This document provides a lesson on using possessive pronouns to indicate ownership. It explains that possessive pronouns like "my, your, his, her, our, their" are used to show who owns something. It also discusses using the apostrophe to make a noun possessive, such as adding "'s" to a singular noun or just an apostrophe for a plural noun. Examples are given for asking "Whose..." questions to find out who owns something, like "Whose car is it?" The document concludes with modeling questions students can ask and answer about a picture using possessive pronouns.
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?
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
3. WHOSE HOUSE?
MY HOUSE MINE
YOUR HOUSE YOURS
HIS HOUSE HIS
HER HOUSE HERS
OUR HOUSE OURS
THEIR HOUSE THEIRS
JOHN’S CAR
MY PARENTS’ CAR
4. Apostrophe (‘s)
If the noun doesn’t end with an s, add ’s to the end of the noun.
The dog is Mary’s pet
If a proper name ends with an s, you can add just the apostrophe or
an apostrophe and an s.
You’re sitting in Chris’ chair.
You’re sitting in Chris’s chair.
If the possesser is plural , just add an apostrophe
The students’ favorite subject is science.
5. We use “whose + noun” (or just “whose”) to ask for the owner of
something.
Ex: Whose car is it?
It’s John’s car.
6. MODEL FORMING: Whose + noun .....?
WHOSE CAR IS IT?
IT’S MINE.
IPAD (HERS)
MONEY (THEIRS)
HELMET (YOURS)
MOTORBIKE (HIS)
WHOSE HOUSE IS THIS?
THIS IS TOM’S (HOUSE).
BEDROOM IS THAT?
THAT IS MY SISTER’S (BEDROOM).
SHOES ARE THESE?
THESE ARE MY MOM’S (SHOES).
GLASSES ARE THOSE?
THOSE ARE MY SON’S (GLASSES).
FRIENDS ARE THEY?
THEY ARE MY BOSS’S (FRIENDS).
7. MODEL FORMING: Whose + noun .....?
WHOSE CAR DO YOU OFTEN DRIVE?
I OFTEN DRIVE MY FATHER’S (CAR).
BOOKS READ
MUSIC ENJOY
ROOM CLEAN
MONEY BORROW
BIRTHDAY FORGET
HEMINGWAY’S (BOOKS)
ABBA’S (MUSIC)
MY CHILDREN’S (ROOM)
MY PARENTS’ (MONEY)
MY WIFE’S (BIRTHDAY)
8. 1. Whose hair is black?
2. Whose dress is green?
3. Whose skirt is red?
4. Whose hair is grey?
5. Whose dress is yellow?
6. Whose trousers are pink?
7. Whose shoes are yellow?
8. Whose jacket is brown?
9. Whose T-shirt is red?
10. Whose shoes are red?
11. Whose hair is blond?
12. Whose hair is long?
13. Whose trousers are blue?
14. Whose trousers are green?
Role-play | Students ask and answer about this picture
