This document provides a review of verb tenses including exercises to practice the present simple, going to future, past simple, past continuous, and past passive tenses. The exercises consist of filling in blanks with the correct verb form or writing questions to match answers. The review covers forming questions, making affirmative and negative statements, and using the various tenses in short paragraphs to demonstrate their usage.
This document contains sample concept checking questions for a teaching methods MA program assignment. The first section involves a grammar concept question about whether a door was locked, with answer choices focusing on the door's current state and who was meant to lock it. The second section involves a vocabulary concept question about litter in a street, with answer choices asking about the street's cleanliness, presence of rubbish, and size of rubbish pieces.
Sawsan Fawzy submitted a lesson plan titled "How often do you..." for a pre-intermediate English proficiency level. The lesson aims to teach learners to accurately express the frequency of events and activities using adverbs of frequency. The plan includes presentation of new vocabulary, controlled and less controlled practice activities like role plays, and a writing task where students describe their routines using the new language. The plan addresses potential difficulties students may have differentiating similar adverbs and asks how questions.
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms like "backpacking" and "outdoor clothes", and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity. The test is for a MA Assessment Course and was assigned by Sawsan Fawzy as the second assignment.
This document provides test specifications for an achievement test on a reading and writing unit from an EFL textbook. The test will examine 20 Egyptian adult students after completing a 16-session pre-intermediate English course. The test contains a 20-minute reading section and 40-minute writing section and evaluates students' reading comprehension, vocabulary, and writing skills related to vacation activities and travel. The document outlines the course and student descriptions, test content areas and objectives, and behavioral objectives for each test section.
This document contains two pages of concept checking questions for a teaching methods MA program assignment. The first page includes four grammar concept questions about sentence structures involving tense, modality, and conditionals. The second page contains three vocabulary concept questions about reaching a mountain summit, contributing to a party, and offering a lift. The questions test understanding of key grammar concepts and vocabulary used in the sentences.
The document contains information about family relationships between various people:
- Kamel is Mostafa's father-in-law, not his father or father-in-law.
- Mona and Hana are not nieces of Ghada and Mostafa.
- A cousin is the son/daughter of an aunt/uncle, not a parent.
- The document discusses engaged vs divorced and defines engaged as agreeing to marry and divorced as no longer living together.
- It identifies new vocabulary like engaged, divorced, father-in-law, and asks the reader to find and write them down.
Sociolinguistics Paper: Br. vs. Am. English Sawsan Ali
British English and American English differ in pronunciation at the vowel and consonant levels. Some key differences are:
- Americans pronounce the vowel in words like "not" and "lot" as /ɑ/ rather than the British /ɒ/.
- Americans often replace the British diphthong endings in words like "near", "care", and "pure" with monophthongs.
- American vowels are more "r-colored" when followed by the letter "r" compared to British vowels.
- Some vowel sounds merge in American English that remain distinct in British English, such as the merger of /ɪ/ and /ə/ in unstressed syllables
This document provides a review of verb tenses including exercises to practice the present simple, going to future, past simple, past continuous, and past passive tenses. The exercises consist of filling in blanks with the correct verb form or writing questions to match answers. The review covers forming questions, making affirmative and negative statements, and using the various tenses in short paragraphs to demonstrate their usage.
This document contains sample concept checking questions for a teaching methods MA program assignment. The first section involves a grammar concept question about whether a door was locked, with answer choices focusing on the door's current state and who was meant to lock it. The second section involves a vocabulary concept question about litter in a street, with answer choices asking about the street's cleanliness, presence of rubbish, and size of rubbish pieces.
Sawsan Fawzy submitted a lesson plan titled "How often do you..." for a pre-intermediate English proficiency level. The lesson aims to teach learners to accurately express the frequency of events and activities using adverbs of frequency. The plan includes presentation of new vocabulary, controlled and less controlled practice activities like role plays, and a writing task where students describe their routines using the new language. The plan addresses potential difficulties students may have differentiating similar adverbs and asks how questions.
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms like "backpacking" and "outdoor clothes", and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity. The test is for a MA Assessment Course and was assigned by Sawsan Fawzy as the second assignment.
This document provides test specifications for an achievement test on a reading and writing unit from an EFL textbook. The test will examine 20 Egyptian adult students after completing a 16-session pre-intermediate English course. The test contains a 20-minute reading section and 40-minute writing section and evaluates students' reading comprehension, vocabulary, and writing skills related to vacation activities and travel. The document outlines the course and student descriptions, test content areas and objectives, and behavioral objectives for each test section.
This document contains two pages of concept checking questions for a teaching methods MA program assignment. The first page includes four grammar concept questions about sentence structures involving tense, modality, and conditionals. The second page contains three vocabulary concept questions about reaching a mountain summit, contributing to a party, and offering a lift. The questions test understanding of key grammar concepts and vocabulary used in the sentences.
The document contains information about family relationships between various people:
- Kamel is Mostafa's father-in-law, not his father or father-in-law.
- Mona and Hana are not nieces of Ghada and Mostafa.
- A cousin is the son/daughter of an aunt/uncle, not a parent.
- The document discusses engaged vs divorced and defines engaged as agreeing to marry and divorced as no longer living together.
- It identifies new vocabulary like engaged, divorced, father-in-law, and asks the reader to find and write them down.
Sociolinguistics Paper: Br. vs. Am. English Sawsan Ali
British English and American English differ in pronunciation at the vowel and consonant levels. Some key differences are:
- Americans pronounce the vowel in words like "not" and "lot" as /ɑ/ rather than the British /ɒ/.
- Americans often replace the British diphthong endings in words like "near", "care", and "pure" with monophthongs.
- American vowels are more "r-colored" when followed by the letter "r" compared to British vowels.
- Some vowel sounds merge in American English that remain distinct in British English, such as the merger of /ɪ/ and /ə/ in unstressed syllables
This document discusses the role of output and feedback in second language acquisition. It covers Merill Swain's Comprehensible Output Hypothesis and identifies three main functions of output: the noticing function, the hypothesis-testing function, and the metalinguistic function. The document also analyzes different types of feedback that can push learners, including recasts, prompts, negotiation of meaning, and explicit correction. Effective feedback helps learners notice gaps in their language knowledge and incorporate correct forms.
The Competition Model describes how language learners use different cues like word order, grammatical markers, and animacy to interpret sentence meanings. It involves competition among cues, with stronger or more appropriate cues determining the correct interpretation. For native language acquisition, younger children may rely on weaker cues like animacy that are replaced by stronger cues like word order as they age. For second language acquisition, learners must learn the relative importance of cues in the new language, which can interfere with cues from their first language. The model is used to study how modified input helps learners recognize and adopt the appropriate cues of the language being learned.
This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Halliday's Ch 6 Summary (Below the Clause Level: Groups and Phrases)Sawsan Ali
This document discusses the experiential and logical structure of nominal groups in clauses. It defines key terms like deictic, numerative, epithet, classifier, and qualifier that describe the types and functions of premodifiers and postmodifiers in a nominal group's experiential structure. It also examines the logical structure and hypotactic relations between elements in a nominal group, with the head being modified in a univariate structure. The functions and ranking of elements in a nominal group are important for understanding its meaning and role in a clause.
This document outlines a 60-minute English lesson plan aimed at helping students use the third conditional to talk about an imaginary past and write sentences describing the fictional past of the main character in David Copperfield. The lesson includes a warmer discussing the character's problems, a presentation on third conditional grammar forms, a controlled practice activity completing sentences in the grammar forms, a listening activity to identify short grammar forms, and production activities where students write letters to the character and participate in a debate about positive versus negative thinking.
CA of (Im)politeness in Am. & Egy. MoviesSawsan Ali
This document provides an overview of a study that examines politeness strategies and impolite acts in the American movie "Ten Things I Hate About You" and the Egyptian movie "آداء من أنا". It uses Brown and Levinson's politeness model to analyze conversations between the heroines and heroes in both movies. The study aims to determine whether Brown and Levinson's model can fully account for politeness strategies and impolite acts in the Egyptian movie. Several impolite acts are identified in the first 10 minutes of both movies, including insults, ridicule, criticism, accusations, and interruptions threatening characters' positive and negative faces. The document also outlines the
The document analyzes the semantic components of words related to washing in English and Arabic. It finds that the words wash/غسل are the main terms, with other words like rinse/شطف and soak/نقع as hyponyms. However, the Arabic words اغتسل and توضأ related to religious ritual washing cannot be fully captured by direct translation to wash due to cultural differences between Christianity and Islam. While wash is a valid translation, it loses some specific religious meanings in the process.
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms, and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity.
This document provides test specifications for an achievement test on a unit in an English textbook. The test will examine students' reading and writing skills related to vacation activities and places. It will consist of a 20-minute reading section and a 40-minute writing section. The test is designed for 20 Egyptian EFL learners who have completed four prior levels of general English study focusing on reading, writing, speaking, listening, vocabulary, grammar and pronunciation. The students' course is at a pre-intermediate level and meets twice a week for 2 months to help students communicate in everyday English situations. The test will evaluate students' abilities to define words, understand meanings, express ideas, identify methods, and distinguish facts from opinions.
This document outlines events organized by Ms. Sawsan Fawzy between 2013-2015, including preparing classes as teams and co-organizing events with Ms. Dina. It lists Ms. Sawsan Fawzy as the sole organizer of some events and as a co-organizer with Ms. Dina for other events during that time period.
The document is a one sentence statement that it was designed by Ms. Sawsan. It does not provide much context or details to summarize further in 3 sentences or less.
The document contains 12 questions about characters, plot points, themes, and sources of comedy in William Shakespeare's play The Tempest. It asks about how characters travel to the island of Caliban, how the ship's direction was changed, betrayals of Prospero, examples of betrayal in the play, attempts to overthrow Prospero, a quote about virtue and vengeance, messages from the play, how Caliban's heart changes, lessons from Prospero, the theme of revenge versus forgiveness, and sources of comedy in the play.
Summary of SLA Social Interactionism Theory & Its Learning Application ModelsSawsan Ali
This document summarizes Lev Vygotsky's social development theory and Jerome Bruner's discovery learning theory as approaches to language acquisition within social interactionism. Vygotsky believed that language develops first through social interactions and then internally. Bruner argued that learning occurs best when learners discover knowledge themselves, such as through problem-based learning, case-based learning, or simulations. Discovery learning encourages active engagement but can also lead to cognitive overload or misconceptions if not properly guided. Overall, social interactionism views language acquisition as influenced through social and environmental interactions.
This document outlines lesson materials for a session on auxiliary verbs. It includes exercises practicing the use of auxiliaries in conversations, contractions, and vocabulary related to education. Students will practice identifying auxiliaries in spoken sentences and conversations. Exercises cover forming questions with auxiliary verbs and using short responses with auxiliaries. Key topics covered are auxiliary verb uses and meanings, emphasis, echo questions, question tags, and short responses.
The document discusses having a movie night today and includes a link to a YouTube video. It also contains notes about imaginary past situations, including the statement "If you had led a painless life, you would have been an ordinary person, not a famous writer." There are additional notes about contractions and forming sentences in the imaginary past tense.
This document is an English grammar lesson about verb conjugations and questions in the present simple tense. It provides examples of how to conjugate regular verbs to be, have, and other verbs in the present simple. It also gives examples of yes/no and Wh- questions using the present simple. The document is divided into sections covering conjugations, exercises to practice conjugations, and exercises to practice forming different types of questions. It provides 20 practice questions for students to complete.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This document discusses the role of output and feedback in second language acquisition. It covers Merill Swain's Comprehensible Output Hypothesis and identifies three main functions of output: the noticing function, the hypothesis-testing function, and the metalinguistic function. The document also analyzes different types of feedback that can push learners, including recasts, prompts, negotiation of meaning, and explicit correction. Effective feedback helps learners notice gaps in their language knowledge and incorporate correct forms.
The Competition Model describes how language learners use different cues like word order, grammatical markers, and animacy to interpret sentence meanings. It involves competition among cues, with stronger or more appropriate cues determining the correct interpretation. For native language acquisition, younger children may rely on weaker cues like animacy that are replaced by stronger cues like word order as they age. For second language acquisition, learners must learn the relative importance of cues in the new language, which can interfere with cues from their first language. The model is used to study how modified input helps learners recognize and adopt the appropriate cues of the language being learned.
This document discusses foreigner talk (FT), which is a modified style of speech that native speakers use when talking to non-native speakers. It defines FT and discusses various types of modifications made in FT, including grammatical and ungrammatical modifications, interactional modifications, and functions of FT. Grammatical FT involves simplification, regularization, and elaboration of language. Ungrammatical FT includes omissions and changes to grammar, vocabulary, and pronunciation. FT aims to facilitate communication and language learning for non-native speakers. Examples of FT in conversations are provided to illustrate modifications.
Halliday's Ch 6 Summary (Below the Clause Level: Groups and Phrases)Sawsan Ali
This document discusses the experiential and logical structure of nominal groups in clauses. It defines key terms like deictic, numerative, epithet, classifier, and qualifier that describe the types and functions of premodifiers and postmodifiers in a nominal group's experiential structure. It also examines the logical structure and hypotactic relations between elements in a nominal group, with the head being modified in a univariate structure. The functions and ranking of elements in a nominal group are important for understanding its meaning and role in a clause.
This document outlines a 60-minute English lesson plan aimed at helping students use the third conditional to talk about an imaginary past and write sentences describing the fictional past of the main character in David Copperfield. The lesson includes a warmer discussing the character's problems, a presentation on third conditional grammar forms, a controlled practice activity completing sentences in the grammar forms, a listening activity to identify short grammar forms, and production activities where students write letters to the character and participate in a debate about positive versus negative thinking.
CA of (Im)politeness in Am. & Egy. MoviesSawsan Ali
This document provides an overview of a study that examines politeness strategies and impolite acts in the American movie "Ten Things I Hate About You" and the Egyptian movie "آداء من أنا". It uses Brown and Levinson's politeness model to analyze conversations between the heroines and heroes in both movies. The study aims to determine whether Brown and Levinson's model can fully account for politeness strategies and impolite acts in the Egyptian movie. Several impolite acts are identified in the first 10 minutes of both movies, including insults, ridicule, criticism, accusations, and interruptions threatening characters' positive and negative faces. The document also outlines the
The document analyzes the semantic components of words related to washing in English and Arabic. It finds that the words wash/غسل are the main terms, with other words like rinse/شطف and soak/نقع as hyponyms. However, the Arabic words اغتسل and توضأ related to religious ritual washing cannot be fully captured by direct translation to wash due to cultural differences between Christianity and Islam. While wash is a valid translation, it loses some specific religious meanings in the process.
This document provides an achievement test on a unit about backpacking. The test has two sections. The first section is about reading skills and contains multiple choice questions about a passage on backpacking. It asks about the two most important tips for backpacking according to Brien, defines terms, and identifies statements as opinions or facts. The second section involves writing skills and asks the test taker to write a short article for a school magazine about a vacation activity they've done and provide tips to make the most of the activity.
This document provides test specifications for an achievement test on a unit in an English textbook. The test will examine students' reading and writing skills related to vacation activities and places. It will consist of a 20-minute reading section and a 40-minute writing section. The test is designed for 20 Egyptian EFL learners who have completed four prior levels of general English study focusing on reading, writing, speaking, listening, vocabulary, grammar and pronunciation. The students' course is at a pre-intermediate level and meets twice a week for 2 months to help students communicate in everyday English situations. The test will evaluate students' abilities to define words, understand meanings, express ideas, identify methods, and distinguish facts from opinions.
This document outlines events organized by Ms. Sawsan Fawzy between 2013-2015, including preparing classes as teams and co-organizing events with Ms. Dina. It lists Ms. Sawsan Fawzy as the sole organizer of some events and as a co-organizer with Ms. Dina for other events during that time period.
The document is a one sentence statement that it was designed by Ms. Sawsan. It does not provide much context or details to summarize further in 3 sentences or less.
The document contains 12 questions about characters, plot points, themes, and sources of comedy in William Shakespeare's play The Tempest. It asks about how characters travel to the island of Caliban, how the ship's direction was changed, betrayals of Prospero, examples of betrayal in the play, attempts to overthrow Prospero, a quote about virtue and vengeance, messages from the play, how Caliban's heart changes, lessons from Prospero, the theme of revenge versus forgiveness, and sources of comedy in the play.
Summary of SLA Social Interactionism Theory & Its Learning Application ModelsSawsan Ali
This document summarizes Lev Vygotsky's social development theory and Jerome Bruner's discovery learning theory as approaches to language acquisition within social interactionism. Vygotsky believed that language develops first through social interactions and then internally. Bruner argued that learning occurs best when learners discover knowledge themselves, such as through problem-based learning, case-based learning, or simulations. Discovery learning encourages active engagement but can also lead to cognitive overload or misconceptions if not properly guided. Overall, social interactionism views language acquisition as influenced through social and environmental interactions.
This document outlines lesson materials for a session on auxiliary verbs. It includes exercises practicing the use of auxiliaries in conversations, contractions, and vocabulary related to education. Students will practice identifying auxiliaries in spoken sentences and conversations. Exercises cover forming questions with auxiliary verbs and using short responses with auxiliaries. Key topics covered are auxiliary verb uses and meanings, emphasis, echo questions, question tags, and short responses.
The document discusses having a movie night today and includes a link to a YouTube video. It also contains notes about imaginary past situations, including the statement "If you had led a painless life, you would have been an ordinary person, not a famous writer." There are additional notes about contractions and forming sentences in the imaginary past tense.
This document is an English grammar lesson about verb conjugations and questions in the present simple tense. It provides examples of how to conjugate regular verbs to be, have, and other verbs in the present simple. It also gives examples of yes/no and Wh- questions using the present simple. The document is divided into sections covering conjugations, exercises to practice conjugations, and exercises to practice forming different types of questions. It provides 20 practice questions for students to complete.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.