A brief review of Restrictive and Nonrestrictive adjective clauses as well as a bit of clause to phrase reduction with some practice. Created by Coleman's Classroom.
Restrictive and nonrestrictive clauses. Nur Arif S
This document provides information on restrictive and nonrestrictive clauses. It defines restrictive clauses as those that are essential to the meaning of the sentence and should not have commas. Nonrestrictive clauses provide additional, nonessential information and are set off with commas. Examples of each type of clause are given to illustrate their uses. The document also summarizes the basics of APA style citations and references.
While time management advice and tools have proliferated for decades, most people still struggle with managing their time effectively. The document discusses how despite an abundance of books, articles, seminars, and organizers on time management, people often feel they don't have enough hours in the day and miss deadlines. While information on time management is widely available, applying those principles in practice remains challenging for many.
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually before other verbs. It also notes that sometimes and usually can be used at the beginning or end of sentences. The document includes examples asking about study habits using adverbs of frequency and questions using "ever" and "how often". It provides practice activities for readers to use these adverbs correctly.
The document compares the present perfect and present perfect continuous tenses. The present perfect is used for actions completed at an unspecified time before now, while the present perfect continuous is used for actions that started in the past and continue in the present. Some key differences are that the present perfect uses have/has + past participle and the present perfect continuous uses have/has been + verb+ing.
The staff at Davies-Miller advertising agency are highly stressed. A survey found 65% of staff felt stressed in their jobs. Several employees are experiencing stress due to heavy workloads, unrealistic deadlines, lack of support from supervisors, and long commutes. The causes of stress include poor hiring practices, an overcommitment to contracts exceeding operational capacity, absenteeism, and many employees living far from work. Solutions proposed include reviewing hiring and operational capacity, allowing telework, and evaluating supervisors' treatment of subordinates.
Rèn kỹ năng làm bài đọc hiểu môn Tiếng anh - cô Mai PhươngKhanh Tho
- Hướng dẫn chi tiết cách vận dụng các kỹ năng đọc hiểu (skimming - đọc lướt ý chính; scanning - đọc nhanh lấy dữ liệu chi tiết; paraphrase - cách diễn đạt khách nhau) vào bài thi THPT QG, bao gồm:
+ Giải thích rõ ràng từng kỹ năng
+ Khi nào cần dùng từng kỹ năng vào bài đọc hiểu
+ Các bước trong mỗi kỹ năng này.
- Các dạng câu hỏi thường gặp trong bài đọc hiểu, cách tiếp cận, tìm kiếm câu trả lời và các ví dụ thực hành thành thạo các dạng câu hỏi đó
- 62 bài luyện tập với lời giải thích chi tiết, đảm bảo các bạn tự học mà vẫn hiểu rõ lỗi sai của mình
- Dịch chi tiết sang Tiếng Việt giúp hiểu hết nội dung bài đọc và tiết kiệm thời gian tra từ cho các bạn học sinh.
This document discusses the proper use of the words "since" and "for" with the present perfect tense. It explains that "since" is used for events that began in the past and are still ongoing, providing specific examples. "For" is used for continued actions in an unspecified past time frame. The document provides example sentences for each and then an exercise with multiple choice questions to reinforce understanding of when to use "since" versus "for."
Restrictive and nonrestrictive clauses. Nur Arif S
This document provides information on restrictive and nonrestrictive clauses. It defines restrictive clauses as those that are essential to the meaning of the sentence and should not have commas. Nonrestrictive clauses provide additional, nonessential information and are set off with commas. Examples of each type of clause are given to illustrate their uses. The document also summarizes the basics of APA style citations and references.
While time management advice and tools have proliferated for decades, most people still struggle with managing their time effectively. The document discusses how despite an abundance of books, articles, seminars, and organizers on time management, people often feel they don't have enough hours in the day and miss deadlines. While information on time management is widely available, applying those principles in practice remains challenging for many.
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually before other verbs. It also notes that sometimes and usually can be used at the beginning or end of sentences. The document includes examples asking about study habits using adverbs of frequency and questions using "ever" and "how often". It provides practice activities for readers to use these adverbs correctly.
The document compares the present perfect and present perfect continuous tenses. The present perfect is used for actions completed at an unspecified time before now, while the present perfect continuous is used for actions that started in the past and continue in the present. Some key differences are that the present perfect uses have/has + past participle and the present perfect continuous uses have/has been + verb+ing.
The staff at Davies-Miller advertising agency are highly stressed. A survey found 65% of staff felt stressed in their jobs. Several employees are experiencing stress due to heavy workloads, unrealistic deadlines, lack of support from supervisors, and long commutes. The causes of stress include poor hiring practices, an overcommitment to contracts exceeding operational capacity, absenteeism, and many employees living far from work. Solutions proposed include reviewing hiring and operational capacity, allowing telework, and evaluating supervisors' treatment of subordinates.
Rèn kỹ năng làm bài đọc hiểu môn Tiếng anh - cô Mai PhươngKhanh Tho
- Hướng dẫn chi tiết cách vận dụng các kỹ năng đọc hiểu (skimming - đọc lướt ý chính; scanning - đọc nhanh lấy dữ liệu chi tiết; paraphrase - cách diễn đạt khách nhau) vào bài thi THPT QG, bao gồm:
+ Giải thích rõ ràng từng kỹ năng
+ Khi nào cần dùng từng kỹ năng vào bài đọc hiểu
+ Các bước trong mỗi kỹ năng này.
- Các dạng câu hỏi thường gặp trong bài đọc hiểu, cách tiếp cận, tìm kiếm câu trả lời và các ví dụ thực hành thành thạo các dạng câu hỏi đó
- 62 bài luyện tập với lời giải thích chi tiết, đảm bảo các bạn tự học mà vẫn hiểu rõ lỗi sai của mình
- Dịch chi tiết sang Tiếng Việt giúp hiểu hết nội dung bài đọc và tiết kiệm thời gian tra từ cho các bạn học sinh.
This document discusses the proper use of the words "since" and "for" with the present perfect tense. It explains that "since" is used for events that began in the past and are still ongoing, providing specific examples. "For" is used for continued actions in an unspecified past time frame. The document provides example sentences for each and then an exercise with multiple choice questions to reinforce understanding of when to use "since" versus "for."
This document outlines 8 rules for subject-verb agreement in English. Rule 1 states that a verb must agree with its subject in number - singular subjects take singular verbs and plural subjects take plural verbs. Rule 2 says that phrases or clauses between the subject and verb do not change the number of the subject. The subsequent rules address exceptions and special cases, such as collective nouns, compound subjects, and subjects like "each" or "everyone" that are singular even if they have plural meanings. Examples are provided to illustrate each rule of subject-verb agreement.
Yes-no questions can be answered with a simple "yes" or "no" response. WH-questions ask about qualities, people, time, and place using question words like who, what, where, when, why, which, and how. These question words are used to ask specific types of questions - who is used to ask about people or things, what is used to ask about activities or objects, where and when ask about places and times, why asks for reasons, which asks about choices, and how asks about methods or characteristics.
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.
This document discusses adverbs of frequency, which are used to describe how often an action occurs. It lists common adverbs of frequency like always, usually, and sometimes. It also provides other expressions that can be used to indicate frequency, such as "once in a while", "every now and again", and "from time to time". The document explains where adverbs of frequency are positioned in sentences and discusses negative forms. It aims to help readers properly use adverbs of frequency to describe repeated or routine activities.
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually come before other verbs. Additionally, it notes that usually and sometimes can be used at the beginning or end of sentences. The document also covers using "ever" in yes/no questions about frequency versus affirmative statements.
This document discusses adverbs of frequency and their usage in sentences. It provides examples of how adverbs of frequency are often used with the present simple tense to indicate repeated or routine activities. It also explains where to place different adverbs of frequency depending on whether the sentence has one verb or multiple verbs. Finally, it provides an exercise for learners to practice using adverbs of frequency in various sentence structures.
The document provides instruction on using the present perfect tense in English, including its forms (affirmative, negative, interrogative), subjects it is used with (has/have), situations it describes (actions that took place in the past without specifying time, actions with present relevance, experiences), and comparisons to other tenses like the past simple. It also covers usage of words like already, just, yet, for, since, ago, and how long in the present perfect tense and provides examples of questions to ask using these words.
Jane has traveled to many places. She has been to China twice but has not yet been to India. The present perfect tense indicates experiences up until now that have a connection to the present. Jane is discussing her travel experiences with Dave in the present.
Tenses -learn without tense ppt pdf by Chandra shekar PendotiChandrashekar529
This document provides an overview of English tenses, including their structures, usages, and examples. It discusses the simple, continuous, perfect, and perfect continuous forms of the present, past, and future tenses. Key points include:
- There are four types of tenses: simple, continuous, perfect, and perfect continuous.
- Each tense has usages defined by time frames and temporal relationships between actions.
- All tenses follow consistent verb structures and can be identified by their forms.
- Examples are provided to illustrate the proper usage of each tense in sentences.
- Exercises at the end test the reader's understanding of tense formation and application.
Nếu tinh ý và biết liên hệ đến thực tế, bạn sẽ thấy rằng thì quá đơn là thì được sử dụng mỗi hằng ngày. Và để học tốt tiếng Anh, bạn cần nắm vững kiến thức về thì này.
PAST PERFECT VS PAST PERFECT CONTINOUSBiancaRuiz17
The document discusses the differences between the past perfect and past perfect continuous tenses in English. The past perfect tense uses "had + past participle" and is used to describe events that occurred before other past events or to emphasize completed actions. The past perfect continuous tense uses "had been + verb + ing" and emphasizes the duration of past activities, describes ongoing past actions that continued into other past times, or shows the cause of past events. Examples are provided for how to use each tense.
A brief review of how to use complex modifiers like prepositional phrases and verbals to correctly modify nouns with practice editing misplaced modifiers. Created by Coleman's Classroom.
A quick review of the major components and usage of relative clauses (adjective clauses) with a bit of practice throughout. Created by Coleman's Classroom
Review Modals Should, Could, and Must with PracticeCC Undertree
This document provides an overview of the modal verbs should, could, and must. It discusses their meanings and uses, including advice/expectation for should, possibility for could, and strong certainty for must. Examples are given of each modal verb in different tenses and functions. The document concludes with exercises to practice using modal verbs to rephrase sentences.
Verb Review- Special Problems with Progressive VerbsCC Undertree
A brief review of possible problems with verbs in the progressive tenses including involuntary and voluntary usages of verbs. Created by Coleman's Classroom
Review Fragments and Run-ons with PracticeCC Undertree
This document provides an overview of sentence fragments and run-ons, including definitions and examples. It discusses different types of fragments such as phrase, -ing, and infinitive fragments. It also covers dependent clause fragments and how to identify and correct fragments. For run-ons, it defines fused sentences and comma splices and gives five ways to correct them, such as using separate sentences, conjunctions, or semicolons. The document concludes with some practice examples of fragments and run-ons.
A brief review of the difference between adverbs and adverb clause, the various kinds of adverb clauses, and the subordinate conjunctions with a brief practice using them. Created by Coleman's Classroom.
A brief review of 7 key aspects of thesis for short essays (3-5 pages) for basic writing class. Also includes practice. Created by Coleman's Classroom for Advanced ESL writing course.
This document outlines 8 rules for subject-verb agreement in English. Rule 1 states that a verb must agree with its subject in number - singular subjects take singular verbs and plural subjects take plural verbs. Rule 2 says that phrases or clauses between the subject and verb do not change the number of the subject. The subsequent rules address exceptions and special cases, such as collective nouns, compound subjects, and subjects like "each" or "everyone" that are singular even if they have plural meanings. Examples are provided to illustrate each rule of subject-verb agreement.
Yes-no questions can be answered with a simple "yes" or "no" response. WH-questions ask about qualities, people, time, and place using question words like who, what, where, when, why, which, and how. These question words are used to ask specific types of questions - who is used to ask about people or things, what is used to ask about activities or objects, where and when ask about places and times, why asks for reasons, which asks about choices, and how asks about methods or characteristics.
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.
This document discusses adverbs of frequency, which are used to describe how often an action occurs. It lists common adverbs of frequency like always, usually, and sometimes. It also provides other expressions that can be used to indicate frequency, such as "once in a while", "every now and again", and "from time to time". The document explains where adverbs of frequency are positioned in sentences and discusses negative forms. It aims to help readers properly use adverbs of frequency to describe repeated or routine activities.
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually come before other verbs. Additionally, it notes that usually and sometimes can be used at the beginning or end of sentences. The document also covers using "ever" in yes/no questions about frequency versus affirmative statements.
This document discusses adverbs of frequency and their usage in sentences. It provides examples of how adverbs of frequency are often used with the present simple tense to indicate repeated or routine activities. It also explains where to place different adverbs of frequency depending on whether the sentence has one verb or multiple verbs. Finally, it provides an exercise for learners to practice using adverbs of frequency in various sentence structures.
The document provides instruction on using the present perfect tense in English, including its forms (affirmative, negative, interrogative), subjects it is used with (has/have), situations it describes (actions that took place in the past without specifying time, actions with present relevance, experiences), and comparisons to other tenses like the past simple. It also covers usage of words like already, just, yet, for, since, ago, and how long in the present perfect tense and provides examples of questions to ask using these words.
Jane has traveled to many places. She has been to China twice but has not yet been to India. The present perfect tense indicates experiences up until now that have a connection to the present. Jane is discussing her travel experiences with Dave in the present.
Tenses -learn without tense ppt pdf by Chandra shekar PendotiChandrashekar529
This document provides an overview of English tenses, including their structures, usages, and examples. It discusses the simple, continuous, perfect, and perfect continuous forms of the present, past, and future tenses. Key points include:
- There are four types of tenses: simple, continuous, perfect, and perfect continuous.
- Each tense has usages defined by time frames and temporal relationships between actions.
- All tenses follow consistent verb structures and can be identified by their forms.
- Examples are provided to illustrate the proper usage of each tense in sentences.
- Exercises at the end test the reader's understanding of tense formation and application.
Nếu tinh ý và biết liên hệ đến thực tế, bạn sẽ thấy rằng thì quá đơn là thì được sử dụng mỗi hằng ngày. Và để học tốt tiếng Anh, bạn cần nắm vững kiến thức về thì này.
PAST PERFECT VS PAST PERFECT CONTINOUSBiancaRuiz17
The document discusses the differences between the past perfect and past perfect continuous tenses in English. The past perfect tense uses "had + past participle" and is used to describe events that occurred before other past events or to emphasize completed actions. The past perfect continuous tense uses "had been + verb + ing" and emphasizes the duration of past activities, describes ongoing past actions that continued into other past times, or shows the cause of past events. Examples are provided for how to use each tense.
A brief review of how to use complex modifiers like prepositional phrases and verbals to correctly modify nouns with practice editing misplaced modifiers. Created by Coleman's Classroom.
A quick review of the major components and usage of relative clauses (adjective clauses) with a bit of practice throughout. Created by Coleman's Classroom
Review Modals Should, Could, and Must with PracticeCC Undertree
This document provides an overview of the modal verbs should, could, and must. It discusses their meanings and uses, including advice/expectation for should, possibility for could, and strong certainty for must. Examples are given of each modal verb in different tenses and functions. The document concludes with exercises to practice using modal verbs to rephrase sentences.
Verb Review- Special Problems with Progressive VerbsCC Undertree
A brief review of possible problems with verbs in the progressive tenses including involuntary and voluntary usages of verbs. Created by Coleman's Classroom
Review Fragments and Run-ons with PracticeCC Undertree
This document provides an overview of sentence fragments and run-ons, including definitions and examples. It discusses different types of fragments such as phrase, -ing, and infinitive fragments. It also covers dependent clause fragments and how to identify and correct fragments. For run-ons, it defines fused sentences and comma splices and gives five ways to correct them, such as using separate sentences, conjunctions, or semicolons. The document concludes with some practice examples of fragments and run-ons.
A brief review of the difference between adverbs and adverb clause, the various kinds of adverb clauses, and the subordinate conjunctions with a brief practice using them. Created by Coleman's Classroom.
A brief review of 7 key aspects of thesis for short essays (3-5 pages) for basic writing class. Also includes practice. Created by Coleman's Classroom for Advanced ESL writing course.
This document provides a review and examples of reducing adverb clauses to phrases. It begins by defining different types of adverb clauses, such as time, reason, and opposition clauses. It then explains how to reduce adverb clauses by making the subject of both clauses the same, changing the verb in the adverb clause to a participle form, and optionally removing the subordinator. The document provides examples of reducing various types of adverb clauses like before, after, since, while, as, and because clauses. It also addresses special cases like passive voice, fragments, punctuation errors, and double connectors. In the end, it provides contact information for the author to learn more.
Phrasal verbs can be difficult to master since some of their idiomatic usage is confusing. This presentation provides 22 practice sentences with phrasal idioms. The colored button answer choices make is easy to use in a language classroom for a class activity. The idioms ARE NOT explained; this is only practice. Good for vocabulary development and language understanding. For all levels of ESL. Created by Coleman's Classroom.
Run ons, comma splices and fragments projectAngie Smith
The document discusses different types of sentence errors: run-on sentences, fragments, and provides examples and explanations of each. There are three main types of run-on sentences discussed: fused sentences connected with just a coordinating conjunction, sentences run together without any punctuation, and sentences run together with just a comma. The document also discusses the three types of fragments: phrases, dependent clauses, and a combination. It provides examples of each and explains the different ways to correct fragments, such as adding an independent clause or changing a dependent clause to independent.
A brief explanation of the result of repetitive actions and a lesson on the three reasons for grammar errors with solutions for and example of including a specific effective editing technique. Created by Coleman's Classroom.
This document discusses the introduction of an essay. It explains that an introduction gains the reader's interest, informs them about the topic, provides tone, and presents the thesis while previewing the major supporting points. The introduction includes a lead-in or "hook" to engage the reader, discusses the topic, and states the thesis. Various types of hooks are described such as general statements, anecdotes, descriptions, definitions, counterarguments, questions, quotations, facts/statistics, and noting the importance of the topic.
Similar to Review Restrictive/Nonrestrictive Adjective Clauses (17)
The document discusses various vocabulary words related to concepts like resilience, aptitude, autonomy, and overcoming failures. It provides the definitions, examples, synonyms and antonyms for words like resilience, delegate, arbitrary, assimilate, and meritocracy. It then has practice questions matching the words to their definitions from the examples provided earlier in the document. The document is aimed to help with learning and testing vocabulary.
Coleman's Classroom ppt by Catherine Coleman. This presentation reviews some basic characteristics of a simple compare and contrast essay including the block and point by point format as well as small and big transitions. More resources available at www.clmn.net
Instructions for uploading a file to a student's canvas account. It's limited as can only work if student has already uploaded file. This solution is to REPLACE an incorrect file.
Vocab Academic Idioms Starting with C and DCC Undertree
Here are some C and D idioms that can be used in academic writing and may be seen in academic texts. Brief practice included. Created by Coleman's Classroom.
The document defines and provides examples of common idiomatic phrases including "ace in the hole", "albatross around one's neck", "Achilles' heel", "cost an arm and a leg", "put on the back burner", "back to square one", "bad mouth", "bark up the wrong tree". Each idiom is presented with its meaning and origin. The document also provides examples of sentences using the idioms and identifies whether each usage is correct or incorrect.
This is the lesson to accompany the story "Thank You Ma'am" by Langston Hughes and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
The document provides biographical information about Irish author Maeve Binchy, who believed ordinary people could relate to her characters. It discusses some of her most famous works and includes a quote from Binchy about making her characters relatable. The rest of the document focuses on analyzing themes and characters in Binchy's short story about a couple whose wedding is called off at the last minute when the groom gets cold feet, only for the bride to convince him to go through with the ceremony anyway.
This is the lesson to accompany the story "Teenage Wasteland" by Anne Tyler and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Story of an Hour" by Kate Chopin and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "A Short Story of a Long Digest" by Budd Schulberg and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Quickening" by Lisa Interollo and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Powder" by Tobias Wolf and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Miss Brill" by Katherine Mansfield and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Model Millionaire " by Oscar Wilde and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Marionettes, Inc." by Ray Bradbury and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Lottery" by Shirley Jackson and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Like a Winding Sheet" by Ann Petry and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "The Last Leaf" by O.Henry and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
This is the lesson to accompany the story "Everyday Use" by Alice Walker and may include extra excerpts from songs and poems as comprehension questions and language development. The actual story in not included here; this lesson is for after reading the story. Created by Coleman’s Classroom.
The document discusses a classroom website that provides information on various topics like vocabulary, literary terms, and plot details of a story. It includes summaries of the plot, which involves two men fighting over a woman's love, with one winning her but the other committing suicide. It also discusses themes of the story like man vs machine and love/deceit. Literary terms like personification, colloquialism and irony are defined in the context of examples from the story. The story seems to involve a computer named EPICAC that expresses interest in a woman named Pat through poems.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
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
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. Coleman’s Classroom www.clmn.net
Restrictive / Nonrestrictive
Restrictive
(Required)
NO COMMAS
NECESSARY
ESSENTIAL
MAKES SPECIFIC
Nonrestrictive
(Not Required)
COMMAS
UNNESSARY
NONESSENTIAL
EXTRA
3. Coleman’s Classroom www.clmn.net
Special Uses of Restrictive
Used for Definition: one who or a
person who; a time in which
A philanthropist is one who gives
money.
This was a decade which had a lot of
violence.
4. Coleman’s Classroom www.clmn.net
Test for Restrictive / Nonrestrictive
1. Identify the adj clause
2. Take out the clause and ask does
the sentence make sense? Does it
have the same meaning?
3. If yes, nonrestrictive, so add
commas.
If no, restrictive, so no commas.
5. Coleman’s Classroom www.clmn.net
Nonrestrictive When?
1. Antecedent Noun already
identified
Mrs. Coleman has taught ESL
155 and 165. These classes,
which include grammar
instruction, are taught at OCC.
9. Coleman’s Classroom www.clmn.net
Practice R/NR
Is the adjective clause restrictive or
nonrestrictive?
What POS is the clause modifying?
She opened a hospital in New York. The
hospital which was run by women
later expanded to become a medical
school.
10. Coleman’s Classroom www.clmn.net
Practice R/NR
Is the adjective clause restrictive or
nonrestrictive?
What POS is the clause modifying?
She opened a hospital in New York. The
hospital which was run by women
later expanded to become a medical
school.
SUBJECT
, which was run by women,
11. Coleman’s Classroom www.clmn.net
Practice R/NR
Is the adjective clause restrictive or
nonrestrictive?
What POS is the clause modifying?
Susan B. Anthony who was born in NY
is famous for her work in women’s rights.
12. Coleman’s Classroom www.clmn.net
Practice R/NR
Is the adjective clause restrictive or
nonrestrictive?
What POS is the clause modifying?
Susan B. Anthony who was born in NY
is famous for her work in women’s rights.
SUBJECT
, who was born in NY,
13. Coleman’s Classroom www.clmn.net
Reduction Possibilities
When entire clause only uses be verb
and adjective
The students who were tired went
home.
The tired students went home.
14. Coleman’s Classroom www.clmn.net
Reduction Possibilities
When entire clause uses be verb
followed by phrase
The students who were in class took
the quiz.
The students in class took the quiz.
15. Coleman’s Classroom www.clmn.net
Reduction Possibilities
When a passive verb is used
ESL 165 is a class which is taught by
Mrs. Coleman.
ESL 165 is a class taught by Mrs.
Coleman
16. Coleman’s Classroom www.clmn.net
Reduction Possibilities
When a progressive verb is used
ESL 165 has students who are
working very diligently.
ESL 165 has students working very
diligently.
17. Coleman’s Classroom www.clmn.net
Reduction Possibilities
With Verbs other than be
ESL 165 has students who work very
diligently.
ESL 165 has students working very
diligently.