The document discusses the present perfect continuous tense. It explains that the present perfect continuous expresses an action that has recently stopped or is still going on, emphasizing the duration of the action. It then asks the reader to look at pictures and make sentences using the present perfect continuous tense to describe each picture, and then questions to go with each picture asking if the action has been happening.
Modals......Touchstone 3 Unit 11 Lesson aGerardo Nuñez
This document contains notes from an English lesson on modal verbs. It defines modal verbs as verbs that behave differently than normal verbs by not taking "-s" in the third person and using "not" for negation. It lists common modal verbs like can, could, may, might, must, ought to, shall, should, will, and would. For each modal verb, it provides examples of usage and how to use them to express ability, permission, possibility, requests, suggestions, decisions and more. The document aims to explain how modal verbs are used and formed through examples and definitions.
The document discusses the use of the present perfect and present perfect continuous tenses in English. It provides examples of when each tense is used, such as with the present perfect to describe past events connected to the present or actions begun in the past that may continue into the future. The present perfect continuous is used for actions that have recently stopped, actions that have been ongoing, or actions that have been happening for a period of time up until now. The document also includes exercises asking the reader to form sentences using the present perfect or present perfect continuous tenses based on pictures provided.
This document discusses English verbs that are followed by an object and an infinitive rather than a that-clause. It provides examples of common verbs used in this construction, such as invite, advise, allow, ask, beg, cause, command, encourage, expect, forbid, force, get, hate, help, instruct, intend, invite, leave, like, love, mean, need, obligate, order, permit, prefer, recommend. It also discusses some verbs that are followed by an object and bare infinitive without "to", such as let, make, see, hear, feel, watch, notice, have. The document provides exercises for learners to practice using these verbs in sentences.
This document provides rules for using verbs followed by different structures including an object and infinitive, gerund, or that clause. It explains that verbs like expect, advise, and tell can be followed by an object and infinitive or that clause. Recommend can take an object and infinitive or that clause, but not an object and that clause. Verbs like want, like, and hate take an object and infinitive but not a that clause. Arrange, ask, plan, and wait take an object and infinitive preceded by for. Let, make, and help can take an object and bare infinitive without to. Suggest can take a gerund or a that clause in different forms but not an object and that
The document provides information on the present continuous and present simple tenses in English. It explains that the present continuous tense is used to describe actions happening at the moment or temporary situations, as well as future plans. The present simple tense is used for habitual or repeated actions, facts, and things that are generally true. It includes examples of verbs commonly used for each tense and time markers that indicate when to use each tense. It concludes with an exercise involving choosing the correct tense form for given sentences.
The document provides examples and explanations of the second conditional. It begins by stating that the second conditional is used to express impossible or unlikely situations. It then provides examples of second conditional sentences using "if" with a past tense verb followed by "would" and a base verb. It contrasts these with first conditional sentences that use "if" with a present tense verb followed by "will" and a base verb to express more possible situations. It provides several song lyrics with blanks for the reader to fill in using second conditional verbs.
Cleft sentences are grammatical constructions that break information into two clauses to provide emphasis on a particular piece of information. There are two main types: it-cleft sentences which use "it is/was" to highlight a word or phrase, and wh-cleft sentences which use "what" to focus on a word, phrase, or action. Cleft sentences allow speakers to rearrange elements in a sentence to draw attention to a specific subject, object, time, place, or other element.
The document discusses the present perfect continuous tense. It explains that the present perfect continuous expresses an action that has recently stopped or is still going on, emphasizing the duration of the action. It then asks the reader to look at pictures and make sentences using the present perfect continuous tense to describe each picture, and then questions to go with each picture asking if the action has been happening.
Modals......Touchstone 3 Unit 11 Lesson aGerardo Nuñez
This document contains notes from an English lesson on modal verbs. It defines modal verbs as verbs that behave differently than normal verbs by not taking "-s" in the third person and using "not" for negation. It lists common modal verbs like can, could, may, might, must, ought to, shall, should, will, and would. For each modal verb, it provides examples of usage and how to use them to express ability, permission, possibility, requests, suggestions, decisions and more. The document aims to explain how modal verbs are used and formed through examples and definitions.
The document discusses the use of the present perfect and present perfect continuous tenses in English. It provides examples of when each tense is used, such as with the present perfect to describe past events connected to the present or actions begun in the past that may continue into the future. The present perfect continuous is used for actions that have recently stopped, actions that have been ongoing, or actions that have been happening for a period of time up until now. The document also includes exercises asking the reader to form sentences using the present perfect or present perfect continuous tenses based on pictures provided.
This document discusses English verbs that are followed by an object and an infinitive rather than a that-clause. It provides examples of common verbs used in this construction, such as invite, advise, allow, ask, beg, cause, command, encourage, expect, forbid, force, get, hate, help, instruct, intend, invite, leave, like, love, mean, need, obligate, order, permit, prefer, recommend. It also discusses some verbs that are followed by an object and bare infinitive without "to", such as let, make, see, hear, feel, watch, notice, have. The document provides exercises for learners to practice using these verbs in sentences.
This document provides rules for using verbs followed by different structures including an object and infinitive, gerund, or that clause. It explains that verbs like expect, advise, and tell can be followed by an object and infinitive or that clause. Recommend can take an object and infinitive or that clause, but not an object and that clause. Verbs like want, like, and hate take an object and infinitive but not a that clause. Arrange, ask, plan, and wait take an object and infinitive preceded by for. Let, make, and help can take an object and bare infinitive without to. Suggest can take a gerund or a that clause in different forms but not an object and that
The document provides information on the present continuous and present simple tenses in English. It explains that the present continuous tense is used to describe actions happening at the moment or temporary situations, as well as future plans. The present simple tense is used for habitual or repeated actions, facts, and things that are generally true. It includes examples of verbs commonly used for each tense and time markers that indicate when to use each tense. It concludes with an exercise involving choosing the correct tense form for given sentences.
The document provides examples and explanations of the second conditional. It begins by stating that the second conditional is used to express impossible or unlikely situations. It then provides examples of second conditional sentences using "if" with a past tense verb followed by "would" and a base verb. It contrasts these with first conditional sentences that use "if" with a present tense verb followed by "will" and a base verb to express more possible situations. It provides several song lyrics with blanks for the reader to fill in using second conditional verbs.
Cleft sentences are grammatical constructions that break information into two clauses to provide emphasis on a particular piece of information. There are two main types: it-cleft sentences which use "it is/was" to highlight a word or phrase, and wh-cleft sentences which use "what" to focus on a word, phrase, or action. Cleft sentences allow speakers to rearrange elements in a sentence to draw attention to a specific subject, object, time, place, or other element.
The document discusses the present continuous tense in English. It explains that the present continuous is used to talk about actions happening at the moment of speaking, future plans, or temporary actions happening around now or in progress but not finished. It provides examples of affirmative, negative, and interrogative forms using be + verb+ing. It also gives examples of common verbs in the -ing form and sample sentences using the present continuous tense.
This document discusses different ways to talk about habits and tendencies in the present, past, and future in English. In the present, simple present tense with adverbs of frequency is used. Will + infinitive emphasizes characteristic actions. Present continuous + always describes annoying habits. Used to describes past habits that no longer occur. Would is used for repeated past actions and suggests nostalgia. Adverbials of frequency emphasize habitualness. Will/would can also express annoyance about typical behaviors.
The document discusses the uses and differences between the present perfect simple and present perfect continuous tenses. The present perfect simple is used to talk about ongoing situations that began in the past and continue to the present, as well as completed recent actions. The present perfect continuous emphasizes the duration of an ongoing action. It is used for repeated or continuous actions that may or may not be finished. Some examples are provided to illustrate the differences between the tenses.
The document discusses the rules for changing direct speech into reported speech in English. It provides examples of changing the tense and pronouns when direct speech is reported, including changes to questions, statements with modal verbs, and imperative statements.
Either/or and neither/nor are conjunctions used to connect two alternatives. Either is used with "or" to indicate one or the other possibility, while neither is used with "nor" to indicate that neither of the two possibilities are true. Some key rules for using these conjunctions include not using a double negative with neither/nor, and only using either with "or" and neither with "nor". Examples are provided to illustrate the proper usage.
Would rather is used to express preference and is interchangeable with would prefer. It is used in short conversations to state or ask about preferences between choices. While rather is not a verb, it is part of the expression would rather which is followed by the base form of a verb. Would rather can refer to present or future preferences and is often used with than to compare two specific choices.
This is a presentation meant to introduce "I wish/If only" structures as well as to give some practice to upper-intermediate students (B2 from ECLF). It could also serve to wrap up and check comprehension.
The document provides instruction and practice on using the present perfect tense with "since" and "for" in English. It defines "since" as referring to a specific point in the past when an action started, and "for" referring to a duration or length of time. Examples are given of filling in "since" or "for" and completing sentences using the terms correctly. Practice questions are also included asking to make sentences using "for" or "since" with provided time frames.
The document discusses the differences between the words "each", "every", and "all". It provides examples of how each word is used, specifically noting that "each" is used for individual items one by one, "every" refers to things as a group or all collectively, and "all" can be used with both countable and uncountable nouns. Key structures that differ for "each", "every", and "all" are outlined.
৫০০টি খুব গুরুত্বপূর্ন লিঙ্কিং বা কানেকটিং ওয়ার্ড ও বাক্যংশ
নিজ থেকে বানিয়ে ইংরেজি লিখতে হলে আপনাকে ভালো করে ইংরেজি কানেকটিং ওয়ার্ড গুলো জানতে হবে, ইংরেজি বুজতে হবে, তা না হলে ইংরেজি বানিয়ে লিখতে পারবেন না
এই আপনাকে নিজে নিজে ইংলিশ বাক্য তৈরি করতে সহায়তা করবে ফলে আপনি যে কোন ইংলিশ অণুচ্ছেদ বা প্যারাগ্রাফ নিজ থেকে বানিয়ে লিখতে পারবেন কোন প্রকার মুখস্ত করা ছাড়াই ...
লিঙ্ক শব্দ বা বাক্যাংশ আমরা বাক্যে ব্যবহার করে থাকে একটি ধারণা সাথে আরেকটি ধারণা সংযোগ তৈরী করতে তবে এই লিংক শব্দ সমূহ বাক্যে বিভিন্ন উদ্দেশ্য ব্যবহার করা হয়ে থাকে।
কেন আমরা ব্যবহার করি ইংরেজি বাক্যে ?
যে কোনো নতুন ধারনা সংযুক্ত করতে বাক্যের মধ্যে কোনো যুক্তি নাড়াচাড়া করতে লেখায় বিশেষ কোনো তথ্য যোগ করতে বাক্যর ধারনা গুলোর প্রবাহ বজায় রাখার জন্য ভাব স্থানান্তর সেতু তৈরী করতে লেখা আরও জোরালো ও অর্থপূর্ণ .
The document discusses demonstrative adjectives in Spanish. Demonstrative adjectives indicate distance from the speaker and agree in number and gender with the noun they modify. They are este/esta (this), ese/esa (that), and aquel/aquella (that over there) in the singular and estos/estas, esos/esas, and aquellos/aquellas in the plural. Examples are provided to demonstrate their use with nouns like libro (book), mesa (table), and taza (cup).
This document discusses the differences between the phrases "would rather" and "had better". "Would rather" is used to express preference and is similar to "would prefer", while "had better" gives strong advice or a warning and is similar to "should". Both can take the contracted form of "'d" followed by an infinitive verb without "to". "Would rather" can also be used with a subject and past tense to express preference when the subjects are different.
The document discusses active and passive voice in sentences. Active voice indicates that the subject of the verb performs the action, while passive voice indicates the subject receives the action. There are generally three rules for converting between active and passive voice: 1) make the object of the active sentence the subject of the passive sentence, 2) use an appropriate auxiliary verb, and 3) make the main verb of the active sentence the past participle in the passive sentence. While active voice is usually preferred for being more direct, passive voice can be used when the performer of the action is unknown or less important than the recipient of the action.
Este documento ofrece instrucciones sobre el uso del pretérito pluscuamperfecto de subjuntivo en español. Explica que debemos memorizar sus participios irregulares y que se usa para expresar acciones en el pasado que lamentamos o que no pudieron ser, deseos imposibles sobre el pasado con la palabra "ojalá", y acciones hipotéticas combinadas con el condicional. Proporciona ejemplos para ilustrar cada uno de estos usos.
The document discusses direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken. Indirect speech does not use quotation marks and usually involves changing the tense and pronouns when reporting what someone said. Some key changes when going from direct to indirect speech include changing the tense, time, and place references. Questions, orders, requests, suggestions, and reported speech about intentions are also discussed.
Here are the answers to the questions:
- If we want to emphasise the duration of an action, we use the present perfect continuous tense.
- If we want to tell, how often something has happened so far, we use the present perfect simple tense.
- If we want to emphasise the result of an action, we use the present perfect simple tense.
- If we want to emphasise that an action is completed, we use the present perfect simple tense.
- If we want to emphasise how we have spent our time, we use the present perfect continuous tense.
The document provides sample questions and suggested answers for the SSC English Paper One exam. It includes 10 multiple choice questions testing comprehension of a passage about a family's views on technology. It also includes short answer questions about the passage and a summary question. Suggested answers are provided for each question.
Este documento describe diferentes formas de hacer predicciones sobre el futuro en inglés. Explica cómo usar "going to" para planes ya establecidos y el tiempo futuro simple con "will" para predicciones espontáneas. También cubre el uso de "will/will not", "think/don't think", y "probably/possibly" para expresar certeza o incertidumbre al hacer predicciones sobre el futuro.
This document provides instruction on using the words "already", "yet", and "still" in the present perfect tense. It explains that "already" is used to refer to something that happened earlier than expected or when there is no need for repetition. "Yet" is used to check if something has happened before now or when something expected hasn't occurred. "Still" is used to indicate that something hasn't finished or continues. Examples are given for how to use each word in sentences. Readers are then asked to make sentences using these words based on items on a to-do list.
This document discusses how to express the future in time clauses. It explains that time clauses use present tense verbs, not will or going to. Examples are given of different time clauses using when, before, after, as soon as, until, and while followed by a subject and present tense verb. The time clause can come at the beginning or end of the sentence. Present progressive can sometimes be used to refer to future ongoing activities in time clauses.
Fractionation And Other Mythical Magic BulletsGeorge Hutton
http://mindpersuasion.com/
If you want to learn various tools, that's a great thing to do. But if you are looking for secret methods that are a replacement for a larger and often necessary process, you are missing the boat. http://mindpersuasion.com/girlfriend-generator/
The document discusses the present continuous tense in English. It explains that the present continuous is used to talk about actions happening at the moment of speaking, future plans, or temporary actions happening around now or in progress but not finished. It provides examples of affirmative, negative, and interrogative forms using be + verb+ing. It also gives examples of common verbs in the -ing form and sample sentences using the present continuous tense.
This document discusses different ways to talk about habits and tendencies in the present, past, and future in English. In the present, simple present tense with adverbs of frequency is used. Will + infinitive emphasizes characteristic actions. Present continuous + always describes annoying habits. Used to describes past habits that no longer occur. Would is used for repeated past actions and suggests nostalgia. Adverbials of frequency emphasize habitualness. Will/would can also express annoyance about typical behaviors.
The document discusses the uses and differences between the present perfect simple and present perfect continuous tenses. The present perfect simple is used to talk about ongoing situations that began in the past and continue to the present, as well as completed recent actions. The present perfect continuous emphasizes the duration of an ongoing action. It is used for repeated or continuous actions that may or may not be finished. Some examples are provided to illustrate the differences between the tenses.
The document discusses the rules for changing direct speech into reported speech in English. It provides examples of changing the tense and pronouns when direct speech is reported, including changes to questions, statements with modal verbs, and imperative statements.
Either/or and neither/nor are conjunctions used to connect two alternatives. Either is used with "or" to indicate one or the other possibility, while neither is used with "nor" to indicate that neither of the two possibilities are true. Some key rules for using these conjunctions include not using a double negative with neither/nor, and only using either with "or" and neither with "nor". Examples are provided to illustrate the proper usage.
Would rather is used to express preference and is interchangeable with would prefer. It is used in short conversations to state or ask about preferences between choices. While rather is not a verb, it is part of the expression would rather which is followed by the base form of a verb. Would rather can refer to present or future preferences and is often used with than to compare two specific choices.
This is a presentation meant to introduce "I wish/If only" structures as well as to give some practice to upper-intermediate students (B2 from ECLF). It could also serve to wrap up and check comprehension.
The document provides instruction and practice on using the present perfect tense with "since" and "for" in English. It defines "since" as referring to a specific point in the past when an action started, and "for" referring to a duration or length of time. Examples are given of filling in "since" or "for" and completing sentences using the terms correctly. Practice questions are also included asking to make sentences using "for" or "since" with provided time frames.
The document discusses the differences between the words "each", "every", and "all". It provides examples of how each word is used, specifically noting that "each" is used for individual items one by one, "every" refers to things as a group or all collectively, and "all" can be used with both countable and uncountable nouns. Key structures that differ for "each", "every", and "all" are outlined.
৫০০টি খুব গুরুত্বপূর্ন লিঙ্কিং বা কানেকটিং ওয়ার্ড ও বাক্যংশ
নিজ থেকে বানিয়ে ইংরেজি লিখতে হলে আপনাকে ভালো করে ইংরেজি কানেকটিং ওয়ার্ড গুলো জানতে হবে, ইংরেজি বুজতে হবে, তা না হলে ইংরেজি বানিয়ে লিখতে পারবেন না
এই আপনাকে নিজে নিজে ইংলিশ বাক্য তৈরি করতে সহায়তা করবে ফলে আপনি যে কোন ইংলিশ অণুচ্ছেদ বা প্যারাগ্রাফ নিজ থেকে বানিয়ে লিখতে পারবেন কোন প্রকার মুখস্ত করা ছাড়াই ...
লিঙ্ক শব্দ বা বাক্যাংশ আমরা বাক্যে ব্যবহার করে থাকে একটি ধারণা সাথে আরেকটি ধারণা সংযোগ তৈরী করতে তবে এই লিংক শব্দ সমূহ বাক্যে বিভিন্ন উদ্দেশ্য ব্যবহার করা হয়ে থাকে।
কেন আমরা ব্যবহার করি ইংরেজি বাক্যে ?
যে কোনো নতুন ধারনা সংযুক্ত করতে বাক্যের মধ্যে কোনো যুক্তি নাড়াচাড়া করতে লেখায় বিশেষ কোনো তথ্য যোগ করতে বাক্যর ধারনা গুলোর প্রবাহ বজায় রাখার জন্য ভাব স্থানান্তর সেতু তৈরী করতে লেখা আরও জোরালো ও অর্থপূর্ণ .
The document discusses demonstrative adjectives in Spanish. Demonstrative adjectives indicate distance from the speaker and agree in number and gender with the noun they modify. They are este/esta (this), ese/esa (that), and aquel/aquella (that over there) in the singular and estos/estas, esos/esas, and aquellos/aquellas in the plural. Examples are provided to demonstrate their use with nouns like libro (book), mesa (table), and taza (cup).
This document discusses the differences between the phrases "would rather" and "had better". "Would rather" is used to express preference and is similar to "would prefer", while "had better" gives strong advice or a warning and is similar to "should". Both can take the contracted form of "'d" followed by an infinitive verb without "to". "Would rather" can also be used with a subject and past tense to express preference when the subjects are different.
The document discusses active and passive voice in sentences. Active voice indicates that the subject of the verb performs the action, while passive voice indicates the subject receives the action. There are generally three rules for converting between active and passive voice: 1) make the object of the active sentence the subject of the passive sentence, 2) use an appropriate auxiliary verb, and 3) make the main verb of the active sentence the past participle in the passive sentence. While active voice is usually preferred for being more direct, passive voice can be used when the performer of the action is unknown or less important than the recipient of the action.
Este documento ofrece instrucciones sobre el uso del pretérito pluscuamperfecto de subjuntivo en español. Explica que debemos memorizar sus participios irregulares y que se usa para expresar acciones en el pasado que lamentamos o que no pudieron ser, deseos imposibles sobre el pasado con la palabra "ojalá", y acciones hipotéticas combinadas con el condicional. Proporciona ejemplos para ilustrar cada uno de estos usos.
The document discusses direct and indirect speech. Direct speech uses quotation marks to report the exact words spoken. Indirect speech does not use quotation marks and usually involves changing the tense and pronouns when reporting what someone said. Some key changes when going from direct to indirect speech include changing the tense, time, and place references. Questions, orders, requests, suggestions, and reported speech about intentions are also discussed.
Here are the answers to the questions:
- If we want to emphasise the duration of an action, we use the present perfect continuous tense.
- If we want to tell, how often something has happened so far, we use the present perfect simple tense.
- If we want to emphasise the result of an action, we use the present perfect simple tense.
- If we want to emphasise that an action is completed, we use the present perfect simple tense.
- If we want to emphasise how we have spent our time, we use the present perfect continuous tense.
The document provides sample questions and suggested answers for the SSC English Paper One exam. It includes 10 multiple choice questions testing comprehension of a passage about a family's views on technology. It also includes short answer questions about the passage and a summary question. Suggested answers are provided for each question.
Este documento describe diferentes formas de hacer predicciones sobre el futuro en inglés. Explica cómo usar "going to" para planes ya establecidos y el tiempo futuro simple con "will" para predicciones espontáneas. También cubre el uso de "will/will not", "think/don't think", y "probably/possibly" para expresar certeza o incertidumbre al hacer predicciones sobre el futuro.
This document provides instruction on using the words "already", "yet", and "still" in the present perfect tense. It explains that "already" is used to refer to something that happened earlier than expected or when there is no need for repetition. "Yet" is used to check if something has happened before now or when something expected hasn't occurred. "Still" is used to indicate that something hasn't finished or continues. Examples are given for how to use each word in sentences. Readers are then asked to make sentences using these words based on items on a to-do list.
This document discusses how to express the future in time clauses. It explains that time clauses use present tense verbs, not will or going to. Examples are given of different time clauses using when, before, after, as soon as, until, and while followed by a subject and present tense verb. The time clause can come at the beginning or end of the sentence. Present progressive can sometimes be used to refer to future ongoing activities in time clauses.
Fractionation And Other Mythical Magic BulletsGeorge Hutton
http://mindpersuasion.com/
If you want to learn various tools, that's a great thing to do. But if you are looking for secret methods that are a replacement for a larger and often necessary process, you are missing the boat. http://mindpersuasion.com/girlfriend-generator/
When Teens Attack: Tips for Dealing with 12 Year Olds and Other Difficult Cus...Jen Robinson
A patron asked for information about Assyrian culture for a school project but became impatient and rude, ending the chat session early. When dealing with difficult teen patrons on chat, it is important to remain positive, set clear expectations, acknowledge their impatience while moving the conversation forward, and redirect any attempts to go off topic back to their original question. Teens' brains are still developing so they have less impulse control; the goal is to help them while making a positive impression.
This document provides tips and traits for attracting women, including appearing attractive, being intelligent, attentive, assertive, generous, humorous, adventurous, romantic, a good listener, and understanding. It emphasizes showing understanding by being a good listener through asking open-ended questions, taking on tasks to reduce her burden, and making her feel desired through compliments and intimacy. The overall message is that confidence, understanding her perspective, acts of service, and intimacy are keys to enticing a woman.
The document discusses the challenges of having open dialogues about complex issues and creating inclusive communities. It notes that we often see things in binaries rather than grays, categorizing people and ideas in ways that exclude others. We are asked to reflect on how we form "us vs them" divisions and whether we show others their own divisiveness. Creating understanding requires discussing issues with those we disagree with and addressing imbalances in how communities make some people feel included while others feel their views are not represented.
This document discusses the concept of "othering" and provides examples of subtle ways that language can make some people feel excluded from the Ruby community. It suggests replacing terms like "you guys", "lame", and "crazy" with more inclusive language since those words can negatively impact people. It also notes an example where an image used in a talk could have unintentionally conveyed transphobic messaging. The overall message encourages people to be mindful of subtle exclusionary behaviors and think about how to make the Ruby community welcoming to all.
This document provides guidance on developing social skills and confidence with women. It discusses why these skills are important, how most men approach dating, and offers advice on shifting one's mindset. Specific tips are provided on openers, hooking a woman's interest, building rapport through touch and vibing, getting phone numbers, changing venues, and having sex. The document emphasizes committing to regular practice, learning from both successes and rejections, and developing an attractive personality and social skills over time.
The document provides advice on how to gain confidence and take control of one's life through self-reflection, personal responsibility, and taking action. It encourages the reader to honestly assess what they want for themselves, overcome fears by facing them directly, and reject the expectations of others in favor of living freely according to their own values and desires. The overall message is about empowering the reader to sculpt their life as they choose rather than feeling limited by outside influences.
This summary provides an overview of the Brillzdom book chapter in 3 sentences:
The chapter explains and provides more context for the first 25 entries of the Brillzdom book, with the goal of enhancing understanding of the wisdom it imparts for living a better life. A variety of topics are discussed, including the power of images, the negative effects of phone usage, challenges faced in Japanese culture, and the importance of self-congratulation. Readers are encouraged to not just understand but also create their own Brillzdom entries.
This document contains 9 chapters about relationships, love, and healing from breakups. Chapter 5 discusses the difficulties of splitting up, including feeling like part of yourself has been cut off from your ex-partner if you formed a strong psychic bond. It advises accepting the split, wishing your ex well, and focusing on personal growth before jumping into a new relationship. The chapter also addresses obsessive ex-partners and how to establish clear boundaries to prevent stalking, like changing contact information and avoiding all communication.
This document provides 13 tips for becoming more attractive. It discusses the importance of traits like following through on commitments, not trying too hard to impress, being confident, being a good listener, making nice gestures, being emotionally independent, taking care of your physical health, having a sense of humor, controlling your emotions, being warm, loving your own life rather than needing someone to complete you, and becoming highly skilled and passionate about something. These traits are said to make someone's character and personality more attractive to potential partners. Physical appearance is noted as less important than these inner qualities and traits.
5 tips to make any man attracted to youWhistlejacket
This document provides 5 secret tips to attract any man, according to the author. Tip 1 involves using the phrase "He was nice but I noticed something weird about him" to trigger curiosity. Tip 2 recommends showing interest in things he values to make him feel important. Tip 3 advocates using "obsession phrases" to create positive drama through adrenaline spikes. Tip 4 is to show one's vibrant, passionate side. Tip 5 stresses believing in one's own self-worth as the greatest secret of attraction. The conclusion discusses additional effective phrases from Kelsey Diamond's research that can help a man see one's wonderful qualities.
(title image by @hookieduke)
Racism. Sexism. Homophobia. Transphobia. Within our own communities, these concepts are not new—but the 2020 pandemic has shone a spotlight on these issues.
It was only February of this year that Prime Minister Kishida’s aide said he “didn’t even want to look at” same-sex married couples.
But surely, we’re not like that. We make technology to make the world better, not hurt it.
Well, there’s good news and bad news. The bad news is the technology that we make is not immune to our human biases, and we all have biases. The good news is we can change this. With a bit of courage and humility, we can take the next step into a new frontier of universal design—technology that can be useful to everyone, regardless of their race, ability, identity or sexual orientation.In this 2-hour interactive session, participants will explore together common types of biases in technology and tackle difficult conversations around product design and development decisions.
It will be led by CJ Hostetter (they/them), a designer with ten years of experience in UX design who identifies as nonbinary.
This workshop will take place in person and be centered around small-group discussions tailored to digging in deep and sharing personal predicaments around bias in tech.
人種差別、性差別、同性愛嫌悪、トランスフォビア。
私たちのコミュニティでは、これらの概念は目新しいものではありませんが、2020年のパンデミックによって、これらの問題にスポットライトが当てられるようになりました。
また、岸田首相の側近が同性婚カップルを「見たくもない」と言ったのは、今年2月のことでした。
でもきっと、私たちはそんなことはない。私たちは、世の中を良くするために技術を作るのであって、傷つけるために技術を作るのではありません。
さて、良いニュースと悪いニュースがあります。悪いニュースは、私たちが作るテクノロジーは、私たち人間のバイアスに左右されてしまうということです。
良いニュースは、私たちがこれを変えられるということです。
少しの勇気と謙虚さがあれば、人種、能力、アイデンティティ、性的指向に関係なく、すべての人に役立つユニバーサルデザインの新しいフロンティアへ次のステップを踏み出すことができるのです。
この2時間の対話型セッションでは、参加者は一緒にテクノロジーに共通するバイアスを探り、製品設計や開発の意思決定にまつわる会話に取り組みます。
UXデザインで10年の経験を持ち、ノンバイナリーを自認するデザイナー、CJ Hostetter (they/them)がワークショップを行います。
このワークショップは、対面で少人数のグループディスカッションを中心に、テクノロジーにおける偏見にまつわる個人的な苦境を掘り下げ、共有するために行われます。
This document provides a summary and tips for improving one's dating life. It begins by examining common dating approaches that may not be effective, such as using pick-up lines. It then offers advice for online dating profiles, first dates, and getting a second date. Tips include asking open-ended questions, engaging in light physical contact, and planning backup activities in case of an off day. The overall message is that making a good first impression through preparation and confidence can increase the chances of relationship success.
This document provides a 3-step guide for overcoming shyness around girls. It begins by explaining that most advice for shy men online is wrong and does not address the experience of truly shy men. It then outlines the 3 steps: 1) Overcome feelings of inferiority by not putting women on a pedestal and realizing that looks are not indicative of value. 2) Stop becoming too invested in one woman by cutting out unrealistic fantasies. 3) Develop assertiveness by challenging negative self-talk. The document delves deeper into each step, providing examples and explanations for how to implement the strategies to overcome shyness.
The document introduces Kelly, a bartender who runs a website called askkellyforadvice.com where people can get advice from an "ordinary person." Kelly feels qualified to give advice because over 16 years behind the bar, thousands have sought Kelly's advice on relationships, dating, marriage, divorce, parenting, careers and more. Kelly aims to be 100% honest and not sugarcoat advice. The website has no ads or spam and costs $3.99 to maintain but is meant to provide a real and helpful resource for people seeking advice.
This document outlines three potential ideas for a Cheetos brand digital campaign. The first idea is to have a famous Vietnamese vlogger promote Cheetos while casually eating them or wearing Cheetos accessories in his video blogs. The second idea is to create a cute Cheetos puppet character that goes on adventures like characters from Disney shows. The third idea involves an online and offline color mixing game where users can "paint" Cheetos to earn tickets to a color festival event. The document explores these three options in more detail.
This document provides an excerpt from a book called "ReSeduction" that discusses strategies for attracting an ex-partner back. It discusses behaviors that can reduce attraction such as insecurity, jealousy, neediness, and lack of purpose. It advocates adopting more dominant, masculine traits like confidence, leadership, and self-assurance. The chapter on "zero contact" recommends not contacting an ex for at least a month to avoid seeming needy and give them a "fear of loss," though to still act cheerful if they contact you first. The goal is to change the power dynamic and reignite attraction through new behaviors.
Similar to Personality and Comparative Adjectives (20)
Este documento presenta un quiz sobre datos básicos sobre Rusia como su capital (Moscú), población aproximada en 2021 (144 millones), el significado de la palabra Rusia (gente que habla ruso), las reformas realizadas por Lenin que incluyeron despenalizar la homosexualidad, el aborto y aprobar el voto de la mujer, y que la Taiga rusa es el mayor bosque del mundo. El documento invita al lector a terminar el quiz en Kahoot.
Este documento presenta un quiz sobre hechos generales de Europa. Consiste en 10 preguntas con 4 opciones de respuesta cada una sobre temas como la capital de la Unión Europea, la población total de Europa, el mito de Europa, el país europeo que alberga más refugiados, el primer país donde las mujeres obtuvieron el derecho a voto, y en qué mar desemboca el río Volga. Al final invita a los lectores a completar el quiz en la plataforma Kahoot.
- The document contains definitions and examples of various words. It provides concise explanations of terms like "assumption", "crowd", "swallow", "oats", "pine nuts", "brigantine", "hack", "stakeholder", "juggle", "juggler", "trapeze artist", "contracture", "muscle contraction", "whisker", "blend", "canopy", "compass", "rack", "supraspinatus", "soul searching", and "tuck".
- The document aims to concisely explain these words and provide examples of their usage in sentences to demonstrate their meaning contextually.
This document summarizes the mysterious history of a palace located near Jacinto Benavente in Madrid, Spain. The palace was rebuilt in 1803 after burning down. In 2001, radio host José Abellán and his wife bought the palace, but experienced unexplained events during renovations. They sold the palace after less than three months of ownership. The new owners also quickly sold the building. It is now a hostel called Cat's Hostel, where guests sometimes see the apparition of an old woman or feel someone touching their shoulders. A writer spent a night there and felt bad energy, though he experienced no specific strange phenomena. The hostel is currently being refurbished.
The document describes key events and vocabulary from the fairy tale Beauty and the Beast. It summarizes that Beauty's merchant father loses his wealth when his ship is lost at sea, forcing their family to move to the countryside. Beauty becomes terrified after seeing the Beast's ugly face when her father knocks on the door of his castle seeking shelter, but the Beast proposes marriage. He gives her a ring to place by her bed before returning home.
Mrs. Otis asked the housekeeper Mrs. Umney about a red stain she saw, and Mrs. Umney revealed that it was blood from Lady Eleanore de Canterville who was murdered by her husband Sir Simon de Canterville in 1575. Four nights later, the Otis family buried Sir Simon's body among the trees. The ghost of Sir Simon had lived in Canterville Chase for 300 years and wanted to frighten the new Otis family, but Washington Otis said a product could remove the blood stain that remained as evidence of the murder.
After carefully analysing, and cross comparing the data from the different movies we arrive to the most crucial part of all, the big questions. Don't forget to scroll down to the very end of the document. Enjoy!
The comparative card explores and neatly compares in four different columns some of the important data regarding these movies, everything from the year they were made to their plots or directors.
1) La Pedriza is a mountainous region in central Spain known for its unique granite rock formations. It has a rich history as a refuge for bandits and is the subject of legends.
2) The landscape features high peaks over 2000 meters, deep valleys, and varied vegetation from Mediterranean forests to rocky areas with bushes and trees like pine and holly. Wildlife includes vultures, goats and snakes.
3) Hikers can enjoy scenic multi-hour walks through La Pedriza's terrain and stop at local bars along trails for refreshments.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
7. Now, next you will find some
comparative and interrogative
sentences.
Some comparatives use more, some
don’t, some superlatives use ‘the
most’, but some don’t.
Can you figure out the rules?
8. He is the wittiest person I’ve known.
She is lonelier than she has ever been.
Sharon is the most forgetful person I know.
Matt couldn’t have been more pleasant.
Karen is the most caring person I ever met.
He is so much ruder now than when he was a
child.