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THE WALL STREET JOURNAL JUNE 14 2016

THE WALL STREET JOURNAL JUNE 14 2016

gave little evidence he has talked to anyone in atrocities on American soil. As of today, therethe intelligence or foreign-policy communities is little reason to think either candidate wouldabout the substantive details of addressing the deploy this existing U.S. strength.threat. He suggested on TV that some of the OrMost striking about the post-Orlando relando club-goers should have had guns sponses of the two presumptive presidential“strapped to their ankles.” Mr. Trump devoted candidates is how carefully political they were.about 80% of his New Hampshire speech to re- With 49 Americans dead at a terrorist’s hand,stating and defending his proposed ban on Mus- the moment calls for some sense of the candilim immigration, with the proviso that it would dates’ counter-strategies. But neither candidatebe “temporary,” once we can “perfectly screen appears willing to step outside his or her politithese people.”cal comfort zones.But Mr. Trump’s thoughts on what exactlyMr. Trump, by his own admission Monday,he would do to stop Islamic terrorism at its has been promoting a Muslim immigration bansource in the Middle East weren’t much more for months. But beyond that, where is he going?than a footnote. On the one hand, he rightly said Mrs. Clinton’s supporters keep whispering she’sthe goal must be to defeat Islamic terrorism by a closet hawk, willing to do more than Mr.uniting the civilized world in the fight. But do- Obama has to end Islamic State’s destabilizaing what?tion of the Middle East and Europe. So far, she’sHis sustained assault on U.S. involvement in left the impression that her policy would beoverthrowing Libya’s Moammar Gadhafi and Obama 2.0—more bombing, perhaps, but nothe “total disaster” of “nation-building” sug- real strategy to destroy ISIS.gests Mr. Trump is more inclined to play to isoThe two presidential candidates sound likelationist sentiments in the U.S. than discuss opponents in a college debate trying to scoremilitary options for what even he calls the need rhetorical points. Mr. Trump keeps saying, “Weto “defeat Islamic terrorism.” An immigration must find out what is going on.” We knowpolicy by itself cannot end that threat.what’s going on. We’ve known it since IslamicMr. Trump also made a great show Monday State rose to power during the Obama Presiof calling out Mrs. Clinton and President Obama dency. The American people have about fivefor not saying the words “radical Islamic terror- months to be given a better idea than they haveism.” Word matter but battle plans matter more now of what Donald Trump or Hillary Clintonagainst a terrorist enemy whose violence is nur- will do about it.
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MOLD TEMPERATURE CONTROL

MOLD TEMPERATURE CONTROL

Accordingly, a mold (Figs. 1 and 2) was designedthat projected through an opening in the movableplaten where the ejector mechanism normally wouldbe mounted. A M h e r slight modification of themachine was also required: the stripper plate (20)located in the stationary mold half leaves the normalguide pins (21) during the last portion of its strokeand thus needs an auxiliary means of guidance.Accordingly, two holes were drilled in the movableplaten, through which two extended auxiliary guidepins (14) project. The stripper plate (20) runs in ballbearings (16) on these pins. To provide optimumfilling, each cavity was provided with two submarinegates.Bolts (18) and (19) are located between the cavityand auxiliary guide pin (14). Bolt (19) is mounted inthe stationary-side clamping plate. Bolt (18) servesas the stripper bolt to actuate the stripper plate (20)located in the stationary mold half. This plate mustnot be actuated before the movable mold half hasreleased the entire length of the molded parts.Accordingly, it is held in position by pins (22) thatproject into the runner system and become embedded in the solidifying melt. As soon as the movablemold half has released the molded parts, stripperbolt (18) actuates stripper sleeve (13), and themolded parts are stripped off the cores (6, 10) untilthe shoulder in sleeve (17) seats against the bolt (19)and stops M h e r motion of stripper plate (20). Thestripper plate is now supported on the auxiliary
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NETTER’S ATLAS OF HUMAN PHYSIOLOGY

NETTER’S ATLAS OF HUMAN PHYSIOLOGY

BS Trần Hữu Hiền chuyên điều trị viêm gan B, C 0987842200xThe sender has created this slideshow usingAdobe Photoshop Album, the fast and easy wayto organize and share your lifetime of photos.Download Photoshop Album Starter Edition forfree to create your own photo slideshows anddo more with your digital photos!Download NowPlay

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COUNTABLE AND UNCOUNTABLE NOUNS

COUNTABLE AND UNCOUNTABLE NOUNS

Countable and uncountable nounsCountable nouns are the words for things that we can count. Countable nouns have singular and plural forms.Examples are: boy, boys, girl, girls, flower, flowers, book, books, chair, chairs, student, students etc.A singular countable noun requires an article or another determiner (e.g. the, my, this etc.) with it.I ate an orange. (NOT I ate orange.)She put the book on the table. (NOT She put book on table.)Would you like a piece of cake?Where shall I put my coat?Uncountable nouns are the words for things that cannot be counted. Uncountable nouns cannot be usedwith a/an. Also, they do not have plural forms.I would like some advice. (NOT I would like some advices.)Have you got any information? (NOT Have you got any informations?)Mix the water with the flour.Here are some examples of common uncountable nouns: advice, air, anger, beauty, behavior, damage, furniture,happiness, homework, information, meat, luggage, progress, safety, money, knowledge, water and work.You have to be careful with uncountable nouns because they can be countable in your language. Remember thatuncountable nouns are considered as singular and hence they should be followed by singular verbs.The meat has to be cooked properly.The information that we received from him was not correct.Your rude behavior upsets everyone.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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Setup OpenCV 2.4.9 Visual Studio 2013 Win 10

Setup OpenCV 2.4.9 Visual Studio 2013 Win 10

Setup OpenCV 2.4.9 Visual Studio 2013 Win 10 1. Install tool for compile OpenCV 2. Setup Environment variables for OpenCV 3. Configure in Visual Studio and simple example. 4. Result   I. Install tools for compile OpenCV 1. Visual Studio Download and install Visual Studio 2013 or Visual Studio 2015 (CC++). It’s free and choosing all default options will work fine 2. OpenCV 3.1.0 Goto http:opencv.org and download the OpenCV latest version 2.4.9 for Windows. Then set Extract to: to your C: directory. II. Setup Environment variables for OpenCV Goto “My Computer”, click ringt mouse select “Properties
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Seasons and weather EngageNY

Seasons and weather EngageNY

Table of Contents Seasons and Weather Supplemental Guide to the Tell It Again™ ReadAloud Anthology Preface to the Supplemental Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Alignment Chart for Seasons and Weather: Supplemental Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii Introduction to Seasons and Weather: Supplemental Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Lesson 1: What’s the Weather Like?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Lesson 2: Winter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Lesson 3: Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Lesson 4: Summer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Lesson 5: Autumn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lesson 6: The Grasshopper and the Ants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Lesson 7: Safety in Storms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Lesson 8: Meteorology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Domain Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Domain Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Culminating Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 The Supplemental Guide is designed as a companion to the Core Knowledge Language Arts Tell It Again ReadAloud Anthologies. There is one Supplemental Guide per domain. This preface to the Supplemental Guide provides information about the guide’s purpose and target audience, describes how it can be used flexibly in various classroom settings, and summarizes the features of the guide that distinguish it from the Tell It Again ReadAloud Anthologies. Intended Users and Uses This guide is intended to be used by general education teachers, reading specialists, English as a Second Language (ESL) teachers, special education teachers, and teachers seeking an additional resource for classroom activities. The use of this guide is intended to be both flexible and versatile. Its use is to be determined by teachers in order to fit the unique circumstances and specific needs of their classrooms and individual students. Teachers whose students would benefit from enhanced oral language practice may opt to use the Supplemental Guide as their primary guide for Listening Learning. Teachers may also choose to begin a domain by using the Supplemental Guide as their primary guide before transitioning to the Tell It Again ReadAloud Anthology, or may choose individual activities from the Supplemental Guide to augment the content covered in the Tell It Again ReadAloud Anthology. Such teachers might use the Vocabulary Instructional Activities and some of the modified readalouds during smallgroup instruction time. Reading specialists and ESL teachers may find that the tiered Vocabulary Charts are a useful starting point in addressing their students’ vocabulary learning needs. The Supplemental Guide is designed to allow flexibility with regard to lesson pacing, and encourages education professionals to pause and review when necessary. A number of handson activities and graphic organizers are included in the lessons to assist students with learning the content presented. Preface to the Supplemental Guide Seasons and Weather
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COCOS2DX INSTALLATION GUIDE

COCOS2DX INSTALLATION GUIDE

Finish.We are done now. Run your poject on an Andorid Device and it should show you the nead cocos2d-xlogo. Please note that running this in an Android Virtual Machine may not always work.

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WHEN THE VERB HAS TWO OBJECTS

WHEN THE VERB HAS TWO OBJECTS

When the verb has two objectsMany verbs can be followed by two objects – a direct object and an indirect object. Common verbs that cantake two objects are: give, take, lent, buy, bring, fetch, get etc.The indirect object usually refers to a person. The direct object usually refers to a thing.Two patterns are possible.1. Subject + verb + indirect object + direct objectThis pattern is preferred when the indirect object is a pronoun or when it is shorter than the direct object.Examples are given below.I lent him (indirect object) my camera (direct object).She brought me (indirect object) a cup of tea (direct object).The teacher gave us (indirect object) some advice (direct object).I have given him (indirect object) his money (direct object).You must tell him (indirect object) the truth (direct object).My father bought me (indirect object) a nice laptop (direct object).Subject + verb + direct object + preposition + indirect objectNote that when the direct object comes before the indirect object, we have to use the preposition ‘to’ or ‘for’between the direct object and the indirect object.This pattern is preferred when the indirect object is longer than the direct object.Examples are given below.I lent my camera (direct object) to a friend of mine. (indirect object)She made tea (direct object) for her guests (indirect object) .The teacher gave some advice (direct object) to her students (indirect object).I have given his money (direct object) to him (indirect object) .You must tell the truth (direct object) to the police (indirect object) .My father bought a nice laptop (direct object) for me (indirect object) .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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SENTENCE AGREEMENT

SENTENCE AGREEMENT

Sentence agreementCollective nouns are words that refer to a group of people. Examples are: jury, commission, army, committeeetc.A collective noun is followed by a singular verb when the group is thought of as a single unit. However, a pluralverb is used when the individual members of the group are thought of.Examples are given below.The ship’s crew was a mixed group of different nationalities. (Here the reference is to the crew as a whole.)When the ship arrived in port, the crew were taken into custody on a charge of mutiny.A committee was appointed to study the question.The Committee were divided on the question.Note that in American English, collective nouns are always treated as singular.Some nouns are plural in form, but singular in meaning. They should be followed by singular verbs.The news is too good to be true.The wages of sin is death.Politics is a dirty game.The United Nations is our only hope.‘Gulliver’s Travels’ is an interesting book.When the subject is a sum of money considered as a whole, the singular verb is used. When the subject is a sumof money and the reference is to the bills or coins considered separately, the plural verb is used.A thousand dollars is not a small sum.A thousand dollars were distributed among the prize winners.Two thousand dollars is his fee for a single appearance in the Supreme Court.There were twenty silver coins jingling in his pocket.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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SHOULD UNIVERSITIES SPEND EQUAL AMOUNT OF MONEY ON SPORTSAND LIBRARYS

SHOULD UNIVERSITIES SPEND EQUAL AMOUNT OF MONEY ON SPORTSAND LIBRARYS

It is true that students should focus on their academic studies whilethey have to spare some time to work out. Sports activities makestudents strong, healthy, and energetic. Thus, they can concentratemore on their studies and researches. Only when the same money isinvested in sports activities can students enjoy good environment towork out.

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60161 EVENTS AND TIME 2 HOUR LESSON

60161 EVENTS AND TIME 2 HOUR LESSON

-Tim Berners-Lee invented the World Wide Web by creating the first WWW server atCERN in Geneva. ___________ ___________- Japan attacks Pearl Harbor by surprise. United States enters World War II.___________ ___________- “Come here, Watson, I want you": First words transmitted by Alexander GrahamBell (1847-1922) through a telephone. ___________ ___________-German people attacked the Berlin Wall with hammers and rocks until the wallcame down and the German Democratic Republic ceased to exist.- Mao Tse-Tung (1893-1976) declared his country the People's Republic of China.___________ ___________- The Soviet Union and the Soviet Communist party officially ceased to exist.___________ ___________Do you remember any other important dates in history?______________________________________________________________________________________________________________________7) Connect the Daily Routine Chart and answer the questions below:A. WAKE UPB. TAKE A SHOWERC. DRESS UPD. TAKE THE BREAKFASTE. CHECK THE NEWSPAPERSF. TAKE THE BUSG. GET INTO THE OFFICEH. DO PAPERWORKI. HAVE LUNCHJ. LEAVE THE OFFICE
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CHAPTER 4 REVENUE

CHAPTER 4 REVENUE

Sales allowance - reduction of the originalselling price, which is the price previouslyagreed upon by both parties• These are purchase allowances from thecustomer’s perspective.Merchandise Returnsand AllowancesUsually, a contra account called Sales Returnsand Allowances is used to accumulate both salesreturns and sales allowances.• By using a contra account, the amount of grosssales is readily available, which allowsmanagers to monitor the level of returns andallowances for various reasons.• Using the contra account avoids changing theoriginal sales entry for the amounts returned.Merchandise Returnsand AllowancesJournal entries for returns and
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PREPOSITIONAL PHRASES

PREPOSITIONAL PHRASES

Prepositional phrasesA prepositional phrase is made up of a preposition and a noun phrase. Examples are: in the corner, on the roof,under the bed and within seconds.A prepositional phrase has several uses. For example, it can be used as an adverbial of time and place.The work was completed in a few days.She wrote the essay in twenty minutes.I went to the market.There is something under the bed.The old man sat in a corner.A prepositional phrase can be a post-modifier in a noun clause.Her son is that boy in the red shirt.We are looking for a house with a large garden.She has bought a new laptop with a 17 inch display.The prepositional phrase can be used to say who did something.The farmer was bit by the snake.The spider was killed by the boy.She owns a wonderful painting by Picasso.Prepositional phrases are used with verbs that take two objects. Examples are: give and get.He gave some money to the beggar on the corner.I have ordered a dress for my sister.He distributed chocolates among the children.Prepositional phrases are also used after certain verbs, nouns and adjectives.The house that we live in belongs to my grandfather.I had a word with my boss.I felt sorry for her.I had an argument with my friend.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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Electric and magnetic field calculations with finite element methods

Electric and magnetic field calculations with finite element methods

1 Introduction Field Precision finiteelement programs covers a broad spectrum of physics and engineering applications, including charged particle accelerators and Xray imaging. The core underlying most of our software packages is the calculation of electric and magnetic fields over three dimensional volumes. To use our electric and magnetic fields software effectively, researchers should have a background in electromagnetism and should be able to make informed decisions about solution strategies. Firsttime users of finiteelement software may feel intimidated by these requirements. My motivation in writing this book is to share my experience in field calculations. I hope to build users knowledge and experience in steps so they can apply finite element programs confidently. In the end, readers will be able to solve realworld problems with the following programs: • EStat (2D electrostatics) • HiPhi (3D electrostatics) • PerMag (2D magnetostatics) • Magnum (3D magnetostatics) To begin, its important to recognize the difference between 2D and 3D programs. All finite element programs solve fields in threedimensions, but often systems have geometric symmetries that can be utilized to reduce the amount of work. The term 2D applies to the following cases: • Cylindrical systems with variations in r and z but no variation in θ (azimuth). • Planar systems with variations in x and y and a long length in z. Which brings us to the first directive of finiteelement calculations: never use a 3D code for a calculation that could be handled by a 2D code. The 3D calculation would increase the complexity and run time with no payback in accuracy. We need to clarify the meaning of static in electrostatics and magnetostatics. The implica tion is that the fields are constant or vary slowly in time. The criterion of a slow variation is that the systems do not emit electromagnetic radiation. Examples of electrostatic applications are power lines, insulator design, paint coating, inkjet printing and biological sorting. Magne tostatic applications include MRI magnets, particle separation and permanent magnet devices. A following coarse will cover simulations of electromagnetic radiation (e.g., microwave devices). Secondly, its important to have a clear understanding of the purpose of computer calcula tions of electric and magnetic fields. Numerical methods should be used when it is not possible to generate accurate results with analytic methods. Numerical solutions are necessary in the following circumstances: • The system has a complex asymmetric geometry. • The solution volume contains many objects with different material properties. • Materials have complex properties (e.g., saturation of iron in magnetic circuits) In an ideal case, a user makes analytic estimates of field values and then applies numerical methods to improve the accuracy. The initial analysis gives an understanding of the physics involved and the anticipated scales of quantities – essential information for effective solution setups. The worst case is when a user treats a program as an omniscient black box. No matter what software manufacturers may claim, using a field program without understanding fields is at best a gamble. Sometimes you may get lucky, but most of the time considerable effort is wasted generating meaningless results. In summary, I would like to help you become an informed software user. I suggest you start by downloading a free textbook that will help you brush up on electric and magnetic field theory. The book also gives a detailed description of the FEM techniques I will discuss: S. Humphries, Finiteelement Methods for Electromagnetics (CRC Press, Boca Raton, 1997) (available for free download at http:www.fieldp.comfemethods.html). The following chapter describes how to download and to set up fieldsolution software packages. 2 Installing 2D electricfield software In this chapter, we’ll discuss how to install and to test trial or purchased software. As a specific example, consider a trial of the Electrostatics Toolkit for twodimensional electric fields. To request a trial, contact us a techinfofieldp.com. You will receive an E mail message that includes information like the following: Name: Ernest Lawrence Organization: LBL Software: Electrostatics Toolkit Date: August 20, 2014 Registration code: LAWRENCEER Thanks for requesting a trial of Field Precision software. To download the installer, please use this link: Package: Electrostatics Toolkit Basic Link: www.dsite.usdownloadbin16ElectrostaticsToolkitSetupBasic.exe User: bin16 Password: BxHv7821% Click the link to open it in your browser and copyandpaste the User and Password infor mation to start the download process. Save the file ElectrostaticsToolkitSetupBasic.exe to a convenient location on your hard drive or a USB drive. If you have purchased the software, be sure to keep a copy of the file in case you need to move the software or to install it on a second computer. When you run the installer, it sets up a directory containing programs, instruction manuals and examples. A file manager is useful to check out the new materials. Because number crunching finiteelement programs produce a lot of data, a good file manager is a critical tool for your future work. Figure 2 shows a screenshot of FP File Organizer, a free utility included with our software. If you check the root directory of the hard drive, youll see that the installer has created the directory c:fieldp basic (or c:fieldp pro if you purchased the professional version). Figure 2 shows the directory contents (lefthand side). The file readme basic.html is a useful summary of instructions. The tricomp subdirectory (righthand side) contains the programs, documents and examples of the 2D package: • dielectric constants.html. Relative dielectric constants for a variety of materials, useful for setting up electrostatic solutions. • estat.exe. The main solution program that combines information on the computational mesh and material properties to find electrostatic potential values at nodes. The program also creates graphs and plots of the solution (i.e., postprocessing). • estat.pdf. The EStat instruction manual. • estat conductive.cfg, estat dielectric.cfg and estat force.cfg. Configuration files for the EStat postprocessor for different types of electrostatic solutions. • mesh.exe. The automatic mesh generator to create 2D conformal, triangular meshes. • mesh.pdf. The instruction manual for Mesh. • notify.exe and notify.wav. Utility programs to signal the completion of an automatic batch run. • PhysCons.pdf. A reference sheet of physical constants. • tc.exe. An automatic controller for programs and resources of the 2D packages that we will discuss in detail later. The examples subdirectory contains directories of prepared examples for both the Mesh and EStat programs (Figure 3). These examples can help you get off to a quick start. Well talk about running them later. For now, well concentrate on getting all components running. The Basic versions of our programs use Internet license management. The installer creates a TriComp icon on your desktop (Fig. 4). Click on it to run tc.exe, the TriComp program launcher. Well discuss the functions of the buttons latter. For now, click the Activation button to launch FPSetup Basic.exe (Fig. 5, lefthand side). Click the License button, read the license and then close the text window. Click the Setup button to open the activation dialog (Fig. 5, righthand side). Enter the registration code that we sent and pick any user name. Check that you accept the terms of the license and click the Process button to receive a unique Machine number for your computer. This number is copied to the clipboard.
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8792 THE HOUSE

8792 THE HOUSE

A room where people play music.OfficeA room where people work.PantryA small room used to store kitchen and dining items.ParlourOld fashioned word for living room.Sitting RoomAnother name for living room.Spare Room/Guest RoomToiletUtility RoomA room where guests sleep.A room where people go to the toilet (often known asWC)A room where appliances such as washing machines areused.

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WHY GO TO UNIVERSITY

WHY GO TO UNIVERSITY

Why go to university?In every society, there is a need to be educated. The reasons may vary fromlearning more about Geography to understanding how to set up a profitablesmall business. Some students may attend school to become moreenvironmentally aware and to learn more about small business administration.School can offer a person knowledge about academic subjects such asGeography. Case in point, a student studying Physical Geography can learnabout how mountains are formed, thus developing in him a deeper respectfor the environment. Consequently, the student may decide to take such aclass in order to make sure that our earth is protected from neglect in futuregenerations.Recognizing the need to earn money, many students attend school so they canlearn small business administration. One of my friends from Taiwan isstudying in an MBA program right now, so he can return to work in hisfather`s company. This student wants to attend school now so that he candevelop the entrepreneurial skills which will help him grow his father`sbusiness.In short, these reasons show that many attend school in order to becomemore valuable, more productive citizens of a society learning more about theworld in which we live as well as understanding about how to earn money inbusiness.
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EXPRESSIONS WITHOUT PREPOSITIONS

EXPRESSIONS WITHOUT PREPOSITIONS

Expressions without prepositionsSome common expressions are used without prepositions.Verbs without prepositionsSome verbs are normally followed by direct objects without prepositions. Examples are: enter, discuss, marry,lack, resemble, approach etc.We entered the compound. (NOT We entered into the compound.)Let’s discuss your plans. (NOT Let’s discuss about your plans.)She lacks tact. (NOT She lacks in tact.)The baby resembles its mother. (NOT The baby resembles to its mother.)Expressions of timeA number of expressions of time beginning next, last, this, that, one, every, each, some and any are usedwithout prepositions.See you next Sunday. (NOT See you on next Sunday.)I will never forget meeting him that evening. (NOT I will never forget meeting him in that evening.)Buses leave every ten minutes. (NOT Buses leave in every ten minutes.)In an informal style, prepositions can be dropped in infinitive structures.I have no money to buy food. OR I have no money to buy food with.I have no place to go. OR I have no place to go to.We need a house to live. OR We need a house to live in.Prepositions are also dropped before what time.What time does the train arrive? (More natural than ‘At what time does the train arrive?’)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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CHANGE_AFFIRMATIVE_TO_NEGATIVE_WITHOUT_CHANGING_THE_MEANING

CHANGE_AFFIRMATIVE_TO_NEGATIVE_WITHOUT_CHANGING_THE_MEANING

Change affirmative to negative without changing the meaningWe can change affirmative sentences to negative sentences without changing the meaning of the originalsentence.Study the example given below.All the students liked the program. (Affirmative) / None of the students disliked the program. (Negative)/ No student disliked the program. (Negative)Chennai is hotter than Mumbai. (Affirmative) / Mumbai is not as hot as Chennai. (Negative)The scorpion is shyer than other wall inhabitants. (Affirmative) / No other wall inhabitant is as shy as thescorpion. (Negative)The farmer was too weak to walk. (Affirmative) / The farmer was so weak that he could not walk. (Negative)He is always on time. (Affirmative) / He is never late. (Negative)James runs faster than Peter. (Affirmative) / Peter does not run as fast as James. (Negative)The water is too cold for me to drink. (Affirmative) / The water is so cold that I cannot drink it. (NegativeJames can write faster than me. (Affirmative) / I cannot write as fast as James. (Negative)Everyone found the play interesting. (Affirmative) / No one found the play uninteresting. (Negative)This medicine is cheap. (Affirmative) / This medicine is not expensive. (Negative)Iron is a heavy metal. (Affirmative) / Iron is not a light metal. (Negative)Rahul is the tallest boy in the class. (Affirmative) / No other boy in the class is as tall as Rahul. (Negative)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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The Rise the Fall and the Emerging Recovery of Project Finance in Transport

The Rise the Fall and the Emerging Recovery of Project Finance in Transport

The financial crises in emerging markets in the 1990s dramatically changed the market for transport infrastructure finance. The run of good economic and financial performance, whether actual or illusory, had spurred a boom in project finance activity. As one observer noted in November 1996 (just before the Asian crises occurred), “…there is a growing acceptance of investing in (developing) countries because they have done very positive things to make themselves more attractive…another theory is that theres fundamentally too much money out there, and the money is chasing around after deals and some people are fooling themselves.”1 As new sources of money, from pension assets to emerging bond markets to new types of bank debt, became available, many infrastructure projects were able to obtain financing.
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Studies 60 2 extracts 13july2016

Studies 60 2 extracts 13july2016

The mission of Studies in Intelligence is to stimulate within the Intelligence Community the constructive discussion of important issues of the day, to expand knowledge of lessons learned from past experiences, to increase understanding of the history of the profession, and to provide readers with considered reviews of public media concerning intelligence. The journal is administered by the Center for the Study of Intelligence, which includes the CIA’s History Staff, CIA’s Lessons Learned Program, and the CIA Museum. CSI also provides the curator of the CIA’s Historical Intelligence Collection of Literature. In addition, it houses the Emerging Trends Program, which seeks to identify the impact of future trends on the work of US intellig
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