THE LOVE BETWEEN THE TWO WOMEN IS NOT NORMAL

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the blue book of grammar and punctuation

THE BLUE BOOK OF GRAMMAR AND PUNCTUATION

... 14 The Blue Book of Grammar and Punctuation Rule Between refers to two Among is used for three or more Examples: Divide the candy between the two of you Divide the candy among the three of you... either and neither are subjects, they always take singular verbs Examples: Neither of them is available to speak right now Either of us is capable of doing the job Rule 11 The words here and there... to another word in the sentence Correct: I did it myself Incorrect: My brother and myself did it 8 The Blue Book of Grammar and Punctuation The word myself does not refer back to another word

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GIỚI TỪ CHỈ THỜI GIAN

GIỚI TỪ CHỈ THỜI GIAN

Exercise 1: Choose the best answer to complete these following sentences.1. The play begins______ half past sevenA. onB. inC. atD. to2. The meeting of the History Society takes place______ two o’clock on FridayA. betweenB. fromC. afterD. since3. This shop is open______ nine o’clock on Friday eveningsA. untilB. thoughC. sinceD. duringth4. There is an English examination______ Friday,11 December.A. atB. inC. toD. on5. The school library is open at any time between four o’clock______ half past fiveA. fromB. andC. toD. until6. “Back to the Future” is at the Odeon ______ two weeks in October.A. sinceB. throughC. as
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Hồ sơ đầu tư nước ngoài của Pháp tại Việt Nam

HỒ SƠ ĐẦU TƯ NƯỚC NGOÀI CỦA PHÁP TẠI VIỆT NAM

Vietnam and France have recognized each other as strategic partners and a proposed action plan has been put in place to facilitate business operations and investment between the two countries. In 2012, Vietnam and France achieved bilateral trade of 3.76 billion USD, a figure which had been the result of rapid growth in investment activity between the two countries. Bilateral trade is expected to continue rising amid Vietnam’s anticipated entrance into the EUVietnam FTA

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SÁCH GIÁO KHOA TIẾNG ANH 12 PHẦN 12

SÁCH GIÁO KHOA TIẾNG ANH 12 PHẦN 12

home team wears white caps, the visiting team blue ones and thegoalies wear red caps with the number 1 in white.Like football, the game begins with the ball in the centre of the pooland both teams sprint for it from their own goal lines. The ball can beadvanced by passing with one hand or swimming with the head abovethe water and the ball between the arms so it rides on the wavecreated by the swimmer’s head. No player except the goalie can holdthe ball with both hands.Defensive players are not allowed to interfere with the opponent’smovements unless the player is holding the ball. Major fouls arepenalized by one minute in the penalty box and a player is ejectedafter committing five personal fouls.For minor fouls, such as holding or punching the ball, a free throw isawarded from the spot of the foul. At least two players must touch theball after a free throw before a goal can be scored.A game is divided into quarters ranging from five to eight minutes inlength. After a tie, there are two overtime periods of three minuteseach. If the game is still tied after the overtime periods, two teamscontinue to play 3-minute overtime until the referee’s decision ismade.Task 1. Work in pairs. Match the words in column A with theirmeanings in column B.A1. opponent2. penalize3. eject4. foul5. tie
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LANGUAGE TEACHING STRATEGIES AND TECHNIQUES USED TO SUPPORT STUDENTS LEARNING IN A LANGUAGE OTHER THAN THEIR MOTHER TOUNGE

LANGUAGE TEACHING STRATEGIES AND TECHNIQUES USED TO SUPPORT STUDENTS LEARNING IN A LANGUAGE OTHER THAN THEIR MOTHER TOUNGE

demonstrated during the observation. Overall, the differences between those with languageteacher training and those without were not as marked as the researcher had predicted theywould be. It was suggested that this might be attributed to the types of professionaldevelopment that those teachers with language teaching undertook and whether or not thiswas a sustained learning experience with professional support and follow up or if this was aone off course. Research (Meiers and Buckley 2010) has shown that the former is morelikely to lead to greater improvements in student learning and teaching skill. One possiblereason for the similarities between the two group’s use of language and strategies andtechniques may be that all of the participants were working in the PYP in an InternationalBaccalaureate authorized school and had completed the initial IB Making the PYP HappenWorkshop at the time of their lesson observation. In addition to the Making the PYP Happenworkshop each participant on average had completed another two workshops run by the IB.These workshops may have helped to standardize participants’ understandings of the PYP.However, not all participants had completed the language based workshops offered by theIB perhaps due to the category level of these workshops and that the aim of one workshop isto create a language policy.The types of talk that took place between teachers and students was also investigated tosee if there was any correlation between this and the types of language and the strategiesand techniques used during their lessons. Some lessons observed demonstrated a moreteacher centred approach while others a more learner centred approach. Lessons at thebeginning of a Unit of Inquiry often involved the teacher front loading information and weretherefore more teacher centred while those lessons that were observed towards the end ofthe unit involved students working independently on inquiry and were more learner centred.The context of the school might also determine whether a lesson is more teacher centredand may be a requirement of the particular setting they are working in. Overall a highnumber of learner centred lessons were observed which would appear to be in line with thephilosophy of the PYP that teachers should be facilitators of learning. It was concluded thatlanguage learners need to be exposed to different types of language and working withstudents in different ways such as whole class, pair and group or individually provides thegreatest method of doing this.
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4833 THIS IS MY HOUSE

4833 THIS IS MY HOUSE

Read the text carefully.Hello! My name is Peter and this is myhouse.My house is quite big. It has got two floors- a ground floor and a first floor. It has alsogot an attic and a basement.On the ground floor there is the hall, thekitchen, a pantry, the living room, a bigdining room and a toilet.On the first floor there are threebedrooms, one bathroom and a big corridor.My bedroom is between my parents’bedroom and the bathroom. My sister’sbedroom is in front of mine.I love my bedroom, but I also like the attic. In the attic I keep some of my books and my old toys. Ilike to spend my time there because it is very spacious and there is a big sofa there where I sometimestake a nap.In the basement is where we keep the washing machine, the drying machine and old stuff.At the back of the house there is also the garage, where my parents park the family car, and a lovelygarden, with many green spaces, flowers, two swings and a small swimming-pool.I love my house! It’s very comfortable and cozy.AFill in the table about Peter’s housePeter’s houseNumber of floorsRoomsonground floor.
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14734 ROMEO AND JULIET

14734 ROMEO AND JULIET

There _____ [ be ] two families inFlorence:theCapuletsandtheMontagues.These families _________ [ not-love ] eachother and always ______ [ fight ]. One daythey ___ [ have ] a big argument and the Prince____ [ say ] that another time the person_____ [ start ] the fight will be punished.That night there ____ [ be ] a party inCapulet’s house for her girl Juliet. Romeo and hisfriend ______ [ go ] to this party.In the party, Romeo and Juliet ____ [ see ]The prince ______ [ let ] Romeo go. Theyeach other and ______ [ fall ] in love at the______ [ cry ] but can’t do anything. Romeofirst sight. Romeo and Juliet ______ [ be ] very______ [ go ]. Juliet’s family _____ [ decide ]
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A mother is the best friend anyone could ever ask for

A MOTHER IS THE BEST FRIEND ANYONE COULD EVER ASK FOR

A mother is the best friend anyone could ever ask for. When everyone else turns away, she is the one turning towards you, when you fall, she’s the one that helps you up and when your heart is filled with despair, she’s the one that gives you a glimpse of hope. The day a child is born, so is a mother. The woman was always there but it wasn’t until the second their little baby was born that a mother was born. A mother and her child have a special bond that only they can understand. You can fool most of your friends most of the time, but you can’t fool mom. She sees right through you and always knows what’s wrong. Once she gives you that special hug everything seems okay and even though you never want her to let go, the feeling lasts forever. There’s a point it every kids life when sitting next to mom in public is the most embarrassing thing possible or kissing mom in front of your friends is pretty much social suicide, but that doesn’t take away from how much we truly love them. From the day you first learn to ride your bike and your first day of school to your high school graduation and the day you get married, every kid says six words that they don’t mean, “You can let go now mom”. Even though we say it, deep down we still want them to hold on. It’s all still a little bit scary and we’re not ready to do it on our own. Although sometimes it may seem like your mother hates you, and all she ever does is yell at you, recently I discovered she only does this because she loves you. Mothers love their kids as much if not more than you love them and they only want the best for you. She has been through all these things before and she wants to save you from making the same mistakes. She is looking out for you because she hates to see you hurt. One thing a lot of kids forget to do is tell their mothers how thankful they are for everything they do and how much they love them. On May 13th everyone in the world sets aside one day to do what we should do every single day, tell our moms that we love them and that that will never change. Even though sometimes we yell at our moms and say “you’re the worst mom in the world”, deep down we know it’s quite the opposite. That’s what Mother’s Day is for, to let your mom know that you never meant the harsh words and that you never will. In conclusion, everyone has a best friend and everyone has the friends that they call their best friend forever, but the only girl in my life that I’m positive will be my best friend forever is my mom. She has been there from my first breath to my first broken heart and I know that no matter what I do she will always be there full of forgiveness and will provide the shoulder I can cry on. Not only is she my best friend but I am her best friend too. She was there for my first breath and I will be there for her last, and we will be together for everything in between, because a mother is the best friend anyone could ever ask for.
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ISUES IN ECONOMICS TODAY 6TH BY GUELL CHAPTER29

ISUES IN ECONOMICS TODAY 6TH BY GUELL CHAPTER29

• In industries where there is economic profit,firm owners may continue to discriminateand consider it a price they are willing topay so as to not employ blacks.• In industries in which the customer chooseswhich business to patronize based on race,firms may be willing to discriminate becausetheir profit maximizing interest anddiscrimination are consistent.McGraw-Hill/Irwin©2012 The McGraw-Hill Companies, All Rights Reserved29-151-15Why Women Make Less than Men• Pregnancy• Loss of time in the field and intermittentabsence can put women at a economicdisadvantage. (Many times this difference intreatment is against the law.)• Stay-at-home Moms• 98% of stay-at-home parents are womenleaving them out of the job market forextended periods of time.
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THIẾT BỊ TRUYỀN NHIỆT ỐNG LỒNG ỐNG

THIẾT BỊ TRUYỀN NHIỆT ỐNG LỒNG ỐNG

Heat exchangers are a device that exchange the heat between two fluids of different temperatures that are separated by a solid wall. The temperature gradient, or the differences in temperature facilitate this transfer of heat. Transfer of heat happens by three principle means: radiation, conduction and convection. In the use of heat exchangers radiation does take place. However, in comparison to conduction and convection, radiation does not play a major role. Conduction occurs as the heat from the higher temperature fluid passes through the solid wall. To maximize the heat transfer, the wall should be thin and made of a very conductive material. The biggest contribution to heat transfer in a heat exchanger is made through convection.
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EFFECTS OF MIGRATION OF THREE COMPETING SPECIES ON THEIR DISTRIBUTIONS IN MULTIZONE ENVIRONMENT

EFFECTS OF MIGRATION OF THREE COMPETING SPECIES ON THEIR DISTRIBUTIONS IN MULTIZONE ENVIRONMENT

—In this paper, we investigate the relationship between migration and species distribution in multizone environment. We present a discrete model for migration of three competing species over three zones. We prove that the migration tactics of species leads to the fact that the system exponentially converges to one of two typical configurations: the first one is a case where each zone contains only one species, the second one is a case where one species is of density 1 in one zone, another species stays and dominates in the two other zones, and the last species is evenly split into the 3 zones with a density one third in each. We also show a characterization of the initial conditions under which the system converges to one of the two configurations.
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IELTS FAP BOOK

IELTS FAP BOOK

In this part, you have to give a talk about a particular topic. Th e examiner gives you a 'task card',which contains instruction s regarding the ta lk you w ill have to give.You have one minute to prepare for the talk. You can make notes if you wish.You must t hen give a talk, based on t he instructions on the 'task card', for one to two minutes.Th e examiner asks you one or two questions to round off t he topic.Part 3 - Two-way discussion: (Tim e: 4-5 minutes)The examiner has a discu ssio n with you, w hich mainly involves the examiner asking questions andyou responding . The di scuss ion is connected to the topic of Part 2, but is more abstract in nature.Marking the Speaking moduleTo determine your Band Score in the Speaking module, the examiner considers thefollowing things:Fluency and Coherence - This refers to the ability to talk with normal levels of continuity,rate and effort and to link ideas and language together to form coherent, connected speech.The key indicators of fluency are speech rate and speech continuity. The key indicators ofcoherence are logical sequencing of sentences, clear marking of stages in a discussion,n,,"(ration or argument, and the use of cohesive devices (e.g. connectors, pronouns andconjunctions) within and between sentences.Lexical Resource - This refers to the range of vocabulary the candidate can use and theprecision with which meanings and attitudes can be expressed.The key indicators are the variety of words used, the adequacy and appropriacy of the wordsused and the ability to circumlocute (get round a vocabulary gap by using other words) withor without noticeable hesitation.Grammatical Range and Accuracy - This refers to the range and the accurate andappropriate use of the candidate's grammatical resource.The key indicators of grammatical range are the length and complexity of the spoken
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US-China Trade war and its challenges for Vietnam

US-China Trade war and its challenges for Vietnam

The US-China Trade War has made relations between the two countries undergo the most diffi cult period in the past 40 years. It not only aff ects the growth of the world’s two largest economies but also that of the world economy. The paper presents and analyzes shortterm, medium-term and long-term goals of the United States for China in line with China’s response. Some initial conclusions are drawn thereby.

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Association between personality and neurocognitive dysfunctions in schizotypy clusters

ASSOCIATION BETWEEN PERSONALITY AND NEUROCOGNITIVE DYSFUNCTIONS IN SCHIZOTYPY CLUSTERS

... on associations within individual schizotypal clusters The aim of this thesis is to understand the complex relations within and between individual schizotypal clusters and identify potential neurocognitive. .. consistent findings of inverse association between schizotypy and executive functioning, several studies have failed to find an association between the two (Jahshan & Sergi, 2007; Lin, Chen, Yang,... possible associations between schizotypy with neurocognition and personality traits by correlating the individual schizotypy cluster with neurocognitive functions and measures of personality traits and
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POSITION OF ADVERBS OF TIME AND FREQUENCY

POSITION OF ADVERBS OF TIME AND FREQUENCY

Position of adverbs of time and frequencyAdverbs of time and definite frequency say when or how often something happens. Examples are: today,yesterday, in the afternoon, last night, last week, last year, two months ago, already, soon, still, finally, weekly,daily, every year, monthly etc.Adverbs of time and definite frequency usually go in end-position.I will see him tomorrow.He died two years ago.I am going to London next week.I see him every day.He visits his parents every week.Sometimes these adverbs go in initial position. This usually happens when the adverb is not the focus of themessage.Today I am going to London.Yesterday I saw him.Every week he visits his parents.Adverbs of indefinite frequency usually go in mid-position. Examples are: often, ever, frequently,occasionally etc.He is often bad-tempered.I have never seen a whale.I am seldom late for office.The adverbs finally, already, soon and last can also go in mid-position.He has finally got a good job.I have already paid the bill.The adverbs still and just can only go in mid-position.I still love you.They have just come.NotesMid-position adverbs go after auxiliary verbs and is / am / are / was / were and before other verbs.I am never late for office. (NOT I never am late for office.)He has probably arrived. (NOT He probably has arrived.)In American English, mid-position adverbs often go before auxiliary verbs and is / am / are / was / were.
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CALCULUS EQUATIONS ANSWERS

CALCULUS EQUATIONS ANSWERS

equations, it is not true that any solution willdo; only one particular solution also satisfiessome given initial conditions.D. Thus, in addition to the differential equation,specific numbers, a and e, might be given,such that the differential problemy' = J(x),with y = e when x = a is obtained.X.lf J is continuous in an interval containingC.5. Washer Method: The volume ofthe solid ofrevolution created between two curves withJ(x) > g(x) as they revolve around an axis in theinterval [a, b] is V= 7tf:[J(X)2 -g(x)2]dx.J) [NOTICE: [f(X)2 - g(X)2] is outer radiussquared minus inner radius squared.]6. Shell Method: This method is used when it isdifficult to compute the inside or the outsideradius of a cross-section.a. A radial coordinate r, with a along an axis perpendicular to the axis ofrevolution, produces the heights her) ofcylindrical sections or shells of the solidparallel to the axis of revolution.b. The area of this shell at r is A(r) =27trh(r).c. Thevolume
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Writing Task 1 IELTS

Writing Task 1 IELTS

The given pie charts illustrate the typical family spending on various items in two countries namely Japan and Malaysia in 2010.As is observed by the charts, people in Japan and Malaysia spent most on housing, transport, food, healthcare and other household items. With respect to Japan, a large amount of expenditure was on food with 24% whereas the lowest spending was on healthcare with 6%. In addition, housing and transport occupied 21% and 20% respectively. Turning to Malaysia, housing was the highest with 34% while healthcare was the least with 3%.Attention should be drawn to the differences and similarities between the two nations. Japanese spent more money on healthcare than Malaysians, with 20% compared to 10%. However, Japanese did not spend on accommodation as much as Malaysians, with 21% compared to 34%. Moreover, it is notable that the percentage of food expenditure in Malaysia was higher than that of Japan with 27% and 24% respectively. Similarly, 29% was channeled to other family expenses in Japan and 26% was put to other goods and services in Malaysia.
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WORD ORDER IN ENGLISH

WORD ORDER IN ENGLISH

of the sentences.1. go / now / home / will / I2. give /the present /tomorrow /we /him / will3. her / met / last night / at / we / the station4. was / last week / he / in hospital5. in /Greece / spend / I / will / next year / myholiday6. must /at five o'clock / leave / we / the house7. the library /take / I /the book /will /today /to8. my mum / breakfast / in the morning /made9. tonight / want / to the cinema / to go / we10. wrote / last week / they / at school / a testWord Order in Negative SentencesArrange the words to make negative sentences. Place time expressions at the end ofthe sentences.1.our holiday/will/at home/we/not/ spend/next year2. did/I/him/see/not/last/nigh/at/disco/the3. a/ going/ are/tonight/party/ not/to/we4. will/a/ letter/week/ not/ next/sen/ you/she5.the/did/you/tell/he/not/this/truth/morningSubordinate ClausesComplete the sentences with the words in brackets. Place time expressions at the endof the sentences.She is in great form because (every week /
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Isoperimetric problem in a sector

ISOPERIMETRIC PROBLEM IN A SECTOR

As we know the origin of isoperimetric problem is the problem confronted by Queen Dido. The problem was to find the shape of the boundary that should be laid down to enclose maximum area. If one assumes a straight coastline, the answer is semicircle. Some years ago, my colleage Ninh Van Thu ask me how is the problem if the coastline is not straight, it likes a sector and two ends of the boundary lie on two sides of the sector. The purpose of this note is giving the answer of Ninh Van Thu’s question

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DIFFERENCE BETWEEN SIMPLE AND CONTINUOUS TENSE FORMS

DIFFERENCE BETWEEN SIMPLE AND CONTINUOUS TENSE FORMS

Difference between simple and continuous tense formsContinuous tenses are often used to talk about more temporary actions and situations. To talk aboutlonger-lasting or permanent situations we prefer simple tenses.Note that sometimes both forms are possible in the same situation, with a slight difference of emphasis.Compare:I was tired because I had been walking for a long time. (Here the past perfect continuous form is used totalk about a relatively long but temporary action or situation.)The castle had stood on the hill for 500 years. (Here the past perfect tense form is used to talk about apermanent situation.)Progressive forms put an emphasis on the continuity of an activity. Simple and perfect verb forms, on the otherhand, emphasize the idea of completion.I had been playing video games for a long time. (Here the emphasis is on the continuity of the situation.)I had watched all the videos. (Here the emphasis is on the idea of completion.)Some verbs are not normally used in continuous forms. Examples are: believe, doubt, imagine, know, love,hate, prefer, realize, remember, suppose, understand, want and wish.I had known her for a very long time before we got married. (NOT I had been knowing her for a long timebefore we got married.)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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