This document appears to be an English exam for level 1 students. It tests listening comprehension with pictures of household items and places. It also has exercises matching pictures to words describing actions, drawing a bedroom based on a description, and introducing oneself in an email. The exam is scored based on accuracy, vocabulary, spelling, content, reading comprehension, and listening comprehension.
George Miller, a cognitive psychologist, studied human memory. He determined that the capacity of short-term memory is 7 plus or minus 2 items. In other words, the average person can remember 5-9 separate pieces of information in their short-term memory. This became known as Miller's Magic Number Seven.
The document provides exercises to practice using conditionals in English sentences. It includes filling in blanks, writing original sentences, identifying errors, and matching conditional statements. The exercises focus on the first conditional - "if" clauses referring to possible or likely present or future events, and the consequences expressed with "will" or "would".
This document discusses ways to express agreement in English through positive and negative agreement. For positive agreement, you can use "so do I", "so does she", or "I do too". For negative agreement, you can use "neither do I", "neither does she", or "I don't either". You must use the proper auxiliary verb for each tense, such as "do/does" for present, "did" for past, and "will" for future. When using the verb "to be", you don't need an auxiliary, just the correct form of "to be". The document provides examples of agreeing with sample statements using these structures.
This document provides instructions for completing sentences with the correct conjugations of phrasal verbs given in a box. It includes 15 sentences to complete with phrasal verbs such as "break into", "let in", "take off", "get up", "get away", "calm down", "dress up", "go back", "warm up", and "find out". It also includes questions to discuss the media with a classmate and icons of famous media brands to identify.
The document contains 4 incomplete sentences asking about Tom and his activities on the street with a bucket, identifying Jim, describing what Tom was doing when Ben arrived, and who Tom sold the next turn to and what he received in return.
This document provides an overview of different ways to express the future in English using will, be going to, present simple, present continuous, and might. It discusses when each form is used, such as will for promises and spontaneous decisions, be going to for plans, present simple for schedules, and present continuous for fixed arrangements. Examples are given for each. The document then presents exercises for learners to practice identifying and using the correct future form based on the context. It focuses on will, be going to, and might and their uses for varying degrees of certainty or uncertainty about future events.
The document contains an English exercise about using the simple present tense. It includes a dialogue between two characters, Mr. Robins and Gloria, where Gloria interviews for a job. It also contains vocabulary words, sentences to underline verbs in the third person singular, and sentences to fill in with simple present verbs. The purpose is to practice forming and using verbs in the simple present tense.
This document appears to be an English exam for level 1 students. It tests listening comprehension with pictures of household items and places. It also has exercises matching pictures to words describing actions, drawing a bedroom based on a description, and introducing oneself in an email. The exam is scored based on accuracy, vocabulary, spelling, content, reading comprehension, and listening comprehension.
George Miller, a cognitive psychologist, studied human memory. He determined that the capacity of short-term memory is 7 plus or minus 2 items. In other words, the average person can remember 5-9 separate pieces of information in their short-term memory. This became known as Miller's Magic Number Seven.
The document provides exercises to practice using conditionals in English sentences. It includes filling in blanks, writing original sentences, identifying errors, and matching conditional statements. The exercises focus on the first conditional - "if" clauses referring to possible or likely present or future events, and the consequences expressed with "will" or "would".
This document discusses ways to express agreement in English through positive and negative agreement. For positive agreement, you can use "so do I", "so does she", or "I do too". For negative agreement, you can use "neither do I", "neither does she", or "I don't either". You must use the proper auxiliary verb for each tense, such as "do/does" for present, "did" for past, and "will" for future. When using the verb "to be", you don't need an auxiliary, just the correct form of "to be". The document provides examples of agreeing with sample statements using these structures.
This document provides instructions for completing sentences with the correct conjugations of phrasal verbs given in a box. It includes 15 sentences to complete with phrasal verbs such as "break into", "let in", "take off", "get up", "get away", "calm down", "dress up", "go back", "warm up", and "find out". It also includes questions to discuss the media with a classmate and icons of famous media brands to identify.
The document contains 4 incomplete sentences asking about Tom and his activities on the street with a bucket, identifying Jim, describing what Tom was doing when Ben arrived, and who Tom sold the next turn to and what he received in return.
This document provides an overview of different ways to express the future in English using will, be going to, present simple, present continuous, and might. It discusses when each form is used, such as will for promises and spontaneous decisions, be going to for plans, present simple for schedules, and present continuous for fixed arrangements. Examples are given for each. The document then presents exercises for learners to practice identifying and using the correct future form based on the context. It focuses on will, be going to, and might and their uses for varying degrees of certainty or uncertainty about future events.
The document contains an English exercise about using the simple present tense. It includes a dialogue between two characters, Mr. Robins and Gloria, where Gloria interviews for a job. It also contains vocabulary words, sentences to underline verbs in the third person singular, and sentences to fill in with simple present verbs. The purpose is to practice forming and using verbs in the simple present tense.
Lie detectors measure three things to detect lies: heart rate, breathing, and sweat on fingers. If someone is lying, their heart will beat faster, breathing will become quicker, and they will sweat more. The document provides examples of using zero conditional sentences to talk about things that always happen under certain conditions, such as a person's heart beating faster if they are lying. It also gives practice with modal verbs like may, might, and could to talk about possibilities.
This document discusses the first conditional, which is used to talk about possible situations and their consequences in the future. It explains that the first conditional uses the present simple in the if-clause and will + infinitive in the main clause. Examples of affirmative, negative, and interrogative forms are provided for both the present simple and future simple. Common uses of the first conditional are also demonstrated through sample sentences. Exercises are then given to practice forming first conditional sentences and filling in verbs in the correct tense.
This document provides vocabulary words, language functions for making suggestions, and prompts for practicing making suggestions. It includes:
1) Matching vocabulary words like "comedy program" and "famous person" with their definitions.
2) Examples of language for making suggestions using words like "let's", "why don't we", and "we should".
3) Prompts to complete suggestions about plans like ordering pizza, going to the leisure center, or joining a club.
4) A role play activity where the reader makes suggestions for plans with a visiting friend.
First second-or-third-person-points-of-view-worksheet (1)Rosa E Padilla
The document is a worksheet that provides examples of sentences written in either first, second, or third person point of view. Students are asked to identify whether each example sentence is written in first, second, or third person by writing the corresponding label. The worksheet then provides the answers at the bottom, identifying each sentence as being written in either first, second, or third person point of view based on whether it uses pronouns like "I", "you", "he", "she", "it", "they", or "them".
Speaker A talks about her next-door neighbour who looked after her as a child. Speaker B discusses his brother who shares the same interests in football. Speaker C mentions falling out with her childhood friend after arguing about a boy but hopes to attend the same university. Speaker D had a friend in school without much in common initially. Speaker E disliked the appearance of her boyfriend at first but now have a good relationship. The document provides exercises to check understanding of a listening passage about important people in speakers' lives by matching definitions, filling gaps, and identifying true/false statements.
This document provides definitions for new vocabulary words including articles, boring, violent, author, expensive, lie, advantages, and exchange. It then has students practice using these words by filling in blanks in sentences about pictures. Finally, it reviews using relative pronouns like who, that, which, and that to join information and make definitions.
The document summarizes the key things a lie detector measures (heart rate, breathing, sweat) and how it works based on the body's physical responses when a person is stressed or lying. It then provides exercises for learners to practice zero conditional sentences using verbs related to lie detectors and their responses. Finally, it covers grammar exercises using modal verbs like may, might, could and their negative forms for talking about possibilities.
This document contains exercises from an English lesson about using will and going to for making predictions and talking about future plans and intentions. It includes a picture description task, a dialogue to choose the correct future tense, explanations of when to use will and going to, examples filling in the verbs, and a speaking task where students share their future plans and predictions with a partner.
This document contains exercises from an English lesson about using will and going to for making predictions and talking about future plans and intentions. It includes a picture description task, a dialogue to choose the correct future tense, explanations of when to use will and going to, examples filling in the verbs, and a speaking task where students share their future plans and predictions with a partner.
The document discusses noun clauses, which can replace nouns or pronouns in sentences. It provides examples of changing statements, yes/no questions, and wh- questions into noun clauses by using words like "that", "if", and wh- words. The document also notes that "that" can sometimes be omitted in noun clauses and discusses uses of "that" clauses. Exercises are provided to practice forming and identifying noun clauses.
The document discusses the use of comparative structures like "(not) as...as", "too", and "enough" in English. It provides examples of how to use these structures to compare people or things in terms of qualities like age, height, and adjectives. It then gives exercises for learners to practice using these comparative structures to compare themselves to others, compare cities and countryside, and complete sentences with "too" or "enough". The exercises are designed to help learners strengthen their understanding and use of these important comparative structures in English.
The document provides examples and rules for using will and be going to to talk about the future in English. It gives examples of sentences using will for predictions and spontaneous decisions. Be going to is used to talk about plans. The exercises ask the reader to complete sentences using will in different forms or be going to based on whether they are talking about predictions, plans or spontaneous decisions.
The document discusses the second conditional, which is used to talk about unlikely future possibilities or hypothetical situations that are contrary to present facts. It provides examples of second conditional sentences using "if" clauses with past tense verbs followed by "would" clauses. The structure of a second conditional is outlined as "if + simple past tense, would/wouldn't + infinitive." Exercises are provided for the reader to practice forming second conditional sentences.
The document provides exercises on different types of conditional sentences, including:
- Type I conditional sentences with present and future time frames
- Type II conditional sentences with past time frames
- Type III conditional sentences with past time frames
- Mixed conditional sentences combining different types
- Exceptions involving different verb tenses
The exercises consist of incomplete conditional sentences for the learner to complete by supplying the correct verb forms.
Dylan Thomas, age 16, provided feedback on a document's design in response to 5 questions. For the first question, he felt the green color on the front cover did not match the red. For the second question, he liked the layout and border used for pictures on the contents page. For the third question, he liked the added peace sign manipulation of the masthead. For the fourth question, he thought a good range of colors was used except the green. For the fifth question, he thought the double page spread utilized space well with an image that faded out without covering too much text.
This document provides phrases for describing the location of objects in pictures, such as "in the foreground", "in the upper part", "on the right", "behind", "next to". It then gives examples of questions to ask about the location and details of objects in a picture, and instructs the reader to use these location phrases, present continuous tense, and "looks like" when describing pictures.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. They include can, could, may, might, must, shall, should, will, would. Modal verbs do not conjugate or take tense and do not have infinitives or -ing forms. They are followed by an infinitive verb without "to." Modal verbs express concepts like permission, obligation, advice, probability and more. They can have single or double meanings depending on context. Modals in the past are used with "have" to refer to past situations.
This document contains several exercises related to conditional sentences in English. Exercise 1 provides sentences to complete using verbs in parentheses in their zero conditional form. Exercise 2 contains sentences to identify as either second or third conditional. Exercise 3 matches conditional phrases with conclusions. Exercise 4 provides a passage to draw conditional conclusions from. Subsequent exercises continue practicing second and third conditional forms.
1. The document provides vocabulary exercises related to describing people, personality traits, sports, and travel.
2. It includes matching exercises, choosing the correct answers, completing sentences, and other tasks to learn and practice these vocabulary words.
3. The vocabulary topics covered include describing appearance and personality, sports equipment and activities, travel items and accommodations.
This document provides instruction on using future perfect and future perfect continuous tenses in English. It defines the tenses and gives examples of how to use them. Exercises are included for learners to practice forming sentences in the future perfect and future perfect continuous tenses based on verb prompts. The document aims to teach English language learners when and how to use these future tense forms.
The document contains a revision test for a second term with three parts: Phonetics, Vocabulary and Grammar, and Writing.
Part I contains 10 multiple choice questions testing pronunciation of underlined parts of words. Part II contains 20 multiple choice questions testing vocabulary and grammar knowledge, including verbs, adjectives, prepositions, and parts of speech.
Part III contains writing exercises including rewriting sentences with the same meaning, filling in blanks with correct verb forms, and rearranging jumbled sentences. The test assesses students' mastery of phonetic, grammatical and writing skills in English.
The document contains a revision test for a second term with three parts:
1) Phonetics - Students must identify words pronounced differently from others.
2) Vocabulary and grammar - Students complete sentences by choosing the correct word or phrase and conjugate verbs.
3) Writing - Students rewrite sentences with the same meaning, ask and answer questions, and summarize a passage.
Lie detectors measure three things to detect lies: heart rate, breathing, and sweat on fingers. If someone is lying, their heart will beat faster, breathing will become quicker, and they will sweat more. The document provides examples of using zero conditional sentences to talk about things that always happen under certain conditions, such as a person's heart beating faster if they are lying. It also gives practice with modal verbs like may, might, and could to talk about possibilities.
This document discusses the first conditional, which is used to talk about possible situations and their consequences in the future. It explains that the first conditional uses the present simple in the if-clause and will + infinitive in the main clause. Examples of affirmative, negative, and interrogative forms are provided for both the present simple and future simple. Common uses of the first conditional are also demonstrated through sample sentences. Exercises are then given to practice forming first conditional sentences and filling in verbs in the correct tense.
This document provides vocabulary words, language functions for making suggestions, and prompts for practicing making suggestions. It includes:
1) Matching vocabulary words like "comedy program" and "famous person" with their definitions.
2) Examples of language for making suggestions using words like "let's", "why don't we", and "we should".
3) Prompts to complete suggestions about plans like ordering pizza, going to the leisure center, or joining a club.
4) A role play activity where the reader makes suggestions for plans with a visiting friend.
First second-or-third-person-points-of-view-worksheet (1)Rosa E Padilla
The document is a worksheet that provides examples of sentences written in either first, second, or third person point of view. Students are asked to identify whether each example sentence is written in first, second, or third person by writing the corresponding label. The worksheet then provides the answers at the bottom, identifying each sentence as being written in either first, second, or third person point of view based on whether it uses pronouns like "I", "you", "he", "she", "it", "they", or "them".
Speaker A talks about her next-door neighbour who looked after her as a child. Speaker B discusses his brother who shares the same interests in football. Speaker C mentions falling out with her childhood friend after arguing about a boy but hopes to attend the same university. Speaker D had a friend in school without much in common initially. Speaker E disliked the appearance of her boyfriend at first but now have a good relationship. The document provides exercises to check understanding of a listening passage about important people in speakers' lives by matching definitions, filling gaps, and identifying true/false statements.
This document provides definitions for new vocabulary words including articles, boring, violent, author, expensive, lie, advantages, and exchange. It then has students practice using these words by filling in blanks in sentences about pictures. Finally, it reviews using relative pronouns like who, that, which, and that to join information and make definitions.
The document summarizes the key things a lie detector measures (heart rate, breathing, sweat) and how it works based on the body's physical responses when a person is stressed or lying. It then provides exercises for learners to practice zero conditional sentences using verbs related to lie detectors and their responses. Finally, it covers grammar exercises using modal verbs like may, might, could and their negative forms for talking about possibilities.
This document contains exercises from an English lesson about using will and going to for making predictions and talking about future plans and intentions. It includes a picture description task, a dialogue to choose the correct future tense, explanations of when to use will and going to, examples filling in the verbs, and a speaking task where students share their future plans and predictions with a partner.
This document contains exercises from an English lesson about using will and going to for making predictions and talking about future plans and intentions. It includes a picture description task, a dialogue to choose the correct future tense, explanations of when to use will and going to, examples filling in the verbs, and a speaking task where students share their future plans and predictions with a partner.
The document discusses noun clauses, which can replace nouns or pronouns in sentences. It provides examples of changing statements, yes/no questions, and wh- questions into noun clauses by using words like "that", "if", and wh- words. The document also notes that "that" can sometimes be omitted in noun clauses and discusses uses of "that" clauses. Exercises are provided to practice forming and identifying noun clauses.
The document discusses the use of comparative structures like "(not) as...as", "too", and "enough" in English. It provides examples of how to use these structures to compare people or things in terms of qualities like age, height, and adjectives. It then gives exercises for learners to practice using these comparative structures to compare themselves to others, compare cities and countryside, and complete sentences with "too" or "enough". The exercises are designed to help learners strengthen their understanding and use of these important comparative structures in English.
The document provides examples and rules for using will and be going to to talk about the future in English. It gives examples of sentences using will for predictions and spontaneous decisions. Be going to is used to talk about plans. The exercises ask the reader to complete sentences using will in different forms or be going to based on whether they are talking about predictions, plans or spontaneous decisions.
The document discusses the second conditional, which is used to talk about unlikely future possibilities or hypothetical situations that are contrary to present facts. It provides examples of second conditional sentences using "if" clauses with past tense verbs followed by "would" clauses. The structure of a second conditional is outlined as "if + simple past tense, would/wouldn't + infinitive." Exercises are provided for the reader to practice forming second conditional sentences.
The document provides exercises on different types of conditional sentences, including:
- Type I conditional sentences with present and future time frames
- Type II conditional sentences with past time frames
- Type III conditional sentences with past time frames
- Mixed conditional sentences combining different types
- Exceptions involving different verb tenses
The exercises consist of incomplete conditional sentences for the learner to complete by supplying the correct verb forms.
Dylan Thomas, age 16, provided feedback on a document's design in response to 5 questions. For the first question, he felt the green color on the front cover did not match the red. For the second question, he liked the layout and border used for pictures on the contents page. For the third question, he liked the added peace sign manipulation of the masthead. For the fourth question, he thought a good range of colors was used except the green. For the fifth question, he thought the double page spread utilized space well with an image that faded out without covering too much text.
This document provides phrases for describing the location of objects in pictures, such as "in the foreground", "in the upper part", "on the right", "behind", "next to". It then gives examples of questions to ask about the location and details of objects in a picture, and instructs the reader to use these location phrases, present continuous tense, and "looks like" when describing pictures.
Modal verbs are auxiliary verbs that provide additional meaning to the main verb of a sentence. They include can, could, may, might, must, shall, should, will, would. Modal verbs do not conjugate or take tense and do not have infinitives or -ing forms. They are followed by an infinitive verb without "to." Modal verbs express concepts like permission, obligation, advice, probability and more. They can have single or double meanings depending on context. Modals in the past are used with "have" to refer to past situations.
This document contains several exercises related to conditional sentences in English. Exercise 1 provides sentences to complete using verbs in parentheses in their zero conditional form. Exercise 2 contains sentences to identify as either second or third conditional. Exercise 3 matches conditional phrases with conclusions. Exercise 4 provides a passage to draw conditional conclusions from. Subsequent exercises continue practicing second and third conditional forms.
1. The document provides vocabulary exercises related to describing people, personality traits, sports, and travel.
2. It includes matching exercises, choosing the correct answers, completing sentences, and other tasks to learn and practice these vocabulary words.
3. The vocabulary topics covered include describing appearance and personality, sports equipment and activities, travel items and accommodations.
This document provides instruction on using future perfect and future perfect continuous tenses in English. It defines the tenses and gives examples of how to use them. Exercises are included for learners to practice forming sentences in the future perfect and future perfect continuous tenses based on verb prompts. The document aims to teach English language learners when and how to use these future tense forms.
The document contains a revision test for a second term with three parts: Phonetics, Vocabulary and Grammar, and Writing.
Part I contains 10 multiple choice questions testing pronunciation of underlined parts of words. Part II contains 20 multiple choice questions testing vocabulary and grammar knowledge, including verbs, adjectives, prepositions, and parts of speech.
Part III contains writing exercises including rewriting sentences with the same meaning, filling in blanks with correct verb forms, and rearranging jumbled sentences. The test assesses students' mastery of phonetic, grammatical and writing skills in English.
The document contains a revision test for a second term with three parts:
1) Phonetics - Students must identify words pronounced differently from others.
2) Vocabulary and grammar - Students complete sentences by choosing the correct word or phrase and conjugate verbs.
3) Writing - Students rewrite sentences with the same meaning, ask and answer questions, and summarize a passage.
This document provides an English grammar lesson on the first conditional and second conditional. It includes examples of how to form sentences using these conditionals, practice exercises with multiple choice questions, and a conversation example using conditionals. The key points are:
- The first conditional is used to talk about possible events in the future.
- The second conditional is used to talk about unlikely or impossible future events, or present things that are not possible.
- Examples are given of how to form sentences using "will" or "would" depending on whether it is the first or second conditional.
- Practice exercises test the reader's understanding of using conditionals in sentences.
This document contains a 15-minute test with questions on pronunciation, grammar, verb forms, and making questions from responses. The test has four sections - pronunciation with word matching, choosing the best answer to complete sentences, providing the correct verb forms, and making questions to match responses. It evaluates students on English skills including pronunciation, grammar, verbs and forming questions.
The document appears to be an English language worksheet containing multiple choice and fill-in-the-blank questions testing knowledge of occupations and verbs. It includes questions about job titles like reporter, hairdresser, teacher; duties of occupations like doctors, carpenters; verb forms like enjoys/enjoy; and matching occupations like policeman to workplace like fire station. The worksheet contains 23 total points worth of questions.
The document summarizes sections from an essay about traffic safety and driving. It includes vocabulary about drivers, a story about a person who received a traffic ticket, and exercises filling in grammar related to plans and recommendations.
This document contains exercises from a grammar workbook about using future tenses correctly. The exercises start with choosing between will and won't in sentences about predictions. Later exercises include identifying sentences using might or might not to express possibilities, filling in blanks with going to or forms of verbs, and writing conditional sentences. The levels progress from reinforcement to consolidation to extension, making the exercises increasingly complex.
Solutions pre intermediate progress test aThoi Lieu
This document appears to be a progress test for grammar and vocabulary related to sports. It includes multiple choice questions and fill-in-the-blank exercises to test knowledge of parts of speech like verbs, adjectives, and prepositions in the past tense. Questions cover topics like describing sporting events and player actions using the correct verb tenses and forms, identifying related vocabulary like sports and verbs for playing/watching sports, and reading comprehension of short passages about cheating in early Olympic marathons and an actor's process. The test has a listening component involving short dialogues about people's careers and lives related to sports.
The document provides information and examples to help candidates prepare for the Use of English section of the FCE exam. It discusses the importance of knowing common collocations and idiomatic phrases in English. It encourages readers to read widely and keep records of phrases they encounter to improve their knowledge of collocations. Sample questions are provided to test understanding of collocations and allow practice of this skill.
The document provides information about the present progressive or continuous tense in English. It discusses the structure of the present progressive, which uses the verb "to be" plus the "-ing" form of the main verb. Examples are given of affirmative and negative sentences in the present progressive. The document then provides exercises for learners to practice forming and identifying sentences in the present progressive tense by matching images to sentences and filling in blanks in sentences.
Modal verbs are special verbs that indicate modality such as ability, possibility, permission, and obligation. There are several common modal verbs in English including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are used with an infinitive verb without "to" and do not have tenses or forms like the -ing form. They provide additional meaning about the action of the main verb. Examples are given of how different modal verbs are used and their meanings.
The document provides information about winter, analyzing materials, grammar rules on "every" and "all", a revision test with grammar questions, a song to motivate students after the test, and a warm-up on prepositions of time. It discusses advertising and shopping, including types of advertisements, vocabulary related to shopping, and a listening task on shopping. It also introduces linking verbs.
This document contains an exam with questions testing vocabulary, listening comprehension, reading comprehension, and essential grammar. The vocabulary section includes questions about greetings and filling in blanks. The listening comprehension section involves circling answers about names and locations after listening to conversations. The reading comprehension consists of choosing the correct descriptions of a postcard. Finally, the grammar section focuses on the simple present tense and verb to be, with questions about completing phrases in affirmative and negative forms.
1. The document provides a test on various topics including friendship, descriptions, past events, clothes, music, and the environment.
2. It contains questions testing grammar, vocabulary, translation, and composition writing.
3. The test has 7 sections and aims to evaluate language skills across different content areas.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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2. Part 1
Part 2
Part 3
Part 4
Choose the choice that is
grammatically incorrect
Circle the correct word
Can/could
Be able to
Part 5 Reading : Sagittarius
4. Choose the choice that is
grammatically incorrect
1) He will drive to the city center if the mechanic will fix
his car on time.
a b c
d
2) We already have done this work, but our boss refused
to accept it.
a b
c d
5. 3) No one wants to be her friend. We have being too
scared to talk to her.
a b c
d
4) “Have you yet visit Paris?” “Yes, I have visited there
with my family.”
a b c
d
5) I am looking forward to hear from you.
a b c
6) Congratulation on wining the first prize. I’m sure you
must to been very happy.
a b c
d
6. 7) I enjoy don’t have to get up early when I am lazy.
a b c d
8) They are working very hardly because they want to get
the promotion.
a b c d
9) Lisa is the winner of The Voice Thailand because she
sang beautiful.
a b c
d
10) It seems that she can’t drive good. She should learn
how to drive again.
a b c
d
9. REVIEW
Choose a if the answer is can and choose
b if the answer is could.
10. 1) I ______ dance now.can
2) ______ they remember what they
were learning?
Could
3) She ______ drive when she was 13
years old.
could
4) We ______ help you today if you
want.
can
13. 1) He ____________ play football.
2) We ___________ see the new movie
with you today after finishing work.
are able to
3) These dogs __________ jump over
12 feet last year.
were able to
a. were able to b. is able to
c. are able to d. wasn’t able t0
is able to
14. 4) Frank ____________ move his neck
after he got a car accident last year.
(but now he can move it)
a. were able to b. is able to
c. are able to d. wasn’t able to
wasn’t able to
19. When this sign sees something as
possible in their mind, they will plan
to achieve it.
20. They don’t mince words about what
they want.
It means they directly say what they
want.
I like you.
21. They make excellent salespeople, and
it’s better when this involves travel.
The jobs that people can do well are
salespeople and it’s better if the sale
is about traveling.
22. When they get a picture, they will
work all day all night to reach the
goal.
23. They like a variety of tasks and
dynamic atmosphere.
They like a job or work which have
variety and active atmosphere.
work
24. The careers that suit people of this sign such as
travel agent photographer explorer
27. This sign is the luckiest sign of the
Zodiac.
They don’t worry too much about
where the next buck is coming from.
They don’t worry about money.
28. They are risk-takers and very optimistic.
They like to take a risk and think
positively.
29. They trust in the universe to provide
what is needed.
They believe that they will finally get
what they want.
30. Money-management will bore people in this
sign.
Therefore, having a bookkeeper or
accountant is the best plan.
31. Questions
True or False
The Sagittarius usually mince
words.
They are worried about money.
F
F
If they have a goal , they will reach it
enthusiastically.
T
32. They are optimistic.T
They don’t like speaking frankly.F
“Explorer” is one of the suitable careers
for the Sagittarius.
T
33. What are suitable jobs for the Sagittarius?
Travel Agent Photographer
ExplorerArtist
Realtors Ambassador
Import/export trader