The document discusses using the passive voice and provides examples of changing sentences from active to passive voice. It defines active and passive voice, noting that active voice uses the form "subject verb object" while passive voice uses "subject is/was verb-ed by object." It then provides steps for changing a sentence to passive voice, such as using "to be" plus the past participle and omitting or including the agent of the action. A number of examples are given of changing sentences from describing actions performed by an explicit subject to using passive voice.
'Sound-bites' are the useful takeaways or narrative fragments from conversations and presentations. When we only hear the 'sound-bites', we lose valuable information and will end up with poor outcomes.
This session will explore the typical reactions that we get to our 'sound-bite' rallying cries like 'Celebrate Failure'. The reactions vary from the hoped for enthusiastic embrace all the way to disappointing disengagement...where our colleagues treat us as foolish for suggesting such a thing could be good in their workplace. These reactions are what we leave behind and the enthusiastic embrace can be just as harmful as the disappointing disengagement – in some ways the former is more dangerous and we need to be careful that what we leave behind does not cause any damage.
We will unpack 'celebrate failure' and explain a healthier way to interpret the intention behind the 'sound-bite' as a means to explore boundaries in complex systems.
History shows us that people with the best intentions can be misunderstood and many years later treated as creators of our current woes, an example being The Principles of Scientific Management by F.W. Taylor. In 100 years, what will people think of Lean and Agile? If we take another look, we can see a pattern emerging where Scientific Management can identify Best Practices in the Obvious Domain, Systems Thinking applies nicely in the Complicated Domain and the concepts of probe, sense and respond allow us to explore complexity more effectively.
By using the modern 'Celebrate Failure' example and lessons from history, this session will remind us all to be careful with what we leave behind in every conversation.
Processes with Cascade Arrows Toolbox (for PowerPoint and Google Slides)PoweredTemplate.com
https://poweredtemplate.com/powerpoint-diagrams-charts/ppt-process-diagrams/00526/0/index.html
This toolbox with five cascade arrows will be useful for presentation on task management, strategy, wolfpack, etc.
This is an Ignite talk I have been giving at Config Management Camp in Ghent in February 2016 and at the CentOS dojo in brussels 3 days before. It is about how the communities could get together to build better cfgmgmt packages for cfgmgmt tools.
This PowerPoint was one very small part of my Ecology Interactions Unit from the website http://sciencepowerpoint.com/index.html .This unit includes a 3 part 2000+ Slide PowerPoint loaded with activities, project ideas, critical class notes (red slides), review opportunities, challenge questions with answers, 3 PowerPoint review games (125 slides each) and much more. A bundled homework package and detailed unit notes chronologically follow the PowerPoint slideshow.
Areas of Focus within The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species. If you have any questions please feel free to contact me. Thank you again and best wishes.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com
My Parents Configured Their Living RoomMichael Goetz
All of us here have some idea of what we mean when speaking about "Configuration Management". Unfortunately, we are rarely alone in the world carrying out great deeds. There is a massive population on the planet that simply looks with a deadened gaze when we talk about what we do, yet they manage to “manage” configurations all the time. What if it didn't have to be that way? What if we learned how to speak in the different technical "languages" to help others understand the value being provided? Let’s take a look at some different approaches to help coworkers understand (and maybe even participate) in the work that we do.
'Sound-bites' are the useful takeaways or narrative fragments from conversations and presentations. When we only hear the 'sound-bites', we lose valuable information and will end up with poor outcomes.
This session will explore the typical reactions that we get to our 'sound-bite' rallying cries like 'Celebrate Failure'. The reactions vary from the hoped for enthusiastic embrace all the way to disappointing disengagement...where our colleagues treat us as foolish for suggesting such a thing could be good in their workplace. These reactions are what we leave behind and the enthusiastic embrace can be just as harmful as the disappointing disengagement – in some ways the former is more dangerous and we need to be careful that what we leave behind does not cause any damage.
We will unpack 'celebrate failure' and explain a healthier way to interpret the intention behind the 'sound-bite' as a means to explore boundaries in complex systems.
History shows us that people with the best intentions can be misunderstood and many years later treated as creators of our current woes, an example being The Principles of Scientific Management by F.W. Taylor. In 100 years, what will people think of Lean and Agile? If we take another look, we can see a pattern emerging where Scientific Management can identify Best Practices in the Obvious Domain, Systems Thinking applies nicely in the Complicated Domain and the concepts of probe, sense and respond allow us to explore complexity more effectively.
By using the modern 'Celebrate Failure' example and lessons from history, this session will remind us all to be careful with what we leave behind in every conversation.
Processes with Cascade Arrows Toolbox (for PowerPoint and Google Slides)PoweredTemplate.com
https://poweredtemplate.com/powerpoint-diagrams-charts/ppt-process-diagrams/00526/0/index.html
This toolbox with five cascade arrows will be useful for presentation on task management, strategy, wolfpack, etc.
This is an Ignite talk I have been giving at Config Management Camp in Ghent in February 2016 and at the CentOS dojo in brussels 3 days before. It is about how the communities could get together to build better cfgmgmt packages for cfgmgmt tools.
This PowerPoint was one very small part of my Ecology Interactions Unit from the website http://sciencepowerpoint.com/index.html .This unit includes a 3 part 2000+ Slide PowerPoint loaded with activities, project ideas, critical class notes (red slides), review opportunities, challenge questions with answers, 3 PowerPoint review games (125 slides each) and much more. A bundled homework package and detailed unit notes chronologically follow the PowerPoint slideshow.
Areas of Focus within The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species. If you have any questions please feel free to contact me. Thank you again and best wishes.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com
My Parents Configured Their Living RoomMichael Goetz
All of us here have some idea of what we mean when speaking about "Configuration Management". Unfortunately, we are rarely alone in the world carrying out great deeds. There is a massive population on the planet that simply looks with a deadened gaze when we talk about what we do, yet they manage to “manage” configurations all the time. What if it didn't have to be that way? What if we learned how to speak in the different technical "languages" to help others understand the value being provided? Let’s take a look at some different approaches to help coworkers understand (and maybe even participate) in the work that we do.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Using the Passive Voice
•Definitions
•Changing to the passive voice
•Practice examples
3. Active Voice vs. Passive Voice
•Active voice takes the form “A does B”
• We chose the plastic film to cover the microphone
•Passive voice takes the form “B is done (by A)”
• Plastic film was chosen (by us) to cover the microphone
4. Active Voice Subjects Perform an Act
We ... chose ... plastic film to cover the microphone.
Active voice
Subject Verb Object
5. Active Voice Subjects Perform an Act
We ... chose ... plastic film to cover the microphone.
Active voice
Subject Verb Object
Plastic film … was chosen … to cover the microphone.
Passive voice
Subject Verb Object
6. Active Voice Subjects Perform an Act
Plastic film … was chosen … to cover the microphone.
Passive voice
Subject Verb Object
The team ... chose ... plastic film to cover the
microphone.
Third person, but active voice
Subject Verb Object
7. Using the Passive Voice
•Definitions
•Changing to the passive voice
•Practice examples
8. Combine “To be” + Past Participle
•“To be” is very irregular:
•Past participles usually add “-ed” or “-t”: presented,
measured, built, burnt
•Irregular past principles must be memorized
Present Tense Past Tense
1st person I am We are I was We were
2nd person You are You are You were You were
3rd person He, she, it is They are He, she, it was They were
9. Omit the “Agent” of the Action
•Active
• Workers installed burglar alarms.
•Passive, with agent
• Burglar alarms were installed by the workers.
•Passive, with the agent omitted
• Burglar alarms were installed.
10. Remember Tense and Number
Active Voice Passive Voice
I finish a project in eight hours.
I finish three projects in eight hours.
I finished a project in eight hours.
I finished three projects in eight hours.
11. Remember Tense and Number
Active Voice Passive Voice
I finish a project in eight hours. A project is finished in eight hours.
I finish three projects in eight hours.
I finished a project in eight hours.
I finished three projects in eight hours.
12. Remember Tense and Number
Active Voice Passive Voice
I finish a project in eight hours. A project is finished in eight hours.
I finish three projects in eight hours.
I finished a project in eight hours.
I finished three projects in eight hours.
13. Remember Tense and Number
Active Voice Passive Voice
I finish a project in eight hours. A project is finished in eight hours.
I finish three projects in eight hours. Three projects are finished in eight hours.
I finished a project in eight hours.
I finished three projects in eight hours.
14. Remember Tense and Number
Active Voice Passive Voice
I finish a project in eight hours. A project is finished in eight hours.
I finish three projects in eight hours. Three projects are finished in eight hours.
I finished a project in eight hours.
I finished three projects in eight hours.
15. Remember Tense and Number
Active Voice Passive Voice
I finish a project in eight hours. A project is finished in eight hours.
I finish three projects in eight hours. Three projects are finished in eight hours.
I finished a project in eight hours. A project was finished in eight hours.
I finished three projects in eight hours.
16. Remember Tense and Number
Active Voice Passive Voice
I finish a project in eight hours. A project is finished in eight hours.
I finish three projects in eight hours. Three projects are finished in eight hours.
I finished a project in eight hours. A project was finished in eight hours.
I finished three projects in eight hours.
17. Remember Tense and Number
Active Voice Passive Voice
I finish a project in eight hours. A project is finished in eight hours.
I finish three projects in eight hours. Three projects are finished in eight hours.
I finished a project in eight hours. A project was finished in eight hours.
I finished three projects in eight hours. Three projects were finished in eight hours.
18. Using the Passive Voice
•Definitions
•Changing to the passive voice
•Practice examples
19. Change to the Passive Voice
•The team used the following materials: a model rocket
requiring some assembly, a tube of “Super Glue®,” a
cartridge of matter, and a tank of antimatter.
20. Change to the Passive Voice
•The team used the following materials: a model rocket
requiring some assembly, a tube of “Super Glue®,” a
cartridge of matter, and a tank of antimatter.
•The following materials were used: a model rocket
requiring some assembly, a tube of “Super Glue®,” a
cartridge of matter, and a tank of antimatter.
21. Change to the Passive Voice
•The EG 1003 course also supplied the launch stand,
the barrier, and two atomic clocks.
22. Change to the Passive Voice
•The EG 1003 course also supplied the launch stand,
the barrier, and two atomic clocks.
•The launch stand, the barrier, and two atomic clocks
were supplied by the EG 1003 course.
23. Change to the Passive Voice
•First, we obtained the rocket kit from a TA.
24. Change to the Passive Voice
•First, we obtained the rocket kit from a TA.
•First, the rocket kit was obtained from a TA.
25. Change to the Passive Voice
•First, we obtained the rocket kit from a TA.
•First, the rocket kit was obtained from a TA.
•I inspected the kit to ensure that all parts were present.
26. Change to the Passive Voice
•First, we obtained the rocket kit from a TA.
•First, the rocket kit was obtained from a TA.
•I inspected the kit to ensure that all parts were present.
•The kit was inspected to ensure that all parts were
present.
27. Change to the Passive Voice
•Miguel attached the four control surfaces (fins) to the
fuselage of the model using Super Glue®.
28. Change to the Passive Voice
•Miguel attached the four control surfaces (fins) to the
fuselage of the model using Super Glue®.
•The four control surfaces (fins) were attached to the
fuselage of the model using Super Glue®.
29. Change to the Passive Voice
•We pressed the red power switch, activating the model.
30. Change to the Passive Voice
•We pressed the red power switch, activating the model.
•The red power switch was pressed, activating the
model.
31. Change to the Passive Voice
•The team noted the time to verify that there would be
enough battery power when the rocket was launched.
32. Change to the Passive Voice
•The team noted the time to verify that there would be
enough battery power when the rocket was launched.
•The time was noted to verify that there would be
enough battery power when the rocket was launched.
33. Change to the Passive Voice
•Francisca pushed the yellow button, starting the
Level 1 Diagnostic for the positronic control system.
34. Change to the Passive Voice
•Francisca pushed the yellow button, starting the
Level 1 Diagnostic for the positronic control system.
•The yellow button was pressed, starting the
Level 1 Diagnostic for the positronic control system.
35. Change to the Passive Voice
•The team took the model out to MetroTech commons.
36. Change to the Passive Voice
•The team took the model out to MetroTech commons.
•The model was taken out to MetroTech commons.
37. Change to the Passive Voice
•The team took the model out to MetroTech commons.
•The model was taken out to MetroTech commons.
•I obtained a matter cartridge from the TA.
38. Change to the Passive Voice
•The team took the model out to MetroTech commons.
•The model was taken out to MetroTech commons.
•I obtained a matter cartridge from the TA.
•A matter cartridge was obtained from the TA.
39. Change to the Passive Voice
•We snapped this cartridge into the model.
40. Change to the Passive Voice
•We snapped this cartridge into the model.
•This cartridge was snapped into the model.
41. Change to the Passive Voice
•We snapped this cartridge into the model.
•This cartridge was snapped into the model.
•We mounted the model on the launch stand.
42. Change to the Passive Voice
•We snapped this cartridge into the model.
•This cartridge was snapped into the model.
•We mounted the model on the launch stand.
•The model was mounted on the launch stand.