THE USE OF RELEASABLE LINKERS

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PUNCTUATION MARKS WITH INDEPENDENT CLAUSES

PUNCTUATION MARKS WITH INDEPENDENT CLAUSES

Punctuation marks with independent clausesIndependent clauses can be separated (or connected) in a variety of ways.Full stopWhen both clauses are of equal importance and can stand on their own, we usually use a full stop to separatethem.My toddler refuses to take a nap in the afternoon. He thinks he will miss out on some of the action.Here the two clauses are separated with a full stop because they express complete thoughts and can stand ontheir own.Comma + coordinating conjunctionSometimes we use a comma and a coordinating conjunction.My toddler refuses to take a nap in the afternoon, and I’m afraid that he will soon drive me crazy.Here the two independent clauses are connected with a conjunction and separated with a comma.By using a semicolonIn situations where you use a semicolon, you can use a full stop as well. The semicolon is preferred when theindependent clauses are too closely related.In spite of staying up all day, my toddler refuses to go to bed early; he thinks he will miss something.We can also use a transitional adverb to establish the connection between two independent clauses. Note that atransitional adverb (e.g. therefore, in addition, moreover, as a result etc.) does not connect the two clauses. Itmerely shows the flow of ideas.My toddler kept me awake all night; as a result, I don’t feel very well.Instead of the semicolon, we can use a full stop here.My toddler kept me up all night. As a result, I don’t feel very well.Don’t forget to put a comma after the transitional verb. Also note that a transitional adverb that follows asemicolon begins with a small letter.Stay on top of your writing! Download our grammar guide from www.englishgrammar.org to stay up-to-date.Powered by TCPDF (www.tcpdf.org)
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TO WHAT EXTENT DOES EXTENSIVE READING AFFECT THE L2 PROFICIENCY OF STUDENTS AT LOWER INTERMEDIATE LEVEL OF ENGLISH IN VINH PHUC HIGH SCHOOL FOR THE GIFTED

TO WHAT EXTENT DOES EXTENSIVE READING AFFECT THE L2 PROFICIENCY OF STUDENTS AT LOWER INTERMEDIATE LEVEL OF ENGLISH IN VINH PHUC HIGH SCHOOL FOR THE GIFTED

for their students to read, for example by means of informal discussion or thedelivery of a need analysis questionnaire. In many cases, familiar materialand popular titles reflecting the local culture, or, paradoxically, stories offaraway land and strange customs and practices could be the most popularamong school children and even teenagers.g. Consolidation of previously learned languageThe authentic, or near-authentic choice of books to read also mean that byreading students can experience what is termed the “recycling” of language.This is by itself a form of reinforcement which helps to ensure that new inputis “retained and made available for spoken and written production” (Bell,1998).h. Confidence with extended textsIt is the case that all classroom reading work in our course books aretraditionally focused on the exploitation of shorts texts. Gradually theaverage student could be accustomed to reading those “simple-looking” textsthat he/she would back up when asked to read longer, more complex ones foracademic purposes. Extensive reading can therefore provide a “fun”, stressfree approach to the acclimatisation of students with these longer texts.3. Principles of an extensive reading programmeDrawing on their experience with different extensive reading programmes,researchers (Day, 2002; Bramford, 1998; Maley, 2008) have proposed anumber of criteria on which to develop a standard programme which could77be useful for future reference. Some of the most widely known and wellsupported ones are as follows:a. Maximize Learner Involvement
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Applied TPB model to study the intention of returning tourists in Jinju, South Korea

Applied TPB model to study the intention of returning tourists in Jinju, South Korea

Applied TPB model to study the intention of returning tourists in Jinju, South KoreaRelying on the theory of planned behavior (Ajzen, 1991), a longitudinal study investigated the effects of an intervention—introduction of a prepaid bus ticket—on increased bus use among college students. In this context, the logic of the proposition that past behavior is the best predictor of later behavior was also examined. The intervention was found to influence attitudes toward bus use, subjective norms, and perceptions of behavioral control and, consistent with the theory, to affect intentions and behavior in the desired direction. Furthermore, the theory afforded accurate prediction of intention and behavior both before and after the intervention.
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Characterization and properties of petroleum fractions

Characterization and properties of petroleum fractions

Library of Congress CataloginginPublication Data Riazi, M.R. Characterization and properties of petroleum fractions M.R. Riazi1 st ed. p. cm.(ASTM manual series: MNL50) ASTM stock number: MNL50 Includes bibliographical references and index. ISBN 0803133618 1. Characterization. 2. Physical property estimation. 3. Petroleum fractionscrude oils. TP691.R64 2005 666.5dc22 2004059586 Copyright 9 2005 AMERICAN SOCIETY FOR TESTING AND MATERIALS, West Conshohocken, PA. All rights reserved. This material may not be reproduced or copied, in whole or in part, in any printed, mechanical, electronic, film, or other distribution and storage media, without the written consent of the publisher. Photocopy Rights Authorization to photocopy items for internal, personal, or educational classroom use, or the internal, personal, or educational classroom use of specific clients, is granted by the American Society for Testing and Materials (ASTM) provided that the appropriate fee is paid to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923; Tel: 5087508400; online: http:www.copyright.com. NOTE: This publication does not purport to address all of the safety problems associated with its use. It is the responsibility of the user of this publication to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use. Printed in Philadelphia, PA January 2005
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CHANGE DEGREES OF COMPARISON

CHANGE DEGREES OF COMPARISON

Change degrees of comparisonRewrite the following sentences as directed.An example is given below.The dog is the most faithful animal. (Use ‘faithful’ instead of ‘most faithful’.)No other animal is as faithful as the dog.Exercise1. Kochi is the best port in Kerala. (Use ‘better’ instead of ‘best’.)2. Mount Everest is higher than any other peak in the world. (Use ‘highest’ instead of ‘higher’.)3. Mount Everest is the highest peak in the world. (Use ‘high’ instead of ‘highest’.)4. The Nile is longer than the Amazon. (Use ‘long’ instead of ‘longer’.)5. Greenland is the largest island. (Use ‘large’ instead of ‘largest’.)6. Oranges are cheaper than apples. (Use ‘cheap’ instead of ‘cheaper’.)7. James is not as intelligent as Mark. (Use ‘more intelligent’ instead of ‘intelligent’.)8. I don’t eat as much chocolate as you do. (Use ‘more’ instead of ‘much’.)9. She is the richest woman in the country. (Use ‘rich’ instead of ‘richest’.)10. Africa is hotter than any other continent. (Use ‘hottest’ instead of ‘hotter’.)Answers1. Kochi is better than any other port in Kerala.2. Mount Everest is the highest peak in the world.3. No other peak in the world is as high as Mount Everest.4. The Amazon is not so long as the Nile.5. No other island is as large as Greenland.6. Apples are not as cheap as oranges.7. Mark is more intelligent than James.8. You eat more chocolate than I do.9. No other woman in the country is as rich as her.10. Africa is the hottest continent in the world.Stay on top of your writing! Download our grammar guide from www.englishgrammar.org to stay up-to-date.
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FIELD THEORY AND EXPERIMENT IN SOCIAL PSYCHOLOGY CONCEPTS AND METHODS

FIELD THEORY AND EXPERIMENT IN SOCIAL PSYCHOLOGY CONCEPTS AND METHODS

Field Theory and Experiment in Social Psychology: Concepts and MethodsAuthor(s): Kurt LewinSource: American Journal of Sociology, Vol. 44, No. 6 (May, 1939), pp. 868-896Published by: The University of Chicago PressStable URL: http://www.jstor.org/stable/2769418 .Accessed: 13/07/2014 17:00Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact support@jstor.org..The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access toAmerican Journal of Sociology.http://www.jstor.orgThis content downloaded from 161.73.186.58 on Sun, 13 Jul 2014 17:00:50 PMAll use subject to JSTOR Terms and ConditionsFIELD THEORY AND EXPERIMENT IN SOCIALPSYCHOLOGY: CONCEPTS AND METHODSKURT LEWINABSTRACTin integratingThe fieldtheoreticalapproachis instrumental
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WORLD ENERGY CONSUMTION 1970 2020

WORLD ENERGY CONSUMTION 1970 2020

4.06.08.010.012.014.016.018.0Million Barrels per DayThe Middle Eastern share of world oil production capacity growsthrough 2015Source: EIA, International Energy Outlook 2004Summary• In the short-term, tight markets and political tensionskeep world oil prices high.• Through 2015, oil remains the dominant source ofworldwide energy use (39% of total energyconsumption).• The U.S. and developing Asia (including China) account

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COMMONMISTAKES IN THE USE OF PREPOSITIONS

COMMONMISTAKES IN THE USE OF PREPOSITIONS

Common mistakes in the use of prepositionsAlthough prepositions are small words, they are very important ones. In this lesson, we will explain some commonmistakes in the use of prepositions.Incorrect: Although he is clever, he lacks of experience.Correct: Although he is clever, he lacks experience.Incorrect: The train is now approaching to Boston.Correct: The train is now approaching Boston.Incorrect: We were not allowed to enter into the house.Correct: We were not allowed to enter the house.ExplanationsThe verbs lack, approach and enter are directly followed by objects without prepositions. Other verbs that do notnormally take prepositions are: discuss, marry and resemble.Incorrect: See you on next Friday.Correct: See you next Friday.Incorrect: I will never forget meeting her on that afternoon.Correct: I will never forget meeting her that afternoon.ExplanationPrepositions are not used before a number of common time expressions beginning next, last, this, one etc.Incorrect: Of what color are her eyes?Correct: What color are her eyes?Incorrect: He is of just the right height to be a good soldier.Correct: He is just the right height to be a good soldier.ExplanationExpressions containing words like height, weight, length, size, color, age etc., are usually connected to thesubject by the verb be without a preposition.Incorrect: I am going to home.Correct: I am going home.ExplanationWe do not use to before home.
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The top 10 secrets of conversational hypnosis

THE TOP 10 SECRETS OF CONVERSATIONAL HYPNOSIS

... www.saladltd.co.uk The Top 10 Secrets of Conversational Hypnosis By Jamie Smart Conversational Hypnosis Tip #9 - Give Them Time To Process This tip is one of the simplest, but one of the most important... www.saladltd.co.uk The Top 10 Secrets of Conversational Hypnosis By Jamie Smart Conversational Hypnosis Tip #6 - Use Descending Voice Tone The pitch and tone of voice you use toward the end of a sentence... Top 10 Secrets of Conversational Hypnosis By Jamie Smart Read This First Welcome to The Top 10 Secrets of Conversational Hypnosis My name’s Jamie Smart I’m an NLP trainer, author, and creator of
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SGV TIẾNG ANH 6 MỚI TẬP 2 PDF

SGV TIẾNG ANH 6 MỚI TẬP 2 PDF

After writing helps students consolidate their writing skills through a follow-up activitysuch as completing a final draft, copying the draft into students’ notebooks or on aclean sheet of paper, students focus on neatness, spelling, punctuation, use of words,sentence structures, and organisation of the writing.5. TEACHING PRONUNCIATIONTeaching pronunciation consists of teaching phonetics (sounds in isolation and in context),rhymes, chants, and songs. With the knowledge of phonics learned in previous years, studentsare able to improve their speaking and reading skills because they can identify the spelling andpronunciation patterns of listening texts and decode them quickly. Teachers focus students’attention on the letter(s) and its/ their sound(s) in words, and model the new sounds a fewtimes for students to repeat.In teaching pronunciation it is advisable that the teacher should engage the students by usingvaried techniques including:° Visual aids (flashcards pictures, etc.)° Miming° Letter/ sound focus and repetition° Line by line repetition and clapping° Focus on syllables° Pair/ group practice, performance6. TEACHING VOCABULARYTeaching vocabulary helps students understand, memorise and use words appropriatelyin their specific contexts. Students at lower secondary level still learn 'chunks' of Englishwhich combine vocabulary and grammatical patterns in an unanalysed way. Therefore, itis crucial to give students plenty of time to practise, memorise, recycle, and extend theirvocabulary and grammar in meaningful contexts. Regular recycling of vocabulary helpsstudents meet the same words embedded in different contexts and activities again andagain. When teaching vocabulary, it is important to help students recognise, practiseand memorise vocabulary. These can be done by using visual aids, by allowing studentsto listen and repeat the word, by explaining their meaning, using definitions, pictures,
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APPLICATION OF BIOCOMPATIBLE THIN ORGANIC COATINGS TO IMPROVE TRIBOLOGY OF TI6AL4V ALLOY

APPLICATION OF BIOCOMPATIBLE THIN ORGANIC COATINGS TO IMPROVE TRIBOLOGY OF TI6AL4V ALLOY

.. .APPLICATION OF BIOCOMPATIBLE THIN ORGANIC COATINGS TO IMPROVE TRIBOLOGY OF TI6AL4V ALLOY BHARAT PANJWANI (B.Tech, IIT Kanpur, India) A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF ENGINEERING... and its alloys In this thesis, application of thin organic coatings to improve tribology of titanium and its alloys has been explored with emphasis on biomedical applications Ti6Al4V alloy, a... tribological limitations of Ti6Al4V alloy In this study, following approaches have been used:  Use of PFPE to improve the tribological properties of Ti6Al4V alloy  Use of PFPE overcoat to improve the tribological
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746 SOMEANYAAN

746 SOMEANYAAN

IF WE WANT TO COUNT UNCOUNTABLE NOUNS WE USE:COMPLETE THE SENTENCES WITH SOME, A OR AN.A PACKET OF: RICE, FLOUR, SUGAR1- I WOULD LIKE TO EAT ............ SAUSAGES.A LOAF 2OF:BREADYOU LIKE ......... GLASS OF WATER?WOULD3- WOULD YOU LIKE ............ MORE SANDWICHES?WE USE SOME WITH COUNTABLE ORUNCOUNTABLENOUNS,IN............A BOTTLEOF: WATER,COKE,JUICEE-MAIL.4-I HAVEJUSTSENTAFFIRMATIVE SENTENCES.WE ALSO USE SOMEINQUESTIONSWHEN5- I NEED ........... PAPERS FOR THE PRINTER.WE ARE OFFERING SOMETHING TO ASOMEBODY.CAN OF:COKE,6- YOUGAVE ME ............. VERY USEFUL PIECE OFEXAMPLE: THERE IS SOME COFFEE IN THE ADVICE.CUP
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Alcohol consumption and protective behavioural strategy use among Australian young adults

Alcohol consumption and protective behavioural strategy use among Australian young adults

This study examines the use of safeguards or protective behaviours by young adults to reduce the harm and negative consequences associated with excessive alcohol consumption. Participants were 210 Australian university students. Participants completed an online questionnaire which focused on their alcohol consumption and engagement in protective behaviours. Results indicate that all participants who consumed alcohol engaged in protective behaviours at some level, with females reporting similar levels of these behaviours to males. Protective strategy use was related to less negative consequences of alcohol use. These findings suggest that the promotion of harm reduction strategies is needed to complement prevention programmes which aim to reduce the consumption of alcohol.
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MANAGERIAL ECONOMICS STRATEGY BY M PERLOFF AND BRANDER CHAPTER 5 PRODUCTION

MANAGERIAL ECONOMICS STRATEGY BY M PERLOFF AND BRANDER CHAPTER 5 PRODUCTION

marginal product of labor is 13.– When the change in labor is very small (infinitesimal) weuse the calculus definition of the marginal product of labor:the partial derivative of the production function withrespect to labor [MPL = ∂q/∂L = ∂f(L,K)/∂L]5-7© 2014 Pearson Education, Inc. All rights reserved.5.2 Short-Run Production• Graphing the Product Curves– Figure 5.1 shows how output (total product), the average product of labor,and the marginal product of labor vary with the number of workers .• Product Curve Characteristics– In panel a, output rises with labor until it reaches its maximum of 110computers at 11 workers, point C.– In panel b, the average product of labor first rises and then falls as laborincreases. Also, the marginal product of labor first rises and then falls aslabor increases.– Average product may rise because of division of labor and specialization.Workers become more productive as we add more workers. Marginalproduct of labor goes up, and consequently average product goes up.– Average product falls as the number of workers exceeds 6. Workers mighthave to wait to use equipment or get in each other’s way because capitalis constant. Because marginal product of labor goes down, averageproduct goes down too.
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Different associations of tumor PIK3CA mutations and clinical outcomes according to aspirin use among women with metastatic hormone receptor positive breast cancer

Different associations of tumor PIK3CA mutations and clinical outcomes according to aspirin use among women with metastatic hormone receptor positive breast cancer

The relationships among PIK3CA mutations, medication use and tumor progression remains poorly understood. Aspirin use post-diagnosis may modify components of the PI3K pathway, including AKT and mTOR, and has been associated with lower risk of breast cancer recurrence and mortality.

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Computer mediated communication in malaysia

COMPUTER MEDIATED COMMUNICATION IN MALAYSIA

... understanding of the use of English in online communication especially in Malaysia as well as the role of language and online communication in constructing identity Keywords: Computer- Mediated Communication, ... English is often used in intergroup dialogue Malaysian Indians tend to use one of the Indian languages or English in intragroup communication Since Tamil is the medium of instruction in vernacular schools... Tan (2009b) investigates the English-Chinese contact in Malaysia instead Using the same approach, corpus and framework, she looks at how Chinese borrowings are incorporated into the Malaysian English
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THE SILENT WAY QUIZ

THE SILENT WAY QUIZ

THE SILENT WAYWork in a group and write your answers on a separate piece of paper.Exercise 1: Carefully observe teacher’s demonstration of the Silent Way’s techniques and answer thefollowing questions.1. How does the teacher start a lesson?2. What does the teacher use the sound-color chart for?3. What does the teacher use the rods for?4. With what does the teacher get students self-correct?5. How does the teacher finish a lesson?6. List at least 5 things the students do in a class where the Silent Way is used.Exercise 2: What makes the silent way distintive from the Audio-lingual Method?THE SILENT WAYWork in a group and write your answers on a separate piece of paper.Exercise 1: Carefully observe teacher’s demonstration of the Silent Way’s techniques and answer thefollowing questions.1. How does the teacher start a lesson?2. What does the teacher use the sound-color chart for?3. What does the teacher use the rods for?4. With what does the teacher get students self-correct?5. How does the teacher finish a lesson?6. List at least 5 things the students do in a class where the Silent Way is used.Exercise 2: What makes the silent way distintive from the Audio-lingual Method?THE SILENT WAYWork in a group and write your answers on a separate piece of paper.Exercise 1: Carefully observe teacher’s demonstration of the Silent Way’s techniques and answer thefollowing questions.7. How does the teacher start a lesson?8. What does the teacher use the sound-color chart for?9. What does the teacher use the rods for?
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1605 WHERE

1605 WHERE

…………………………………………………………………………..…………………………………………………………………………...…………………………………………………………………………..…………………………………………………………………………….…………………………………………………………………………….…………………………………………………………………………….3. Do the crosswordacross1down145263When You are ready write down the sentences about the pictures and use theplace of prepositions. Use the following words:volcano, rainbow, dinosaur, room, pillow, standing lamp, sun, helicopter, armchair, party,magazine rack, leaves (plural)1.1.
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AQA 21604 CEX TORT

AQA 21604 CEX TORT

distinguish between risks which are ‘ordinarily incident’ to the visitor’s calling and those which are not.Moreover, the student is confused in suggesting that Rick should be entitled to rely on s.2(3)(b) sincehe did not have the skill to check Marco’s work, a point which is relevant to s.2(4)(b). Taking intoaccount the strength of the explanation and application of the general requirements of the Act, thegood use of authority and the good, albeit slightly flawed, treatment of s.2(3)(b), the response merits‘weak sound.’(A) Weak SoundComment on Answer 3(A) This is an extract from the full answer to the question, and includes only the discussion of theOccupiers’ Liability Act 1957. The elements of a claim under the OLA 1957 are referred to, in that theterms ‘premises’, ‘occupier’, ‘visitor’, and ‘the common duty of care’ are explained and applied,together with some reference to relevant authority, but the explanation and application is limited.Moreover the answer would have been enhanced by an explanation of the overall structure andpurpose of the OLA 1957 (compare, for example, the first two sentences of the answer in the previousscript). There is some treatment of breach of duty, in that the student argues that Rick did not fail toact as the reasonable man, but the response is undermined by a weak and superficial considerationof the issues raised by s.2(3)(b). The student gains some credit by suggesting that ‘the accidenthappened within his profession’ and that ‘he should have known the risks’, but the explanation andanalysis are both very limited and fail to refer to the facts of the scenario. Overall, the answer containssome accurate explanation and application, both of which are fairly limited, leading to a classificationof ‘weak clear’.(A) Weak ClearComment on Answer 4(A) This is an extract from the full answer to the question, and includes only the discussion of theissues relating to negligent misstatement. The student gains credit by accurately explaining, in theopening paragraph, that claims in the tort of negligence for pure economic loss generally fail and thatclaims for such loss which result from a negligent misstatement constitute an exception to this rule.The question obviously required students to explain and apply the elements of a ‘special’ or
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BTNB quiz5 logging, debugging

BTNB quiz5 logging, debugging

uestion 1 of 20 0.0 5.0 Points What are Validation Annotations? A. These attributes provide clientside validation, and the framework also supports clientside validation when you use one of the attributes on a model property. You can use four attributes in the DataAnnotations namespace to cover the common validation scenarios, Required, String Length, Regular Expression and Range. B. These attributes provide serverside validation, and the framework also supports serverside validation when you use one of the attributes on a model property. You can use four attributes in the DataAnnotations namespace to cover the common validation scenarios, Required, String Length, Regular Expression and Range. C. These attributes provide serverside validation, and the framework also supports clientside validation when you use one of the attributes on a model property. You can use four attributes in the DataAnnotations namespace to cover the common validation scenarios, Required, String Length, Regular Expression and Range. Question 2 of 20 5.0 5.0 Points Use of NuGet to deliver software and manage dependencies throughout the platform is new feature of A. ASP.NET MVC 3 B. ASP.NET MVC 2 C. ASP.NET MVC 4
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