Epic poetry is a long narrative poem focused on heroic or quasi-divine figures that influence the fate of a tribe, nation, or humanity. Characteristics include an elevated style, multiple books or volumes, origins in oral tradition, poetic devices, epithets, repetition, and vast settings in both time and space. Epics also feature battles, romance, journeys, speeches, and supernatural elements. The hero embodies cultural ideals and has superhuman traits, embarking on a journey of separation, initiation, and return according to Joseph Campbell's model. Homer's Odyssey follows Odysseus' journey home after the Trojan War, encountering obstacles due to angering Poseidon.
An oxymoron is a figure of speech that combines contradictory terms. It stops the reader and causes them to think, generating a new concept. Examples of oxymorons provided include "small crowd", "act naturally", and "tragic comedy". The document then provides several examples of oxymorons used in sentences, such as "silent scream", "eloquent silence", and "intense apathy". It notes that while the individual words have contradictory definitions, together they create a new meaning.
There are two main types of conflict: internal and external. Internal conflict involves a character struggling with their own emotions, choices, or past troubles. External conflict involves a character struggling against outside forces such as other characters, nature, or society. Conflict is crucial to any story as it creates drama, tension, and drives the plot forward.
The document provides guidance on the correct usage of several commonly confused word pairs in the English language. It explains the differences between there/their/they're, to/too, its/it's, who/whom, then/than, affect/effect and provides examples to illustrate when each word should be used. The overall purpose is to help the reader distinguish between similar sounding words and use the right word in different contexts.
The Sonnet (Poetry) is a PowerPoint presentation that briefly talks about what a sonnet is and its different forms/ patterns. This PPP is perfect for your high school class. It is recommendable to use the 2010 version of PowerPoint for a smooth use.
This document provides information about allegory, including its origins and definitions. It states that an allegory is a symbolic fictional narrative that conveys secondary meanings through characters, events or objects that symbolize abstract ideas. Religious allegories use symbols and stories to explore religious concepts. Examples of famous allegorical works discussed include Pilgrim's Progress, Moby Dick, and Animal Farm. Historical/political allegory refers to events and people metaphorically, while moral and social allegories aim to define morality and society through symbolic fiction.
This document is a PowerPoint presentation about satire and political cartoons. It defines satire as a genre that uses techniques like irony and ridicule to expose human flaws in order to provoke social or political change. The presentation outlines key characteristics of satire, including that it has a moral purpose beyond just entertainment. It provides examples of satirical texts, including articles that use sarcasm and exaggeration to mock technology companies. It also explains techniques commonly used in political cartoons, such as symbolism, exaggeration, labeling, analogy, and irony. The presentation concludes by outlining the remaining parts of the module, which will involve analyzing a satirical essay, a discussion board, and creating original satirical work.
This document provides information about using semi-colons and colons in writing. It discusses three main functions of the semi-colon: to join two independent clauses; to join independent clauses separated by a conjunctive adverb or transitional expression; and to avoid confusion when clauses already contain commas. It also discusses two main uses of the colon: to introduce a list of items; and to introduce a sentence that summarizes or explains the previous sentence. Examples are provided to illustrate proper uses of semi-colons and colons in writing.
A verb phrase consists of a main verb combined with a helping verb, also known as an auxiliary verb. Some examples of verb phrases include "was preparing", "could speak", "may have been sleeping", and "must pay" which all contain a helping verb and main verb. A verb phrase is a group of words that together function as the verb, usually containing both a helping verb and main action verb like "are chasing" while a single verb like "chase" is not itself a verb phrase.
Here are the collocations I noticed in the short text:
- notice them - collocations that are worth learning
The phrases "notice them" and "collocations that are worth learning" are examples of lexical collocations since specific verbs ("notice" and "learning") collocate with specific nouns ("them" and "collocations").
Othello Powerpoint presentation English 102 jesmintz
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The document provides background information on William Shakespeare and Elizabethan England. It discusses Shakespeare's plays being performed at the Globe Theatre in London. Shakespeare was a shareholder in the theatre and many of his greatest plays premiered there. The Globe could accommodate an audience of around 3,000 people and had an intimate stage projecting into the yard. The document also provides biographical details about Shakespeare, noting he was born in Stratford-upon-Avon and wrote around 37 plays between 1591-1611 as well as 154 sonnets.
The document outlines 13 rules for using commas in sentences: 1) before coordinating conjunctions in compound sentences, 2) to set off introductory phrases or clauses, 3) with transition/introductory words and phrases, 4) to set off appositives, 5) to separate adjectives, 6) to set off quoted words and dialogue, 7) for direct address, 8) to set off phrases that express difference, 9) with mild interjections, 10) to separate items in a series or list, 11) with dates and years, 12) for large numbers, and 13) with city/state names and names/titles.
This document defines and provides characteristics of epics. It explains that an epic is a long narrative poem about heroic deeds, and that epics typically involve heroes valued by their culture, gods or supernatural forces, and vast journeys. Some epics are based on oral traditions and involve founding nations or battles against monsters. Examples of famous epics from various cultures and time periods are also listed.
This is a presentation about dystopia which is very informative about the topic. It also provides good examples of other books that can be read by the reader.
Understanding text structures is an important reading skill because it aids comprehension of informational texts. Get middle school students started the process of understanding and analyzing Text Structures and Organizations with this engaging PowerPoint presentation. Presentation addresses the five most common structures: : description, chronological, cause/effect, compare/contrast, and problem/solution. Examples and teacher instructions are included. Aligned to Common Core ELA-Literacy Standards: RI.6.1, 7.1, 8.1; 5.11C; 6.10C; 7.10C; 8.10C.
This document defines and provides examples of different types of clauses:
1) Independent clauses can stand alone as a complete sentence, while subordinate clauses cannot due to missing a subject and verb relationship and depend on an independent clause for meaning.
2) Adjective clauses modify nouns and begin with relative pronouns like "who", while adverb clauses modify verbs and begin with subordinating conjunctions like "because".
3) Noun clauses function as nouns and are introduced by words like "how", "if", and "that".
The document summarizes American literary movements between 1850-1914 including Realism, Naturalism, Regionalism, and the Literature of Discontent. It discusses prominent authors of the time like Mark Twain, Stephen Crane, Bret Harte, Kate Chopin, and Ambrose Bierce. Key historical contexts covered include slavery, the Civil War, Westward Expansion, and Urbanization.
Nancy Mairs presents a logical argument for choosing to identify as a "cripple" rather than using alternative terms like "disabled." She acknowledges the complexity of her motives while positioning herself as someone willing to face hard truths head-on. Mairs demonstrates her authority on the topic through honest self-reflection and sharing personal experiences. She uses carefully selected emotive language to convey the feelings underlying her experiences in order to persuade the audience.
This document discusses transitive and intransitive verbs. A transitive verb denotes an action that passes from the subject to an object, and can be converted to passive voice. Examples include "She made pizza" and "The boy cut his hand." An intransitive verb denotes an action without an object and cannot be converted to passive voice. Examples include "The sun shines" and "The train stopped." To identify verb types, check if the sentence has an object or can be made passive. This helps determine if the verb is transitive or intransitive.
This document discusses the use of semicolons in sentences. It provides examples of how semicolons can be used to combine two independent clauses, as well as how they are often used with conjunctive adverbs. The document also demonstrates how semicolons can help clarify lists within sentences by separating items in the list with semicolons instead of commas.
An adverb modifies a verb, adjective, or other adverb by providing additional information about when, where, how, how often, how long, or to what degree. Adverbs typically end in -ly, but some common adverbs do not, like very, home, and sometimes. There are different types of adverbs including manner, place, frequency, time, and degree. Adverbs can occur in various positions in sentences depending on whether they are definite or indefinite and whether an auxiliary verb is present. The order of multiple adverbs is adverb of manner, place, time and degree.
The document provides an in-depth overview of infinitives in English grammar. It defines infinitives as verbals that act as other parts of speech. Infinitives can function as nouns, adjectives, and adverbs. As nouns, they can be subjects, direct objects, or predicate nominatives. As adjectives, they modify nouns and pronouns. As adverbs, they modify verbs, adjectives, or other adverbs. The document also discusses verbs that are followed by infinitives and adjectives followed by infinitives. It provides examples and explanations of different infinitive uses and forms.
An auxiliary verb is a helping verb that comes before the main verb in a sentence. Some examples of auxiliary verbs are: do, does, did, have, has, had, be, am, is, are, was, were, can, will, shall, could, would, should, may, might, and must. The document provides examples of how these auxiliary verbs are used in sentences, such as "I have eaten my food" or "I am going to the park." It explains that auxiliary verbs are followed by different forms of the main verb, such as the base form, past participle, or present/past participle.
The document provides information about literary devices such as flashback, foreshadowing, and symbolism. It defines flashback as a scene that takes the story back in time to show something that happened previously. Foreshadowing hints at future events. Symbolism uses objects, characters, or events to represent ideas beyond their literal meaning. Examples of each device are given from stories like Little Red Riding Hood. Guidelines for incorporating these devices in writing are also discussed.
This document discusses the three main techniques of persuasion: ethos, logos, and pathos. Ethos involves establishing credibility and trustworthiness. Logos uses facts, statistics, and logical reasoning to persuade. Pathos appeals to emotions such as fear, sadness, nostalgia, and humor. Together, these techniques - establishing credibility, using facts and logic, and appealing to emotions - are commonly employed in advertising to influence audiences.
Carl Jung first coined the term "archetype" to describe universal symbols and stories that are part of the collective unconscious of all humans. Archetypes are represented through images, characters, situations, and patterns that have been used throughout human history to represent fundamental human experiences. There are three main categories of archetypes - symbolic, character, and situational. Character archetypes include the hero, who endures hardship for their people and must pay a price to achieve their goals. The hero's journey is a common archetypal story pattern involving stages like receiving a call to adventure, facing trials, and returning with wisdom. Studying archetypes helps interpret works of art symbolically and recognizes how archetypes
The document discusses the active and passive voices in grammar. In the active voice, the subject performs the action of the verb on the object. In the passive voice, the subject receives the action of the verb, and the object of the active sentence becomes the subject of the passive sentence. The passive voice uses a form of the verb "to be" plus the past participle of the main verb, and it always includes "by" to introduce the active voice subject.
This document discusses active and passive voice in grammar. It defines active voice as when the subject performs the action and passive voice as when the subject is affected by the action. It provides examples of sentences in active voice and their passive counterparts. It also discusses how to recognize the passive voice based on certain keywords like "be", "was", etc. and compares the differences between active and passive voice in terms of the subject, verb usage, and types of verbs that can be used.
A verb phrase consists of a main verb combined with a helping verb, also known as an auxiliary verb. Some examples of verb phrases include "was preparing", "could speak", "may have been sleeping", and "must pay" which all contain a helping verb and main verb. A verb phrase is a group of words that together function as the verb, usually containing both a helping verb and main action verb like "are chasing" while a single verb like "chase" is not itself a verb phrase.
Here are the collocations I noticed in the short text:
- notice them - collocations that are worth learning
The phrases "notice them" and "collocations that are worth learning" are examples of lexical collocations since specific verbs ("notice" and "learning") collocate with specific nouns ("them" and "collocations").
Othello Powerpoint presentation English 102 jesmintz
Ìý
The document provides background information on William Shakespeare and Elizabethan England. It discusses Shakespeare's plays being performed at the Globe Theatre in London. Shakespeare was a shareholder in the theatre and many of his greatest plays premiered there. The Globe could accommodate an audience of around 3,000 people and had an intimate stage projecting into the yard. The document also provides biographical details about Shakespeare, noting he was born in Stratford-upon-Avon and wrote around 37 plays between 1591-1611 as well as 154 sonnets.
The document outlines 13 rules for using commas in sentences: 1) before coordinating conjunctions in compound sentences, 2) to set off introductory phrases or clauses, 3) with transition/introductory words and phrases, 4) to set off appositives, 5) to separate adjectives, 6) to set off quoted words and dialogue, 7) for direct address, 8) to set off phrases that express difference, 9) with mild interjections, 10) to separate items in a series or list, 11) with dates and years, 12) for large numbers, and 13) with city/state names and names/titles.
This document defines and provides characteristics of epics. It explains that an epic is a long narrative poem about heroic deeds, and that epics typically involve heroes valued by their culture, gods or supernatural forces, and vast journeys. Some epics are based on oral traditions and involve founding nations or battles against monsters. Examples of famous epics from various cultures and time periods are also listed.
This is a presentation about dystopia which is very informative about the topic. It also provides good examples of other books that can be read by the reader.
Understanding text structures is an important reading skill because it aids comprehension of informational texts. Get middle school students started the process of understanding and analyzing Text Structures and Organizations with this engaging PowerPoint presentation. Presentation addresses the five most common structures: : description, chronological, cause/effect, compare/contrast, and problem/solution. Examples and teacher instructions are included. Aligned to Common Core ELA-Literacy Standards: RI.6.1, 7.1, 8.1; 5.11C; 6.10C; 7.10C; 8.10C.
This document defines and provides examples of different types of clauses:
1) Independent clauses can stand alone as a complete sentence, while subordinate clauses cannot due to missing a subject and verb relationship and depend on an independent clause for meaning.
2) Adjective clauses modify nouns and begin with relative pronouns like "who", while adverb clauses modify verbs and begin with subordinating conjunctions like "because".
3) Noun clauses function as nouns and are introduced by words like "how", "if", and "that".
The document summarizes American literary movements between 1850-1914 including Realism, Naturalism, Regionalism, and the Literature of Discontent. It discusses prominent authors of the time like Mark Twain, Stephen Crane, Bret Harte, Kate Chopin, and Ambrose Bierce. Key historical contexts covered include slavery, the Civil War, Westward Expansion, and Urbanization.
Nancy Mairs presents a logical argument for choosing to identify as a "cripple" rather than using alternative terms like "disabled." She acknowledges the complexity of her motives while positioning herself as someone willing to face hard truths head-on. Mairs demonstrates her authority on the topic through honest self-reflection and sharing personal experiences. She uses carefully selected emotive language to convey the feelings underlying her experiences in order to persuade the audience.
This document discusses transitive and intransitive verbs. A transitive verb denotes an action that passes from the subject to an object, and can be converted to passive voice. Examples include "She made pizza" and "The boy cut his hand." An intransitive verb denotes an action without an object and cannot be converted to passive voice. Examples include "The sun shines" and "The train stopped." To identify verb types, check if the sentence has an object or can be made passive. This helps determine if the verb is transitive or intransitive.
This document discusses the use of semicolons in sentences. It provides examples of how semicolons can be used to combine two independent clauses, as well as how they are often used with conjunctive adverbs. The document also demonstrates how semicolons can help clarify lists within sentences by separating items in the list with semicolons instead of commas.
An adverb modifies a verb, adjective, or other adverb by providing additional information about when, where, how, how often, how long, or to what degree. Adverbs typically end in -ly, but some common adverbs do not, like very, home, and sometimes. There are different types of adverbs including manner, place, frequency, time, and degree. Adverbs can occur in various positions in sentences depending on whether they are definite or indefinite and whether an auxiliary verb is present. The order of multiple adverbs is adverb of manner, place, time and degree.
The document provides an in-depth overview of infinitives in English grammar. It defines infinitives as verbals that act as other parts of speech. Infinitives can function as nouns, adjectives, and adverbs. As nouns, they can be subjects, direct objects, or predicate nominatives. As adjectives, they modify nouns and pronouns. As adverbs, they modify verbs, adjectives, or other adverbs. The document also discusses verbs that are followed by infinitives and adjectives followed by infinitives. It provides examples and explanations of different infinitive uses and forms.
An auxiliary verb is a helping verb that comes before the main verb in a sentence. Some examples of auxiliary verbs are: do, does, did, have, has, had, be, am, is, are, was, were, can, will, shall, could, would, should, may, might, and must. The document provides examples of how these auxiliary verbs are used in sentences, such as "I have eaten my food" or "I am going to the park." It explains that auxiliary verbs are followed by different forms of the main verb, such as the base form, past participle, or present/past participle.
The document provides information about literary devices such as flashback, foreshadowing, and symbolism. It defines flashback as a scene that takes the story back in time to show something that happened previously. Foreshadowing hints at future events. Symbolism uses objects, characters, or events to represent ideas beyond their literal meaning. Examples of each device are given from stories like Little Red Riding Hood. Guidelines for incorporating these devices in writing are also discussed.
This document discusses the three main techniques of persuasion: ethos, logos, and pathos. Ethos involves establishing credibility and trustworthiness. Logos uses facts, statistics, and logical reasoning to persuade. Pathos appeals to emotions such as fear, sadness, nostalgia, and humor. Together, these techniques - establishing credibility, using facts and logic, and appealing to emotions - are commonly employed in advertising to influence audiences.
Carl Jung first coined the term "archetype" to describe universal symbols and stories that are part of the collective unconscious of all humans. Archetypes are represented through images, characters, situations, and patterns that have been used throughout human history to represent fundamental human experiences. There are three main categories of archetypes - symbolic, character, and situational. Character archetypes include the hero, who endures hardship for their people and must pay a price to achieve their goals. The hero's journey is a common archetypal story pattern involving stages like receiving a call to adventure, facing trials, and returning with wisdom. Studying archetypes helps interpret works of art symbolically and recognizes how archetypes
The document discusses the active and passive voices in grammar. In the active voice, the subject performs the action of the verb on the object. In the passive voice, the subject receives the action of the verb, and the object of the active sentence becomes the subject of the passive sentence. The passive voice uses a form of the verb "to be" plus the past participle of the main verb, and it always includes "by" to introduce the active voice subject.
This document discusses active and passive voice in grammar. It defines active voice as when the subject performs the action and passive voice as when the subject is affected by the action. It provides examples of sentences in active voice and their passive counterparts. It also discusses how to recognize the passive voice based on certain keywords like "be", "was", etc. and compares the differences between active and passive voice in terms of the subject, verb usage, and types of verbs that can be used.
This document discusses the active and passive voice in English grammar. It defines active voice as when the subject of the sentence performs the action of the verb, and passive voice as when the subject receives the action. It provides examples of sentences in the active and passive voice in different tenses. It also explains how to change sentences from active to passive voice by modifying the verb form and adding helping verbs like "be", "being", or "been". Finally, it lists some advantages of active voice like being shorter and clearer, and reasons for using passive voice like focusing on the action rather than the doer.
The document discusses verbs and voice. It explains that voice indicates whether the subject performs or receives the action of the verb. There are two voices: active and passive. The active voice has the subject performing the action, while the passive voice has the subject receiving the action. The document provides examples and guidelines for when to use each voice, and how to identify and form passive voice verbs.
The document discusses active and passive voice in sentences. It defines voice as the form of the verb that indicates whether the subject performs or receives the action. There are two types of voice: active and passive. In active voice, the subject performs the action, while in passive voice the subject receives the action. The document then provides rules for changing sentences from active to passive voice for different tenses, including changing the verb form and rearranging the subject and object. It also notes certain sentences that cannot be changed to passive voice, such as those with intransitive verbs or certain verb tenses.
Passive voice expresses an action done to the subject of the sentence, rather than by the subject. It is formed using a form of "to be" plus the past participle of the main verb. Passive voice is used to emphasize the recipient of the action, when the actor is unknown or unimportant, or to express a general idea. It is commonly used in news, manuals, and other contexts where the focus is on what happened rather than who caused it. The agent performing the action can be included after the verb using the preposition "by".
The document discusses the differences between active and passive voice. It explains that active voice indicates the subject performs the action of the verb, while passive voice indicates the subject receives the action. It provides examples of sentences in both voices and reasons for using each, such as using passive voice when the doer of the action is unknown or less important than the receiver. The document also covers forming passive voice sentences using a form of "to be" plus the past participle of the main verb.
The document discusses the passive voice in the Indonesian language. It provides examples of sentences in both the active and passive voice and explains how to form passive voice sentences based on the tense of the active voice sentence. The key elements that change from active to passive voice are: 1) the subject of the active sentence becomes the subject of the passive sentence, 2) the object of the active sentence becomes the subject of the passive sentence, 3) the main verb of the active sentence changes form to a past participle, and 4) the auxiliary "be" is used along with the past participle verb form.
This document discusses the differences between active and passive voice in writing. It defines voice as the form a verb takes to indicate whether the subject performs or receives the action. Active voice indicates the subject performs the action, while passive voice indicates the subject receives the action. The document provides examples of sentences in both active and passive voice and discusses reasons to use each, such as using passive voice when the performer of the action is unknown or unimportant. It also covers the forms of verbs used in passive voice sentences.
Voz pasiva clase viernes 19 de octubre primero medio aDaniel Pasten
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The document discusses active and passive voice in verbs. It explains that active voice is the normal form where the subject performs the action, while passive voice is less common and the object receives the action. Some reasons for using passive voice are to emphasize the object or when the subject is unknown. It provides examples of converting sentences from active to passive voice by changing the subject and verb form.
The document discusses active and passive verb forms. It explains that in active sentences, the subject performs the action, while in passive sentences, the subject receives the action. It provides examples of sentences in both the active and passive voice and notes some common uses of the passive voice, such as when the recipient of the action is more important or the performer is unknown. It also reviews how to conjugate verbs into the passive voice in different tenses.
This document discusses the differences between active and passive voice in writing. It defines voice as the form a verb takes to indicate whether the subject performs or receives the action. Active voice indicates the subject performs the action, while passive voice indicates the subject receives the action. The document provides examples of sentences in both active and passive voice and discusses reasons to use each, such as using passive voice when the performer of the action is unknown or unimportant. It also covers the forms of verbs used in passive voice sentences.
This document discusses the differences between active and passive voice in writing. It defines voice as the form a verb takes to indicate whether the subject performs or receives the action. Active voice indicates the subject performs the action, while passive voice indicates the subject receives the action. The document provides examples of sentences in both active and passive voice and discusses reasons to use each, such as using passive voice when the performer of the action is unknown or unimportant. It also covers the forms of verbs used in passive voice sentences.
This document discusses the differences between active and passive voice in writing. It defines voice as the form a verb takes to indicate whether the subject performs or receives the action. Active voice indicates the subject performs the action, while passive voice indicates the subject receives the action. The document provides examples of sentences in both active and passive voice and discusses reasons to use each, such as using passive voice when the performer of the action is unknown or unimportant. It also covers the forms of verbs used in passive voice sentences.
The document discusses the differences between active and passive voice. In active voice, the subject performs the action of the verb, while in passive voice, the object of the active sentence becomes the subject and the subject receives the action. The structure of passive voice uses a form of "to be" plus the past participle of the main verb, while active voice follows the structure of subject, verb, object. Examples are provided to illustrate active and passive constructions.
The document discusses the passive voice in English. It is used when the action is more important than the doer, when the doer is unknown, or to be indirect. The passive voice is formed with a form of "to be" and the past participle of the main verb. It provides examples of affirmative, negative, and interrogative sentences in the passive voice in various tenses. It also explains how to change sentences from active to passive voice by making the object of the active sentence the subject of the passive sentence.
active voice passive voice ppt by rahim 02k activeand passivevoiceoffice2003Rahim Khan Nsui
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This document discusses the active and passive voice in writing. It defines voice as the form a verb takes to indicate whether the subject performs or receives the action. The active voice has the subject performing the action, while the passive voice has the subject receiving the action. The document provides examples of sentences in both voices and recommends using the active voice whenever possible since it is more direct and forceful. It also discusses when to use the passive voice, such as when the performer is unknown or unimportant. The document explains how to identify and form passive voice sentences using forms of the verb "to be" along with the past participle of the main verb.
This document discusses the active and passive voice in writing. It defines voice as the form a verb takes to indicate whether the subject performs or receives the action. The active voice has the subject performing the action, while the passive voice has the subject receiving the action. The document provides examples of sentences in both voices and recommends using the active voice whenever possible since it is more direct and forceful. It also discusses when to use the passive voice, such as when the performer is unknown or unimportant. The document explains how to identify and form passive voice sentences using forms of the verb "to be" along with the past participle of the main verb.
This document discusses the active and passive voice in writing. It defines voice as the form a verb takes to indicate whether the subject performs or receives the action. The active voice has the subject performing the action, while the passive voice has the subject receiving the action. In general, the active voice is preferred as it is more direct and forceful. However, the passive voice can be used when the performer of the action is unknown or unimportant, or when the receiver of the action should be emphasized. The document provides examples of active and passive sentences and explains how to identify and transform between the two voices.
Database population in Odoo 18 - Odoo slidesCeline George
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In this slide, we’ll discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
How to use Init Hooks in Odoo 18 - Odoo ºÝºÝߣsCeline George
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Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
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This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APM’s Thames Valley Regional Network and also speaks to members of APM’s PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMO’s within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
Research & Research Methods: Basic Concepts and Types.pptxDr. Sarita Anand
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This ppt has been made for the students pursuing PG in social science and humanities like M.Ed., M.A. (Education), Ph.D. Scholars. It will be also beneficial for the teachers and other faculty members interested in research and teaching research concepts.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
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This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
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In this slide, we’ll discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.
The Constitution, Government and Law making bodies .saanidhyapatel09
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This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nation’s legal framework.
Mate, a short story by Kate Grenvile.pptxLiny Jenifer
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A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.
Chapter 3. Social Responsibility and Ethics in Strategic Management.pptxRommel Regala
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This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
How to attach file using upload button Odoo 18Celine George
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In this slide, we’ll discuss on how to attach file using upload button Odoo 18. Odoo features a dedicated model, 'ir.attachments,' designed for storing attachments submitted by end users. We can see the process of utilizing the 'ir.attachments' model to enable file uploads through web forms in this slide.
2. VOICEThere are two special forms for verbs called voice: Active voicePassive voice
3. ACTIVE VOICEThe active voice is the "normal" voice. This is the voice that we use most of the time. You are probably already familiar with the active voice.
4. Passive vs ActiveThe passive voice is less usual than the active voice. The active voice is the "normal" voice. But sometimes we need the passive voice..ÌýÌýÌý
5. ACTIVE VOICEIn the active voice, the object receives the action of the verb
6. PASSIVE VOICEThe passive voice is less usual. In the passive voice, the subject receives the action of the verb:
7. How to Construct the Passive VoiceThe structure of the passive voice is very simple:subject + auxiliary verb (be) + main verb (past participle)The main verb is always in its past participle form.
11. IMPORTANTNote that we always use by to introduce the passive object (Fish are eaten by cats)
12. CONJUGATION FOR THE PASSIVE VOICEWe can form the passive in any tense. In fact, conjugation of verbs in the passive tense is rather easy, as the main verb is always in past participle form and the auxiliary verb is always be.
13. CONJUGATION FOR THE PASSIVE VOICETo form the required tense, we conjugate the auxiliary verb. But for the purpose of this lesson, we will only use the simple tense. For example:Present simple: It is madePast simple: itwasmade