Active and Passive Verb Form

Active / Passive Verb Forms Sentences can be active or passive. Therefore, tenses also have â€Å"active forms† and â€Å"passive forms. † You must learn to recognize the difference to successfully speak English. Active Form In active sentences, the thing doing the action is the subject of the sentence and the thing receiving the action is the object. Most sentences are active. Basic form: [Thing doing action] + [verb] + [thing receiving action] Examples: – The professor teaches the students – Jonh washes the dishes. Passive FormIn passive sentences, the thing receiving the action is the subject of the sentence and the thing doing the action is optionally included near the end of the sentence. You can use the passive form if you think that the thing receiving the action is more important or should be emphasized. You can also use the passive form if you do not know who is doing the action or if you do not want to mention who is doing the action. Basic form [Thing receiving action] + [be] + [past participle of verb] + [by] + [thing doing action] |Active |Passive | |Simple Present |Once a week, Tom cleans the house. |Once a week, the house is cleaned by Tom. | |Present Continuous |Right now, Sarah is writing the letter. |Right now, the letter is being written by Sarah. | |Simple Past |Sam repaired the car. |The car was repaired by Sam. |Past Continuous |The salesman was helping the customer when the thief came into the |The customer was being helped by the salesman when the thief came into the | | |store. |store. | |Present Perfect |Many tourists have visited that castle. |That castle has been visited by many tourists. | |Present Perfect Continuous |Recently, John has been doing the work. |Recently, the work has been being done by John. |Past Perfect |George had repaired many cars before he received his mechanic's |Many cars had been repaired by George before he received his mechanic's | | |license. |license. | |Past Perfect Continuo us |Chef Jones had been preparing the restaurant's fantastic dinners for |The restaurant's fantastic dinners had been being prepared by Chef Jones for | | |two years before he moved to Paris. two years before he moved to Paris. | |Simple Future |Someone will finish the work by 5:00 PM. |The work will be finished by 5:00 PM. | |will | | | |Simple Future |Sally is going to make a beautiful dinner tonight. A beautiful dinner is going to be made by Sally tonight. | |be going to | | | |Future Continuous |At 8:00 PM tonight, John will be washing the dishes. |At 8:00 PM tonight, the dishes will be being washed by John. |will | | | |Future Continuous |At 8:00 PM tonight, John is going to be washing the dishes. |At 8:00 PM tonight, the dishes are going to be being washed by John. |be going to | | | |Future Perfect |They will have completed the project before the deadline. |The project will have been completed before the deadline. |be going to | | | |Future Perfect Continuous |They are going to have completed the project before the deadline. |The project is going to have been completed before the deadline. |will | | | |Future Perfect Continuous |The famous artist will have been painting the mural for over six |The mural will have been being painted by the famous artist for over six | |be going to |months by the time it is finished. months by the time it is finished. | |Used to |Jerry used to pay the bills. |The bills used to be paid by Jerry. | |Would Always |My mother would always make the pies. |The pies would always be made by my mother. | |Future in the Past |I knew John would finish the work by 5:00 PM. |I knew the work would be finished by 5:00 PM. |Would | | | |Future in the Past |I thought Sally was going to make a beautiful dinner tonight. |I thought a beautiful dinner was going to be made by Sally tonight. | |Was Going to | | |

Education authority staff Essay

By you consistently adhering to the writing guidelines By meeting agreed timescales and deadlines Through regular monitoring of output by your team leader. Through joint meetings with other writers to set and maintain the standard Through feedback from the engagement process Finally, sign off for outputs will be agreed by the Program Director following advice from a final validation panel comprising members of all four partner organisations. A checklist for writing outcomes Does the outcome conform to the following criteria? 1. Is it written in clear English, appropriate as far as possible to the level? 2. Does the outcome: Specify what may be: i. learned – knowledge, understanding or skill? ii. Experienced? iii. Indicate or direct the selection of learning activities? iv. Allow evaluation of the outcome: v. By the young person? vi. By the teacher? vii. Does the outcome include an appropriate ‘action verb’? viii. Does the outcome demand more of the young person than consider features of outcomes at the earlier level? Technology in K-12 education [8] Generation Y is an innovative curriculum and resource solution for grades 3-12 that promotes school wide technology infusion. It is a technology program with a twist. Gen Y students develop technological fluency while learning how to share their knowledge with others. Each student is paired with a classroom teacher who needs help integrating technology into their practice. Each student/teacher team decides on a curriculum component or lesson to enhance with technology. Students learn about pedagogy and lesson plan design while developing their communication, planning and project management skills. The partner teacher receives support for their technology projects when and where they need it – in their classroom. The result is authentic project-based learning for the students and sustainable technology professional development for the teachers. This powerful model has been refined and proven in real classrooms around the world. The students are empowered to see themselves as valuable members of the educational community. They take this responsibility very seriously, becoming invaluable resources and helping teachers and their schools throughout their school career. For six years, Generation Y has been delivered in almost any conceivable school setting. From Native American villages in Alaska and Washington to all secondary schools in the Virgin Islands, to remote towns in Wyoming to urban schools in empowerment zones in Philadelphia, Cincinnati, Seattle, Los Angeles and Washington DC. â€Å"Through this technology infusion, participating educators receive individualized support as they strengthen their use and integration of new technologies. Students learn technology, communication, collaboration, and project management skills in an authentic, personally meaningful context, and many go on to further extend their skills through advanced school or community service projects. † Generation Y is one of most researched educational technology programs in the United States. Since the start of the Technology Innovation Challenge Grant (TICG) program, the Northwest Regional Education Laboratory (NWREL) has served as an independent external evaluator. Feedback from every stakeholder group was woven back into the curriculum materials, the online support tools and the assessment design. The resulting program is a strong model that supports a wide variety of uses and classroom profiles. Test for the effectiveness of curriculum towards meeting its aims and objectives [6] Is it possible to anticipate whether or not the curriculum meets its aims? One simple test to apply makes use of the set of guiding principles of good education proposed by the American Association of Higher Education. According to these a good curriculum should: Encourage staff/student contact Encourage co-operation between students Encourage active learning Provide prompt feedback on performance of both teacher and taught Emphasise `time on the task’ Respect the diverse talents and ways of learning brought to the course by the students Evaluate itself Display a clarity of aims and objectives. Make use of the educational literature Conclusion One telling criticism that can continue to be made of any approach is that there is no social vision or program to guide the process of curriculum construction. Designing a curriculum not a simple matter and there is no single ‘best’ answer either in the form of the curriculum or even the methodology adopted for its design. A final question we might ask is whether or not it is possible to determine if the result is any good. One way is by always including a careful student of the course once it has been given. Evaluation of this sort is essential and should always be treated seriously, allowing sufficient time in class for any survey questionnaire to be filled out and with the results carefully summarised. It is good practice to post a notice giving the results of the evaluation and providing an instructor’s commentary. References 1. p 10, Kelly 1983, Kelly 1999 2. v50 n6 p488-496 Mar 2007, Stansberry, Susan L. ; Kymes, Angel D. , Journal of Adolescent & Adult Literacy 3. p 23, Blenkin et al 1992: 23 4. p 11, Grundy 1987, Curriculum: Product or Praxis, Lewes 5.77, Stenhouse 1974. 6. David J. Unwin, (1997). Curriculum Design for GIS, NCGIA Core Curriculum in GIScience, 7. http://www. ncgia. ucsb. edu/giscc/units/u159/u159. html, posted January 08, 1998. 8. http://www. newhorizons. org/strategies/technology/martinez. htm 9. Generation Y Evaluation Studies http://www. genyes. org/products/geny/genyresearch 10. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago 11. Wragg, T. (1997) The Cubic Curriculum, London 12. Aristotle (1976) The Nicomachean Ethics (‘Ethics’), Harmondsworth: Penguin. 13. Barnes, J. (1976) ‘Introduction’ to Aristotle The Nicomachean Ethics (‘Ethics’), Harmondsworth: Penguin. 14. Barrow, R. (1984) Giving Teaching back to Teachers. A critical introduction to curriculum theory, Brighton: Wheatsheaf Books. 15. Blenkin, G. M. et al (1992) Change and the Curricula, London: Paul Chapman. 16. Bobbitt, F. (1918) The Curriculum, Boston: Houghton Mifflin 17. Bobbitt, F. (1928) How to Make a Curriculum, Boston: Houghton Mifflin 18. Carr, W. & Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research, Lewes: Falmer Press 19. Cornbleth, C. (1990) Curriculum in Context, Basingstoke: Falmer Press. 20. Curzon, L. B. (1985) Teaching in Further Education. An outline of principles and practice 3e, London: Cassell. 21. Dewey, J. (1902) The Child and the Curriculum, Chicago: University of Chicago Press. 22. Dewey, J. (1938) Experience and Education, New York: Macmillan. 23. Eisner, E. W. (1985) The Art of Educational Evaluation, Lewes: Falmer Press. 24. Foreman, A. (1990) ‘Personality and curriculum’ in T. Jeffs. & M. Smith (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control? Milton Keynes: Open University Press. Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin. 25. Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press. 26. Jackson, P. W. (1968) Life in Classrooms, New York: Holt, Rinehart & Winston. 27. Jeffs, T. & Smith, M. (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control? Milton Keynes: Open University Press. 28. Jeffs, T. J. and Smith, M. K. (1999) Informal Education. Conversation, democracy and learning, Ticknall: Education Now. 29. Kelly, A. V. (1983; 1999) The Curriculum. Theory and practice 4e, London: Paul Chapman. 30. Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London: Heineman. 31. Newman, E. & G. Ingram (1989) The Youth Work Curriculum, London: Further Education Unit (FEU). 32. Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World. 33. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press. 34. Usher, R. & I. Bryant (1989) Adult Education as Theory, Practice and Research. The captive triangle, London: Routledge.

Math Literacy Essay Example | Topics and Well Written Essays - 1250 words

Math Literacy - Essay Example Literacy is a highly complex notion. Traditionally literacy has referred to a comprehension of language elements. Increasingly, however, literacy has come to refer to an understanding and proficiency with an endless array of subjects. For instance, today there is media literacy, mathematics literacy, and science literacy. A number of researchers and agencies have proposed spectrums of literacy. In this way the National Institute for Literacy indicates that major aspects of literacy include, â€Å"decoding/phonemic awareness and phonics, morphology, vocabulary, fluency, and text comprehension† (National Institute of Literacy 2007, p. 3). For the purpose of this research literacy is considered in terms of language fluency. There are a number of aspects of literacy that exist in my subject area of mathematics. Perhaps the most overarching consideration is the notion of content literacy. Conley refers to content literacy as students’ comprehension of specific reading and fl uency knowledge that contributes to their understanding of the specific subject (Conley 2008). As my subject is mathematics there are a variety of ways that content literacy is important. In a sense, students’ actual fluency with solving mathematic problems can be regarded as a sort of literacy. Still, specific language fluency in terms of phonemic awareness, vocabulary, and text comprehension is required in much math content. ... that, â€Å"Mathematical literacy is attained only when students can decipher the numbers, apply abstract symbols, and use words to construct mathematical meaning.† This is a more comprehensive recognition of literacy as encompassing numbers as forms of literate expression. There are a variety of ways that literacy within mathematics exists. In solving math equations one recognizes that, â€Å"Although understanding the mathematics involved†¦is certainly essential, being able to read, understand, and respond in writing to the item in specialized ways is also crucial. Content area literacy involves showing students how to adjust their reading and writing to the specific demands of different kinds of knowledge and tasks† (Conley 2008, p. 22). In this way literacy within mathematics occurs in particular situations that aid the solving of mathematics equations. For instance, mathematics often has terminology such as box plot, quartile 1 and interquartile, or minimum an d maximum. Students must recognize these concepts in order to advance to the problem-solving portion of the mathematics. One considers that in science students more thoroughly focus on words and patterns. In the language arts students must develop thorough reading comprehension skills. The notable recognition in these regards is that literacy in mathematics, as contrasted with most other subject areas, functions to aid the direct comprehension of the subject rather than being the subject itself. Other theorists have additionally considered that oftentimes literacy in mathematics, in terms of specific vocabulary, oftentimes takes on a different meaning than in outside contexts. For instance, it’s noted that the word ‘functions’ takes on a different meaning in terms of math than in other contexts (Franz

My life sounds like Essay Example | Topics and Well Written Essays - 750 words

My life sounds like - Essay Example The words in the song encourage me to do what I desire, and what contributes positively to the advancement of humanity. The words that insist that every second count because second chances do not exist inspire me. More to these, the song highlights about forgiving your enemies, which helps me keep from holding grudges in life, and aim at living at peace with all people. Being concerned about the well being of the less fortunate in society forms a significant part of my life. Consequently, Michael Jackson inspires me to participate, continually, in activities that promote the lives of the less fortunate. The song insists on caring for the entire human race, through such acts as giving. It also strengthens my unity values as it teaches me to look at the world as a place that should be filled with peace. Therefore, the song helps me to reach out to the needy around me, and help them live a better life. Switchfoot’s song â€Å"Dare you to move† keeps me going when I face hu rdles in my life. Whenever I experience failure, and thoughts of despair crowd my mind, the words â€Å"I dare you to lift yourself up off the floor† encourage me to keep on trying, no matter how difficult the situation may get. In my academics, for example, I am motivated to keep on working hard as the song teaches me that being strong makes a difference between where I am today, and where I could be tomorrow. The song increases my determination to face the tensions in all areas of life with an unfailing spirit.

The negative impacts of internet on teenagers in the United States Essay

The negative impacts of internet on teenagers in the United States - Essay Example Risks associated with internet for teenagers are far more profound than with any other kind of media due to the ease of accessibility to the harmful content that the internet provides the children with. Based on the view of about 85 per cent of the parents, the National Altitudinal Poll identified the internet as the number one concern for the parents (Common Sense Media cited in Louge 2). Internet has provided the children with the opportunity to view and past whatever they feel like without having the parents realize it. Internet is frequently used by the American children to distribute sexually explicit material both their own and that of the others that they get to lay their hands on. Sex trafficking and various kinds of sex crimes have increased in number manifolds as the use of internet among the children has increased. â€Å"The Internet is transforming the experience of growing up in America. It is also transforming the job of being a parent in America. The Internet brings t he world — the good, the bad, and the ugly — to the American family’s doorstep. It brings the ruins of ancient Athens to that doorstep, but it also brings the red light district of Bangkok† (Third Way Culture Project). This paper identifies the various the negative impacts of internet on teenagers in United States. ... Thus, when they are away from the internet, they are depressed and their senses are revived only when they are using the internet. In this sense, they become addicted to the internet. They know that they ought to limit the time they spend on the internet and yet cannot help using the internet all day long because they experience unpleasant emotions when they are not using it. Internet remains in their conscious sense full time in one way or another. Either they are thinking what movie they would download next, which friend they would reply next or what statement they would place on their Facebook profiles. Excessive use of internet has become a very common thing among the young generation in the US. This behavior of unusually high association with the internet is commonly referred to in such terms as compulsive use of internet, pathological use of internet, problematic use of internet, computer addiction, internet dependence and net addiction. Declining academic performance Internet addiction has many unfavorable outcomes one of which happens to be the negative impact of it on an individual’s academic performance. Because of the excessive use of internet, the child is not able to concentrate upon the studies. Studies demand time and attention and yet are very boring. On the other hand, internet activities are very interesting and encourage one to indulge in them because they are also energizing and intellectual in many ways. Thus, the individual’s craving for knowledge and enhancing the skills is sufficiently satisfied by using internet. Thus, the time that the children should spend on their studies is wasted in playing online games, socializing on the social media websites and downloading and watching movies

Evolution of marketing strategy Case Study Example | Topics and Well Written Essays - 3250 words

Evolution of marketing strategy - Case Study Example By selling a product via targeting the customers' desires (emotions), H-D was able to capture people from all walks of life. From top executives to blue-collar workers, a diverse group of people bought into the lifestyle and sense of belonging to an elite group that H-D had created. This occurred because H-D staff members from all various positions, departments, and socioeconomic status were involved in the company's decision making regarding the changes. Vedpuriswar (2003) reports, "By 1986, H-D had regained 25% of the US motorcycle market'it went public on the New York Stock Exchange'From 1988 t0 1995, annual shipments'more than doubled. Although H-D generated more than $1.3 billion revenues in 1995, it spent less than less than $2 million in advertising'In H-D achieved its 18th consecutive year of growth, outselling all other manufacturers in the heavyweight category for the third straight year'" H-D had the right idea when it focused on people being the greatest competitive advantage. By focusing on four marketing objectives, H-D was able to capture both beginners and those who had already fallen in love with its products. After much research, it was able to gear its motorcycles, pricing, advertising, and all other aspects to enthusiasts and non-enthusiasts. H-D used the same the same research and customized approach to target the international market by keeping motorcycle production below demand. The freedom and liberty of America was the symbol that H-D used to sell its products. The image that the company sold was the niche that made it successful above its competitors. With products ranging from motorcycles to clothing to financing, H-D's marketing mix was advertised in that many found surprising. The company wanted to get the general public's attention. H-D also combined forces with other companies such as Ford to create limited edition of vehicles. Hence, the community of customers that H-D built is from all walks of life. Membership, with purchase of a motorcycle, allowed customers to attend unique activities and functions (at local, regional, national, and international levels), which allowed them to share their love of riding and to Last Name 3 belong to a special community of those who share the same interests. Brand loyalty was the result of all this research and hard work and it proved to be extremely successful. The brand and licensing was sold to various companies in the United Stated and other countries. Eighty licenses covered eighteen product categories worldwide. The H-D brand can be found on cafes, dolls, children's wear, toys, etc. As with anything in life, with the pros are the cons; with the advantages there are usually disadvantages. A disadvantage was that H-D listened to their customers so well and created such a desire that they could not keep up with the demand at the current level of production. Some executives are concerned that the H-D brand, which exemplifies ruggedness and masculinity, may be disastrous as it goes into a category that does not live up to this hardcore image and value. They feel that the company may have ventured into territories that it had no business in dealing with which may have led to devastating

Compare and contrast the possible biological risks and hazards when Essay - 1

Compare and contrast the possible biological risks and hazards when using Computed Tomography (CT), Magnetic Resonance Imaging (MRI) and Ultrasound (US) when imaging a pregnant patient - Essay Example In the process recommendations of how to reduce and ameliorate these risks are critiqued and examined A computed tomography (CT) scan utilises x-rays to provide detailed pictures of structured inside the body of pregnant women (WebMD, 2013). The process is done by getting a pregnant woman to lie on a table that is attached to a CT scanner which is round with an inner-hollow (Romans, 2010; Prokop & Galanski, 2013). The scanner sends x-rays throughout the body and the pictures are studied appropriately (Kalender, 2011). The rotation comes with pictures that are captured and saved on a computer that can be retrieved or printed. CT Scans present more detailed and thorough pictures and images of the area of interest in a medical study or examination (Patient UK, 2014). The system uses conventional radiology and as such, it opens a patient up to the risks of other x-ray systems and processes (DeMaio, 2010; Buzug, 2008). CT Scans opens up a pregnant woman to various risks of radiation during the process, however, the amount of radiation that a pregnant woman will be exposed to varies. Some authorities identify that a patient taking a pregnancy related scan will be exposed to 6.6mSv of radiation which is approximately three years’ worth of background radiation (NHS Choices, 2013). This is obviously very high and could expose a pregnant woman and a foetus to some dangerous levels of radiation. There are various levels of risks that foetuses are directly exposed to during CT scans. The level is examined in a study by Marx et al on the Uterine Radiation Dose (MRAD). The head is exposed to under 50 MRAD, the Thorax is exposed to 10-590 MRADs, the Abdomen, 2800 – 4,600 MRADs whilst the Pelvis is exposed to 1,940-5,000 MRADs (Marx, Lockberger, Walls, & Adams, 2013). However, the inherent benefit is that it is quick and accurate and it is often the best way to check a patient