Modal verbs are special verbs that express ideas like possibility, intention, obligation and necessity. Unlike regular verbs, modal verbs only exist in their helping form, cannot act as the main verb, and have consistent forms without conjugation. Some common modal verbs are can, could, be able to, must, have to, and should. Each modal verb has specific meanings and uses when expressing abilities, possibilities, necessities, recommendations, and certainties.
Explicación sobre los complementos del verbo TO BE desde los punto de vista semántico y sintáctico y la diferencia que tiene respecto de otros verbos del idioma inglés. Información muy útil para estudiantes del nivel básico e intermedio
This presentation explains Modal Verbs: their meaning, use and form. It has an activity at the end so you can practice after reading the grammar explanation.
For Part II Foundation English students.
Learning vocabulary is made easy. Idioms and phrases are introduced. The method of recording the day's happenings is learnt. Its time to practise.
Adjective Complement is a word that describes or modifies a noun.
Example:
The little girl loves learning.
What is an Adjective Complement?
It is a functional part of a sentence that completes, or complements, the adjective.
Types of Adjective Complements
Noun Clause
It is simply two or more words that function as a noun.
It should have a subject and a verb.
Since it takes the place of a noun, it's a dependent clause and cannot stand alone.
It starts with the words: "that," "how," and the "wh-" words - "what," "when," "why" etc.
Examples:
when you arrived
that he is happy about
where Sara went
Prepositional Phrase
It starts with a preposition - such as "with." "about," "on," or "in" - and is followed by a noun, pronoun, noun phrase, pronoun phrase, or noun clause.
Examples:
with the car
under the bridge
after the show
NOTE: An adjective complement always follows the adjective it complements.
Examples of Adjective Complements
Noun Clause
She was unsure how her parents would react.
My boss was anxious when sales fell.
I was delighted that she was chosen.
I am curious what color you picked.
I will be happy when I get married.
Prepositional Phrase
Are you afraid of spiders?
We were shocked by the news.
I am very surprised about the nomination.
The little boy was eager for Christmas to arrive.
It was wrong of her to leave.
Explicación sobre los complementos del verbo TO BE desde los punto de vista semántico y sintáctico y la diferencia que tiene respecto de otros verbos del idioma inglés. Información muy útil para estudiantes del nivel básico e intermedio
This presentation explains Modal Verbs: their meaning, use and form. It has an activity at the end so you can practice after reading the grammar explanation.
For Part II Foundation English students.
Learning vocabulary is made easy. Idioms and phrases are introduced. The method of recording the day's happenings is learnt. Its time to practise.
Adjective Complement is a word that describes or modifies a noun.
Example:
The little girl loves learning.
What is an Adjective Complement?
It is a functional part of a sentence that completes, or complements, the adjective.
Types of Adjective Complements
Noun Clause
It is simply two or more words that function as a noun.
It should have a subject and a verb.
Since it takes the place of a noun, it's a dependent clause and cannot stand alone.
It starts with the words: "that," "how," and the "wh-" words - "what," "when," "why" etc.
Examples:
when you arrived
that he is happy about
where Sara went
Prepositional Phrase
It starts with a preposition - such as "with." "about," "on," or "in" - and is followed by a noun, pronoun, noun phrase, pronoun phrase, or noun clause.
Examples:
with the car
under the bridge
after the show
NOTE: An adjective complement always follows the adjective it complements.
Examples of Adjective Complements
Noun Clause
She was unsure how her parents would react.
My boss was anxious when sales fell.
I was delighted that she was chosen.
I am curious what color you picked.
I will be happy when I get married.
Prepositional Phrase
Are you afraid of spiders?
We were shocked by the news.
I am very surprised about the nomination.
The little boy was eager for Christmas to arrive.
It was wrong of her to leave.
Fatkhul susyawan tugas teknik tenaga listrik bateraifatkhuls
Tugas Teknik Tenaga Listrik
Tentang Baterai
Nama : Fatkhul Susyawan
NIM : 1310502002
Fakultas : Teknik
Prodi : S1 Teknik Mesin
Instansi : Universitas Tidar
Mata Kuliah : Teknik Tenaga Listrik
Dosen : R. Suryoto Edy Raharjo S.T., M.Eng.
Fatkhul susyawan tugas teknik tenaga listrik generator acfatkhuls
Tugas Teknik Tenaga Listrik
Generator AC
Nama : Ftkhul Susyawan
NIM : 1310502002
Fakultas : Teknik
Prodi : S1 Teknik Mesin
Instansi : Universitas Tidar
Mata Kuliah : Teknik Tenaga Listrik
Dosen Pengampu : R. Suryoto Edy Raharjo S.T., M.Eng.
TUGAS TEKNIK TENAGA LISTRIK
MOTOR AC
NAMA : FATKHUL SUSYAWAN
NIM : 1310502002
PRODI : S1 TEKNIK MESIN
FAKULTAS : TEKNIK
INSTANSI : UNIVERSITAS TIDAR
DOSEN PENGAMPU
R. Suryoto Edy Raharjo S.T., M.ng.
Tugas Teknik Tenaga Listrik
Transformator
Nama : Fatkhul Susyawan
NIM : 1310502002
Fakultas : Teknik
Prodi : S1 Teknik Mesin
Instansi : Universitas Tidar
Dosen Pengampu
R. Suryoto Edy Raharjo S.T., M.Eng.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The 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
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.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Presentacion luz stella inglés
1.
2. Modal verbs are special verbs which behave very
differently from normal verbs. Unlike other auxiliary
verbs modals only exist in their helping form; they
cannot act alone as the main verb in a sentence. Modal
verbs are used to express ideas such as possibility,
intention, obligation and necessity.
WHAT ARE MODAL VERBS?WHAT ARE MODAL VERBS?
3. A modal verb always has the
same form:
There is no past form (-ed), no
present participle (-ing) and no
3rd persons singular (-s).
Modal verbs come before the
subject in questions:
example: "May I come to your
house for tea?"
Negative forms:
Modal verbs have n't or not after
them in the negative.
example: "mustn't" - "needn't".
Some basic characteristicsSome basic characteristics
of modals:of modals:
4. We use “can” to say that someone has the ability or
opportunity to do something:
e.g.1Can you speak English fluently?
e.g.2It’s nice tonight. We can go
for a swim.
CANCAN
5. “Could” is the past tense of can. It is also more polite.
It is less sure.
e.g.1Could you do me a favor?
e.g.2I could swim 10 km continuously when I was
young.
COULDCOULD
6. “Be able to” is possible instead of “can” and can be
conjugated as a regular verb.
It is a more formal than “can”
e.g. It’s nice that he was able to
pass so well in the Exam.
BE ABLE TOBE ABLE TO
7. "Must" is most commonly used to express certainty.
It can also be used to express necessity or strong
recommendation, although native speakers prefer
the more flexible form "have to." "Must not" can be
used to prohibit actions, but this sounds very severe.
MUSTMUST
8. •This must be the right address! certainty
•Students must pass an entrance
examination to study at this school.
necessity
•You must take some medicine for that
cough. strong recommendation
•Jenny, you must not play in the street!
prohibition
Examples:Examples:
9. "Have to" is used to express certainty, necessity, and
obligation.
Examples:
This answer has to be correct. certainty
The soup has to be stirred continuously to prevent
burning. necessity
They have to leave early. obligation
HAVE TOHAVE TO
10. : "Do not have to" vs. "Must not“Do not have to" vs. "Must not“
"Do not have to" suggests that someone is not
required to do something. "Must not" suggests that
you are prohibited from doing something.
Examples:
You must not eat that. It is forbidden, it is not
allowed.
You don't have to eat that. You can if you want
to, but it is not necessary.
11. "Should" is most commonly used to make
recommendations or give advice. It can also be used
to express obligation as well as expectation.
Examples:
When you go to Berlin, you should visit the palaces
in Potsdam. recommendation
You should focus more on your family and less on
work. advice
SHOULDSHOULD