Adverbs -Definition, types, common postions and frequent usesArleyJaimesroa
Definition, types, common postions and frequent uses of adverbs in the English Language - Based on the explanation provided by cutting edge - third edition advanced.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter 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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
2. PRESENT SIMPLE
USES:
• Things that are generally true.
We speak Spanish.
Andrea and Juan live in Colombia.
You work for a big company.
• Habits and routines.
They get up very early.
I study a lot at the weekend.
I go to work at 8:00 AM
3. PRESENT SIMPLE
STRUCTURE – AFFIRMATIVE SENTENCES
WE SPEAK SPANISH.
SUBJECT VERB COMPLEMENT
I , WE, YOU THEY
Tom and Jim have breakfast at 7:00 am.
I eat a lot of vegetables.
We do the laundry every Saturday.
They study English in the evenings.
4. PRESENT SIMPLE
STRUCTURE – NEGATIVE SENTENCES
WE DO NOT LIVE IN SPAIN.
WE DON’T LIVE IN SPAIN
SUBJECT AUXILIAR + NOT VERB COMPLEMENT
I , WE, YOU THEY
I do not go to bed at 10:00 pm.
Julia and Tiffany don’t work for a big company
We don’t have a shower in the afternoon
They don’t live in a flat.
5. PRESENT SIMPLE
STRUCTURE – YES/NO QUESTIONS
DO YOU SPEAK FRENCH?
DO YOU HAVE BREAKFAST EVERY DAY?
AUXILIAR SUBJECT VERB COMPLEMENT
I , WE, YOU THEY
Do you have lunch in a restaurant? Yes, I do / No, I don’t
Do they live with their parents? Yes, they do / No, they don’t
Do Galen and Mark get up late on Sundays? Yes, they do / No, they don’t.
Do you study at university? Yes, we do / No we don’t
6. PRESENT SIMPLE
STRUCTURE – WH- QUESTIONS
WHERE DO YOU LIVE?
WHO DO JAKE AND LAUREL HAVE LUNCH WITH?
WH- WORD AUXILIAR SUBJECT VERB COMPLEMENT
What languages do they speak?
What do you do?
What time do Claire and Jim have a bath?
Where do they study?
I , WE, YOU THEY
7. PRESENT SIMPLE
STRUCTURE – AFFIRMATIVE SENTENCES
HE SPEAKS SPANISH.
SUBJECT VERB COMPLEMENT
HE, SHE, IT
THIRD PERSON SINGULAR
Tom has breakfast at 7:00 am. (have = has)
Laura eats a lot of vegetables.
He does the laundry every Saturday.
She studies English in the evenings.
He gets up at 5:00 every day.
8. PRESENT SIMPLE HE, SHE, IT
THIRD PERSON SINGULAR
Spelling rules:
• When the verb finishes in “S, SS, X, CH, SH” add “es”.
Watch – Watches / finish – finishes / fix - fixes
• When the verb finishes in “consonat + y” get rid of y and add “ies”
Study – Studies / cry – cries / try – tries / fly – flies.
• When the verb finishes in “vowel + y” add “s”
play – plays / buy – buys /
9. PRESENT SIMPLE HE, SHE, IT
THIRD PERSON SINGULAR
Spelling rules:
• The verbs do and go become does and goes.
• Add “S” to the rest of the verbs.
• Work – Works
• Live – lives
• Read – reads
• Get up – gets up
• Listen – listens
10. PRESENT SIMPLE
STRUCTURE – NEGATIVE SENTENCES
ANDREA DOES NOT LIVE IN SPAIN.
SHE DOESN’T LIVE IN SPAIN
SUBJECT AUXILIAR + NOT VERB COMPLEMENT
Tom does not go to bed at 10:00 pm.
She doesn’t work for a big company
He doesn’t have a shower in the afternoon
The cat doesn’t sleep on the bed.
HE, SHE, IT
THIRD PERSON SINGULAR
11. PRESENT SIMPLE
STRUCTURE – YES/NO QUESTIONS
DOES SHE SPEAK FRENCH?
DOES LUIS HAVE BREAKFAST EVERY DAY?
AUXILIAR SUBJECT VERB COMPLEMENT
Does Sophie have lunch in a restaurant? Yes, she does / No, she doesn’t.
Does he live with his parents? Yes, he does. / No, he doesn’t
Does Galen get up late on Sundays? Yes, she does / No, he doesn’t
Does Andrés study at university? Yes, he does / No, he doesn’t.
HE, SHE, IT
THIRD PERSON SINGULAR
12. PRESENT SIMPLE
STRUCTURE – WH- QUESTIONS
WHERE DOES SHE LIVE?
WHO DOES JAKE HAVE LUNCH WITH?
WH- WORD AUXILIAR SUBJECT VERB COMPLEMENT
What languages does she speak?
What does she do?
What time does she have a bath?
Where does Frank study?
HE, SHE, IT
THIRD PERSON SINGULAR
