The document discusses the present perfect tense in English and how it is used to talk about experiences that began in the past and continue into the present. It provides examples of sentences using the present perfect, including "I have lived here for years" and "I have studied English since 2007". It also discusses how the word order changes in present perfect questions, with "Have/has" starting the question, and examples of common present perfect questions like "Have you ever visited Japan?".
This document provides examples and explanations for using the conjunctions "in spite of", "despite", and "although" correctly in sentences. It notes that "in spite of" and "despite" are followed by a noun or pronoun, while "although" is followed by a subject and verb. It also discusses the similar conjunction "even though" and provides practice sentences using all four terms.
This document discusses adjectives and adverbs of manner. It notes that adjectives describe nouns and generally appear before the noun, while adverbs of manner describe how something happens and generally appear after verbs or objects. It then provides rules for forming adverbs of manner from adjectives, usually by adding "-ly", as well as some irregular forms. Examples are given throughout to illustrate parts of speech and rules.
The document discusses the differences between too, too many, too much, enough, and not enough. Too is used to describe adjectives, too many describes countable plural nouns, too much describes non-countable singular nouns. Enough describes all nouns and means a sufficient amount. Not enough means an insufficient amount is present. Examples are provided to illustrate the proper uses of each term.
The document discusses the simple past tense in English. It describes regular and irregular verb forms in the past tense. Regular verbs are formed by adding "-ed" while irregular verb forms must be memorized. It also covers forming negative and interrogative sentences in the past tense.
The document provides examples of using prepositions of time (in, on, at) and place (in, on, at) to indicate when and where something occurred. It gives 30 practice sentences mixing times and places using these prepositions, such as "They go home in the afternoon" and "Everyone is happy on Friday." The examples are intended to help the reader understand how to correctly use these basic prepositions of time and place in sentences.
The document discusses the differences between modal verbs such as should, must, have to. It explains that should and must are true modal verbs that do not require auxiliaries, while have to is a semi-modal verb that behaves like a regular verb. It provides examples of how each is used and notes specific rules for their formation, negation, and combinations with other verbs.
The document provides information and examples about using the present perfect tense in English. It discusses the structure of affirmative, negative, and interrogative sentences in the present perfect tense. It also gives examples of using time expressions like "ever", "never", "just", "already", and "yet" with the present perfect tense. Additionally, it covers irregular past participles and provides exercises for students to practice using and distinguishing between the present perfect and simple past tenses.
The document describes the past perfect tense in English. The past perfect uses the helping verb "had" plus the past participle of the main verb to describe actions that were completed before something else in the past. It provides examples of affirmative, negative, and question forms of the past perfect. The document also contrasts the past perfect and simple past tenses, explaining that the past perfect is used to describe what had occurred before a certain time in the past, while the simple past refers to actions that simply took place in the past. It includes practice exercises for readers to choose whether to use the past perfect or simple past form.
The document discusses the difference between the words "like" and "as". It explains that "like" is a preposition followed by nouns, pronouns, or verbs ending in "ing", and is used to indicate similarity. In contrast, "as" is used before a subject and verb to show something is done in a certain way. It can also be used as a preposition followed by nouns to indicate something is being used for a specific purpose.
The document discusses the past continuous tense in English. It begins by explaining the basic form uses "was/were" plus the present participle. It then discusses several uses of the past continuous including: describing actions that lasted for some time in the past; interrupted actions; actions happening simultaneously; expressing irritation; and asking polite questions. It provides examples for each use and explains how to form past continuous statements, questions, and negative sentences.
The document discusses quantifiers used in questions and statements. It explains that "how many" is used for countable nouns to ask about quantity, while "how much" is used for uncountable nouns. It also outlines the differences between "many/a lot/lots" and "few/a few" for countable nouns as well as "much/a little/little" for uncountable nouns based on whether they indicate a positive or negative quantity.
Nothing too fancy. just something for those looking for a quick explanation and presentation with class interaction. Works perfect for my 35 min. 4th grade English speaking classes..
We use some in positive sentences and questions where we expect a yes answer, and any in negative sentences and questions. Some is also used when offering something to someone. Any is used to show no preference. With no, nothing, or nobody we use a positive verb.
This document discusses the comparative and superlative forms of adverbs. It explains that the comparative form compares two things and uses "-er" and the superlative compares three or more things and uses "-est". For regular adverbs ending in "-ly", the comparative uses "more" and the superlative uses "most". It provides examples of adverbs and their comparative and superlative forms. It also notes that some adverbs are irregular and lists those with their forms.
This document provides instruction on forming verbs in the past tense. It explains that regular verbs are made past tense by adding "ed" to the base verb. For verbs ending in "e", the "e" is dropped before adding "ed". Examples are provided such as "I walk to school" becoming "I walked to school" and "I save my money" becoming "I saved my money". The document emphasizes practicing applying these rules to correctly change verbs to the past tense.
The articles. theory and drilling exercisesAltyna Hetty
油
The document summarizes the rules for using articles (a/an, the, zero article) in English. It explains that the indefinite article (a/an) is used with singular countable nouns and uncountable nouns in general senses. The definite article (the) is used to refer to specific or unique things, as well as titles and superlatives. The zero article is used with uncountable nouns in concrete senses, in instructions, advertisements, and recipes. Examples are provided to illustrate the usage of each article type.
This document discusses the use of prepositions IN, AT, and ON in English. IN is used to indicate places, dates, seasons, years, and months. It is also used in expressions like "in the morning" and "in my opinion." AT is used for specific places and hours. ON is used when something is on a surface or in expressions like "on holiday" and "on TV."
Comparative and Superlative Adjectives.pdfAbeerAllam5
油
The document summarizes the differences between comparative and superlative forms of adjectives in English. The comparative form is used to compare two people or things, and is formed by adding "-er" or using "more" with adjectives of three or more syllables. The superlative form is used to compare three or more people or things, and is formed by adding "-est" to short adjectives or using "most" with long adjectives. Several examples are provided to illustrate the different forms. Irregular adjectives that do not follow the typical patterns are also listed.
This document discusses possessive pronouns and the word "whose". It defines possessive pronouns as pronouns that demonstrate ownership and provides examples of possessive adjectives and pronouns. It also discusses the rules and proper usage of "whose" in questions involving possession, noting that "whose" is used to ask about the owner of something and that the noun it replaces does not need to be stated if understood by the speaker and listener.
This document defines and provides examples of modal verbs in English. Modal verbs are special verbs that indicate modality and behave irregularly through lack of changes in form for tense and lack of auxiliary verbs in questions and negatives. The main modal verbs are can, could, will, would, shall, should, may, might, must, have to, and ought to. Each modal verb has specific meanings and uses for expressing ideas like permission, certainty, possibility, willingness, obligation, necessity, and ability. Examples are provided to illustrate the affirmative, negative, and interrogative sentence structures for modal verbs as well as their various meanings and uses.
This document discusses the use of the modal auxiliary verb "will" to talk about the future in two main ways. Firstly, "will" is used when there is no prior plan to express a decision made at the time of speaking, such as "I will get a pen." Secondly, "will" can be used to make predictions about the future without a firm plan, like saying "It will rain tomorrow." Examples are provided for each use of "will" along with exercises for the reader.
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 provides an overview of subject and object pronouns. It defines subject pronouns as those that indicate who a sentence is about and object pronouns as those that indicate who is affected in a sentence. Examples are given of common subject and object pronouns like I, you, she, he, we, they. The document also includes practice questions for the reader to identify subject and object pronouns in different contexts.
This document provides examples of common question words used to ask questions in English and short exercises to practice using question words. It includes the question words what, who, where, which, when, how many, how much, what time, why, how long, whose, and how with example questions using each word. There are also exercises asking the reader to complete sentences with the correct question word and ask their friend questions using question words.
The document outlines rules for spelling verbs in the third person singular form in English. It states that generally, verbs take -s in the third person singular form. Verbs ending in -y take -ies if the -y is preceded by a consonant and -s if preceded by a vowel. Verbs ending in -s, -sh, -ch, -z, -dz, -tch, or -ss take -es in the third person singular form. The verbs "go" and "do" also take -es in the third person singular form.
This document provides instructions for English language learning activities for 10th grade students. It includes vocabulary lists, grammar explanations, exercises, and questions related to months of the year, celebrations, personal pronouns, and demonstrative pronouns. Students are asked to identify months, birthdays, pronouns, complete sentences, answer questions, and participate in other interactive activities to practice their English skills.
This document provides vocabulary and instructions for an English lesson on personal pronouns and months of the year. It includes a lesson outline with objectives, vocabulary like celebrations and months, and exercises like filling in pronouns and matching months to activities. Students are asked to investigate word patterns, watch a video, and fill out a questionnaire with questions about birthdays and months. The document aims to help students learn about personal pronouns and describing times and celebrations using English vocabulary and grammar.
The document discusses the differences between modal verbs such as should, must, have to. It explains that should and must are true modal verbs that do not require auxiliaries, while have to is a semi-modal verb that behaves like a regular verb. It provides examples of how each is used and notes specific rules for their formation, negation, and combinations with other verbs.
The document provides information and examples about using the present perfect tense in English. It discusses the structure of affirmative, negative, and interrogative sentences in the present perfect tense. It also gives examples of using time expressions like "ever", "never", "just", "already", and "yet" with the present perfect tense. Additionally, it covers irregular past participles and provides exercises for students to practice using and distinguishing between the present perfect and simple past tenses.
The document describes the past perfect tense in English. The past perfect uses the helping verb "had" plus the past participle of the main verb to describe actions that were completed before something else in the past. It provides examples of affirmative, negative, and question forms of the past perfect. The document also contrasts the past perfect and simple past tenses, explaining that the past perfect is used to describe what had occurred before a certain time in the past, while the simple past refers to actions that simply took place in the past. It includes practice exercises for readers to choose whether to use the past perfect or simple past form.
The document discusses the difference between the words "like" and "as". It explains that "like" is a preposition followed by nouns, pronouns, or verbs ending in "ing", and is used to indicate similarity. In contrast, "as" is used before a subject and verb to show something is done in a certain way. It can also be used as a preposition followed by nouns to indicate something is being used for a specific purpose.
The document discusses the past continuous tense in English. It begins by explaining the basic form uses "was/were" plus the present participle. It then discusses several uses of the past continuous including: describing actions that lasted for some time in the past; interrupted actions; actions happening simultaneously; expressing irritation; and asking polite questions. It provides examples for each use and explains how to form past continuous statements, questions, and negative sentences.
The document discusses quantifiers used in questions and statements. It explains that "how many" is used for countable nouns to ask about quantity, while "how much" is used for uncountable nouns. It also outlines the differences between "many/a lot/lots" and "few/a few" for countable nouns as well as "much/a little/little" for uncountable nouns based on whether they indicate a positive or negative quantity.
Nothing too fancy. just something for those looking for a quick explanation and presentation with class interaction. Works perfect for my 35 min. 4th grade English speaking classes..
We use some in positive sentences and questions where we expect a yes answer, and any in negative sentences and questions. Some is also used when offering something to someone. Any is used to show no preference. With no, nothing, or nobody we use a positive verb.
This document discusses the comparative and superlative forms of adverbs. It explains that the comparative form compares two things and uses "-er" and the superlative compares three or more things and uses "-est". For regular adverbs ending in "-ly", the comparative uses "more" and the superlative uses "most". It provides examples of adverbs and their comparative and superlative forms. It also notes that some adverbs are irregular and lists those with their forms.
This document provides instruction on forming verbs in the past tense. It explains that regular verbs are made past tense by adding "ed" to the base verb. For verbs ending in "e", the "e" is dropped before adding "ed". Examples are provided such as "I walk to school" becoming "I walked to school" and "I save my money" becoming "I saved my money". The document emphasizes practicing applying these rules to correctly change verbs to the past tense.
The articles. theory and drilling exercisesAltyna Hetty
油
The document summarizes the rules for using articles (a/an, the, zero article) in English. It explains that the indefinite article (a/an) is used with singular countable nouns and uncountable nouns in general senses. The definite article (the) is used to refer to specific or unique things, as well as titles and superlatives. The zero article is used with uncountable nouns in concrete senses, in instructions, advertisements, and recipes. Examples are provided to illustrate the usage of each article type.
This document discusses the use of prepositions IN, AT, and ON in English. IN is used to indicate places, dates, seasons, years, and months. It is also used in expressions like "in the morning" and "in my opinion." AT is used for specific places and hours. ON is used when something is on a surface or in expressions like "on holiday" and "on TV."
Comparative and Superlative Adjectives.pdfAbeerAllam5
油
The document summarizes the differences between comparative and superlative forms of adjectives in English. The comparative form is used to compare two people or things, and is formed by adding "-er" or using "more" with adjectives of three or more syllables. The superlative form is used to compare three or more people or things, and is formed by adding "-est" to short adjectives or using "most" with long adjectives. Several examples are provided to illustrate the different forms. Irregular adjectives that do not follow the typical patterns are also listed.
This document discusses possessive pronouns and the word "whose". It defines possessive pronouns as pronouns that demonstrate ownership and provides examples of possessive adjectives and pronouns. It also discusses the rules and proper usage of "whose" in questions involving possession, noting that "whose" is used to ask about the owner of something and that the noun it replaces does not need to be stated if understood by the speaker and listener.
This document defines and provides examples of modal verbs in English. Modal verbs are special verbs that indicate modality and behave irregularly through lack of changes in form for tense and lack of auxiliary verbs in questions and negatives. The main modal verbs are can, could, will, would, shall, should, may, might, must, have to, and ought to. Each modal verb has specific meanings and uses for expressing ideas like permission, certainty, possibility, willingness, obligation, necessity, and ability. Examples are provided to illustrate the affirmative, negative, and interrogative sentence structures for modal verbs as well as their various meanings and uses.
This document discusses the use of the modal auxiliary verb "will" to talk about the future in two main ways. Firstly, "will" is used when there is no prior plan to express a decision made at the time of speaking, such as "I will get a pen." Secondly, "will" can be used to make predictions about the future without a firm plan, like saying "It will rain tomorrow." Examples are provided for each use of "will" along with exercises for the reader.
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 provides an overview of subject and object pronouns. It defines subject pronouns as those that indicate who a sentence is about and object pronouns as those that indicate who is affected in a sentence. Examples are given of common subject and object pronouns like I, you, she, he, we, they. The document also includes practice questions for the reader to identify subject and object pronouns in different contexts.
This document provides examples of common question words used to ask questions in English and short exercises to practice using question words. It includes the question words what, who, where, which, when, how many, how much, what time, why, how long, whose, and how with example questions using each word. There are also exercises asking the reader to complete sentences with the correct question word and ask their friend questions using question words.
The document outlines rules for spelling verbs in the third person singular form in English. It states that generally, verbs take -s in the third person singular form. Verbs ending in -y take -ies if the -y is preceded by a consonant and -s if preceded by a vowel. Verbs ending in -s, -sh, -ch, -z, -dz, -tch, or -ss take -es in the third person singular form. The verbs "go" and "do" also take -es in the third person singular form.
This document provides instructions for English language learning activities for 10th grade students. It includes vocabulary lists, grammar explanations, exercises, and questions related to months of the year, celebrations, personal pronouns, and demonstrative pronouns. Students are asked to identify months, birthdays, pronouns, complete sentences, answer questions, and participate in other interactive activities to practice their English skills.
This document provides vocabulary and instructions for an English lesson on personal pronouns and months of the year. It includes a lesson outline with objectives, vocabulary like celebrations and months, and exercises like filling in pronouns and matching months to activities. Students are asked to investigate word patterns, watch a video, and fill out a questionnaire with questions about birthdays and months. The document aims to help students learn about personal pronouns and describing times and celebrations using English vocabulary and grammar.
The document discusses the present simple tense in English. It explains that the present simple is used to talk about habitual actions, permanent situations, general truths, schedules and opinions. It provides examples of these uses and discusses the structure of affirmative, negative and interrogative sentences in the present simple. Time expressions and frequency adverbs that are commonly used with the present simple are also outlined.
The document provides instructions for completing a workbook of recovery and reinforcement activities for 2nd year secondary school students (2o ESO). It instructs students to first study the vocabulary and grammar from the textbook and workbook for each unit before completing the corresponding exercises in the workbook. It also provides the structure and weighting of the end-of-year extraordinary exam in September.
This document provides guidelines for noun and verb agreement in the English language. It discusses different types of subjects including plural or singular subjects, compound subjects, collective nouns, measurements and fractions, and how the verb should agree with each type of subject. Examples are given for subjects that are plural or singular in form but singular or plural in meaning.
This document contains an English curriculum for Grade 1 students over 3 weeks. It includes songs, poems, stories and activities to teach students about themselves, their families, colors, foods and their body parts. The lessons incorporate singing, artwork, games and worksheets to engage students in learning through different mediums. The document provides a comprehensive weekly plan to introduce various concepts in an entertaining and interactive way for young learners.
This document contains an English curriculum for Grade 1 students over 3 weeks. It includes songs, poems, stories and activities to teach students about themselves, their families, colors, foods and their body parts. The lessons incorporate singing, artwork, games and worksheets to engage students in learning through different mediums. The document provides a comprehensive weekly plan to introduce various concepts in an entertaining and interactive way for young learners.
This document provides the weekly lesson plans for an English Grade 1 class, including songs, poems, stories, art projects, and games to teach students about themselves, their families, colors, numbers, foods, the body, and senses over the course of 6 weeks. The lessons incorporate music, artwork, games and activities to engage students as they learn foundational concepts in an enjoyable way.
Viktoria Smelianska & Svetlana Shevchenko's presentation at the Foreign Language Summer Camps Workshop as a part of the English Language Retreat/GoGlobal Initiative Project
Here are some examples of how to say how old relatives are using the numbers and words provided:
- My grandma is twenty-five.
- Polly's grandma is twenty-nine.
- My granddad is thirty.
4. Listen and role-play.
Polly: Hi, I'm going to see my grandma. She is fond of sewing.
Friend: Really? How old is your grandma?
Polly: She is just twenty-nine, and I am fast growing.
Friend: Good for your grandma! Sewing keeps her busy.
5. Talk with a friend about your grandparents. Use:
I'm going to see my
This document is a textbook for third grade students studying English at specialized schools in Ukraine. It contains 7 units of language and communication material following the new foreign language program for third grade. Each unit has speaking and language exercises to help students develop communicative competence. The textbook provides socially and culturally oriented texts. Exercises are designed to be interactive based on students' individual interests and characteristics. The textbook is intended for third grade students studying English at specialized schools in Ukraine.
Here are some examples of how to say how old relatives are using the numbers provided:
- My grandma is twenty-five.
- Polly's grandma is twenty-nine.
- My granddad is thirty.
4. Listen and role-play.
Polly: Hi, Im going to see my grandma. She is fond of sewing.
Ann: Really? How old is your grandma?
Polly: She is just twenty-nine, and I am fast growing.
Ann: Good for your grandma! Sewing keeps her busy.
5. Talk with a friend about your grandparents. Use:
I'm going to see
Here are some examples of how to say how old relatives are using the numbers provided:
- My grandma is twenty-five.
- Polly's grandma is twenty-nine.
- My granddad is thirty.
4. Listen and role-play.
Polly: Hi, Im going to see my grandma. She is fond of sewing.
Ann: Really? How old is your grandma?
Polly: She is just twenty-nine, and I am fast growing.
Ann: Good for your grandma! She is still young and active.
5. Talk with a friend about your grandparents. Use:
I'm going to
Here are some examples of how to say how old relatives are using the numbers and words provided:
- My grandma is twenty-five.
- Polly's grandma is twenty-nine.
- My granddad is thirty.
4. Listen and role-play.
Polly: - Hi, Ann! How old is your grandma?
Ann: - Really? My grandma is twenty-seven. And how old is Polly's grandma?
Polly: - She is just sixty, and I am fast growing.
Ann: - Good for Polly!
5. Talk with a friend about your grandparents. Use:
- How old is
Here are some examples of how to say how old relatives are using the numbers and words provided:
- My grandma is twenty-five.
- Polly's grandma is twenty-nine.
- My granddad is thirty.
4. Listen and role-play.
Polly: Im going to see my grandma. She is fond of sewing.
Friend: Really? How old is your grandma?
Polly: She is just twenty-nine, and I am fast growing.
Friend: Good for your grandma! She is still young and active.
5. Talk with a friend about your grandparents. Use:
Im going to see my
This document is a textbook for third grade students studying English as a specialized subject in Ukrainian schools. The textbook contains 7 units of language and communication material following the new foreign language program for third grade. Each unit aims to develop students' communicative competence through interactive exercises that engage their individual interests.
The document lists notable figures in education throughout history such as Socrates, Plato, Aristotle, and more recent influential educators like John Dewey, Maria Montessori, and others. It also covers topics like prepositions of time and location, figures of speech, subject-verb agreement rules, types of motivation, supported curriculum, and philosophies of education. In over 20 sections, the document provides definitions and examples related to concepts in language, grammar, education history, teaching methods, and the philosophical foundations of different approaches to education.
Sashko and Vania from Ukraine like playing chess, a board game. Arturo and Paula from Italy like playing a computer game about SpongeBob, a cartoon hero, and Arturo always wins. Wanda from the USA loves skipping and has a favorite skipping chant. Greg, Kim and Helen from England's favorite game is Snakes and Ladders, an old Indian board game.
This document is a textbook for third grade students studying English as a specialized subject in Ukrainian schools. The textbook contains 7 units of language and communication materials to help students develop communicative competence in English. Each unit includes exercises and tasks to engage students interactively based on their individual interests.
The Constitution, Government and Law making bodies .saanidhyapatel09
油
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 nations legal framework.
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.
How to Manage Putaway Rule in Odoo 17 InventoryCeline George
油
Inventory management is a critical aspect of any business involved in manufacturing or selling products.
Odoo 17 offers a robust inventory management system that can handle complex operations and optimize warehouse efficiency.
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/
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.
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
油
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.
How to Setup WhatsApp in Odoo 17 - Odoo 際際滷sCeline George
油
Integrate WhatsApp into Odoo using the WhatsApp Business API or third-party modules to enhance communication. This integration enables automated messaging and customer interaction management within Odoo 17.
Mate, a short story by Kate Grenvile.pptxLiny Jenifer
油
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.
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
油
In this slide, well 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.
How to Modify Existing Web Pages in Odoo 18Celine George
油
In this slide, well discuss on how to modify existing web pages in Odoo 18. Web pages in Odoo 18 can also gather user data through user-friendly forms, encourage interaction through engaging features.
Finals 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.
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.
How to use Init Hooks in Odoo 18 - Odoo 際際滷sCeline George
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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.
2. IN THIS LESSON:
1. INTRODUCTION OF NEW TOPICS AND REVISION
OF LEARNT TOPICS OF PREPOSITIONS.
2. LEARN ABOUT THE USE OF PREPOSITIONS IN
ON AND AT AS PREPOSITIONS OF TIME AND
PREPOSITIONS OF PLACE
3. PRACTICE ON THE BASIS OF LEARNING
4. PREPOSITIONS = WORDS THAT LINKS A NOUN
OR PRONOUN WITH ANOTHER NOUN AND
PRONOUN IN A SENTENCE
EXAMPLE-
5. THERE ARE THREE KINDS OF PREPOSITIONS
PREPOSITION OF
TIME
PREPOSITION OF
PLACE
PREPOSITION OF
DIRECTION
EG- IN ,ON AND AT EG IN ON AND AT
EG- ACROSS ,
ALONG AND AROUND
29. My car is at the house.
There is a new
roof on the house.
The house
is in Tippecanoe county.
EXAMPLE SENTENCES :
30. The sheep are
grazing in the pasture.
The frost made
patterns on the window.
Tom is waiting for his
sister at the bank.
EXAMPLE SENTENCES :
33. 1. PREPOSITION OF TIME / PREPOSITION OF PLACE
1. I will meet my friends on Saturday
2. The frost made patterns on the window.
3. There is a new roof on the house.
4. My car is at the house.
5. People sing carols at Christmas.
34. PREPOSITION OF TIME / PREPOSITION OF PLACE
6. I usually go to beaches in summer time
7. The house is in Tippecanoe county.
8. I did my homework on Tuesday evening
9. The sheep are grazing in the pasture.
10. My car is at the house.
35. 2. CHOOSE THE CORRECT PREPOSITION
1. The kids are playing _______ the backyard. ( in /on/at)
2. _______ the lunch, I usually read books. ( in /on/at)
3. I usually go to beaches ______ summer . ( in /on/at)
4. I saw her ___ Xmas. ( in /on/at)
5. Let's meet _______ the front door. ( in /on/at)
36. ANSWERS
1. The kids are playing in the backyard. ( in /on/at)
2. At the lunch, I usually read books. ( in /on/at)
3. I usually go to beaches in summer . ( in /on/at)
4. I saw her at Xmas. ( in /on/at)
5. Let's meet at the front door. ( in /on/at)
37. CHOOSE THE CORRECT PREPOSITION
6. She often goes out ------ night. ( in /on/at)
7. She often goes out ----- Friday night. ( in /on/at)
8. Three players are ----- the basketball court ( in /on/at)
9. Two boxers are ----- the ring ( in /on/at)
10. The children are playing ------ the street. ( in /on/at)
38. ANSWERS
6. She often goes out in night. ( in /on/at)
7. She often goes out at Friday night. ( in /on/at)
8. Three players are at the basketball court ( in /on/at)
9. Two boxers are in the ring ( in /on/at)
10. The children are playing at the street. ( in /on/at)