The use of the modal verbs (might/may, must, can't/couldn't) for speculation and deduction. Also, how to use "should/ought to" to express regret and criticism
The use of the modal verbs (might/may, must, can't/couldn't) for speculation and deduction. Also, how to use "should/ought to" to express regret and criticism
This presentation is about the reported or indirect speech. I hope you will get a clear concept on this topic. There is a quiz which can test how much you have understood it.
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
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.
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
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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?
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Reported Orders, Requests &
Suggestions
Commands
• "Go to bed!“ [Affirmative]
• REPORTED SPEECH: He told me to go to
bed.
• "Don't go to bed!“ [Negative]
• REPORTED SPEECH: He told me not to go
to bed.
2. Reported speech.
Commands-1
1. Teacher: "Do your homework."
The teacher told me to do my homework.
2. Andrew: "Clean the blue bike."
Andrew told me to clean the blue bike.
3. Jessica: "Write a letter."
Jessica told me to write a letter
4. Nelly: "Help Peter's sister."
Nelly told me to help Peter's sister
5. Anna: "Open the window.“
Anna told me to open the window.
6. Ben: "Come home at 8."
Ben told me to come home at 8.
7. Tom: "Dance with me.“
Tom told me to dance with him.
8. Sabine: "Meet Sandy at the station."
Sabine told me to meet Sandy at the station.
3. Reported speech.
Commands-2
1. Karen: "Don't play football in the garden."
Karen told me not to play football in the garden.
2. Teacher: "Don't forget your homework."
The teacher told me not to forget my homework.
3. Mike: "Don't shout at Peter."
Mike told me not to shout at Peter.
4. Yvonne: "Don't talk to your neighbour."
Yvonne told me not to talk to my neighbour.
5. Denise: "Don't open this door.“
Denise told me not to open this door.
6. Marcel: "Don't sing that song.“
Marcel told me not to sing that song.
7. Jana: "Don't go to the cinema."
Jana told me not to go to the cinema.
8. Dominique: "Don't ring Romy on Sunday.“
Dominique told me not to ring Romy on Sunday.
4. Reported Orders, Requests &
Suggestions
Requests-1
"Could you buy some eggs?” [Affirmative]
REPORTED SPEECH: She asked me to buy some
eggs.
"Don't buy any eggs, please”. [Negative]
REPORTED SPEECH: She asked me not to buy any
eggs.
5. Reported Orders, Requests &
Suggestions
Requests -2
Requests for objects are reported using the pattern
ask + for + object:
Examples:
a. "Can I have an apple?", she asked. She asked for an apple.
b. "Can I have the newspaper, please?" He asked for the newspaper.
c. "May I have a glass of water?”, he said. He asked for a glass of
water.
d. "Sugar, please." She asked for the sugar.
e. "Could I have three kilos of onions?" He asked for three kilos of
onions.
6. Reported Orders, Requests &
Suggestions
Suggestions
Suggestions are usually reported with a that-clause. 'That' and
'should' are optional in these clauses:
She said: "Why don't you get a mechanic to look at the car?"
She suggested that I should get a mechanic to look at the car.
OR
She suggested I get a mechanic to look at the car.
OR
She suggested getting a mechanic to look at the car
![Reported Orders, Requests &
Suggestions
Commands
• "Go to bed!“ [Affirmative]
• REPORTED SPEECH: He told me to go to
bed.
• "Don't go to bed!“ [Negative]
• REPORTED SPEECH: He told me not to go
to bed.](https://image.slidesharecdn.com/reportedordersrequests-100513114856-phpapp01/85/Reported-orders-requests-1-320.jpg)
