This document discusses the different types of main verbs in English and their forms. It defines strong verbs as main verbs that do not require adding "t", "d", or "ed" to form the past tense and past participle. Examples given are give, take, break. Weak verbs are defined as main verbs that require adding "t", "d", or "ed" to form the past tense and past participle, or that lose the "e" from the base form. Examples of weak verbs provided are read, bleed, cut, set, put, walk, and talk. The document also notes that verbs that do not change form across tenses are considered weak verbs.
Direct Speech: the message of the speaker is conveyed or reported in his own actual words without any change.
Indirect Speech: the message of the speaker is conveyed or reported in our own words. In this Power Point Presentation I clearly discussed about Direct and Indirect Speech and the tips for conversion of Direct to Indirect Speech. Please use this Power Point Presentation for your reference purpose.
Direct Speech: the message of the speaker is conveyed or reported in his own actual words without any change.
Indirect Speech: the message of the speaker is conveyed or reported in our own words. In this Power Point Presentation I clearly discussed about Direct and Indirect Speech and the tips for conversion of Direct to Indirect Speech. Please use this Power Point Presentation for your reference purpose.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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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?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
1. PRESENTPRESENT PASTPAST PASTPAST
PARTICIPLEPARTICIPLE
GIVEGIVE GAVEGAVE GIVENGIVEN
TAKETAKE TOOKTOOK TAKENTAKEN
BREAKBREAK BROKEBROKE BROKENBROKEN
SHAKESHAKE SHOOKSHOOK SHAKENSHAKEN
WAKEWAKE WOKEWOKE WOKENWOKEN
BRINGBRING BROUGHTBROUGHT BROUGHTBROUGHT
BUYBUY BOUGHTBOUGHT BOUGHTBOUGHT
SEEKSEEK SOUGHTSOUGHT SOUGHTSOUGHT
BURNBURN BURNTBURNT BURNTBURNT
BUILDBUILD BUILTBUILT BUILTBUILT
MEETMEET METMET METMET
READREAD READREAD READREAD
BLEEDBLEED BLEDBLED BLEDBLED
LEADLEAD LEDLED LEDLED
CUTCUT CUTCUT CUTCUT
LETLET LETLET LETLET
PUTPUT PUTPUT PUTPUT
SETSET SETSET SETSET
WALKWALK WALKEDWALKED WALKEDWALKED
TALKTALK TALKEDTALKED TALKEDTALKED
WEAK VERBS
STRONG VERBS
FORMS OF
MAIN VERBS
I
R
R
U
G
U
L
A
R
V
E
R
B
S
2. STRONG VERB
a main verb that does not need a ‘t’ , ‘d’, ‘ed’ to give its past
and past participle forms is called as a strong verb
Examples.Examples.
GIVEGIVE - GAVE- GAVE GIVENGIVEN
TAKETAKE - TOOK- TOOK TAKENTAKEN
BREAKBREAK - BROKE- BROKE BROKENBROKEN
3. Generally a main verb that needs a ‘t’ or ‘d’ to give its past
and past participle forms is called as a weak verb
• A main verb that loses an ‘e’ from its usual form to give the past and
past participle forms is called as a weak verb
e.g. read - read - read , bleed – bled- bled
3. A verb that does not change its usual form in all the three forms is also
called as a weak verb
e.g. cut, set, put
4. A main verb that needs an ‘ed’ to form its past and past participle form
is called as a weak verb.
e.g. walk-walked-walked, render-rendered-rendered
What is a weak verb?