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3 episodes with modals
2 episodes with modals
2 episodes with modals
3 episodes with modals
6 episodes with modals
3 episodes with modals
2 episodes with modals
2 episodes with modals
2 episodes with modals
Joël strikes up a dialogue with fellow thoughtboter Elaina Natario about the various use cases of modals. Together they discuss their pros and cons, the dos and don'ts, their functionality and accessibility to the end user as well as the subtle differences you'll notice when compared to dialogs. — The Sponsor for this episode has been Judoscale - Autoscale the Right Way (https://judoscale.com/bikeshed). Check out the link for your free gift! Your guest for this week has been Elaina Natario (https://www.linkedin.com/in/elainanatario/) and you host has been Joël Quenneville (https://www.linkedin.com/in/joel-quenneville-96b18b58/). If you would like to support the show, head over to our GitHub page (https://github.com/sponsors/thoughtbot), or check out our website (https://bikeshed.thoughtbot.com). Got a question or comment about the show? Why not write to our hosts: hosts@bikeshed.fm This has been a thoughtbot (https://thoughtbot.com/) podcast. Stay up to date by following us on social media - YouTube (https://www.youtube.com/@thoughtbot/streams) - LinkedIn (https://www.linkedin.com/company/150727/) - Mastodon (https://thoughtbot.social/@thoughtbot) - BlueSky (https://bsky.app/profile/thoughtbot.com) © 2025 thoughtbot, inc. — Credit: Ad-read music by joystock.org
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#airtable #on2air #builtonair 8/27/2024 - BuiltOnAir Live Podcast Full Show - S19-E08 ___________________________ The BuiltOnAir podcast is a live weekly show highlighting everything happening in the Airtable universe. Check us out at BuiltOnAir.com/join. Join our community, join our Slack channel, and see what's happening. ------------------------ SPONSORED BY On2Air - Airtable Apps and Integrations to run your business operations in Airtable Start a free 14-day trial of On2Air Apps - https://on2air.com?via=podcast ------------------------ ___________________________ IN THIS EPISODE
Learn what to say when you're making a guess about a past or present situation.FIND BBC LEARNING ENGLISH HERE: Visit our website ✔️ https://www.bbc.co.uk/learningenglish Follow us ✔️ https://www.bbc.co.uk/learningenglish/followusLIKE PODCASTS? Try some of our other popular podcasts including: ✔️ 6 Minute English ✔️ 6 Minute Vocabulary ✔️ The English We Speak They're all available by searching in your podcast app.
Learn top relationship tips! ❤️ EXCITING Topics, EASY English
This seminar will look at how English is used as a Lingua Franca around the world through countless news sources. We will study language of current events, news and discuss the issue of sensationalism. Similarly, we will also work on describing trends, changes and general graph language.
Welcome to Episode 71 of the TRANSFORMA TU INGLÉS PROFESIONAL podcast!I'm your host Daniel Smith.Today I will be talking with Alastair, an AMAZING coach from my team, all about:The dangers of the imperative formThe magic of modalsThe power of softening your messageAnd how to use "shall"This podcast helps you push your business English communication skills to the next level so that you can grow professionally and achieve your international career goals!WHEN YOU ARE READY YOU MIGHT BE INTERESTED IN: COACHING 1 to 1: If you would like to take your professional communication skills to the next level we can organise 1 to 1 coaching that is specifically tailored to your needs and goals. If you are interested click HERE to discover the prices and methodology! BOOKS: ¡He publicado dos libros a través de Amazon y ambos tienen reseñas de 5 estrellas! Si estás interesado aquí están los enlaces: 365 consejos para mejorar tu inglés o 123 consejos para impresionar a tu jefe con tu inglésCONTACT US: If you would like to give us some feedback whether positive or negative, we would LOVE to hear from you! Please send an email to: coach@danielsmith.es
Learn what to say when you're making a guess about a past or present situation.
In this episode of Syntax, Wes and Scott talk about UI elements and best practices with UI elements, as well as UI elements that exist in browsers. Show Notes 00:10 Welcome 01:10 Making demos for fun 02:47 Why we're talking UI elements 03:48 Bad UI elements in the browser Syntax 602: Modals, Popups, Popovers, Lightboxes Progress 10:47 Decent UI elements in browser 19:49 Enter Open UI Open UI 34:39 Accordion hunks 38:15 Pop overs 42:15 Focus group 46:10 SIIIIICK ××× PIIIICKS ××× ××× SIIIIICK ××× PIIIICKS ××× Scott: Fishskyn Wes: Flavacol & Butter Flavoured Coconut Oil Shameless Plugs Scott: Sentry replays Wes: Wes Bos Tutorials Tweet us your tasty treats Scott's Instagram LevelUpTutorials Instagram Wes' Instagram Wes' Twitter Wes' Facebook Scott's Twitter Make sure to include @SyntaxFM in your tweets
In this Hasty Treat, Scott and Wes talk through the differences between modals, popups, popovers, lightboxes, and dialog boxes. Show Notes 00:31 Welcome 02:25 What's popping up? 02:59 What's a modal? 08:33 Pop overs and lightboxes 10:41 Explicit dismiss and light dismiss 11:30 Inert property inert 16:30 Backdrop pseudo element Dialog with animation 19:26 Dialog 28:12:11 Making accessibility easier const showButton = document.getElementById('showDialog'); const favDialog = document.getElementById('favDialog'); const outputBox = document.querySelector('output'); const selectEl = favDialog.querySelector('select'); const confirmBtn = favDialog.querySelector('#confirmBtn'); // "Show the dialog" button opens the modally showButton.addEventListener('click', () => { favDialog.showModal(); }); // "Favorite animal" input sets the value of the submit button selectEl.addEventListener('change', (e) => { confirmBtn.value = selectEl.value; }); // "Confirm" button of form triggers "close" on dialog because of [method="dialog"] favDialog.addEventListener('close', () => { outputBox.value = `ReturnValue: ${favDialog.returnValue}.`; }); Tweet us your tasty treats Scott's Instagram LevelUpTutorials Instagram Wes' Instagram Wes' Twitter Wes' Facebook Scott's Twitter Make sure to include @SyntaxFM in your tweets
In this English lesson I'll give an introduction, with plenty of examples, on how to use the past modals: must have, should have, would have, and could have. This is a difficult topic for many English learners. I will do my best to make it clear how to use these verbs in some situations.This is by no means meant to be an extensive lesson. In fact, I decided to leave some verbs off the list, and to simply help you learn some of the common ways we use these as native English speakers.I hope this English lesson helps you, and if you want, please let me know in the comments if you want a more advanced class on this in the future.Thanks for watching this English lesson about past modal verbs! Have a great day!Note: This is the audio portion of a Youtube English lesson which you can watch right here: https://www.youtube.com/watch?v=hBogiz8JWWo or find by searching Youtube for, "Bob the Canadian Past Modals"Support the show
Modals : Can, Could, Will, Would, Shall, Should, May, Might, Must, Ought to Past Modals : Could Have, Would Have, Should Have Modals of Probability : Probable : 100% Must Have, Couldn't Have Possibility : 50% Might Have, Could Have
‘The next couple of years could get a little crazy and the outside noise is gonna get loud. And just know, the biggest thing that'll stop you from growing is listening and playing small and waiting for someone else to fix it. There's no one coming to save us. It's on us.‘ - Dean Graziosi My guest today is Dean Graziosi, a multiple New York Times best-selling author, entrepreneur, and educator. He has played a role in the growth and development of more than 14 major companies. He has worked behind the scenes with massive 8- and 9-figure companies helping them overhaul their processes, reinvent their marketing and sales strategies, and drive exponential growth, both in net profit and overall reach. Dean's mission for over 25 years has been to deliver self-education to those seeking transformation, fulfillment, and success outside the traditional education path. The methods Dean teaches have been tested and proven to work by countless students. He believes anyone can achieve success and create impact as long as they are willing to take uncomfortable action with the right tools and knowledge. He's determined to stand in the gap and provide the tools and knowledge people need. Dean's most well-known for his books on personal development, mindset, and entrepreneurship. His most popular titles include Millionaire Success Habits: The Gateway to Wealth & Prosperity, and The Underdog Advantage: Rewrite Your Future by Turning Your Disadvantages Into Your Superpowers. He also created the Better Life Journal to help people implement principles taught in his books and online courses. In 2019, one of Dean Graziosi's dreams came true. He began a partnership with internationally known speaker and entrepreneur, Tony Robbins. They've launched multiple self-education courses and programs that are designed to help anyone leverage the knowledge they have to build a business and generate income. Dean was born and raised in Marlboro, New York. His childhood was difficult, as his family faced many financial challenges and moved more than 20 times before he was 19 years old. To Dean, impact is more important than income. He helps people realize that financial freedom is 100% possible, and it all starts with your mindset! Please Enjoy! Time Stamps: 00:19 Intro 02:00 How to thrive in an economic winter? 04:09 Overcoming self-doubt and the Impostor Syndrome 04:46 How the self-education industry is expected to grow and why you should be in it 06:54 What Warren Buffett advises as a winning business model in an economic downturn 08:44 How industries are affected by a shifting economy 09:00 The Time to Thrive Challenge with Tony Robbins, Matthew McConaughey, Jenna Kutcher, Lisa Nichols, Russell Brunson, Rachel Miller, Brendon Burchard, Glo Atanmo, Alex Hormozi and Dean Graziosi! Sign-up for the upcoming Time to Thrive Challenge with Tony Robbins, Matthew McConaughey, Jenna Kutcher, Lisa Nichols, Russell Brunson, Rachel Miller, Brendon Burchard, Glo Atanmo, and Alex Hormozi by clicking here https://timetothrivechallenge.com/go?source=optin&a=100964 For Podcast Show Notes & Transcript visit: http://longevity-and-lifestyle.com/podcast-65-dean-graziosi Prepare To THRIVE In An Economic Winter - Sign-up to the FREE Time to Thrive Challenge with Dean Graziosi, Tony Robbins, Matthew McConaughey and more amazing speakers - Aug 2-6 2022 by clicking here - https://timetothrivechallenge.com/go?source=optin&a=100964 And when you sign up, Dean and Tony will provide a warm meal to someone in need on your behalf through Feeding America. So this is a win-win for you and those in need. *** Follow Dean on: Instagram: https://www.instagram.com/deangraziosi/ Website: https://www.deangraziosi.com/ YouTube: https://www.youtube.com/user/deangraziosi Facebook: https://www.facebook.com/deangraziosipage Twitter: https://twitter.com/deangraziosi Follow Claudia on: Instagram: https://www.instagram.com/longevityandlifestyle/?hl=en Facebook: https://www.facebook.com/longevityandlifestyle/ YouTube: https://www.youtube.com/channel/UCZF-s8jsUejc0TpVqnFE1lQ/featured LinkedIn: https://www.linkedin.com/in/claudia-von-boeselager/ Twitter: https://twitter.com/LongevityLifest Website: https://longevity-and-lifestyle.com/ *** Past guests on The Longevity & Lifestyle Podcast include Dr. David Perlmutter, Dr. Amy Killen, Sergey Young, Dr. Dale Bredesen, Dr. Kristen Willeumier, Dr. Louise Newson, Dr. Kien Vuu, Dr. Carolina Reis, Marie Diamond, Nikolina Lauc, Morri Chowaiki, Leslie Kenny, Fiona O'Donnell-McCarthy, Mohamed Massaquoi, Nick Potter, Dr. Pamela Kryskow, Dr. Julia Mirer, Dr. Richard Johnson, Isabella Channing, Dina Burkitbayeva, Raewyn Guerrero, Mario Chamorro, Mariko Bangerter, Harris Khan, Juraj Kocar, Dr. Stephanie Manson Brown, Dr. Mohammed Enayat, Helen Reavey, Elena Letyagina, Dana Frost, Niall Breslin, Dr. Limor Goren and many more!
Designers use general-purpose vector editors like Sketch and Figma to mock up mobile UIs. Play is a design tool that offer a different approach: designing directly on an iPhone or iPad. Dan from Play joins Mark and Adam to talk about the problem with mirror apps; how much time you should spend on sketching before “getting your hands on the clay”; and why developer handoff should be a collaboration, not a handoff. Plus: the correlation between the loudness of your mechanical keyboard and your coding skills. @MuseAppHQ hello@museapp.com Show notes Dan LaCivita Play @createwithplay Karate Kid UI pattern Play’s Slider Figma Mirror, Sketch Mirror WYSIWYG Spatial Interfaces Play’s spatial UI Honor the Material Metamuse episode with David Hoang Play's UIButton, Apple's UIButton Textfield, UICollectionView iOS Design System for Figma Metamuse episode with Paulo Pereira Higher Fidelity Prototype Origami, Protopie iOS 15 Modals & Haptics Bezier Curves Waterfall Methodologies Principles of Product Development Picker in Play Ken Adam: The Art of Production Design Early Ideation Play's Launch article on Medium User Testing No-Code, Low-Code Variables in Play Glide, Adalo HyperCard Gradual Enhancement Low Floor, High Ceiling SwiftUI Charts
Lingthusiasm - A podcast that's enthusiastic about linguistics
Sometimes, we use language to make definite statements about how the world is. Other times, we get more hypothetical, and talk about how things could be. What can happen. What may occur. What might be the case. What will happen (or would, if only we should have known!) What we must and shall end up with. In other words, we use a part of language known as modals and modality! In this episode, your hosts Lauren Gawne and Gretchen McCulloch get enthusiastic about modals! We talk about the nine common modals in English, the gloriously-named quasimodals (no relation to the bellringer but I would absolutely read the Quasimodo/Quasimodal crossover, I'm just saying), and how people use the ambiguity between permission and believability in English modals for comic effect. We also talk about neat things modals do in various languages: in Nsyilxcen, the modal is a separate word, whereas in Nez Perce, it's an affix on the verb, and in German, there are also modal adverbs. In Italian Sign Language and American Sign Language the forcefulness of the modal (such as the difference between “should” and “must”) is indicated through having modals that are performed faster or larger or have a more intensive expression in how they're signed. Announcements: In this month's bonus episode we get enthusiastic about the word "like"! We talk about why "like" falls prey to the frequency and recency illusions, why linguists get excited about "like" and other function words, and other important dispatches from the world of "like" (apparently people who use "like" are perceived as more attractive!). Join us on Patreon to listen to this and 60+ other bonus episodes. You'll also get access to the Lingthusiasm Discord server where you can chat with other language nerds! For links to things mentioned in this episode: https://lingthusiasm.com/post/687253856615350272/episode-69-what-we-can-must-and-should-say
Sam and Ryan talk about whether you should use merge commits or you should rebase commits in your PRs when working on large, fast-moving codebases. They also talk about implementing build-time client-side search with Stork, and why layering in animation code shouldn't materially affect your existing React code.Topics include:0:00 - Intro1:48 – How to use D3 with React elements -9:14 – Why you should unmount Modals and Dialogs when they're not visible -24:36 – Using Stork to implement build-time, client-side search -36:03 – Merge commits vs. rebasing in large codebases -Links:Sam's D3 and Framer Motion videoStork on GitHubFramer Motion course
Hello everyone. WILL, WOULD, MUST, CAN, COULD, SHOULD : ce sont des "modaux" anglais. Dans cette vidéo, Sandra nous présente l'ordre des mots dans les phrases (affirmations, négations, questions) avec ces modaux. Vous avez envie d'apprendre l'anglais avec nous ? Accédez à toutes nos formations ici : https://www.anglaiscours.fr/podcast Accédez au texte de leçon ici : https://www.anglaiscours.fr/les-modaux-anglais.html
In today's podcast you'll review my daily tips from my annual advent challenge which you can find on my website under "What's New" and https://ieltsetc.com/ielts-advent-adventure/ Day 9: "It's not worth + ing" Day 10: Pronunciation - Juncture e.g. Ice-cream/I scream, That stuff/That's tough Day 11: Factor vs reason vs cause Day 12: Linking devices - the present participle Day 13: Modals of deduction (must) Day 14: Not only but also Day 15: Mustn't vs Don't have to Day 16: Academic Phrasal Verbs Day 17: The grammar of very polite questions Day 18: rise vs raise Day 19: suggest + ing Day 20: Tense review Day 21: damage vs damages Day 22: as well as Day 23: whereby Day 24: a free gift for you --- Send in a voice message: https://anchor.fm/ieltsetc/message
Qool DJ Marv Live at Soho House Manhattan - January 11 2022 - Modals of Mood https://linktr.ee/qooldjmarv + https://sohohouseny.com/ + Photo https://www.instagram.com/p/CYj9ikapDUA/?utm_medium=share_sheet
Today we fix any mistakes you might make with English modal verbs. With just 3 simple rules, you will eliminate the main issues you can think of when using these tricky verbs. If you have been having problems with learning English modal verb grammar , you must listen to this podcast. All You Need To Know About The Confusing World Of English Modal Verbs - Learn Grammar The Easy Way ✔Lesson transcript: https://adeptenglish.com/lessons/english-learn-grammar-modal-verbs/ Like all of our English podcast lessons, we use lots of examples to explain how the rules work and how you use them. At the end of the lesson, you will know what the most common modal verbs are and how to use them correctly. I'm going to explain each of the rules and how they apply to all the common modal verbs in English, and then I'm going to test you by making you the teacher! Modal verbs often show how someone feels about something or how he or she intends to act, so they are really important for conversations. So using them correctly is important for your English language fluency. The good news is, there are not that many modal verbs to learn in English, only 13, and we use less than that in everyday English conversation. It's a bit of a tradition here at Adept English to start the new year language learning with English grammar. As we say, “we're all rusty and we need to blow some cobwebs away”. We probably haven't focused on English language learning over the holidays, and we need to jump back in and get our daily learning routines back to normal. So our first lessons of the year are more grammar and technical to get your brains switched on! Learn more about our courses here: https://adeptenglish.com/language-courses/ Adept English is here to help with FREE English lessons and language courses that are unique, modern and deliver results. You can learn to speak English quickly using our specialised brain training. We get straight to the point of how you should learn to speak English. We teach you in a fun and simple way that delivers results. If you want to learn to speak English, our approach to learning through listening will improve your English fluency.
Learn what to say when you're making a guess about a past or present situation.
Today, we're going to look at could have and couldn't have. Your English teacher probably calls these past modals. In general, we use could have and couldn't have to talk about what was or what was not possible in the past. Knowing this grammar is important for you to be able to communicate effectively in English. The example sentences are ... Read More
افعال کمکی - Modals تو این قسمت آخرین بخش از افعال کمکی رو داریم و پرونده شونو می بندیم: Modals: Can - Could - Will - Would - May - Might - Should - Must بعدش هم با یه گروه موسیقی آشنا میشیم که آهنگ هاشون به درد یادگیری زبان میخوره و آخر کار هم چند تا اصطلاح یاد میگیریم.
Pobierz Worksheet:http://teacherola.com/108Nie wiem o Tobie wszystkiego, ale jedno wiem na pewno. Nadużywasz słowa ‘must'! Doskonale wiem czego ucza Cie podręczniki. Zdaję sobie sprawę, że decydując o tym czy wybrać ‘have to czy ‘must każą Ci rozpatrywać, czy obowiązek pochodzi z zewnątrz czy z wewnątrz i tak dalej. Zapomnij o tym! W odcinku 108:-dlaczego tak bardzo lubisz używać słowa ‘must'?-‘must' i ‘have to' do wyrażania konieczności (nie prawdopodobieństwa)-kiedy używać ‘must' i czy jest sens to robić?-kiedy uzywac ‘have to'?-metoda wyobrażeniowa - idealna do zapamiętywania struktur gramatycznych-past of ‘must' and ‘have to'-kłamstwa z podręczników na temat ‘must'-czy ‘mustn't' to przeciwieństwo ‘must'?-wyjątki potwierdzają regułę :D-14 zdań do słuchania, zapamiętywania i powtarzania na głos, już w trakcie słuchania odcinka!Happy learningOlaMuzyka: "Zazie" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/
Pobierz Worksheet:http://teacherola.com/104Zestawienie tych dwóch czasowników modalnych może wydawać się dziwne, ale to tylko pozory. Są to przeciwieństwa, więc uczenie się ich razem ma duży sens, bo wyraźnie widzimy kontrast pomiędzy nimi. W odcinku 104:-wszystko o ‘must' -‘must' i ‘can't' jako narzędzia w rękach detektywa Sherlocka-wszystko o ‘can't'-metoda wyobrażeniowa - idealna do zapamiętywania struktur gramatycznych-past of ‘must' i dlaczego tego potrzebujesz najbardziej-past of ‘can't' (nie, nie chodzi o ‘couldn't')-13 zdań do słuchania, zapamiętywania i powtarzania na głos, już w trakcie słuchania odcinka!Happy learningOlaMuzyka: "Zazie" Kevin MacLeod (incompetech.com) Licensed under Creative Commons: By Attribution 4.0 License http://creativecommons.org/licenses/by/4.0/
Chris gives some small updates on working with Svelte. He really likes Svelte so far. Svelte's great. Modals are complicated. He also talks about using a little JavaScript library, called Quicklink. Steph talks about sending data to a third-party system and using feature flags to help deprecate some code. Finally, they both riff on a listener question on consulting. Said listener asked, "Do you think about your work as 'consulting first' or as 'building great software first and then good experiences for your clients will follow naturally?'" Find out their take and give us your own, here on this episode of 'The Bike Shed!' Bike Shed "Nate Berkopec" Episode (https://www.bikeshed.fm/296) Svelte (https://svelte.dev/) Quicklink (https://getquick.link/) Boring Rails: Skip the bullshit and ship fast (https://boringrails.com/) mtime (File) - APIdock (https://apidock.com/ruby/File/mtime/class) Transcript: STEPH: Hello and welcome to another episode of The Bike Shed, a weekly podcast from your friends at thoughtbot about developing great software. I'm Steph Viccari. CHRIS: And I'm Chris Toomey. STEPH: And together, we're here to share a bit of what we've learned along the way. So hey, Chris, happy Friday. How has your week been? CHRIS: Happy Friday. My week's been great, yeah. I've been writing a lot of code, moving things around, planning some features, and all that fun stuff that goes into building an app, so I'm enjoying that process. I'm also halfway through listening to your recent episode with Nate Berkopec, which was absolutely delightful, well, at least the first half that I've listened to so far. I assume the rest will continue to be absolutely delightful, but it does remain to be seen. So I'll report back next week when I've listened to the whole thing. But yeah, that's great. And I'm glad that Nate got to come on, and we got to share a little bit of his story as well. STEPH: I like how clear you are in terms of like, "The part that I've listened to so far is great, but I reserve judgment until I've heard the rest of it." [chuckles] But that's awesome. CHRIS: The thing about being a developer is it has broken my brain such that I am overly specific all the time because I just argue with a computer all day. It's what I do. So then I start talking to humans, and I'm like, wait, I should probably behave differently now. And I got to unwind some of those computer fights. But anyway, and let's see, small updates working with Svelte, really like Svelte. I'm leaning into it more and more and embracing...I think I'm starting to understand the aspects of it that I really like. And one of the things that I really like about it is that it is somewhat underpowered. And what I mean by that is working on React applications, I find that I can do some fancy stuff, and I can express it really well in TypeScript. And I can really go for it and create some components that are wildly variable and configurable and can take in any combination of props and do all sorts of things. And I can slice out tiny, little components and do all of this. When I'm doing that, I enjoy it. But in Svelte, I have a little bit less power in my control. Svelte is closer to HTML, CSS, and JavaScript fundamentally. So you can make components, and I really like that. You can bundle up the pieces of functionality and display and formatting, and all of that, but it's not quite as powerful. It's not quite as expressive. And I've actually found that to be a useful limitation, which is an interesting frame. It's not something that I thought I would say, but I'm finding that the code that I'm authoring in my editor is so much closer to the code that's actually going to be presented to the end-user. That is really useful in my mind. I find that to be really valuable. There are small things like in Svelte; you can actually say class equals when you're trying to define a class on an HTML element. It turns out I really like that one instead of having to say class name or similarly HTML for. There is a handful of them in React that you have to change the name of. So if you copy a snippet of HTML from the web, and then you dump it into your editor, if you're working in React, you have to change a bunch of stuff. It doesn't work right away. And it's a small thing, but I found that I really seem to care about it. But there's the “it's nice that it just works” version. But I feel like there's also an actually practical, meaningful edge of it is so much closer to the thing that's actually going to be in the browser, and I like that. STEPH: I liked the phrasing that you used just a moment ago where you said, "Useful limitation." Since I haven't used Svelte myself, one of my understandings is that you like the fact that it is that low JS in terms that we are introducing this framework, but it's not as heavy-handed as React or another framework that you could retour. But then you also said you're running up to areas where you feel like you're missing some stuff from React, is what I'm hearing. Is there a particular feature, or do you have a concrete example to help me understand some of the stuff that you are really missing? CHRIS: It's not so much that I feel like there are specific features missing, but as a pointed example, I am not able to pass in the DOM element that I would like the component to render as. That's a weird thing, but often, component libraries will do this. So you have a button component, but the button can render either as a literal HTML button element or an anchor element. And you can pass in as equals and then button as the string there. And in React, you can do that, and then you can actually do some type inference across it and say, "Okay, now the rest of the props that you can pass in are button props.” And if you pass in as equals a, so implying that you want it to be an anchor or a link, then it will constrain you to the link properties and say, "Oh, you must have a HREF now." That's really cool that you can do that. It's also super complicated, and the TypeScript representation of it, while it works, is very, very complicated and the types of errors that you get. The complexity of what you can build with React is really interesting. But I worry now that I've spent a good bit of time in Svelte, I worry if it's overpowered. I've worked on plenty of applications where the system as designed in React, all the set of different components is very, very complicated. And you sort of have to learn that system in order to be able to work in it, whereas in Svelte, you just start, and you're writing in HTML and CSS. And then, as you need more fancy stuff, you can slowly layer it in. And to be clear, Svelte definitely has plenty of power. This past week, actually, we were working on a modal component, but we were really focused on accessibility, which is probably a good thing that you should do, but it turns out modals are very hard to get right. The dialogue component that should exist in HTML is not complete, and it's not a thing that we can rely on. So we have to do certain things ourselves. So the idea of focus trapping when the model pops up, we need to say, oh, okay, the focus should be trapped inside of here, so you can tab forward and back, but it's going to stay within that modal component. There's actually a way that you're supposed to portal it. So you move it outside of the documents so that you can make the rest of the document...I want to say aria-hidden is the property, but you're basically saying the entire rest of the document that's behind this modal component should be inert to a screen reader essentially or invisible to a screen reader while the modal is up. And doing all of those sorts of things is super complicated. After you close the modal, you're supposed to refocus the button that opened it, the triggering element, and that's a tricky one where you have to pass down a reference to something. And that was all very expressive, actually, very straightforward in Svelte in a way that I was really impressed by. So it definitely has all the power that you need but not any more than what you need. Or there is a small line of it's just right. STEPH: So we should just scrap modals. That's one of the things that I'm hearing from you. So I just want to clarify because I do feel a little confused because in the beginning, it sounded like you were saying that Svelte is wonderful, but you do feel like you're missing a little bit of functionality there that you do receive with other frameworks like React. But then that last thing you said where “it's just right” sounds like it's the Goldilocks. So I'm a little confused as to exactly how you're feeling about Svelte in the moment. CHRIS: Yeah. I'm probably not being as clear as I should. I am a big fan of Svelte, so as the first answer, a big fan of Svelte. I'm recognizing that, strictly speaking, it is somewhat less powerful than React. But I'm also trying to say, perhaps failing at saying, but trying to say that I like that, that I'm finding its constraints are useful. React can do a ton of stuff. You can represent a real impressive array of component functionality and have components that take 17 different props that covary in different ways, and it's very complicated. And I've worked on plenty of React applications where I just have to stare very hard at the component library for a while. And I'm like, ugh, I still don't know how this works. And it's this custom bespoke language where Svelte feels like it is much closer to the thing that we're actually doing, which is rendering HTML and CSS and JavaScript and whatnot, and I like that. I'm finding that very useful. I'm finding that lack of power not to be a hindrance but, in fact, to be useful. STEPH: Hmm. Okay. I like that last part. Yeah, there are often times where I feel like the less powerful something is, even if it means a little extra work on my end but it's clear as to the work that's being done...I'm going to take it back a couple of years to when I was first learning Elixir because that's how I felt jumping from Ruby to Elixir and from Rails to Phoenix, where suddenly I felt like I had more clarity. There were some things that I had to do more on my own, but I felt more clarity as to what exactly was being done versus Ruby and Rails doing a lot on my behalf. So I can certainly relate to that. CHRIS: Yeah, I think that captures it well, that the expressive power of React can perhaps lead to somewhat more confusing code, and the small handful of cases where I need to be slightly more verbose in Svelte I actually find really useful. Like, Svelte is making sure that I'm writing components that are clear and easy to work with, but it still has all of the power that I need, and I can do everything I want in it. And yeah, overall, just yeah, Svelte's great. Modals are complicated. And that's my story. But yeah, that's a little bit of what's up with me. What's going on in your world? STEPH: Before we switch gears. I want to add on a little bit more to what you just said because something that I have noticed with me is that the longer that I've been a developer, the more I want that lower-level control and understanding as to what is happening. And it sounds like that is very much what you're saying that you're enjoying with Svelte is even if it does require a little more extra effort, that then at least I have that ability to exactly control what's happening versus if you're using higher-level obstructions, you're stuck with the API that's been designed for you. And that API works 98% of the time, that's wonderful but then that 2% of the time you're in trouble. So I've definitely noticed that trend, that over time, I want that lower-level control over everything that I'm working with and building, although not all the way to C, let's not go that far. CHRIS: I mean, there's Assembly underneath C. We can keep going, and we can just manually manipulate transistors as well if we really want to get after it. [laughs] STEPH: Next week on The Bike Shed. [laughs] CHRIS: Much, much higher level of abstractions are interesting to me, but yeah, there is a sweet spot. Svelte seems like it's the one for me. STEPH: Nice. So then switching back to what's new in my week, it's been a little bit of a weird week in terms of there's been a lot of focusing on sending data to a third-party system. So we had a lot of data that they needed in their system. So I have been focused on running a number of processes that are then sending that data over and then essentially babysitting processes, making sure everything is going smoothly. Also communicating with their team to understand okay, what's being received? Do we have any errors? Is there any sort of miscommunication between our systems, and that's why we're needing to resend this data to you? So it's been very different in terms that it wasn't a typical feature development week. It was more, hey, I sent you some data. What did you receive? And then let's fine-tune both of our systems on each end, which that part I always enjoy. As soon as I can get to that level of collaboration with someone, I very much enjoy that part because initially, it felt like a stressful task of like, hey, we've got this giant CSV. We need to process and send data. But then as soon as I have someone else to work with, then I'm like, yeah, okay, this is great. They can update their system. We can fine-tune ours as well in case there's something that's not communicating properly, and that part I really enjoy. I really enjoy collaborating with someone else so then we can both improve our systems together, so that part was a little different. But the actual weird thing that I did this week is we have feature flags, and we are using those feature flags to help us sunset and deprecate some code. So we have a controller path that is pretty gnarly. It is one of the more dense, difficult areas of our codebase to understand. And so we are refactoring it and creating a new green space for it so we can start to pull in some of that behavior and then also refactor as we go. So we essentially have class version one, and we now have class version two, which is always something. And we want to be able to feature flag this because, with our deployment workflow, we need the ability one; we want to be able to switch back quickly. So that way, if something goes awry, we can switch back to the original code if we've made some misassumption in our V2 version. And then we want to leave that on for a while to make sure things are running smoothly, and then we can go back and actually remove that class. But then the question came up is like, well, if we have these two files, how do we tell the team not to touch this particular file but only contribute or make a change to this other file? Because we have a sizeable team, and we work in different time zones. And there is a very reasonable answer that we communicate with the team that other folks are aware because they've seen the PR. There's a whole self-discipline of we review PRs and make sure stuff wasn't changed. All of that stuff is fine. It's reasonable. But I wanted to do something a little less reasonable [chuckles] that would still fail loudly in case someone changed a file. So the question was presented is there a way that we could fail loudly if someone changed this file? And there's a fun thing that we'll do at some of our daily syncs where someone will say, "That's a good idea. I have a bad idea." There's a fun thing that happens at our daily syncs where someone will often ask a question, and someone will provide an idea. And then someone else will say, "That's a good idea, but just to throw it out there, I have a bad idea. So let's just explore all of the ideas." And one of them was like, "Could we write a test around this? So if the file hash or something about that changed, then could we alert the team so then we know that this file changed and you're not supposed to change this file?" And essentially, having that discussion of like, well, then we're reimplementing Git because we're trying to track file changes. That seems like a bad idea but still a novel one to talk about for a few minutes. The implementation that I landed on and then shared with a person that's working on this is you do have the ability with Ruby, the file class itself; you can open a particular file. And for this one, select class one, and then you can use the function mtime, which returns the modification time for a file. So you can check the last time that a file was changed. So I wrote a test that says that "This file was last altered at…" and I grabbed that file's last altered at time with mtime. And then, I compared that to a particular DateTime. And then that DateTime could be any DateTime in the future once we deploy this class version two, so we don't expect that file to be altered. So this test will always pass until someone changes that file. And then Ruby is going to say, "Oh, your time is now greater than that other time you said." And so it's going to fail, which actually works pretty well. It's not as ugly as I thought it was going to be. [chuckles] As to whether it's a good thing to add to the codebase, I don't know, but it was a fun thing to write. CHRIS: I like it. I've definitely written things like that in the past, and I guess; therefore, I'm biased. [chuckles] I'm a fan of this sort of thing. But when you can take that group knowledge that is just shared in communication or via code review and you can capture it in the code, especially if you can do it in a stable, robust way…In particular, the first thing that comes to mind with that is like, well, are there going to be different representations of the timestamp on your system versus CI? Will that ever change over time? Like, Linux versus OS X or things like that. I actually have reached for Git in situations like this in the past. So, in particular, the one that I found myself doing a few times is trying to instrument code generation. So say we're working with Apollo, and we are generating the TypeScript types associated with a GraphQL request. I wanted to put something into CI to say, "If we haven't committed those changes," because we're supposed to be committing those files alongside, "then warn." And so the idea was take a snapshot of what things look like right now, run the command that does the code generation, and then check after that. I've done different versions where it's like, hey, Git, is the working directory dirty at this point? That's a version. I've also done one recently where I got the checksum of the file but again, asking Git. Because you're totally right that a lot of this...this is what Git does, and we don't want to rewrite Git. But I did feel okay reaching out and being like, "Hey, Git, can you help me understand the word?" But I like these sorts of things, particularly if you can do it in a way that won't ever require someone turning it off. I don't know if you've worked on projects where ESLint is enabled, but every third line has an eslint-disable-next-line. And it's just like, well, we have a bunch of rules, but we ignore them in a lot of cases. And those sort of...the like trust scenario with an automated tool I think is so important. If it's ever giving you false positives, false negatives, whichever it is, then it immediately, I think, loses so much of its utility. But if you can do it in a way that is stable and robust, then I am a huge fan. STEPH: Well, we'll see if the person decides to include it in their PR or not. But I do like that idea of where we can take away the idea that we're going to catch it if it changes in a PR because then we're just going to end up in a bad place that if we fix a bug in the class V1 but don't apply that to class V2, we're just going to be in a bad spot. And it's likely we'll forget about it when we go back to then delete class version one. There is something that you said that has reminded me of a very small change that I made to my process, but I feel like it had a big impact. And it's specific to working with feature flags, how often you'll have your tests where it's like if feature flag is on, this behavior should happen, if it's off, this behavior. And I often would wrap my test in the default path where the feature flag is off, and then I'd have my other if the feature flag is on; this is the behavior. But as we are migrating with the intent that this feature flag at some point in the near term future is going to always be on, so we know we're going to come back and remove all of the other code. I switched those two paths and treat the default happy path as the new if the feature flag is on; this is the new world. So then when folks are going back to say, "Okay, I just need to delete everything that represents when the feature flag is off," suddenly, it's just very easy to find that context to say, "Hey, feature flag is off and then boom, delete all of those tests." And that's been really nice. CHRIS: I really like that lens of designing or coding for deleteability. How easy is it to just rip this thing out? It's one of the things that I love about Tailwind, or one of the purported facets of Tailwind that makes it really nice is when you're looking at a given template, you can just rip it out. You don't have to worry about it because there's no associated CSS that you need to think about because the CSS is sort of generated available, whatever you want to call it with Tailwind. But I really like that idea of making it easy to delete stuff. Because it's so easy to just have your codebase slowly grow over time and look at files and be like, "I don't know if we're using that, but better to be safe." Cool. I'm excited to hear if that does land in the codebase and how folks respond to it. What did you phrase the message as? So if there's a test failure, did you give a particular like a special RSpec formatted message to be like, "Hey, friend, you're not supposed to touch this file. I know you're well-intentioned, but…" or is it just like, "Failure, bad. Mtime is different." Which end of the spectrum are we on there? STEPH: I love that you asked that question because I almost went down that path, and I was like, well, this should really have its own custom failure message because it's odd enough that I want to tell someone a little bit of a story when it fails. But I didn't because this was something that one; I just want to see if I could do. So I initially started looking at standard rb in RuboCop because at first, I was wondering if this was something I could solve via linting if it was something that RuboCop…if I could say, "Hey, RuboCop, if you notice that this file changed…" I didn't know if they had a hook into Git as they're looking for files to analyze. So I first leaned on RuboCop standard rb, which essentially then uses RuboCop under the hood, and I didn't find anything there. So then that's when I was like, okay, maybe Ruby has something, and that's when I found the file mtime. So at that point, once I'd gotten the test to pass, I'm like, you know, this is good. There's a very nice, friendly test description that goes along with if this fails; this is the reason why. But I do think that would be like cherry on the top addition to the test to have a very nice error message that goes along with this. So if I were the one that was adding this to the codebase, I would take a few more minutes to do that myself. It definitely felt like one of those moments where I had gone far enough into an experimental mode, and I felt like I had just reached that point where this is useful, and I want to share it with the person who's actually working on this. But then I pulled back going further because I'm like, I don't actually know if they want to use this and if they're going to implement it. So it felt like that right friendly balance of like, here's something that works. Feel free to use as is, make it better, don't use it, totally up to you. CHRIS: Yeah, I think given that context, that's definitely I feel like a good line to draw, not like, “Here's fully completed code that you can now just drop in. I did all the work, but here it is.” Versus like, “Oh, here's a kernel of an idea if you want, run with it, but if not...”But yeah, [chuckles] if you went to the length of writing a nice paragraph summary message to the end-user, that feels like you're really taking over the show. So cool. Well, yeah, interested again to hear how that goes and hear if it does, in fact, stop. That's the other thing. It's like, if it never actually fails, then everybody was just fine with the human process. But I'm intrigued to see how many times it actually does stop unwanted modifications of the file. So that's an interesting measure to track. STEPH: Yeah, that would be an interesting thing to track because if we do have it, then we may have less visibility into knowing if it failed because then someone will see it fail locally, but then we will have prevented it from getting to that PR state. It is one of those “did someone not change it because we added the test, or could we have skipped that process?” It feels like one of those nice safety measures, but that would be a fun thing to measure, I agree. CHRIS: Yeah, especially if it's a small change; in this case, I think it's totally worth it. But now, as I said it, I didn't mean it to be more of a thing. But now that I think about the question, I wonder if all tests should fail at some point. Like, all tests have a cost, both in terms of development and then thinking about them in runtime and all of that. And a good test is one that eventually fails because you change the system in a way that broke some constraint. And so, therefore, I'm now asking the question, like, should every test fail at some point? Are tests that only ever pass actually not that useful? I don't think so. Now there's a story running in the back of my head that's like, I kind of want to look at the CI stats. And feature specs will occasionally fail for unrelated reasons. But unit-level tests that never break, that never fail and catch something that was broken…I don't know that I actually believe this, but I'm just intrigued. As I asked the question, I was like, huh, should all tests fail? Sort of like one hand clapping kind of thing, anyway. STEPH: I like the question, or it's making me stop and think because my initial answer is yes, as long as it's failing for a meaningful reason, as long as it's not a flaky test or something along those lines. But otherwise, as you're working on the system and you're making changes, then I'm inclined to say that yes, every test should fail at some point. But I agree, if we're getting into existential test area, then I don't have concrete feelings about this yet. CHRIS: Yeah, and I feel like it's one of those sorts of questions. So pivoting off of that ever so slightly to bring us to something much more practical, I have a tiny utility that I want to chat about. And then I think we have a listener question that we want to discuss. But the utility, I think I brought this up on a previous Bike Shed episode, but the tool it's a little JavaScript library, but it's called Quicklink. And so the heading is instant next-page navigations. And so the way it works is it's just a little snippet of JavaScript that you'll include from a CDN, or you can NPM install it or any number of ways. But it's a tiny, little one kilobyte JavaScript thing that basically what it does is it attaches to every link on the page whenever you use that link. So you click on it or if you're on mobile if you tap, or however you're interacting with it, if it's an internal link, so not external to your site and not going to a different domain, but if it's internal to your domain, what it's going to do is it's actually going to prefetch in the background as you hover on that link. So it's going to say, "Hover is a good indication of intent to follow this link. So we're going to prefetch it in the background." And then when the user actually subsequently clicks it, which is often a couple of 100 milliseconds later, that's often enough time actually for the page to load in the background. And then, when they click the link, it almost feels like instant navigation. There's a similar thing that happens based on when you tap and when the actual firing of the link happens on mobile. So there's another delay that they can take advantage of there that's not quite the same as hover. But overall, it just takes basically any webpage, any website, and makes it feel very much faster. And it's cheap, easy, just kind of works. I really like it. It's a very interesting little project. STEPH: I'm fascinated by how that would feel as a user because if I'm hovering over a link, I'm thinking through my specific navigation habits. So if I'm going to a link, like, I don't hover very long. I don't think of myself as a hovering internet user. [laughs] I'm probably going to click on it right away. So I wonder if I would still feel that same speediness versus...yeah, I am interested in the metrics if they have something around like...I don't know why they would know this or have this, but like, most people hover for this long. And so then it speeds up their feeling of the page load. I'd be interested in that. CHRIS: I like the idea that you're bracketing yourself into the quickest click of a link in the west. I'm looking around on their website, seeing they have a quote from NewEgg at the top, which is, "We implemented Quicklink and saw a 50% increase in conversions and 4x faster page transitions." So it sounds like I'm reading an ad for this now, which I'm not because it's a free project. So you can use it or not and pay the $0. They have a demo, and then they have a measure page. So I think you can actually get to...I think they're just talking about how to measure it. But I've definitely seen another page where you can click on a link, and it will tell you what was the difference between hover and active when you actually interacted with it. And it turns out the bounding box for a link is bigger than what you see. And you're often moving your mouse not entirely to the center, but you're not just getting to the edge of it and clicking. And so that period of time where you're moving your mouse onto the link, there's actually often a couple of hundred milliseconds, which is enough to really make a difference if you've got a speedy site. You can take what feels like a couple of hundred milliseconds and turn it into nothing. STEPH: All I can think of right now is the image of a little mouse that's moving closer to a link with the Jaws' theme song playing. So it's ta-dum ta-dum. [vocalization] And this whole time, Quicklink is getting ready to then load as soon as the mouse reaches that perfect zone to then start loading. That's what I'm getting is Jaws and Quicklink. [laughs] CHRIS: I like the...it's not personification, but it's jawsification that you're doing of this JavaScript library where it's like, I just imagine them hovering on the side really watching intently. But on the sites that I've used it, it does make a noticeable difference. I feel the difference even with very active clicking. STEPH: That sounds really neat. I'll have to look into it. Maybe I think I'm the quickest click in the west. That's very hard to say. And it turns out that I'm actually quite slow, who knows? CHRIS: You might just be average; that's fine. STEPH: No way. CHRIS: Most people are, mathematically speaking at least. [laughter] STEPH: Not possible. I'm certain that I'm special. I hope listeners get a kick out of my oddities, [laughs] my very honest self that's coming through on the mic today. CHRIS: We're all a little special. But pivoting one more time… STEPH: That means no one's special. [laughs] CHRIS: Are you just doing the quote from Incredibles, or are you actually trying to say that? [laughs] STEPH: I wasn't intentionally quoting The Incredibles, but I did just watch that movie recently, and you're totally right. I am quoting The Incredibles. CHRIS: This is our second episode in a row then with a Pixar theme, which is always fun. But pivoting ever so slightly, I think our final pivot for the episode, we have a listener question today. So this question comes in from Matt Swanson, and he is asking about consulting first versus software first. So his question is, "One of the biggest turning points in my career was realizing that software consulting is, well, consulting. Do you think about your work as 'consulting first' or as building great software first and good experience for your clients will follow naturally?" So, Steph, what do you think? STEPH: I liked this question because it really made me stop and think about the differences in how I approach my client work. So I will say that I do think it varies slightly for each client, but most of the time, I do think of my work as first building great software. And then, once I've had time to understand how the team works and then identify opportunities for improvement, then I'll put on my consultant blazer and start scheduling meetings. I'm just kidding. I don't like meetings, so I don't do that part. But I do find that most of my engagements are looking for initially a strong developer to help contribute to the team and mentor. And then, I find that a lot of my consulting skills can then start to shine once I have that opportunity to build trust and then share outsider views with the team and then coach them in other directions. So I do take the approach of building great software first. Although this question really made me pause and think about it because I do think of the consulting and building software as so tightly coupled. It's a little hard for me to define when am I switching from my developer hat over to more of my consulting hat. CHRIS: Yeah, I think my initial reaction to the question was similar where I don't view these as two different modes that I'm fundamentally operating in. It's a continuum, or it's like a two by two grid thing, and I'm sort of moving around between the different spaces, but there's always a little bit of both. And I think if I were to answer the question directly, I would lean towards building great software. That's always the thing that I'm trying to do but often that requires some other more human-centric interactions. So having a difficult discussion around a feature and why we may not reach a deadline that we're going for or talking about ways in which the workflow is not necessarily going as well as it could, and we're ending up losing information along the way or different process things, all of that is a little bit removed from building great software. But at the same time, it's...actually, this is true of me now. I'm not technically a consultant anymore. I've stopped doing that, and I'm now full-time at an organization. And I'm not imagining my role changing fundamentally. I was consulting with them. I've now come on as a full-time employee, and I'm still viewing my work as very much the same thing. Maybe that's because I spent so long consulting that that's sort of the mode that I think of as how I work. But I think yeah, it's not necessarily two different modes. It's definitely a continuum that I'm operating across. STEPH: Yeah, I think that's why for me, it often varies. I like that word that you're using around how it's a continuum and that you're constantly sliding back and forth between one mode and the other. And if I think back to earlier days when I was working specifically with product teams before then, I joined thoughtbot and trying to think, well, what are some of the differences? How would I define what is more of my consulting mode versus then the building great software mode? Although I think the latter does encompass the consulting skills. But thinking back to when I was working on a product team, I found...and this may also just be because I was new in my career. But I found that I often referred to whoever was more senior on the team to handle a lot of those more human-centric topics, as you phrased it earlier. So if there was some communication that we needed to share in regards to why we were delayed on implementing a feature, if we needed to run a retro, if there were some meetings that needed to be scheduled, it always felt something like, oh, this leader of the team is going to take care of that. I am more in the development role, so I will do my job but then defer a lot of that to them. And then since joining thoughtbot with the way that we operate, I feel like I have more ownership in the process, and I want more ownership in the process. I want to be someone that is very aware of what are the specific goals that we're looking to reach? What are the deadlines? What's behind those deadlines that's encouraging us to push hard? And then also understanding how is the team functioning? What's something that we could do to improve the team's efficacy? Is the team happy? Are there areas there that we could improve? So I think for me, that is one of the core parts where I feel like I transitioned from being more focused on development to being more...you know, I don't have a great word for it. I often referred to it as being more of like a product owner. And since then, I feel like I have more ownership around the code that I'm working with and the team, and then the processes and the decisions for the product. But I actually don't have a great word that encompasses that sense of I want to be part of this and help make decisions and look out for everyone else that's around me. Does that resonate with you? Do you have any particular way that you would describe that or a word for it? CHRIS: I don't have a specific word for it. In my mind, this is just how we build software. But I think that that speaks to the culture that we grew up in as software developers. It's so strongly in our minds to think this way. A thing that we've talked about in the past is encouraging software developers to observe the sales demo, to see what it looks like when we're talking to end-users, or, similarly, to sit on customer support calls or listen to user interviews or things like that. And the reason for that is we want...I believe strongly that developers will do better work if they understand the context of the end-user of the application. But I think fundamentally, that sort of loads things up in someone's mind that might encourage them to push back or to suggest a different way of working down the road, and I think that's a good thing. I think every software developer should have some amount of that going on. And so that idea that consulting is this other thing that you sometimes do I feel like that stuff fits under the umbrella of consulting and, therefore, I think it's just part of how we build good software, but maybe it's a nomenclature thing, and I'm just thinking about it wrong. STEPH: Well, I want to pull at that thread a little bit because I was having that internal discussion with myself when I was thinking about this question is in regards to that being more aware of how the other teams are working to then help inform our decisions around the software that we're helping build, and implement advocating for a new process or advocating for how to build great software, is that consulting? I think you and I fall more into the camp of that's just how you build great software is; you have to be part of those decisions to be able to have more insights into the work that's being done. So I don't know if I could even really classify that as a consulting skill. CHRIS: Yeah, that matches my thinking. There is a distinction between consultant and contractor that I'll sometimes push on a little bit where I see consultants as being perhaps a bit more strategic and not necessarily being handed the work to do. I see that perhaps more on the contractor end. It's like, "We need a website built. Here are the specs. Here's the design mock-up. Please build it," and that's that. Versus a consultant being like, "We need a website, but we're not even sure exactly what that means. Can you help us think about the features and prioritize? Do we need a mobile app or not?" And a consultant potentially working more in that space of helping to determine what is the work that we're even going to do. But again, that's a question of like, how do we build good software? We have to answer those questions, and maybe not everyone on the team is always answering those questions. But the more people feel empowered to and feel like they've got the context to be able to make those sorts of at least suggestions around those sort of decisions, I think the better. STEPH: Yeah. I agree with the distinction in regards to being a consultant or a developer versus being a contractor because one definitely feels more removed from that decision or with that team collaboration process where you are more handed work, and then you implement that work, but you don't necessarily ask questions and be like, "Well, what are the benefits of adding this particular feature? Are we tracking to know that we've added the right thing?" those types of things that I would naturally include as part of my work. Versus if you're doing more of the contract work, then maybe you just implement and then don't ask those questions. Thinking back to then, what's different about being a consultant versus then doing development work…and I'm totally sidestepping all the financial stuff here. Like, if you're a consultant, then your world may be very different in terms of how you are acquiring jobs and then your marketing. So I am sidestepping that big conversation there but then focusing more on your day-to-day, how it may be different. And the times that I do feel that I'm wearing more of my lower-casey consulting hat is where I am joining teams that have a very specific goal that they have brought thoughtbot on to help with. So maybe there is a particular certification that they want their software to achieve, or maybe they're looking to level up their team and a particular tech stack, maybe it's Rails, maybe it's testing. And that one feels more focused on I am here to help provide an outsider opinion, to help evaluate your team, to help you provide advice, to communicate more with leadership that's on the team so then they know how things are going. That feels more like a consulting engagement that is less focused on building great software. But I feel like that often still starts with we want that stuff, but we also still want great software. So I always feel like I'm in both, and I really can't be as effective at the consulting part without actually working with the team and understanding the struggles that they're going through. So I still feel like they fit very hand in hand, but I do find that there are certain engagements that do require more external communication versus the others are often more internal with the team that I'm helping build software with. CHRIS: Well, I like that as a framing, the internal versus external communication and sort of the ratio of those. That's an interesting one. STEPH: To me, that's really what then sort of differentiates the consulting versus the just focused on building great software is if I'm doing more external communication, I'm focused less on the building part of the software but more on the guidance part. CHRIS: Yeah, I think that's a really good encapsulation or perhaps a way to differentiate the two ends of this. But I think both you and I probably feel that this just varies project to project. In some cases, we need more of what would fall into the consulting bucket, and other days, it's just nope, we got to go in. We got to implement. We got to build a bunch of features. We've got to get to the MVP launch and whatnot. And that often requires a little bit less on the consulting or the external communication side. But I think it's a case-by-case thing. And it's not that I think of myself as one or the other; it's I'll scale up or down as necessary based on the context of the situation. So I am both, I think. STEPH: Two for one, consulting and building great software. [laughs] CHRIS: One-stop shopping, everything you need. STEPH: So, I do have a couple of examples that I can provide that may provide some insight as to how we view consulting a little differently than necessarily focusing on implementation. I feel that I'm still reaching for that separation between consulting and developing. So I'm going to focus on the external communication and the implementation. I feel like those are the two areas that are trying to be divided in this particular question. But I do have some examples from thoughtbot discussions around consulting. So every so often, we get together at thoughtbot, and we have these internal discussions where we talk about the different consulting challenges that we have faced. And it's a really nice time where we get together, and we may discuss ongoing active consulting challenges and questions that we have, or it may be scenarios that have happened in the past. And so then we present that scenario to groups, and then we break off into smaller groups, and then everybody has an opportunity to talk through how they would react, what advice they would give, how they would approach it. And I have found those sessions to be incredibly helpful, but I think it could be fun to share some of those examples. Folks can think about them as to how they would react to them. But I think this helps highlight why those consulting skills and then also building great software are so tightly coupled together. So this first example focuses on building MVPs. So let's say that you're working with a client, and you've been focused on building an MVP, and the engagement is coming to a close in a few weeks. But the client is disappointed that there is a particular feature that they're really excited about that's not being included in the MVP, and they'd really like to know why that particular feature was cut. And they are worried that that will actually cause the business to fail if they don't have that feature in the MVP. So that's something that often comes up when we are focused on scoping MVPs to make sure that we are aligned with the client team to understand what is very important for the MVP and what can be a fast follow. And that can be a thorny one, especially if someone feels emotionally attached to a feature that is something that can be tricky to navigate. And how do you help the team reach a consensus that this feature really does need to be in the MVP, or it's okay that it doesn't need to go out now, and it can be in a future iteration? And for another example, this one is more focused on communicating the progress of particular work and how it's going. So you can imagine this scenario coming from the client saying that they have been working with you for a few weeks and you've made good progress, but it feels like the last week things have stalled. And they don't understand why a particular feature is taking longer than expected to ship. And they haven't had any communication from the team regarding what's taking that feature a longer time to get out. So, again, these are just some scenarios that you can think through and imagine how then you would respond or handle each of these situations. But I think both of those are really great examples that focus on the more consulting aspect of our work and then when we need to have more external communication with teams, so then they feel confident that we are developing great software. CHRIS: I think this is the first time that I've observed us giving homework to the listeners. But I think one thing that I'll highlight is we are talking about this in the context of consulting or being a consultant. But I think both of those examples that you gave, and more generally, most of these sort of conversations, actually apply pretty equally to working within an organization as an employee. You're still working on projects. You still have deadlines. You still need to ship things. You maybe aren't shipping as quickly as you need to; that maybe needs to get communicated to both internally within your team and externally within your larger organization. So yeah, I think these are broadly applicable, and I think, yeah, rolling them around in your head, let us know if you come up with any great solutions. STEPH: And if folks are interested in these types of scenarios, then I'm happy to share some more of them. I could share them on Twitter or anywhere else that folks find helpful. But I really like that nuance where I feel like is a nuanced discussion between building some great software and then those consulting skills. So thanks, Matt, for submitting such a great question. CHRIS: And as an aside, just to give a little more context on Matt, he runs a blog called the Boring Rails, which,, if you are not following it, it is a wonderful, straightforward summary of small, useful tidbits of information in the Rails world that are boring, but that's part of what we love about Rails. So I highly recommend that as well, and we'll include a link in the show notes. But yeah, thank you so much, Matt. And on that note, shall we wrap up? STEPH: Let's wrap up. Show notes for this episode can be found at bikeshed.fm. CHRIS: This show is produced and edited by Mandy Moore. STEPH: If you enjoyed listening, one really easy way to support the show is to leave us a quick rating or a review in iTunes as it helps other people find the show. CHRIS: If you have any feedback for this or any of our other episodes, you can reach us @_bikeshed on Twitter. And I'm @christoomey. STEPH: And I'm @SViccari. CHRIS: Or you can email us at hosts@bikeshed.fm. STEPH: Thanks so much for listening to The Bike Shed, and we'll see you next week. All: Bye. Announcer: This podcast was brought to you by thoughtbot. thoughtbot is your expert design and development partner. Let's make your product and team a success.
. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/maryamkhkh_/support
. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/maryamkhkh_/support
Preparamos uma série especial de episódios dedicados para você aprender como usar os Modals sem preocupação. O modal CAN é usado para falar de habilidade, responsabilidade, possibilidade e também permissão, vamos trabalhar como usá-lo em frases de forma tranquila e natural. Conheça nosso canal no YouTube: https://www.youtube.com/channel/UCJ__QUdohk-Gb5i7yrikaRQ Você também pode nos encontrar nas redes sociais e aproveitar dicas de inglês semanalmente, além de acompanhar nosso trabalho de perto :) instagram.com/unity.international instagram.com/unity_orlando --- Send in a voice message: https://anchor.fm/samuel-fernandes-pereira/message
This lesson is part 2 of how we use modals(would,should,could,must etc.) in English. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app
This is the first lesson of how to properly use modals. The correct use of modals will allow you to communicate more effectively and more often. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app
This podcast imported from RBI materials helps learners to use modals in expressing permission, obligations, and prohibitions.
El programa de hoy es un poco denso gramaticalmente hablando. Os explico cómo expresamos necesidad o la falta de la misma con el verbo modal "must" y los semi-modales "need" y "have to". 'Must' no tiene forma pasada así que siempre vamos a usar "had to" o "needed to". También os explico la diferencia entre "didn't need to" y "needn't have + past participle" - la primera no se sabe si se hizo aunque no era necesario y la segunda no era necesario pero se hizo. El idiom de hoy es "sth. slips your mind" - que se te olvida algo. "It slipped my mind" - se me fue el santo al cielo. Espero que os guste!
Modals are commonly used in daily life situations. It is necessary that you know how to use modals appropriately and effectively in daily conversations with others. The way you use modals will reflect on your character because it establishes an impression whether good or bad, it depends on how you use it.
Modals are commonly used in daily life situations. It is necessary that you know how to use modals appropriately and effectively since the use of modals mirror your character. Also, it establishes good impression when you use it correctly, and bad impression if you don't know how to use it.
Levels: Intermediate + The Modals are a group of auxiliary verbs - can, could, may, might, must, ought, shall, should, will, would - that we can use with other verbs to say what is possible, permitted, necessary, etc. The Phrasal Modals are a group of verb phrases - be able to, be allowed to, be going to, be supposed to, have to, have got to - that can be used instead of modals. Now, identify the Modals and the Phrasal Modals as you listen to the text.
We've got ourselves a long one today. In this podcast, you will hear and have to practice everything that has already been taught: past modals, catenation, and elision, as well as asking questions. You will hear me recite it out loud and you'll have to pick up the above three and write them down in a note-taking type of style. Let's get it!Pronunciation Course Phase III: https://www.udemy.com/share/102DYQ/Pronunciation Course Phase II: https://www.udemy.com/share/102wQS/Pronunciation Course Phase 1: https://www.udemy.com/course/arsenios-american-esl-pronunciation-phase-1/?referralCode=8C3941AAFB58102377C4Book A Call With Me: https://calendly.com/arseniobuck/15minPatreon: https://www.patreon.com/arseniosesllearningPodcast on Spotify: https://open.spotify.com/show/7hdzplWx6xB8mhwDJYiP6fPodcast on ListenNote: https://www.listennotes.com/c/778cf3cfd2564ba5b01f693bfebc96de/arsenio-s-esl-podcast/Podcast on CastBox: https://castbox.fm/channel/Arsenio's-ESL-Podcast-id1251433?country=usCalendar - https://calendly.com/arseniobuck/teaching-coaching-for-1-hourFacebook: https://www.facebook.com/Arseniobuck/?ref=bookmarksYoutube: https://www.youtube.com/channel/UCIzp4EdbJVMhhSnq_0u4ntAWebsite: https://thearseniobuckshow.com/Q & A: ArsenioBuck@icloud.comLinkedIn: https://www.linkedin.com/in/arsenio-buck-9692a6119/Instagram: https://www.instagram.com/thearseniobuckshow/?hl=enBuzz sprout: https://www.buzzsprout.com/165390Support the show (https://www.patreon.com/arseniosesllearning)
Fast jede Sportart hat ihren eigenen Wortschatz. Um Deinen Wortschatz auf den Niveaus B2 und C1 zu verbessern, solltet Ihr beim Hören unbedingt etwas zum Schreiben haben. So könnt ihr wirklich Euren Ausdruck verbessern und Euren Wortschatz erweitern. Außerdem präsentieren wir Euch auch dieses Mal ein Grammatikthema. Es geht um eine Alternative für den Konnektor "weil" und die Modalsätze.
In this week's Premier Skills English Podcast, something goes missing at a local football club and the club turns to Geoff the groundsman (a part-time detective) to find the thief. The language focus is on modal verbs of deduction in the past, present and future. In this week's task, you get the chance to be the detective. Don't forget to listen to the end of the podcast because we have a new football phrase for you to guess. Complete the lesson on Premier Skills English > Skills > Listen > Podcasts > Understanding Grammar - Modals of deduction - Who stole the oranges? (https://premierskillsenglish.britishcouncil.org/skills/listen/podcasts/modals-deduction-who-stole-oranges)
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W odcinku posłuchasz, które czasowniki to są czasowniki modalne. Opowiem jak je stosować i jakie wyrażenia zastępują czasowniki modalne. Dowiesz się także jak wyrażać różne funkcje językowe takie jak umiejętność, pozwolenie, prośbę za pomocą czasowników modalnych i wyrażeń, które je zastępują. Na koniec posłuchaj jak stosowane są w piosenkach i wykonaj ćwiczenia. Teraz już będę łatwe! Pobierz linki do piosenek i cały materiał opisujący czasowniki modalne ze strony www.monikapodbielska.com
Hello folks! This week’s episode is a response to a question from a listener. I’m so pleased that my listeners are starting to really engage with this podcast and send me requests for content - keep the requests coming!In this week’s podcast there’s a lot of nitty-gritty with regard to tense and to modality. On the one hand, we’ll be summing up the dominant paradigms with regard to tense and modality, and on the other, we’ll be engaging with some linguistic research that questions these paradigms. For anyone who is interested, I highly recommend reading this paper by Raphael Salkie. Here’s a list of all the material that I have referenced either directly or indirectly in this episode:“4 Tense and Aspect.” Advanced English Grammar: a Linguistic Approach, by Ilse Depraetere and Chad Langford Bloomsbury Academic, 2020 pp. 175-154.“5 Modals and Modality.” Advanced English Grammar: a Linguistic Approach, by Ilse Depraetere and Chad Langford, Bloomsbury Academic, 2020, pp. 255–314.“Chapter 4 Clause as Exchange.” An Introduction to Functional Grammar, by M.A.K Halliday, 3rd ed., Hodder Education, 2004, pp. 106–167.“Chapter 6 Below the Clause: Groups and Phrases.” An Introduction to Functional Grammar, by M.A.K Halliday, 3rd ed., Hodder Education, 2004, pp. 309–361.“4 The Expression of Future Time.” Meaning and the English Verb, by Geoffrey N. Leech, 3rd ed., Routledge, 2004, pp. 55–71.“Chapter 5 Verbs: Modals .” Navigating English Grammar a Guide to Analyzing Real Language, by Anne Lobeck and Kristin Denham, Wiley-Blackwell, 2014, pp. 90–94.Salkie, Raphael. “Degrees of Modality .” Modality in English: Theory and Description, by Raphael Salkie et al., Mouton De Gruyter, 2009, pp. 79–104.Salkie, Raphael. “Will: Tense or Modal or Both?” English Language and Linguistics, vol. 14, no. 2, 2010, pp. 187–215., doi:10.1017/s1360674310000055. Blog RSS
In this lesson, we will cover four modals: can, should, must, may. modals: can يمكن، should يفضل، must يجب، may ربما --- Send in a voice message: https://anchor.fm/teach-me-358-pod/message Support this podcast: https://anchor.fm/teach-me-358-pod/support
Hello folks! This week I’m back with a more on modals. This week’s content is aimed at the true grammar nerds amongst my listeners. My focus today is on categories of stance meaning and modality. In order to elucidate that I take a trip down memory lane and use a story about my childhood to demonstrate the variety of meaning in modal verb phrases. I hope you’ll enjoy this. Blog RSS
Hello folks! This week we are delving into the topic of modals. As this is quite a complex topic, today I’m reviewing some basics on how modal verb phrases are constructed and giving you an overview of what is and is not possible. Modal verb phrases operate a little differently in English than in German, which is where some of the errors in the modal verb phrase arise. Other errors occur with negation and occasionally with interrogatives both of which are addressed in this episode. I will be returning to this topic in the near future with an episode on modal meaning. Of course, modals play a major role in conditional clauses too. Do you have questions you’d like me to answer regarding either of these topics? If so, let me know in the comments below and I will try to address them in a future episode. Blog RSS
This episode focuses on the grammar of Modals of Deduction in IELTS Listening. Find a full explanation with practice on my website. https://www.ieltsetc.com/2019/05/ielts-grammar-modals-deduction/ --- Send in a voice message: https://anchor.fm/ieltsetc/message
A modal verb is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about the action. May is a type of auxiliary modal verb used to express the possibility for something to happen and also to ask for or give permission. https://open.books4languages.com/english-a2-grammar/chapter/may-modals-of-possibility/
A modal verb is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about the action. Could is the past form of the modal verb can. These are types of modal auxiliary verbs used to express the idea of ability or permission {see Can: Modals of Ability, A1 Level}. https://open.books4languages.com/english-a2-grammar/chapter/can-and-could-modals-of-ability/
A modal verb is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about the action. Must is a type of auxiliary modal verb used to express certainty, necessity or strong obligation which doesn’t come from outside, it’s a personal opinion. It also expresses prohibition in the negative form. https://open.books4languages.com/english-a2-grammar/chapter/must-modals-of-obligation/
A modal verb is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about actions. Have to is a type of auxiliary modal verb used to express certainty, necessity or strong obligation which comes from outside, from external factors. https://open.books4languages.com/english-a2-grammar/chapter/have-to-modals-of-obligation/
Modals verbs are back, but in a very different way. You guys are going to love these exercises I have in store!Podcast on Spotify: https://open.spotify.com/show/7hdzplWx6xB8mhwDJYiP6f?si=5vUca3p2QGuWPZbhzCRwBwPodcast on FM: https://player.fm/series/2288534Podcast on TuneIn: https://tunein.com/podcasts/Language-Learning-Podcasts/Arsenios-ESL-p1117391/Podcast on ListenNote: https://www.listennotes.com/c/778cf3cfd2564ba5b01f693bfebc96de/arsenio-s-esl-podcast/Podcast on CastBox: https://castbox.fm/channel/Arsenio's-ESL-Podcast-id1251433?country=usFacebook: https://www.facebook.com/Arseniobuck/?ref=bookmarksYoutube: https://www.youtube.com/channel/UCIzp4EdbJVMhhSnq_0u4ntAWebsite: https://thearseniobuckshow.com/Q & A: ArsenioBuck@icloud.comLinkedIn: https://www.linkedin.com/in/arsenio-buck-9692a6119/Instagram: https://www.instagram.com/thearseniobuckshow/?hl=enBuzz sprout: https://www.buzzsprout.com/165390Support the show (https://www.patreon.com/arseniosesllearning)
Rus-eng mp3 examples
English Grammar A1 Level: A modal verb is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about the action. The verb would is a modal verb used to express willingness in the past, polite request, preferences/desires, offers and invitations. https://open.books4languages.com/english-a1-grammar/chapter/would-modals-of-ability
English Grammar A1 Level: A modal verb is a type of auxiliary (helping) verb that has no meaning on its own but it modifies the main verb, changes its meaning and gives more details about the action. The verb can is a modal verb used to express the idea of ability or opportunity, to express the possibility or impossibility of an event or action happening and to ask for or give permission. https://open.books4languages.com/english-a1-grammar/chapter/can-modals-of-ability
Download PDF Welcome to Larisa English Club #23 What’s in The News? Keeping Waters Clean in America! Speaking Practice. Talking about The Weather! English Grammar. Compare “Modal Verbs of Probability” to Adverbs. What’s in The News? Keeping Waters Clean in America The Harpster brothers—Abe, Aaron, and Andy—own Evergreen Farms, one of the largest dairy operations in Pennsylvania: 2,700 milking cows on 6,500 acres along with fields of grass, corn, and alfalfa to feed them. Their other claim to fame is the farm’s pristine Spruce Creek, where presidents from Eisenhower to Carter and other notables including the owner of the Chicago Cubs and Grammy Award-winning singers have come to fish for rainbow trout. “We live here, drink the water here, and breathe the air here, and try to do the best for our people, our cows, and our land. We expect to pass this farm down through the generations of our families,” explains Andrew Harpster. “I may not be a scientist, but I’ve learned enough to know that everything is connected,” he adds. “If we don’t do it right, for example, the manure we spread on our corn fields can run off into Spruce Creek, damaging our trout habitat, and from there into the Juniata River, which flows into the Susquehanna and then 200 miles downstream into the Chesapeake Bay.” Speaking Practice. Talking about The Weather! Karen: Brrrr! I’m cold. I thought it was supposed to get warmer today. Ed: Yeah, I thought so, too. That’s what the weatherman said. Karen: It must be the wind that makes it so cold. I’m freezing! Ed: Me, too. Let’s go inside. Karen: O.K. It’s no fun standing out here, even if the sun is shining. English Grammar. Compare “Modal Verbs of Probability” to Adverbs. Generally, when we use “Present Perfect” exact time references are not used or are not important. Understanding the “Present Perfect” is a must to fully understand “Modals of Probability” in the past. However, with a combination of “Modals” and “Present Perfect”, we can refer to specific time in the past as speculation. In other words, we sometimes use “Modals of Probability” with “Present Perfect” to refer to a possible fact in the past without being absolutely positive the event took place. In other words, we “Speculate, Assume or Guess” at what occurred in the past. Examples might be: May have “May’ve”, Might have “Might’ve”, Could have “Could’ve”. These are all examples of an event in the past that we are not absolutely sure about. “May”, “might” and “could” in the following examples are fully interchangeable. “She might have worked yesterday, I am not sure”. “She may have worked yesterday, I am not sure”. “She could have worked yesterday, I am not sure”. In all three examples, these three Modal verbs have the same meaning. Compare to the adverbs “Maybe and Possibly” with past simple. One simple method that can be used to learn this is “Grammar Bridging”. To “Grammar Bridge” is when we study a higher level grammar element using a comparison in grammar at a lower level. Learn more here https://larisaenglishclub.com/pdf-resources/larisa-english-club-23-pdf-version/
In this week's Chit Chat Across the Pond, Bart Busschots is back with another installment of Programming By Stealth. We'll shift gears a bit away from web pages to web apps as we explore the usage and code behind Bootstrap Modals and Toasts. It's a combination of HTML, Bootstrap for styling and JavaScript for actions so it flexes all of our programming muscles. We wanted to give a special shoutout to Caleb Fong, aka @GeekoSupremo for posting a link in the Podfeet slack to a fabulous cheat sheet for a ton of programming APIs. It's got JavaScript, Regular Expressions, Flexboxes, and lots of other things we've haven't yet learned. You can find the cheat sheet at freeCodeCamp at medium.freecodecamp.org. And as always you can find Bart's tutorial show notes at [www.bartbusschots.ie/...](https://www.bartbusschots.ie/s/2019/01/27/pbs-70-of-x-bootstrap-modals-toasts/)
In this week's Chit Chat Across the Pond, Bart Busschots is back with another installment of Programming By Stealth. We'll shift gears a bit away from web pages to web apps as we explore the usage and code behind Bootstrap Modals and Toasts. It's a combination of HTML, Bootstrap for styling and JavaScript for actions so it flexes all of our programming muscles. We wanted to give a special shoutout to Caleb Fong, aka @GeekoSupremo for posting a link in the Podfeet slack to a fabulous cheat sheet for a ton of programming APIs. It's got JavaScript, Regular Expressions, Flexboxes, and lots of other things we've haven't yet learned. You can find the cheat sheet at freeCodeCamp at medium.freecodecamp.org. And as always you can find Bart's tutorial show notes at [www.bartbusschots.ie/...](https://www.bartbusschots.ie/s/2019/01/27/pbs-70-of-x-bootstrap-modals-toasts/)
We're back at some more Modal Verbs and today I want to talk about how often we use these specific ones in terms of telling or advising people to do or not to do something. Different modal verbs express how strongly you feel something should or shouldn't be done. Podcast on Spotify: https://open.spotify.com/show/7hdzplWx6xB8mhwDJYiP6f?si=5vUca3p2QGuWPZbhzCRwBwPodcast on FM: https://player.fm/series/2288534Podcast on TuneIn: https://tunein.com/podcasts/Language-Learning-Podcasts/Arsenios-ESL-p1117391/Podcast on ListenNote: https://www.listennotes.com/c/778cf3cfd2564ba5b01f693bfebc96de/arsenio-s-esl-podcast/Podcast on CastBox: https://castbox.fm/channel/Arsenio's-ESL-Podcast-id1251433?country=usFacebook: https://www.facebook.com/Arseniobuck/YouTube: https://www.youtube.com/channel/UCIzp4EdbJVMhhSnq_0u4ntAWebsite: https://thearseniobuckshow.com/Q & A: ArsenioBuck@icloud.comLinkedIn: https://www.linkedin.com/in/arsenio-buck-9692a6119/Support the show (https://www.patreon.com/arseniosesllearning)
Podcast Inglês
Podcast Inglês
How to express when something could/ might happen. Also the use of must when drawing a conclusion.
This video is based on an article in the Everyday Grammar series: http://learningenglish.voanews.com/a/everyday-grammar-you-had-better-learn-modals/2865365.html
Robb is confused about US card payments, John wants to know why Robb did a 180 on Pokémon Go, and they both talk about Instagram Stories, and a few games. Why Is the U.S. Determined to Have the Least-Secure Credit Cards in the World? - The Atlantic The EMV chip credit card transition in the US has been a disaster — Quartz Why are chip payments so slow in the US? - Quora Why Are EMV Transactions So Slow? | LowCards.com Dropbox Paper on the App Store PokéVision — Find, locate and track Pokemon near you or anywhere in the world live & realtime in Pokemon GO! mchristopher/PokemonGo-DesktopMap: Electron App around PokemonGo-Map Instagram Blog Robb Lewis (@rmlewisuk) • Instagram photos and videos John Voorhees (@johnvoorhees) • Instagram photos and videos Instagram Introduces New Stories Feature – MacStories Nintendo Classic Mini: Nintendo Entertainment System | Misc. | Nintendo RetroPie - Retro-gaming on the Raspberry Pi jasarien/Provenance: An iOS/tvOS Frontend for multiple emulators, currently supporting Sega Genesis, Game Gear/Master System, Sega CD, SNES, NES, GB/GBC and GBA. Severed - Drinkbox Studios Game Day: Severed – MacStories No Man's Sky - Did You Know Gaming? Feat. Caddicarus - YouTube Batman: The Telltale Series - Episode 1 Review - YouTube Contact Us Email contact@ruminatepodcast.com Hashtag #askruminate
Modals to speculate about the past – Who could have poisoned Banjo? Hi! Welcome to another great English lesson with New English Academy. My name's Giles Parker and I'm your guide for today's lesson. I live in the beautiful Green Heart of Italy but life isn't always as pleasant as it seems here. So today we're going to hear about how my dog, Banjo was poisoned recently. The grammar point for this lesson looks at how to use modal auxiliaries to make a theory about or to speculate about the past. This is when you see something now but you don't know for sure what really happened so you make a theory or speculate about what happened. We’re going to look at phrases such as Someone must have done it; Someone could have done it; Someone might have done something, or Someone couldn't have done something. We'll do the reading and listening lesson first and then look at the grammar point after. As you listen to the podcast or read the transcript, try to look for these kinds of modal auxiliaries that speculate about the past. This lesson is aimed at advanced level learners because you need to know how to make past participles, and we will focus on some new, rare vocabulary, but don't let that stop you. As always don't forget to check out the website www.newenglishacademy.com for the complete set of interactive comprehension, grammar and vocabulary lessons for this podcast lesson as well as the games and tests. You can also find other free online lessons and a free guidebook on how to use these podcast lessons when you sign up. Comprehension Text – Who could have poisoned Banjo? The Green Heart of Italy is a truly beautiful place to live. We're surrounded by steep, wooded hills and small valleys covered in tobacco plants or sunflowers in the summer, or beans or clover or just left fallow at other times of the year. I can let my two dogs, Banjo and Lucy run in the woods when I take them for a walk. The woods are full of different birds and animals. Sometimes the dogs chase a deer or a rabbit or a squirrel but Banjo and Lucy are too slow to catch them. Recently I was walking Banjo and Lucy on a trail across one wooded hill when Banjo started vomiting violently. Suddenly he couldn't stand up for very long and he started shivering and shaking. He was definitely unwell and tried to crawl under thick bushes to hide. I gave him some water but it didn’t help him. He was really suffering. I half-dragged, half-carried him back down the trail to the car. I suspected that he had eaten some poison that had been left in the woods by someone. We raced to a vet in town and she saved his life. The vet confirmed that poor Banjo had eaten a kind of poison that is often used by local hunters. She also said that she sees a poisoned dog in her surgery every day of the year. I shouldn't be surprised that guys will put down poison to kill animals. It is supposed to be illegal but people still do it. I don't know who did it but it could have been local truffle hunters. Truffles are a delicious type of fungus that grows wild in the woods here. If you can find it you can sell it for €1000 a kilogram. Local guys train their dogs to find truffles. They also put down poison near where there are truffles. A local hunter might have put down some poison to kill the competition. Another theory is that Banjo might have eaten poison that was put down to kill foxes. Hunting is a very popular pastime here. It seems to me, between September to February every year, if something – birds, animals - can move, someone is going to shoot it. Local hunters like to grow and release pheasants in the woods here and then hunt and kill them in autumn. Foxes kill and eat the pheasants while they are still young. A local guy could have placed poison in the woods so as to kill the foxes and to protect the pheasants. I don't know. It seems kind of extreme to me. Another theory concerns boar. There are lots of wild boar in the hills around here and they do quite a bit of damage to the land as they search for things to eat. A local farmer could have left poison in the woods so as to control the boar population, maybe. I don't know - that seems like a bit of a long shot as local people prefer to hunt boar in the winter. In the end, anyone could have poisoned Banjo and we wouldn't know who. There isn’t a lot I can do. I am more careful about where I walk the dogs and I always carry an anti-poison kit which is basically lots of water, and sachets of salt and bicarbonate of soda. After all this is a beautiful place, but sometimes you have to accept that rules are different in the countryside. Grammar explanation Now for the grammar explanation. Did you find examples of modal auxiliaries used to speculate or make theories about the past? So, for example, in the text, · Someone must have put down poison. · It had to have been a local hunter that did it. This is showing that I am very sure about the past. Did you see the two modal auxiliaries? Did you also see the past participles after have? So the rule for speculating about the past is: · modal auxiliary + have + verb past participle. Each time we use it we're trying to say what we think happened. This means we can express how sure we are, like 100%, or 50% sure. If you're 100% sure something happened (or not) in the past then you can say something must have happened. You can also say had to have + past participle. For example: · He must have felt awful. · He had to have eaten poison left by hunters. If you are 100% sure that something didn't happen, then you can say can't have happened, or couldn't have happened. For example, · My neighbors couldn't have done it. They like Banjo. · He can't have eaten the poison earlier. He was in the garden all morning. But what if you're not so sure? Then you can use could have + participle or may have or might have + past participle. They all show that you're not so sure. For example: · The poison may have been left by jealous truffle hunters, or it could have been put down by pheasant hunters. I don't know. What about making questions? You can easily make questions to speculate about the past. Just move the subject from before the modal auxiliary to after it. So for example: · Could they have done it? · Might he have died? So, to sum up, when you want to make a theory or speculate about the past because you can see something now, just use a modal auxiliary + have + past participle. You can show how sure you are by changing the modal. I hope this has been helpful for you. Don't forget, you can get the full interactive comprehension lesson, the grammar and vocabulary lessons and the tests and games for this free English lesson podcast when you sign up at the website www.newenglishacademy.com. See you at the Academy!
The Minimal Pair: Episode 007Show Notes: The Minimal Pair Title: The Ball is PrettyEpisode no: 007Date: 4/21/14Topics in Language LearningStudent attendance & making up workImportance of coming to class, especially in a second-language classroomReasons for absences; where do we draw the line?Attendance policyHomework that's due on the day that class is missedMaking up what was missed (including assessments)[20:18]MethodologyOn the lighter side: fun things we've done and would like to do!GamesIce-breakerMad libs The Minimal Pair gameTaboo Simon Says…“Speed” vocabularyBINGOMusic“School House Rocks”Conditionals & modals, YouTube compilationshttp://www.youtube.com/watch?v=mBIawQGe-88 Azar song lessons: http://www.azargrammar.com/materials/uueg/UUEG_SongLessons.html Count & non-count nouns (My Favorite Things)Conditionals (If I Had a Hammer or Octupus' Garden)Vocabulary clozeRole play/dramatizations Lower Academic EnglishPoint-of-View Pronunciation[38:28]Adjunct Antics/Culturally speaking…When worlds collide: varied perspectives in the classroomModals: “should/shouldn't” discussion“Food for thought”: how sharing food opened a discussion on cultural differences“Diversity theme” in a diverse classroomCulturally informed opinions about lecture topicsKeep it minimal!
This podcast looks at the use of modal verbs in parliamentary authorities. It is a very different approach from the other podcasts in this series.
Modal auxiliaries for permission - Getting what you want Hi there! Welcome to another fun lesson from New English Academy. I’m your guide, Giles Parker and today we’re going to look at how modal auxiliaries for permission can help you get what you want. The comprehension text talks about a couple of examples of when someone asked for permission in the wrong way and didn’t get what they wanted. This lesson is aimed at intermediate students but as usual there is something here for everyone. Don’t forget to check out our interactive online lessons that go with this podcast at the website newenglishacademy.com. Let us know if you like this by leaving comments and a rating on iTunes or wherever else you downloaded this podcast. Your input helps this get better. By now, you already know that modals, or helping verbs, help us show things like ability, certainty or permission. Permission means if it is OK to do something, or not OK to do something. Modals also help us be polite to other people. They show the level of formality – that is, how polite we need to be - in a situation. Politeness in any language is important and while you sometimes want to be cool and relaxed, you also want to be appropriate. That means you want to use the right language for the situation. Modals for permission will help you do this. When you want to ask permission, the general rule is; modal auxiliary + subject + base form of the verb and maybe please. For example: · Can I leave the room for a minute? · Could I leave the room for a minute? · May I leave the room for a minute? Can is more informal, that means relaxed, while could and may are more polite and more formal. Did you hear how I asked for permission? My intonation went up at the end. As a yes/no question that is what usually happens. If you want to be more polite you can add please to either the beginning or the end of a question or between the subject and the verb. For example: · Please can I leave the room? Try it with the other positions too. When you want to give permission, you can say, Yes, you can; or Yes, you may. Or, you can be more relaxed and informal and say Sure; go ahead; of course. But, don’t say Yes, you could. When you want to refuse or not give permission, you still have to be polite. In English, we’re kind of constipated about a lot of things including when you are refusing something. You have to apologize for not giving permission. And you should really give a reason why you refuse, too. People might think you are rude and impolite and perhaps too direct if you don’t apologize and give a reason. And don’t forget to use the modal as a negative in the response! So, for example; · Can I leave the room? · No, I’m sorry, you can’t. You have to stay and finish this meeting with the rest of us. · May I borrow the car tonight? · No, sorry, you may not. I need it myself. When you refuse permission, don’t contract may + not. If you think that what you are asking for will cause a problem for the other person, you can be even more polite but the answers are back to front. You can use Do you mind if +subject + verb, or Would you mind if + subject + verb. These forms are very polite and useful. But watch out for the responses! For example; · Do you mind if I leave early today? · No, of course not. · Would you mind if I borrowed this book? · No, not at all, go ahead. Look at the responses – they start with No. Look at the question again – they ask if someone minds or has a problem with this. So when you’re giving permission the answer is No, I don’t mind even though you mean Yes, it’s OK. How about refusing permission? Check out this example: · Mum, do you mind if I stay out late tonight? · Yes, I do! You have exams tomorrow and you need to rest. In answering the request for permission, mum says yes but means No. English is fun, isn’t it! Lastly, requesting permission is a really nice way to offer help to someone. For example, in a shop an assistant says: · Can I help you? · Thanks, I’m looking for something for my niece. So to summarize, modal auxiliaries such as can, could and may + subject + verb said in a rising intonation ask for permission to do something. They show politeness with can being more informal and may being more polite. When you refuse permission don’t forget to apologize for this and give a reason why you refuse. When you want to be very polite use Do you mind if + subject + verb and watch out for the response – it is No, I don’t mind for yes. OK – now we’re going to look at a couple of examples where someone used a modal auxiliary and didn’t get what she wanted. As always, listen or read and check how many examples of this grammar focus you can find. Good luck! Comprehension Text: Getting what you want Some American grade school teachers (and other cruel people) often make a joke when someone wants to use the restroom. Imagine the scene: In an elementary school maths lesson, 6 year old Javier wants to go to the bathroom really quickly. Following the rules of the classroom, he puts up his hand and asks “Please Miss, can I use the washroom?†But the teacher isn’t in a good mood and replies to desperate Javier, “I don’t know. Can you use the washroom? Can you go on your own? Are you old enough? Don’t you want someone to go with you?†The teacher thinks she is being funny, as do some of the other kids in the class probably, but poor Javier is embarrassed and confused - the same as some of the other kids. What is the teacher trying to make a joke of here? Javier appropriately said ‘Can I use the washroom?’ He was asking for permission, asking to be allowed to do something. But the teacher pretended Javier was asking about his ability to do something. Ha ha…very good joke, teacher! This little word can has a couple of different meanings, and can (ha!) be the difference between you getting to the bathroom in time and you being embarrassed in front of the other kids and hating maths. In grammatical language, can and other little words that show politeness, or ability, or certainty, etc, are called modal auxiliaries. They change the colour or tone of the main verb. They help you do what you want to do. You want to go to the bathroom? Try ‘May I go to the bathroom?’ No chance for a joke response from the teacher there. Another little story from a cross-cultural perspective shows how modal auxiliaries can help you get what you want. Mrs Penelope Farnham enjoys her work as the receptionist in the library of a busy pre-university English language school in Australia. She likes meeting and working with the students who come from all over the world. She often has to answer questions and lend out books. However, she does get a bit frustrated sometimes when a student is too direct and doesn’t mind her p’s and q‘s. Politeness is very important to Mrs Farnham and she likes to be treated with respect by everyone but it doesn’t always happen.  The other day a student wanted to borrow some materials to help her apply to a university. However, the student didn’t exactly ask politely for permission to borrow the books. She said ‘You can lend me these, yeah? And this and this? I’ll bring them back when I’m done.’ Well, Mrs Farnham wasn’t too happy with the way the student asked for the books. It wasn’t really asking for permission, more like checking something was correct or not and so she replied that unfortunately those particular books were not for lending at this moment in time. The student left feeling frustrated, without getting the information she wanted. Mrs Farnham also went home feeling frustrated. She wanted to help the student but she wanted a bit of respect too. All this because a student didn’t yet know how to use modal auxiliaries to be polite. What would you say to get permission to borrow the books?
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Today we learn when to use "would" and when to use "will". Learn the proper way to make a polite request. You'll also learn how to propose marriage while you're improving your English grammar.
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