The passive voice is commonly used in technical and scientific writing where impersonality is important. It is also used when reporting opinions without mentioning the source. There are several structures for forming the passive voice, including using "it" as the subject or omitting the agent. Certain verbs like "give" and "tell" can take two objects, and this structure changes in the passive. Verbs like "make" and "help" use the infinitive with "to" in passive constructions. The "have/get something done" structure describes when a service is performed for the subject. Some verbs are never used passively.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
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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.
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 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.
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2. The passive is common in technical and
scientific writing, and generally in
spoken and written contexts where
there is less use of personal reference,
since the audience may be unknown, or
the speaker wants to remain
Impersonal.
3. Passive reporting structures
With verbs such as believe, think, say, know, which report people’s
opinions, a passive construction is often used to give a generalized
opinion or not to mention the person whose words are being reported:
1. (present reference):
The criminal is thought to be in the London area /
It is thoght that the criminal is in the London area.
2. (past reference):
Sarah is said to have engagged with Tom last week /
It is said that Sarah gotengagged with Tom last week.
4. More on structures with impersonal IT
We can use the same pattern with IT when reporting
specific decisions or opinions:
It was decided that the meeting had to be cancelled.
(But also)
The meeting was decided to be cancelled.
cancelled
We can use any of these structures with verbs such as agree,
assume, argue, demostrate, …
5. Verbs with two objects
(active) Somebody gave the police the information.
(passive)
The police were given the information.
information
(but also)
The information was given TO the police.
police
Other verbs which can have two objects are:
Ask, offer, pay, show, teach, tell
Most often we begin with the personal object.
object
6. Verbs make, hear, see, help
In the active the structure is as follows:
Verb+ object+ infinitive without TO:
My sister made me cry a lot.
However, in the passive we use the infinitive
with TO:
TO
I was made to cry a lot.
7. Have / Get something done
This structure typically describes a service performed for us by
someone else:
I’ve just had/got my car repaired.
GET is often used in informal English.
English
This structure is also used to refer to something, usually
unpleasant or unexpected, done to the subject without
permission:
She had her passport stolen at the airport.
8. Final remarks
Verbs with no direct object
There are some verbs (intransitive): arrive, land, …
which are never used Certain verbs following this
structure:
in the passive: verb+ object + TO infinitive
(e.g.: want, refuse)
Certain verbs describing states, such
as have, be, belong, lack, resemble,
pretend and seem
HAVE + a noun to describe an action:
Have breakfast, have dinner, …
dinner