The document provides examples of sentences in active and passive voice and instructions for transforming sentences between the two voices. It includes examples of transforming declarative sentences, questions, sentences with verb-preposition combinations, and sentences needing subjects added or removed. Learners are asked to practice changing sentences between active and passive voice in various contexts.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. PASSIVE VOICE
1. Transform the following sentences using passive constructions. (In the following cases,
the direct object of the active clause becomes a subject in the passive one). Omit the by-
phrase when appropriate:
1. They must finish the work today. 2. He has found your bag. 3. I will invite my
friends to a party. 4. Someone has found the missing child. 5. We asked Jane to
play the piano for us. 6. A specialist will repair my radio-set. 7. His coworkers
must do something for him. 8. His parents have brought up the child very badly.
9. Nobody has made any mistakes. 10. People play football all over the world. 11.
My friend bought a beautiful art album. 12. She asked me to join her on the trip.
13. I read newspapers every day. 14. You must iron this dress tonight. 15. The
noise frightened me. 16. Somebody will meet the visitors at the station. 17. They
saw me while crossing the street. 18. We will pick flowers in the forest tomorrow.
19. My sister eats too many cakes. 20. This child reads a lot of books. 21. They
finally reached an agreement.
2. Rewrite these sentences using the passive voice: (In the following cases, transitive verbs
are used which admit of two passive constructions):
1. The doctor prescribed some pills to the patient. 2. They gave me a nice present.
3. The policeman showed us the way. 4. I lent him two of my books. 5. I teach
them English. 6. The jury awarded the Romanian film director the Great Prize. 7.
The guide showed the museum to the tourists. 8. They will give me a reward. 9.
My friend doesn’t always tell me the truth. 10. The teacher asked me a difficult
question.
3. Turn into passive the following sentences with verb + preposition / adverb
combinations:
1. They didn’t look after the children properly. 2. Fog held up the trains. 3. We
called for the doctor. 4. Her story didn’t take them in. 5. Burglars broke into the
house. 6. In this office, they insist on punctuality. 7. They took down the poster. 8.
He hasn’t slept in his bed. 9. Every one looked up to him. 10. Someone will call
for the parcel later. 11. You must hand in the report by Monday. 12. Don’t speak
until someone speaks to you.
4. Turn the following questions into the passive:
1. Has no one ever made it clear how one operated the machine? 2. What should
one do in such a case? 3. Has someone made all the necessary arrangements? 4.
Does someone clean all the rooms regularly? 5. How can we bring about the
desired result? 6. Will someone tell him the details? 7. Has someone mended that
chair yet? 8. Haven’t they told you to be here at 6 o’clock? 9. Did the noise
frighten you? 10. Shall I write the letter in ink? 11. Has anybody ever taught you
how to behave?
2. 5. Rewrite the sentences in the active voice. Provide subjects where necessary:
1. No reason was given for his odd behaviour. 2. This play will be forgotten in a
few years’ time. 3. These books mustn’t be taken away. 4. English is spoken all
over the world. 5. This painting is admired by all the visitors of the museum. 6.
This house has been built out of stone and cement. 7. A reception was held in his
honour. 8. The student will be told where to sit. 9. In some countries, women still
haven’t been granted the same rights as men. 10. I was recommended a very good
doctor. 11. I was told the truth about what had happened. 12. The climber was
finally discovered by the rescue party. 13. My work would have been finished
long ago if I hadn’t been interrupted by my colleagues. 14. I was told that a
meeting would be held the next day. 15. He was shocked by the terrible sight of
the accident. 16. The question was fully debated during the symposium. 17. The
new washing machines were turned out at the rate of fifty a day. 18. He hates
being made fun of. 19. His request was turned down. 20. I was given to
understand that my services would be called on if needed.
6. Answer the questions using a passive construction in a complete sentence:
1. What might a man be recommended if he is overworked? 2. What should a sick
man be given? 3. What must a customs officer be shown before one is permitted
to enter a foreign country? 4. What opportunity would you like to be offered? 5.
What do you most enjoy being taught in the faculty? 6. What do you prefer being
given as a birthday present? 7. How do you like to be spoken to? 8. What would
you most dislike being told? 9. What subjects do you like being asked to talk
about?
7. Translate into English:
1. Generaţii de studenţi sunt pregătiţi în institutele de învăţământ superior din
România. 2. Urmează să se introducă treptat limita de viteză. 3. Nu se permite
fumatul în această sală. 4. În acest hotel se vorbesc limbi străine. 5. Ni s-a cerut să
arătăm biletele. 6. Se raportează că a avut loc un accident pe şosea. 7. Ni s-au spus
lucruri foarte interesante la conferinţă. 8. Ţi se va spune ce trebuie să faci. 9.
Toate ziarele au comentat evenimentul. 10. Cursul profesorului a fost ascultat cu
atenţie de către toţi studenţii. 11. Această informaţie trebuie tratată confidenţial.
12. Decolarea avionului a fost întârziată din cauza ceţii. 13. Mărfurile vă vor fi
trimise cât mai curând posibil. 14. Ar trebui să I se spună că modul lui de a se
comporta deranjează pe cei din jur. 15. Când a ajuns acasă, şi-a dat seama că I se
furase portofelul. 16. Sensurile cuvintelor noi trebuie căutate în dicţionar. 17.
Acest timbru nu a fost bine lipit pe plic. 18. Ni se vor da instrucţiuni detaliate în
privinţa referatului. 19. A trebuit ca podul să fie închis pentru reparaţii. 20. Nu s-a
auzit nimic de el de când a plecat la Constanţa. 21. America a fost descoperită la
sfârşitul secolului XV. 22. Se construiesc multe blocuri noi în cartierul nostru. 23.
Nu sunt obişnuit să fiu tratat în felul acesta. 24. Nu se poate ca secretul să fi fost
cunoscut.
