Oraciones de relativo (subordinadas adjetivas) en inglés. Tipos de oraciones (explicativas y especificativas). Pronombres y adverbios relativos. Ejercicios
Oraciones de relativo (subordinadas adjetivas) en inglés. Tipos de oraciones (explicativas y especificativas). Pronombres y adverbios relativos. Ejercicios
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.
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.
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.
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.
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
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
1. RELATIVE PRONOUNS
WHO
WHOM (object)
WHICH
WHOSE
THAT
They introduce relative clauses.
A relative clause tells us which person or thing
the speaker means/ refers to.
2. Who / that: refer to people
Those people live next door. They have 16
children.
The people who /that live next door have 16
children.
3. Which / that: refer to things
A turtle is an animal. It lives in the sea.
A turtle is an animal which / that lives in the
sea.
4. SUBJECT OF RELATIVE CLAUSE
I know a man. He is a lawyer.
I know a man who / that is a lawyer.
A dog ran away. A dog is mine.
The dog which /that ran away is mine.
CAN NEVER BE OMITTED
5. OBJECT OF RELATIVE CLAUSE
I spoke to a man. I had met him before.
I spoke to a man (whom/who/that/--)
I had met before.
That’s the book. I read it last summer.
That’s the book (which/that/ --) I read
last summer.
CAN BE OMITTED IN DEFINING RELATIVE
CLAUSES.
6. WHOSE=possessive adjectives with
people, objects and animals
That’s the woman- her house caught fire
yesterday.
That’s the woman whose house caught
fire yesterday.
That’s the house- its entrance is guarded.
That’s the house whose entrance is
guarded.
CAN NEVER BE OMITTED
7. PREPOSITIONS(usually avoid prep.
Before relative pronouns)
That’s the car for which I paid $2,000.
( more formal)
That’s the car which / that I paid $2,000
for. (more usual)
That’s the car I paid $2,000 for. (everyday
English)
8. RELATIVE CLAUSES
DEFINING RELATIVE
CLAUSES
WHO
WHOM
WHICH
THAT
WHEN, WHERE
NON-DEFINING
RELATIVE CLAUSES
WHO
WHOM
WHICH
WHEN, WHERE
9. DEFINING RELATIVE CLAUSES
Necessary information
Essential to the meaning of the main
sentence
Relative pronouns can be omitted when
they are the object of the relative clause
The relative clause is not put in commas
10. . People are fined. (Which people?)
People who /that park illegally are fined.
(Which people? Those who park illegally)
. The film was boring (Which film?)
The film (which/ that) I watched
yesterday was boring.
(Which film? The one I watched yesterday)
11. NON-DEFINING RELATIVE
CLAUSES
They give extra information
Not essential to the meaning of the
sentence
RELATIVE PRONOUNS CANNOT BE
OMITTED
THAT CANNOT BE USED
THE RELATIVE CLAUSE IS PUT IN
COMMAS
12. . The Jeffersons live next door.
The Jeffersons, who own a Jaguar, live next door.
My cat is called Monty.
My cat, which I found on the street, is called
Monty.
13. RELATIVE ADVERBS
WHERE
WHEN
WHY: THE REASON WHY
I didn’t get a pay rise – that was the reason
why I left.
I didn’t get a pay rise – that was the reason
(that) I left.
14. DEFINING RELATIVE CLAUSES
WHERE: refers to
place, after nouns
like: place, house,
street, town and
country.
The street where we
used to play is very
busy now.
The street (which
/that) we used to
play in is very busy
now
15. WHEN: refers to time,
after nouns like: time,
period, moment,
day…
I’ll never forget the
day when I first met
him.
I’ll never forget the
day (that) I first met
him.
16. NON-DEFINING
WHERE: always after
a named place.
WHEN: always after a
named time.
I stopped in Dallas,
where my sister lives.
Come back at 3:30,
when I won’t be busy.