The document discusses subject and object questions in Spanish. Subject questions seek the subject of the sentence, stated without auxiliary verbs. Object questions use auxiliary verbs and seek the direct, indirect, or circumstantial object of the verb. Examples of subject and object questions are provided along with their answers to demonstrate the differences.
How to ask and answer basic English questions. You will learn how to ask basic questions and how to answer them.
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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
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 Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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!
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.
1. Subject and object questions (Preguntas sobre el sujeto y sobre el complemento)
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3. Object questions (preguntas sobre el complemento) What does Ben like ? Who do you love ? Where do you live ? How does Mike feel ? What is he reading ? What did you buy ?
4. Object questions (preguntas sobre el complemento) What does Ben like ? Who do you love ? Where do you live ? How does Mike feel ? What is he reading ? What did you buy ? Ben likes chocolate
5. Object questions (preguntas sobre el complemento) What does Ben like ? Who do you love ? Where do you live ? How does Mike feel ? What is he reading ? What did you buy ? Ben likes chocolate I love her sister
6. Object questions (preguntas sobre el complemento) What does Ben like ? Who do you love ? Where do you live ? How does Mike feel ? What is he reading ? What did you buy ? Ben likes chocolate I love her sister I live in the United States
7. Object questions (preguntas sobre el complemento) What does Ben like ? Who do you love ? Where do you live ? How does Mike feel ? What is he reading ? What did you buy ? Ben likes chocolate I love her sister I live in the United States Mike feels very well
8. Object questions (preguntas sobre el complemento) What does Ben like ? Who do you love ? Where do you live ? How does Mike feel ? What is he reading ? What did you buy ? Ben likes chocolate I love her sister I live in the United States Mike feels very well He is reading “Don Quixote”
9. Object questions (preguntas sobre el complemento) Ben likes chocolate I love her sister I live in the United States Mike feels very well He is reading “Don Quixote” I bought a bottle of water What does Ben like ? Who do you love ? Where do you live ? How does Mike feel ? What is he reading ? What did you buy ?
10. Object questions (preguntas sobre el complemento) Todas las preguntas buscan un complemento directo, indirecto o circunstancial Ben likes chocolate I love her sister I live in the United States Mike feels very well He is reading “Don Quixote” I bought a bottle of water
11. Object questions (preguntas sobre el complemento) Todas las preguntas requieren un verbo auxiliar (do, does, did, is, etc) What does Ben like ? Who do you love ? Where do you live ? How does Mike feel ? What is he reading ? What did you buy ?
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13. Subject questions (preguntas sobre el sujeto) Who loves you? Who saw you? Who is waiting for you? What is blocking the road? What caused the accident? Who ate my apple?
14. Subject questions (preguntas sobre el sujeto) Who loves you? Who saw you? Who is waiting for you? What is blocking the road? What caused the accident? Who ate my apple? Adam loves me
15. Subject questions (preguntas sobre el sujeto) Who loves you? Who saw you? Who is waiting for you? What is blocking the road? What caused the accident? Who ate my apple? Adam loves me My parents saw me
16. Subject questions (preguntas sobre el sujeto) Adam loves me My parents saw me Nobody is waiting for me Who loves you? Who saw you? Who is waiting for you? What is blocking the road? What caused the accident? Who ate my apple?
17. Subject questions (preguntas sobre el sujeto) Who loves you? Who saw you? Who is waiting for you? What is blocking the road? What caused the accident? Who ate my apple? Adam loves me My parents saw me Nobody is waiting for me A lorry is blocking the road
18. Subject questions (preguntas sobre el sujeto) Who loves you? Who saw you? Who is waiting for you? What is blocking the road? What caused the accident? Who ate my apple? Adam loves me My parents saw me Nobody is waiting for me A lorry is blocking the road The storm caused the accident
19. Subject questions (preguntas sobre el sujeto) Who loves you? Who saw you? Who is waiting for you? What is blocking the road? What caused the accident? Who ate my apple? Adam loves me My parents saw me Nobody is waiting for me A lorry is blocking the road The storm caused the accident Your sister ate your apple
20. Subject questions (preguntas sobre el sujeto) Todas las preguntas buscan el sujeto. Es lo que no conocemos. Adam loves me My parents saw me Nobody is waiting for me A lorry is blocking the road The storm caused the accident Your sister ate your apple
21. Subject questions (preguntas sobre el sujeto) Todas las preguntas se hacen como si no fuesen preguntas, es decir como si fuesen oraciones afirmativas o negativas. No requieren verbo auxiliar ni cambio en el orden de las palabras Who loves you? Who saw you? Who is waiting for you? What is blocking the road? What caused the accident? Who ate my apple?
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