The document discusses different ways to translate the verbs "make" and "do" into Italian. It provides 4 cases:
1. "Make" means something is created that didn't exist before. Common phrases include "make coffee" or "make a cake."
2. "Do" is used for activities and tasks. Examples given are "do the shopping" or "do exercises."
3. Other common verbs discussed include "have," "take," and verbs formed from nouns like "analyze."
4. The document ends with examples of inserting verbs into sentences and choosing the correct tense.
The document provides examples of sentences that can be used to agree or disagree with statements using phrases like "So do I", "Neither do I", "I do!", and "I don't!". It gives sample statements and prompts the reader to agree or disagree with their partner's statements using those phrases. It also includes examples of rephrasing statements to disagree using phrases like "I don't", "I can't", "I am not", etc.
The document discusses how to be polite in English when making requests. It provides examples of polite and direct ways to ask for the time, with "What time is it?" being too direct and rude. More polite phrases include "Could you tell me the time please?" and "Excuse me, I wonder if you could tell me the time." The document also covers polite phrases like "Can/Could/Would you...", "Could you possibly...", "Do/Would you mind..." and "I wonder if you'd mind..." to make other polite requests. Photos illustrate using these phrases to request various actions.
The document discusses possessive pronouns in English. It provides examples of possessive constructions using the name Homer and his family to illustrate how to show possession. These include 'Homer's car', 'Homer's family', 'Homer's wife', and 'Homer's daughters, son, father, beer, and sofa'. It then asks the reader to complete sentences about Homer's family using possessive pronouns, such as 'Bart is Lisa's brother' and 'Lisa and Maggie are Homer and Marge's daughters'.
This document provides a list of personality adjectives that could be used to describe people, including both positive traits like charming, affectionate, ambitious, reliable, sensible, hard-working, assertive, well-balanced, curious, creative, enthusiastic, sociable, sympathetic, and organized as well as negative traits such as aggressive, moody, jealous, selfish, bossy, lazy, spoilt, untidy, impatient, bad-tempered, vain, rude, rebellious, and critical.
This document provides vocabulary related to restaurants and food service. It defines terms like splitting the bill, voicing a complaint, complimentary items, ordering foods "with the works" or "a la carte", breaded and burnt foods, condiments, using a corkscrew, garnishing dishes, requesting salad dressing "on the side" or to "hold" a item, being overcharged, drinks served in pitchers, and warming up cold food. It asks questions about experiences paying at restaurants, complaining about service, receiving complimentary items, ordering pizza toppings, and being over or undercharged.
This document provides a list of clothing items and prices in both English and Spanish. It discusses using "this/these" and "that/those" to refer to objects that are close or distant from the speaker. Examples are given such as "This jacket is brown" and "Those boots are expensive." The document also provides model dialogs for asking and stating prices of clothing items using the determiners and expressions like "How much is this?" and "That's $25.00 dollars."
The document outlines common formal and informal greetings, responses, ways to say goodbye, and how to introduce oneself in English. It provides example phrases for greetings, responses, goodbyes, introductions, and suggests practicing a short conversational exchange that incorporates a greeting, introduction with name spelling, and goodbye.
The document discusses future forms in English and the differences between using "going to" and "will" to talk about predictions, decisions, and plans. It provides examples of using each form correctly based on whether a prediction is based on present evidence or belief about the future, a decision is already made or being made at the moment, or a plan is fixed or intended. It then has interactive exercises for choosing the right future form in different contexts.
This document discusses the use of will and won't for making predictions and decisions in the future. It provides examples of affirmative, negative, and interrogative sentences using will and won't. It then has students complete sentences using either the present continuous tense or will to talk about future plans and predictions. The answers key shows whether will, won't, or the present continuous is the correct choice for each sentence.
The document describes a typical daily routine, including waking up, showering, getting dressed, eating meals, going to school, doing homework, playing, eating dinner, bathing, and going to bed. It then provides examples of sentences using common time phrases to discuss daily activities like breakfast, school, lunch, homework, TV, dinner, and bedtime. The next section shows pictures of a boy's daily schedule and asks the user to choose the correct time for each activity. It concludes by introducing Harry Potter and describing his typical school week activities using adverbs of frequency.
The document discusses the differences between using "do" and "make" in Spanish. It states that "do" is used more generally for actions and activities that do not result in a physical object, while "make" implies creating something tangible. It provides examples of phrases using both "do" and "make" to illustrate when each is appropriate.
The document discusses the words somebody, something, and somewhere. It provides definitions and examples for how these words are used when referring to an unknown person, thing, or place. Somebody refers to an unknown person, something refers to an unknown thing, and somewhere refers to an unknown place. Examples are given showing these words used in positive sentences, negative sentences, questions, short answers, and with verbs.
This document discusses comparisons using "as...as" and "not as...as". It explains that "as...as" is used to compare two things that are equal, while "not as...as" compares two things that are not equal. Some examples are provided for each. It also notes that "not quite as" and "not nearly as" can modify "not as...as" comparisons, and "not so...as" is another way to express unequal comparisons, but is less common than "not as...as".
This document discusses subject and object questions in grammar. It provides examples of who questions about different subjects and objects loving each other, such as "Who loves John?" and "Who does John love?". It notes that subject questions do not require an auxiliary verb, while object questions do and feature a different word order with the auxiliary verb preceding the subject.
The document is a schedule that shows Amy's weekly activities and the frequency with which she engages in each one. It indicates that Amy always does housework, usually reads comics, often has cookery lessons, sometimes watches TV, seldom goes to the library, and never plays basketball. It also provides information about Harry Potter, stating that he always stays at Hogwarts School, usually studies and plays with Ron and Hermione, often plays Quidditch, and sometimes travels by broomstick, and that he never hurts people with magic.
The document discusses the use of the verbs "like", "would like", and "want" in English. It explains that "like" is used to express preferences, such as "I like pizza". "Would like" is used to express desires or make polite invitations, as in "Would you like some coffee?". "Want" has a similar meaning to "would like" but is more direct and informal. The document provides examples of how to use each verb correctly in affirmative and negative constructions.
The slideshow explains the use of too, (not) enough, very, too many and too much and covers the difference between them. The slideshow also includes a gap-filling exercise to practice the skills.
This document provides greetings, introductions, and questions to ask when meeting someone for the first time. It includes common greetings like "Hello" and "Good afternoon" as well as farewells like "Goodbye" and "See you later." It also lists titles like "Mr." and "Mrs." that can be used when addressing someone. Sample questions are provided to ask for personal information, such as "What's your name?" and "How old are you?". Partners are instructed to practice asking and answering these introductory questions.
This document provides information about indirect questions. It begins by explaining that indirect questions are questions asked in a polite way using a statement with two clauses, with the second clause containing a question in sentence form. Examples are given of direct questions being turned into indirect questions. The document then discusses the structure of indirect questions, noting they begin with an introductory main clause followed by a dependent question clause without using auxiliary verbs like "do", "does", or "did". Finally, examples of turning direct questions into indirect questions are provided as a quiz.
The document discusses the WH questions in English and how they are used to ask different types of questions. It covers the WH questions words - who, what, where, when, why, how - and explains that who is used to ask about people, what about things or actions, where about locations, when about time, why about reasons, and how about quantities or qualities. It also provides examples of questions using each WH word and notes that WH questions are used to elicit specific information.
The document outlines the typical stages of dining at a restaurant, including being seated, ordering starters and main courses, eating the meal, dessert, and paying the bill. It discusses interactions between waiters/waitresses and customers at each stage, such as being seated, taking orders, serving food and drinks, clearing dishes, handling complaints, and paying. The document also includes a menu listing sample appetizers, main dishes, sides, and desserts that may be available at a restaurant.
The document lists various free time activities and includes vocabulary verbs related to hobbies and leisure activities. It also provides information about simple present tense grammar, including short questions using auxiliary verbs like "do" and "does", short answers to affirmative and negative questions, and examples of WH- questions using auxiliary verbs.
The document discusses the differences between the terms "few/a few" and "little/a little". It explains that "few" and "little" without "a" have a negative meaning and imply not enough. While "a few" and "a little" with "a" have a positive meaning and imply a small but sufficient amount. Examples are provided to illustrate the nuanced differences between these terms.
The document discusses prepositions of place and provides examples of how to use different prepositions of place such as "in", "on", "under", "behind", "next to", "in front of", and "between" in sentences. It asks the reader to write sentences using the correct preposition of place and provides a scoring rubric for the sentences.
This document provides descriptions of various occupations. It lists jobs such as professional athlete, cashier, pharmacist, manager, dentist, veterinarian, zookeeper, housekeeper, stay-at-home parent, artist, musician, scientist, waiter, shop assistant, barista, secretary, construction worker, fashion designer, wedding planner, photographer, author, journalist, hair stylist, plumber, conservationist, accountant, lawyer, butcher, security guard, personal trainer, computer programmer, and politician. It provides a brief 1-2 sentence description of the typical duties for each occupation.
The document contains lists of common classroom objects, greetings and farewells in English, questions to ask someone, responses to common questions, and apologies and requests. It provides vocabulary for basic classroom and social interactions in English.
This document contains common greetings, partings, apologies, and ways to express thanks in Indonesian. It includes greetings like "Hi", "Hello", "Good Morning", responses like "I'm well, thanks" or "I'm good, how about you". Partings include "Sorry, I have to go" and "See you later". Apologies include "I'm sorry" and responses like "It's OK". Thanks are expressed as "Thank you" or "Thank you so much" and can be acknowledged with "You're welcome".
The document provides common English greetings, questions, responses, and phrases for introducing oneself, asking about someone's well-being, apologizing, thanking, and qualifying statements. It includes greetings for different times of day, questions like "What's up?" and "How are you?", responses like "Good, thanks" and "Not too bad", phrases for introductions and apologies, and qualifiers like "I think" and "You know".
The document outlines common formal and informal greetings, responses, ways to say goodbye, and how to introduce oneself in English. It provides example phrases for greetings, responses, goodbyes, introductions, and suggests practicing a short conversational exchange that incorporates a greeting, introduction with name spelling, and goodbye.
The document discusses future forms in English and the differences between using "going to" and "will" to talk about predictions, decisions, and plans. It provides examples of using each form correctly based on whether a prediction is based on present evidence or belief about the future, a decision is already made or being made at the moment, or a plan is fixed or intended. It then has interactive exercises for choosing the right future form in different contexts.
This document discusses the use of will and won't for making predictions and decisions in the future. It provides examples of affirmative, negative, and interrogative sentences using will and won't. It then has students complete sentences using either the present continuous tense or will to talk about future plans and predictions. The answers key shows whether will, won't, or the present continuous is the correct choice for each sentence.
The document describes a typical daily routine, including waking up, showering, getting dressed, eating meals, going to school, doing homework, playing, eating dinner, bathing, and going to bed. It then provides examples of sentences using common time phrases to discuss daily activities like breakfast, school, lunch, homework, TV, dinner, and bedtime. The next section shows pictures of a boy's daily schedule and asks the user to choose the correct time for each activity. It concludes by introducing Harry Potter and describing his typical school week activities using adverbs of frequency.
The document discusses the differences between using "do" and "make" in Spanish. It states that "do" is used more generally for actions and activities that do not result in a physical object, while "make" implies creating something tangible. It provides examples of phrases using both "do" and "make" to illustrate when each is appropriate.
The document discusses the words somebody, something, and somewhere. It provides definitions and examples for how these words are used when referring to an unknown person, thing, or place. Somebody refers to an unknown person, something refers to an unknown thing, and somewhere refers to an unknown place. Examples are given showing these words used in positive sentences, negative sentences, questions, short answers, and with verbs.
This document discusses comparisons using "as...as" and "not as...as". It explains that "as...as" is used to compare two things that are equal, while "not as...as" compares two things that are not equal. Some examples are provided for each. It also notes that "not quite as" and "not nearly as" can modify "not as...as" comparisons, and "not so...as" is another way to express unequal comparisons, but is less common than "not as...as".
This document discusses subject and object questions in grammar. It provides examples of who questions about different subjects and objects loving each other, such as "Who loves John?" and "Who does John love?". It notes that subject questions do not require an auxiliary verb, while object questions do and feature a different word order with the auxiliary verb preceding the subject.
The document is a schedule that shows Amy's weekly activities and the frequency with which she engages in each one. It indicates that Amy always does housework, usually reads comics, often has cookery lessons, sometimes watches TV, seldom goes to the library, and never plays basketball. It also provides information about Harry Potter, stating that he always stays at Hogwarts School, usually studies and plays with Ron and Hermione, often plays Quidditch, and sometimes travels by broomstick, and that he never hurts people with magic.
The document discusses the use of the verbs "like", "would like", and "want" in English. It explains that "like" is used to express preferences, such as "I like pizza". "Would like" is used to express desires or make polite invitations, as in "Would you like some coffee?". "Want" has a similar meaning to "would like" but is more direct and informal. The document provides examples of how to use each verb correctly in affirmative and negative constructions.
The slideshow explains the use of too, (not) enough, very, too many and too much and covers the difference between them. The slideshow also includes a gap-filling exercise to practice the skills.
This document provides greetings, introductions, and questions to ask when meeting someone for the first time. It includes common greetings like "Hello" and "Good afternoon" as well as farewells like "Goodbye" and "See you later." It also lists titles like "Mr." and "Mrs." that can be used when addressing someone. Sample questions are provided to ask for personal information, such as "What's your name?" and "How old are you?". Partners are instructed to practice asking and answering these introductory questions.
This document provides information about indirect questions. It begins by explaining that indirect questions are questions asked in a polite way using a statement with two clauses, with the second clause containing a question in sentence form. Examples are given of direct questions being turned into indirect questions. The document then discusses the structure of indirect questions, noting they begin with an introductory main clause followed by a dependent question clause without using auxiliary verbs like "do", "does", or "did". Finally, examples of turning direct questions into indirect questions are provided as a quiz.
The document discusses the WH questions in English and how they are used to ask different types of questions. It covers the WH questions words - who, what, where, when, why, how - and explains that who is used to ask about people, what about things or actions, where about locations, when about time, why about reasons, and how about quantities or qualities. It also provides examples of questions using each WH word and notes that WH questions are used to elicit specific information.
The document outlines the typical stages of dining at a restaurant, including being seated, ordering starters and main courses, eating the meal, dessert, and paying the bill. It discusses interactions between waiters/waitresses and customers at each stage, such as being seated, taking orders, serving food and drinks, clearing dishes, handling complaints, and paying. The document also includes a menu listing sample appetizers, main dishes, sides, and desserts that may be available at a restaurant.
The document lists various free time activities and includes vocabulary verbs related to hobbies and leisure activities. It also provides information about simple present tense grammar, including short questions using auxiliary verbs like "do" and "does", short answers to affirmative and negative questions, and examples of WH- questions using auxiliary verbs.
The document discusses the differences between the terms "few/a few" and "little/a little". It explains that "few" and "little" without "a" have a negative meaning and imply not enough. While "a few" and "a little" with "a" have a positive meaning and imply a small but sufficient amount. Examples are provided to illustrate the nuanced differences between these terms.
The document discusses prepositions of place and provides examples of how to use different prepositions of place such as "in", "on", "under", "behind", "next to", "in front of", and "between" in sentences. It asks the reader to write sentences using the correct preposition of place and provides a scoring rubric for the sentences.
This document provides descriptions of various occupations. It lists jobs such as professional athlete, cashier, pharmacist, manager, dentist, veterinarian, zookeeper, housekeeper, stay-at-home parent, artist, musician, scientist, waiter, shop assistant, barista, secretary, construction worker, fashion designer, wedding planner, photographer, author, journalist, hair stylist, plumber, conservationist, accountant, lawyer, butcher, security guard, personal trainer, computer programmer, and politician. It provides a brief 1-2 sentence description of the typical duties for each occupation.
The document contains lists of common classroom objects, greetings and farewells in English, questions to ask someone, responses to common questions, and apologies and requests. It provides vocabulary for basic classroom and social interactions in English.
This document contains common greetings, partings, apologies, and ways to express thanks in Indonesian. It includes greetings like "Hi", "Hello", "Good Morning", responses like "I'm well, thanks" or "I'm good, how about you". Partings include "Sorry, I have to go" and "See you later". Apologies include "I'm sorry" and responses like "It's OK". Thanks are expressed as "Thank you" or "Thank you so much" and can be acknowledged with "You're welcome".
The document provides common English greetings, questions, responses, and phrases for introducing oneself, asking about someone's well-being, apologizing, thanking, and qualifying statements. It includes greetings for different times of day, questions like "What's up?" and "How are you?", responses like "Good, thanks" and "Not too bad", phrases for introductions and apologies, and qualifiers like "I think" and "You know".
The document provides common English greetings, questions to ask how someone is doing, responses to how you're doing, ways to say hello and goodbye at different times of day, how to introduce yourself, ways to ask and give permission, ways to say thank you and you're welcome, and common filler words and phrases used in conversation.
This document provides examples of phrases to use for expressing gratitude and acknowledging gratitude. For expressing gratitude, it lists phrases like "Thanks," "Thank you so much," and "I appreciate it." For acknowledging gratitude, common responses include "You're welcome," "No problem," and "Glad I could help." It also recommends online resources for additional English learning materials.
The document provides examples of asking for and giving opinions, as well as expressing satisfaction and dissatisfaction. It gives sample phrases for asking about satisfaction or dissatisfaction, expressing satisfaction or dissatisfaction, and responding to expressions of dissatisfaction. The examples focus on customer service interactions between waiters and customers at a restaurant.
This document provides guidance on business etiquette for telephone etiquette, greetings and introductions, and small talk and informal discussions at work. It offers examples of polite, concise, and considerate phrases to use when making and receiving phone calls, introducing oneself and saying farewells both formally and informally, and techniques for making suggestions, giving opinions, agreeing or disagreeing in discussions.
This document contains a collection of common English language phrases grouped into categories such as greetings, agreement, disagreement, apologies, advice, positive and negative expressions, and ways to say goodbye. Some examples include "you're welcome" for acknowledging thanks, "I don't know" to express lack of knowledge, "sorry" for apologies, "why don't you" for giving advice, and "see you later" as a farewell. The document provides concise 3-sentence summaries of the essential information from each section to help with language learning.
Material desenvolvido para o curso de Ingl棚s para Turismo do Centro de Idiomas da Prefeitura Municipal de B炭zios pelas professoras Simone Pepe, Francid辿a Freitas e Luciana Viter.
The document provides lesson material on common English expressions for greetings, asking about one's condition, taking leave, thanking, and apologizing. It includes example dialogs and exercises to practice the target language functions. Key points covered include common greetings, ways to ask how someone is feeling, leave-taking expressions, thanking responses, and apologizing responses. The purpose is to help students identify and skillfully use these types of expressions in English.
Introducing oneself, introducing others, greetings and likes and dislikestarek_manzur
油
The document provides instructions on how to introduce yourself. It includes suggesting stating your name, nationality, and place of birth. It also discusses common greeting questions like "How are you?" and appropriate responses. The document then explains how to introduce someone to another person and offers sample introductions. It concludes by listing verbs to use when talking about likes and dislikes and the grammatical structures for expressing them.
The document provides guidance on inviting someone, accepting an invitation, and declining an invitation. It includes vocabulary for doing so as well as sample dialogues. Key points covered are:
- How to invite someone to a specific event verbally
- How to accept or decline a verbal invitation
- Sample wording for inviting, accepting, and declining
- An example dialogue demonstrating these concepts in use
This document provides information for an English class including class times, textbook, classroom rules and expectations, grading policies, contact information for the teacher, and an icebreaker activity. It outlines class times, rules against cheating and phones, bathroom policies. It also details attendance, participation and assignment percentages for the final grade. The teacher's contact details and background are provided along with conversation starters, topics and an activity to practice introductions.
The document provides examples of common English phrases used in everyday situations such as greetings, goodbyes, making plans, asking questions, offering opinions, and dining. It compares formal and informal phrases and gives natural informal alternatives. For example, when greeting a boss one may say "hello" formally but "hey" informally. It also suggests modifying pronunciation for a more casual tone, such as saying "whaddya doing?" instead of "what are you doing?".
PPT INTRODUCTION YOUR SELF for ten class.pptDimasRegawa1
油
This document provides information and examples for introducing oneself, meeting and leaving others, and giving sympathy. It includes:
1. Suggested phrases for introducing oneself such as "Let me introduce myself" and "My name is...".
2. Example dialogues for greeting someone you know and taking leave, including expressions like "Hi, how's it going?" and "Bye, see you next time."
3. Phrases for expressing sympathy when something unwanted happens, such as "Oh, what a shame" and "I'm sorry to hear that." The document aims to improve English communication skills.
The document provides guidance on manifesting money and overcoming mental blocks. It discusses:
1) Clearing space by getting clear on desires, observing limiting beliefs, reframing thoughts, and believing you deserve abundance.
2) Cleaning up worries about bills or debts that contribute to a "lack mentality" and shifting to a frequency of wealth.
3) Practices like gratitude, focusing on desires with passion, and releasing attachment to outcomes while being open to opportunities in order to attract money.
(1) The document provides notes for a unit meeting on meeting, parting, thanking and apologizing. It includes the structure and timing of the meeting, as well as guidance on greetings, leave takings, thanking expressions, apologizing expressions, and sample conversations.
(2) The meeting will include a motivational video, lecture and activities on greetings and partings, vocabulary building, and structural drills. Sample greetings, partings, thanking and apologizing expressions are provided for both formal and informal situations.
(3) Two sample conversations are included, one about planning a birthday party and another at a tea stall, to demonstrate the target language in context. Questions are also
There are two types of invitations: formal and informal. Formal invitations use polite language like "I would like to invite you to" or "Would you like to" along with accepting responses like "Yes, I would love to" or refusing responses involving apologies. Informal invitations are more casual, using language like "Will you come" or "Why don't you" paired with shorter accepting responses like "All right just a quick one" or refusing responses including thanks and an excuse.
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Research & Research Methods: Basic Concepts and Types.pptxDr. Sarita Anand
油
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.
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 APMs Thames Valley Regional Network and also speaks to members of APMs 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.
PMOs 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.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
How to use Init Hooks in Odoo 18 - Odoo 際際滷sCeline George
油
In this slide, well discuss on how to use Init Hooks in Odoo 18. In Odoo, Init Hooks are essential functions specified as strings in the __init__ file of a module.
Reordering Rules in Odoo 17 Inventory - Odoo 際際滷sCeline George
油
In Odoo 17, the Inventory module allows us to set up reordering rules to ensure that our stock levels are maintained, preventing stockouts. Let's explore how this feature works.
Database population in Odoo 18 - Odoo slidesCeline George
油
In this slide, well 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.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
油
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.
Computer Network Unit IV - Lecture Notes - Network LayerMurugan146644
油
Title:
Lecture Notes - Unit IV - The Network Layer
Description:
Welcome to the comprehensive guide on Computer Network concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in Computer Network. PDF content is prepared from the text book Computer Network by Andrew S. Tenanbaum
Key Topics Covered:
Main Topic : The Network Layer
Sub-Topic : Network Layer Design Issues (Store and forward packet switching , service provided to the transport layer, implementation of connection less service, implementation of connection oriented service, Comparision of virtual circuit and datagram subnet), Routing algorithms (Shortest path routing, Flooding , Distance Vector routing algorithm, Link state routing algorithm , hierarchical routing algorithm, broadcast routing, multicast routing algorithm)
Other Link :
1.Introduction to computer network - /slideshow/lecture-notes-introduction-to-computer-network/274183454
2. Physical Layer - /slideshow/lecture-notes-unit-ii-the-physical-layer/274747125
3. Data Link Layer Part 1 : /slideshow/lecture-notes-unit-iii-the-datalink-layer/275288798
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in Computer Network principles for academic.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in Computer Network
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the authors understanding in the field of Computer Network
Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
How to Configure Restaurants in Odoo 17 Point of SaleCeline George
油
Odoo, a versatile and integrated business management software, excels with its robust Point of Sale (POS) module. This guide delves into the intricacies of configuring restaurants in Odoo 17 POS, unlocking numerous possibilities for streamlined operations and enhanced customer experiences.
Computer Application in Business (commerce)Sudar Sudar
油
The main objectives
1. To introduce the concept of computer and its various parts. 2. To explain the concept of data base management system and Management information system.
3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
1. Recall the various concepts relating to computer and its various parts
2 Understand the meaning of softwares, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose
4. How are you?
Hows it going?
How are things ?
How ya doin?
Hows life?
How have you been?
Hows your family?
Whats up?
Whats new?
What have you been up
to lately?
6. Im fine , thanks. How
about you?
Pretty good
Not bad
Great
Couldnt be better
Cant complain
Ive been busy
Same as always
Not so great.
Could be better.
8. Thanks.
Thanks a lot.
Thank you so much.
Thanks a million.
Thanks for your help.
Thanks for helping me.
I really appreciate it.
I am really grateful.
Thats so kind of you.
I cant thank you
enough.
I owe you one.
12. I am sorry that (I was so rude yesterday )
Its my fault . (Taking the responsibility for the problem)
Oops, sorry. (small problems)
I should have .( called you and told you not to come)
I apologize for . (being late)
Pardon me.
13. Excuse Me vs. Sorry
Excuse me , can you move.
(Get out of my way.)
Excuse me , do you know
where the bank is?
For permission. You want
to talk in the meeting.
To sympathy ,some ones
death
Deny an invitation.
To apologize