This document provides guidance on using plural and singular verbs with collective nouns in English, including both/neither, each, every, most/all, none, and others. It addresses subjects like verb concord, distinguishing between plural countable and uncountable nouns, and the different structures for collective nouns like "each of", "neither of", "most of", etc. The document also includes examples of correct and incorrect usage and provides the corrections.
Presentation given as Flash Talk at Automattic Meetup in Seaside on September 2010
Presentation is supposed to be Pecha Kucha style. But due to preparation constraints, it's given as a short form.
Automattic is the company I work for. The company is distributed worldwide and once a year we gather at a remote location and meet face-to-face. This year, all the employees are taking a little time during the meetup to compose and give at least one presentation for each other, talking about any subject we are passionate about.
I started writing this talk a couple years back, and I have never found a venue to actually deliver it. Matt, claims that, “You will not find a friendlier group of people to present to in the world” and that “Everybody has a story.”
This is mine.
Hope you enjoy it.
Presentation given as Flash Talk at Automattic Meetup in Seaside on September 2010
Presentation is supposed to be Pecha Kucha style. But due to preparation constraints, it's given as a short form.
Automattic is the company I work for. The company is distributed worldwide and once a year we gather at a remote location and meet face-to-face. This year, all the employees are taking a little time during the meetup to compose and give at least one presentation for each other, talking about any subject we are passionate about.
I started writing this talk a couple years back, and I have never found a venue to actually deliver it. Matt, claims that, “You will not find a friendlier group of people to present to in the world” and that “Everybody has a story.”
This is mine.
Hope you enjoy it.
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.
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.
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.
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.
2. PLURAL COUNTABLE UNCOUNTABLE
Some - Any Some - Any
A lot of/lots of A lot of/lots of
Plenty of Plenty of
(A) few (A) little
Many Much
A small/good/large/great numberof A small/a large amount of
The majority of/A couple of A good/A great deal of
3. BOTH… AND…
Bothm y fathe r andm y g randfathe r stick to a die t due to
the ir diabe te s.
Bothte sts cam e o ut ne g ative fo r cho le ste ro l.
BOTHOF … (Plural Countable Noun)
Bothof themare diag no se d with arthritis.
VERBCONCORD(Plural Verb)
Bothof thepatients/Bothpatients we re o n a co urse o f
antihistam ine .
EACHCAN ALSO REFER TO TWO I kissed him on each
cheek.
4. NEITHER… NOR…/EITHER… OR
Neitherm y fathe r norm y g randfathe r stick to die t lo w o n sug ar due to the ir
diabe te s.
Eitherm y fathe r orm y g randfathe r wille nd up sticking to a die t lo w o n
sug ar.
Either/Neitherpatie nt was diag no se d with ano re xia.
NEITHEROF …/EITHEROF … (Plural Countable Noun)
Neitherof the te sts cam e o ut po sitive fo r AIDS.
Eitherof the ho spitals spe cializ e s in pe diatrics.
VERBCONCORD(Singularverb)
Neitherof thesurgeons/Neithersurgeon has unde rg o ne such an o pe ratio n.
Eitherof thenurses/Eithernursekno ws ho w to g ive yo u an IV.
5. EACH(Initial orfinal position – Single items in a group – Singular
Countable)
Eachdo cto r in the o pe rating the atre trie d to save his life .
The patie nts we re g ive n a blo o d transfusio n each.
EACHOF … (Plural Countable Noun)
Eachof the nurse s rushe d into inte nsive care .
VERBCONCORD(Singularverb)
Eachdoctoris onduty.
Eachof thedoctors is onduty.
6. EVERY (Group as a unit – SingularCountable)
Everypre scriptio n he g ave o ut was badly writte n.
VERBCONCORD(Singularverb)
Everyro o m is e q uippe d with a dialysis co nne ctio n.
7. MOST …/ALL … (PLURAL COUNTABLE NOUN- UNCOUNTABLE
NOUNS)
Most te sts are carrie d o ut in a private ro o m .
All te sts are carrie d o ut in a private ro o m .
Half the re sults turne d o ut to be po sitive fo r m ultiple e scle ro sis.
MOST OF …/ALL OF … (PLURAL COUNTABLE NOUN –
UNCOUNTABLE NOUNS)
Most of the fo o d in ho spitalis rathe r bland.
All (of) the m e als in ho spitalare rathe r lig ht.
Half (of) the m e als in ho spitalare actually co o ke d in the pre m ise s.
VERBCONCORD(It depends on the noun that follows)
WHOLE – ENTIRE with SINGULARCOUNTABLE NOUN
She spent the whole yearin rehabilitation. (Betterthan all the month)
8. NONE (NOT ANY)
Many param e dics he sitate d but nonewas willing to act.
NONE OF … (Plural Countable Noun)
None of the injured supporters was/were attended in ER.
None of themwas/were attended in ER.
VERBCONCORD(Usually singularverb, but plural verb is
possible)
9.
10. 1. There were two questions. I couldn’t answer neither of
them.
2. Both Maria and Marco comes to class by bus.
3. Either of they can pay. They’ve got money.
4. Dave and I both can play the guitar very well.
5. I wouldn’t like to live nowhere where it snows a lot.
6. He’s got to sisters but neither of they lives at home.
7. The PM answered little questions at the summit.
8. On Tuesday I worked every day.
9. All started about five months ago.
10. There are two hotels in the village, every one with its own
special charm.
11. Answers
1. There were two questions. I couldn’t answer eitherof
them.
2. Both Maria and Marco come to class by bus.
3. Either of them can pay. They’ve got money.
4. Both Dave and I can play the guitar very well.
5. I wouldn’t like to live anywhere where it snows a lot.
6. He’s got to sisters but neither of themlives at home.
7. The PM answered a few questions at the summit.
8. On Tuesday I worked the whole day day.
9. Everything started about five months ago.
10. There are two hotels in the village, each one with its
own special charm.
12. 1. I haven’t seen none of my friends from uni for ages.
2. None of the lights worked because there was no
electricity.
3. All of people in my office work very hard, but I don’t really
like none of them.
4. All of the rooms in my house is quite big, but none them
are very tidy.
5. Both of my brothers live near me, but neither of them
visits me very often.
6. No one in my family reads much, but both of my kids love
watching TV.
13. Answers
1. I haven’t seen any of my friends from uni for ages.
2. Correct
3. All of the people in my office work very hard, but I don’t
really like any of them.
4. All of the rooms in my house are quite big, but none of
them are very tidy.
5. Correct
6. Correct
14. 7. I’ve got two digital cameras but neither them don’t work
properly.
8. Both of my nephews will eat anything.
9. Everyone in my family have got a mobile phone and all
them text me quite a lot.
10.I’ve seen lots of documentaries on global warming and all
of them say the same thing.
11.Tom’s got five sisters but neither of them live in the same
town as him.
12.I know lots of Americans, but I’ve never met no one from
Canada.
15. Answers
7. I’ve got two digital cameras but neitherof themworks
properly.
8. Correct
9. Everyone in my family has got a mobile phone and all of
them text me quite a lot.
10.Correct
11.Tom’s got five sisters but none of them live in the same
town as him.
12.I know lots of Americans, but I’ve never met anyone
from Canada.