Relative Clauses
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This document discusses relative clauses, which provide information about things, people, possessions, places, and times using relative pronouns. It defines five types of relative clauses - those that provide information about things using pronouns like "that" or "which"; people using pronouns like "that" or "who"; possessions using the pronoun "whose"; places using pronouns like "where", "which", or "that"; and times using the pronoun "when". The document provides examples for each type and exercises for the reader to practice identifying relative clauses.
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1) The internet began in the 1960s as an experimental computer network called ARPANET, developed by the US military. It was designed to survive nuclear war by having no central system.
2) Email was invented in 1971 and quickly became the main use of ARPANET. In the 1970s, protocols like TCP and IP were developed to allow different networks to interconnect, creating the Internet.
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At this time, computers were large, expensive machines exclusively used by military scientists and university staff.
These machines were powerful but limited in numbers, and researchers grew increasingly frustrated: they required access to the technology, but had to travel great distances to use it.
To solve this problem, researchers started ‘time-sharing’. This meant that users could simultaneously access a mainframe computer through a series of terminals, although individually they had only a fraction of the computer’s actual power at their command.
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In 1965, Lawrence Roberts made two separate computers in different places ‘talk’ to each other for the first time. This experimental link used a telephone line with an acoustically coupled modem, and transferred digital data using packets.
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At this time, computers were large, expensive machines exclusively used by military scientists and university staff.
These machines were powerful but limited in numbers, and researchers grew increasingly frustrated: they required access to the technology, but had to travel great distances to use it.
To solve this problem, researchers started ‘time-sharing’. This meant that users could simultaneously access a mainframe computer through a series of terminals, although individually they had only a fraction of the computer’s actual power at their command.
The difficulty of using such systems led various scientists, engineers and organizations to research the possibility of a large-scale computer network.
No one person invented the internet. When networking technology was first developed, a number of scientists and engineers brought their research together to create the ARPANET. Later, other inventors’ creations paved the way for the web as we know it today.
In 1965, Lawrence Roberts made two separate computers in different places ‘talk’ to each other for the first time. This experimental link used a telephone line with an acoustically coupled modem, and transferred digital data using packets.
When the first packet-switching network was developed, Leonard Kleinrock was the first person to use it to send a message. He used a computer at UCLA to send a message to a computer at Stanford. Kleinrock tried to type ‘login’ but the system crashed after the letters ‘L’ and ‘O’ had appeared on the Stanford monitor.
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Lawrence Roberts was responsible for developing computer networks at ARPA, working with scientist Leonard Kleinrock.
Roberts was the first person to connect two computers. When the first packet-switching network was developed in 1969, Kleinrock successfully used it to send messages to another site, and the ARPA Network—or ARPANET—was born.
Once ARPANET was up and running, it quickly expanded. By 1973, 30 academic, military and research institutions had joined the network, connecting locations including Hawaii, Norway and the UK.
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Audio
This document provides information on key audio concepts including:
- Wavelength and frequency describe properties of sound waves. Wavelength is the distance between wave cycles, and frequency is the number of cycles per second.
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The Passive
The document discusses the passive voice in English grammar. It provides examples of active and passive sentences in different tenses, such as present simple, past simple, present continuous. It explains that the passive is used when the subject performing the action is unknown, unimportant, or obvious. To form the passive, the object becomes the subject, the verb is conjugated to match the tense, and the main verb is changed to the past participle form. Examples are given of forming passive sentences and using both an object and person as the subject. Exercises provide practice converting sentences to the passive form.
Quantifiers
This document discusses quantifiers used with countable and uncountable nouns in English. It explains that "much" and "a lot of" are used with uncountable nouns, while "many" and "a few" are used with countable nouns. It also discusses the differences between "little" and "a little", and "few" and "a few". Examples are provided to illustrate the proper usage of quantifiers like "some", "any", "enough" and others. The document concludes with exercises to practice selecting the correct quantifiers in different contexts.
Present Simple and Continuous
The document provides information on the present simple and present continuous tenses in English. It explains that the present simple is used for repeated actions, permanent situations, and facts, while the present continuous is used for actions happening now or temporary situations. Examples are given for both tenses. The document concludes with exercises for learners to practice distinguishing between the present simple and present continuous.
Present Perfect Simple and Continuous
This document provides information on the present perfect simple and present perfect continuous tenses in English. The present perfect simple is used for actions that began in the past and are still relevant now, or for lifetime experiences. The present perfect continuous emphasizes the duration of an action that began in the past and may still be ongoing, or that has temporary relevance. Examples are provided for how to form the sentences in the positive, negative, and question forms for each tense.
Prepositions
The document discusses the use of different prepositions in the English language. It explains that "on" is used to indicate surfaces, days/dates, devices/machines, parts of the body, and states of being. "In" is used to indicate places, times, shapes/colors/sizes, and beliefs/opinions/interests/feelings. "At" is used to point out specific times (hours), indicate places, and activities. The document provides examples for each use case and includes two exercises for the reader to practice identifying the correct preposition based on context.
Past Simple and Continuous
This document provides information about and examples of using the past simple and past continuous tenses in English. It explains that the past simple is used for short finished actions in the past, while the past continuous is used for ongoing actions happening at a specific time in the past or as background to punctual events expressed in the past simple tense. Examples are given of sentences using each tense correctly, such as "I saw George yesterday" in the past simple and "I was having breakfast at eight o'clock" in the past continuous. The document concludes with an exercise asking the reader to identify whether sentences are in the past simple or past continuous.
Obligation and Permission
This document discusses obligation and permission in English grammar. It provides the positive, negative, and question forms for expressing obligation with must, have/has to, have/has got to, and permission with can, be allowed to, should, and may. It explains how these terms are used and provides examples. The document also includes exercises for practicing obligation and permission.
Comparatives and Superlatives
This document discusses comparatives and superlatives in English. It explains that comparatives are used to compare two things, using suffixes like -er or more, while superlatives compare more than two things using suffixes like -est or most. It provides examples of common comparative and superlative structures. It also notes some irregular forms and additional phrases involving comparatives and superlatives. Exercises are included for practice forming comparatives and superlatives.
Auxiliary verbs
The document discusses auxiliary verbs be, have and do and how they are used to form different tenses in English. Be is used to form continuous tenses like the present continuous. Have is used to form perfect tenses like the present perfect. Do is used to form questions and negatives in simple tenses like the present simple. An exercise is included to test choosing the correct auxiliary verb in different tense constructions.
Adjective ending in ed or ing
This document discusses the difference between adjectives ending in "ed" and "ing". Adjectives ending in "ing" describe the effect something has on the subject, while adjectives ending in "ed" describe the subject's feeling or emotion. For example, "bored" describes a feeling, while "boring" describes a characteristic. The document provides examples and an exercise to distinguish between the two types of adjectives.
Operations Research - Game Theory
Game theory deals with decision making situations where two opponents have conflicting objectives. A game is represented by a payoff matrix showing the payoff to one player for each combination of strategies. The optimal solution, known as a saddle point, is the strategies where neither player can increase their payoff by changing only their own strategy. Mixed strategies, where players randomize between pure strategies, may be required if a pure strategy saddle point does not exist. Graphical and linear programming methods can be used to solve games with mixed strategies.
Operations Research - Sensitivity Analysis
The document discusses sensitivity analysis and graphical sensitivity analysis in operations research. It provides an example problem that maximizes revenue based on constraints on machine hours. It analyzes how the optimal solution and objective value would change based on increases or decreases to the right-hand side constraints. It determines the dual prices for each machine and uses this to determine which machine capacity should be prioritized for increase.
Operations Research - The Dual Simplex Method
This document provides examples of constructing the dual problem of a linear programming primal problem and solving it using the two-phase simplex method. It first presents the rules for constructing the dual problem and then works through two examples. The first example derives the dual problem from the primal and solves it using the two-phase method. The second example shows how to find the optimal dual solution given the optimal primal solution using two methods - using the objective coefficients of the primal variables or using the inverse of the primal basic variable matrix.
Operations Research - The Revised Simplex Method
This document provides examples of using the revised simplex method to solve linear programming problems. Example 1 walks through applying the method step-by-step to a multi-variable problem. It shows setting up the initial tableau, finding the entering and leaving variables, and updating the basis matrix at each iteration until an optimal solution is reached. Example 2 solves a problem with artificial variables using the two-phase method. It demonstrates writing the problem in standard and canonical form, and iteratively choosing entering/leaving variables and updating the basis matrix over two iterations to find the optimal solution.
Operations Research - The Two Phase Method
This document summarizes the two phase simplex method for solving linear programming problems. In phase I, artificial variables are introduced to convert infeasible problems into feasible problems. The objective is to minimize the artificial variables. If the minimum is zero, the original problem is feasible and phase II begins. Phase II uses the original objective function and simplex method to find an optimal solution. An example problem is provided to illustrate the two phase method.
Operations Research - The Big M Method
The Big M Method is used to solve linear programming problems with inequality constraints. It involves multiplying inequality constraints to make the right hand side positive, introducing surplus and slack variables, and adding a large penalty term M to the objective for any artificial variables. The example problem is solved using this method in multiple iterations of the simplex algorithm to find the optimal solution.
Operations Research - Simplex Method Tableau
1. The document describes using a tableau form to solve linear programs with the simplex method. It shows how to set up the initial tableau and transform it through iterations.
2. Each iteration involves calculating relative profits to find the entering variable, using the minimum ratio test to find the leaving variable, and updating the tableau to reflect the pivot.
3. The process repeats until an optimal solution is found where all relative profits are nonpositive, indicating the current solution cannot be further improved.
Operations Research - Simplex Method Principles
1. The simplex method is an iterative process for solving linear programming problems (LPPs) expressed in standard form.
2. It starts with an initial basic feasible solution (BFS) and improves the solution at each iteration by finding an adjacent BFS with a better objective value, until no further improvements can be made.
3. Each iteration involves computing the relative profits of non-basic variables to determine an entering variable, then rewriting the system in canonical form with respect to the new basic variables defined by the minimum ratio test.
Operations Research - Simplex Method Introduction
The document provides an introduction to the simplex method for solving linear programming problems (LPP). It discusses how to convert an LPP into standard form, which involves writing it as an optimization problem with a linear objective function subject to linear equality and inequality constraints, with all variables nonnegative. It describes how to add slack and surplus variables to convert inequality constraints into equalities. The document also covers elementary row operations, row equivalence of matrices, row echelon form, reduced row echelon form, and how these concepts relate to the standard form of a system of linear equations.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Relative Clauses
- 2. RELATIVE CLAUSES • Defining relative clauses give us information about things, people, possessions, places and times using a relative pronoun.
- 3. RELATIVE CLAUSES • Relative clauses: I. Things (That, Which). Machine which converts information. A calculator is a machine that does arithmetic. II. People (That, Who). A person who isn't use car. A newsreader is a person that reads the news.
- 4. RELATIVE CLAUSES • Relative clauses: III. Possessions (Whose). He is a person whose life is dominated by a computer. (his life) An orphan is a child whose parents have died. (his parents) IV. Places (Where, Which/That + Preposition) . This is the house where is grew up. This is the house (Which/That) I grew up in
- 5. RELATIVE CLAUSES • Relative clauses: V. Times (When) . The evening's a time when we can all relax. Sunday's the day when I wash my clothes.
- 6. RELATIVE CLAUSES • Which and that: The books, which have red covers, are new. (adding information about the books.) The books that have red covers are new. (We're no longer talking about all the books; we're only talking about the ones with red covers.)
- 7. EXERCISE 1 • Complete the gap. 1. A modem: a piece of electronic equipment ----- allows information to be sent. 2. A computer nerd: someone ----- life is dominated by computers. 3. A mouse: a small object ----- you move with your hands to give instructions to a computer. 4. The internet: a computer system ----- allows millions of computer users around the world to exchange information. 5. Cyberspace: the imaginary place ----- electronic messages, information pictures, etc. exist when they are sent from one computer to another.
- 8. EXERCISE 1 SOLUTION 1. (That) 2. (Whose) 3. (Which) 4. (Which) 5. (where)
- 9. EXERCISE 2 • Complete the gap. 1. A photocopier: is a machine ----- makes copies of documents. 2. A bodyguard: someone ----- protects people life. 3. A launderette: is a place with washing machines ----- you can wash your clothes. 4. A plumber: is a person ----- job is to mend central heating, taps, etc. 5. A vacuum: is a machine ----- you use to clean floors and carpets.
- 10. EXERCISE 2 SOLUTION 1. (Which/That) 2. (Who) 3. (Where) 4. (Whose) 5. (Which/That)