about what time each student got up, had breakfast, went to school, had lessons, lunch, went home, dinner, and went to bed the previous day. The responses are in both text and image format and provide specifics about activities between 7am-11pm for several students, including waking up, eating meals with family, attending school, doing homework, and going to sleep.
The document contains daily routine schedules from multiple students in 6oB class. The routines describe typical times for waking up, having meals, attending school, having lessons, returning home, and going to bed. Times vary slightly between students but generally involve waking up around 8am, having breakfast and attending school from 8-9am, having lessons from 9am, lunch around 2pm, returning home in the afternoon, dinner from 8-9pm, and going to bed at 10pm.
The document contains summaries from several students of their favorite films from last year. The films described include Monsters Inc., Harry Potter and the Half-Blood Prince, Terminator 2, Despicable Me, Monsters University, Thor, Ender's Game, King Kong, Harry Potter and the Sorcerer's Stone, Fast & Furious 6, and Zipi Zape y el club de la canica. The main characters and basic plots are provided for each film.
This document contains profiles of friends written by students in a class. Each profile follows a similar structure - it introduces a friend, lists two activities they don't like and one they do like, shows them in class, and gives their favorite hobby. Various friends are profiled, including Manu, Leire, Angel, Jose Antonio, Alejandro, Sergio, Ruben, Daniel, Samuel, Adrian, Sergio, Maria, Javier, Antonio, Miguel, Nerea, Francis, Raul, Paola, Helena and Sergio.
This document contains profiles of friends written by other friends. Each profile includes what activities the person does not like, what they love doing, and their favorite hobby. There are profiles of Ana, Alba, Cayetana, Rocio, Gonzalo, Carlos, Erika, Susana, Alicia, Jordi, Mario, Alonso, Ariadna, David, Nicolás, Anaís, Marta, Pablo, Miriam, Sandra, Rodrigo and Diego. The profiles are written in both English and Spanish and provide information about their favorite activities at school and during free time.
This document contains summaries from several students about their favorite books and films from last year. The summaries are in 1-3 sentences and provide the main character, plot points, and why they liked the story. Students discussed enjoying books and movies because they were funny, exciting, interesting or provided adventure and love stories. Films mentioned include The Hunger Games, Thor, Iron Man and Spiderman.
Este documento resume la promoción de estudiantes que asistió a la escuela primaria CEIP Pintor Denis Belgrano entre 2002 y 2011. Comenzaron en infantil y pasaron a ciclo, experimentando varios cambios como nuevas aulas e instalaciones. Además de estudiar, se divirtieron con viajes, excursiones y actividades extracurriculares como cine, teatro y senderismo. Al final, el documento enumera a los maestros y estudiantes que formaron parte de esta promoción durante sus nueve años de educación primaria.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
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 ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2. MY HERO MMMYYY HHHEEERRROOO AAAANNNNDDDD VVVVIIIILLLLLLLLAAAAIIIINNNN BBBBYYYY SSSSEEEERRRRGGGGIIIIOOOO
SShheerrlloocckk HHoollmmeess
vvss..
MMrr.. MMoorriiaarrttyy
My hero's name is Sherlock Holmes.
My villain's name is Mr. Moriarty.
Sherlock's heavier than Moriarty.
He's taller than Moriarty. Moriarty's
meaner than Sherlock. He's lighter
than Sherlock. I prefer Sherlock
My hero's name is Sherlock Holmes.
My villain's name is Mr. Moriarty.
Sherlock's heavier than Moriarty.
He's taller than Moriarty. Moriarty's
meaner than Sherlock. He's lighter
than Sherlock. I prefer Sherlock
because he's the cleverest.
because he's the cleverest.
3. My hero and my villain
My hero's name is Sherlock holmes.
My villain's name is Mr.Moriarty .
Sherlock Holmes is very clever.
Mr.Moriarty is worse than
Sherlock holmes. Sherlock holmes is
braver than Mr.Moriarty.
Sherlock holmes is stronger
Than Mr.Moriarty.I'm prefer Sherlock
Homes because he's the clever.
5. Sherlock Holmes vs James Moriarty by Antonio
vs
My hero's name is Sherlock Holmes.
My villain's name is James Moriarty.
Sherlock Holmes is smarter than Moriarty.
Moriarty is older than Sherlock Holmes.
Sherlock Holmes is shorter than Moriarty.
Professor Moriarty is the worst.
Sherlock Holmes has got two brothers,one cousin,parents and
girlfriend.
I prefer Sherlock Holmes because he's the smartest.
6. MMYY HHEERROO AANNDD VVIILLLLAAIINN BBYY RRUUBBEENN
My hero's name is Sherlock
Holmes. My villain name is
Moriarty. Sherlock Holmes is a
detective of Britain. Moriarty
is a teacher. Sherlock Holmes
is taller than Moriarty. Moriarty
is the worst of Europe. Shelock
Holmes is clever than Moriarty.
Moriarty is shorter than Sherlock.
I prefer Sherlock Holme because
My hero's name is Sherlock
Holmes. My villain name is
Moriarty. Sherlock Holmes is a
detective of Britain. Moriarty
is a teacher. Sherlock Holmes
is taller than Moriarty. Moriarty
is the worst of Europe. Shelock
Holmes is clever than Moriarty.
Moriarty is shorter than Sherlock.
I prefer Sherlock Holme because
is the smartest.
is the smartest.
Vs
9. Sherlock Holmes vs
Professor James Moriarty
By Samuel
My hero´s is Sherlock
Holmes. My villain´s is
Professor James
Moriarty.
Sherlock Holmes is taller
and smarter than
Professor James Moriarty.
Sherlock Holmes is wiser
than Professor James
Moriaty.
10. My hero and villain by María
My hero's name is Sherlock
Holmes.
My villain's name is professor James
Moriarty. Moriarty is lighter and older
than Sherlock Holmes. He's
more intelligent than Moriarty.
I prefer Sherlock because he's
very smart.
11. MMyy hheerroo aanndd vviillllaaiinn bbyy MMiigguueell..
My hero name is Sherlock Holmes.My
villain is name mr Moriarty.Mr
Moriarty was thim.Sherlock Homes is more
Inteligent than Mr Moriarty.Sherlock
Homes is younger than Mr Moriarty.
Mr Moriarty is older than Sherlock Homes.
I prefer Sherlock Holmes because is
more Inteligent than Mister Moriarty.
12. vs
My hero is called Sherlock Holmes.He's a great detective.
My villain is called James Moriarty.He's a professor at university and
a criminal.
Sherlock Holmes is smarter than Moriarty.
Moriarty is the worst.
Sherlock Holmes is shorter than Moriarty.
Moriarty is older than Sherlock.
Sherlock Holmes has got an assistant,Dr Watson.He's Sherlock's
best friend.
James Moriarty has got an assistant,Sebastián Móran.He's Moriarty
best friend.
I prefer Sherlock Holmes because he is the most intelligent.
13. Sherlock Holmes vs Professor
James Moriarty
Sherlock Holmes is
taller and smarter than
Mister Moriarty .Sherlock
Holmes is quieter than
Mr. Moriarty .
Moriarty is older than
Sherlock Holmes
Sherlock Holmes is
Shorter than Moriarty
14. Sherlock Holmes vs Mr. Moriarty by Raúl
My hero's Sherlock
Holmes.
My villain's James
Moriarty.
Moriarty is older than
Sherlock Holmes.
Sherlock Holmes is faster
than Moriarty. I prefer
Sherlock because he's
the best.
15. Sherlock Holmes vs. Mr. Moriaty
My hero's name is
Sherlock Holmes.
My villain's name
is Moriarty. Sherlock
Holmes is younger than
Mr. Moriarty. Mr.
Moriarty is stronger than
Sherloock Holmes.
Mr.Moriarty is trendier
than Sherlock
Holmes.
16. Sherlock Holmes vs Professor James
Moriarty
BY FRANCIS
My hero´s name is Sherlock
Holmes. My villain´s name is Mr.
Moriarty. Sherlock Holmes is
taller than Mr. Moriarty. Sherlock
Holme´s smarter than Mr.
Moriarty. Mr. Moriarty is evil than
Sherlock Holmes. Sherlock
Holmes is has the largest nose
than Mr. Moriarty .Mr. Moriary is
older than Sherlock Holmes. I
prefer Sherlock Holmes because
he is the smarter.
17. Sherlock Holmes and Mr
Moriarty Sherlock Holmes is a fictional detective created
by Scottish author and physician Sir Arthur
Conan Doyle, a graduate of the University of
Edinburgh Medical School. A London-based
"consulting detective" whose abilities border on
the fantastic, Holmes is known for his astute
logical reasoning, his ability to adopt almost any
disguise and his use of forensic science to solve
difficult cases.
Sherlock Holmes is taller than Mr Moriarti.
Sherlock Holmes is more intelligent than Mr
Moriarti.
Sherlock Holmes is younger than Mr Moriarti.
Professor James Moriarty is a fictional character
in some of the Sherlock Holmes stories written by
Sir Arthur Conan Doyle. Moriarty is a criminal
mastermind whom Holmes describes as the
"Napoleon of crime".
He is shorter than Sherlock Holmes.
Mr Moriarti is older than Sherlock Holmes.
He hasn’t beard like Sherlock Holmes.
18. Sherlock Holmes
Vs
Professor James Moriarty
Sherlock Holmes is a fictitious
character created in 1988 about the
scottish writer sir Arthur Conan.
He is described as a detective of the
century XIX, highlights about its
craftiness and skillful usage
of the observation.
He is protagonist of four novels .
The Professor James Moriarty is the
enemy of Sherlock Holmes.
He is a genius of the evil, also is astuto
about Sherlock Holmes is astuto than
Pofessor James Moriarty.
He is a character to be based on Adam
Worth.
19. My hero and villain by Helena
The two are of high stature.
James Moriarty was must hoary
The two are of high stature.
James Moriarty was must hoary
that Sherlock Holmes.
that Sherlock Holmes.
James Moriarty was must fat that Sherlock
James Moriarty was must fat that Sherlock
Holmes.
Holmes.
Sherlock Holmes was must thin that
Sherlock Holmes was must thin that
James Moriarty.
James Moriarty.
Sherlock Holmes was detective and
Sherlock Holmes was detective and
teacher of university.
teacher of university.
Sherlock Holmes has got hair that
Sherlock Holmes has got hair that
James Moriarty.
James Moriarty.
20. My hero Sherlock Homes and villain
teacher James Moriarty by Sergio Puya Amate
Sherlock Holmes James Moriarty
My hero`s name is Sherlock Holmes. My villain`s
name is teacher James Moriarty. Sherlock Holmes`s
tallst than Moriarty. Moriarty`s shortst than Sherlock
Holmes. Sherlock Holmes`s clever than Moriarty.
Moriarty`s villainst than Sherlock Holmes. I prefer
Sherlock Holmes because he`s the cleverst.
22. My hero’s sherlock holmes. My villians james
moriarty.My hero’ s oldest than my villians.My
villians scacred than my hero’s.My hero’s
stronger than my villians. My villians lighest tan
my hero’s. My hero’s pretty than my villians. I’m
prefer hero’s sherlock homes because is bravest
than my villians james moriarty.