...Manhattan SIMPLE PRESENT general definitions SIMPLE PAST a specific, completed time period SIMPLE FUTURE Simple Tenses (In general, the GMAT prefers the simple tenses) express"eternal"states or frequent events future actions Progressive Tenses (ongoing,happening right now) Verbs that express general states do not normally take progressive forms Keep Verb Tenses Consistent, However, some sentences with more than one action do The Perfect Tenses: require you If an action began in the past and continues into to switch VERB verb tenses. the present (or its effect TENSE does ), use the Present (Meaning) Perfect tense. If one action in the past precedes another, and need to clarify or emphasize the time sequence, then use the Past Perfect tense. In a more subtle example, you can use the Past Progressive to describe a background event , while you use Simple Past to describe a more important event in the foreground .(语 义不在一个层级) PRESENT PROGRESSIVE PAST PROGRESSIVE FUTURE PROGRESSIVE Still In Effect… PRESENT PERFECT= HAVE/HAS + Past Participle the Present Perfect indicates either continued action or continued effect of a completed action. only to clarify or emphasize a sequence of past events. BUT if the sequence is already obvious, we often do not need Past Perfect. The Earlier A sequence of verbs with the same subject does not require Past Perfect. Rather, use Action(also indicate the Simple...
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...would 14 18 20 Business and Employment REVIEW 1 REVIEW 9 VOCABULARY 23 19 GRAMMAR VOCABULARY REVIEW 2 5 GRAMMAR Modals, Semi-modals, Modal Perfects 30 20 37 Entertainment VOCABULARY VOCABULARY Body and Mind 40 21 GRAMMAR 7 GRAMMAR Gerunds and Infinitives 56 VOCABULARY Travel and Tourism 9 GRAMMAR Passive, Causative Forms VOCABULARY The Natural World 72 11 GRAMMAR Reported Speech, Subjunctive 87 Reported statements, imperatives and questions; reporting verbs; subjunctive 12 VOCABULARY Language and Literature 13 GRAMMAR 95 102 REVIEW 6 Conditionals 105 Zero, first, second, third, mixed conditionals; temporal clauses; inversion in conditionals; conditional sentences without if 14 VOCABULARY Homes and Lifestyle 15 GRAMMAR 111 116 REVIEW 7 wish, Unreal Past 119 wish; would rather / sooner, would prefer; it’s time; as if / though; imagine 16 VOCABULARY REVIEW 8 Science and Technology GRAMMAR 151 126 132 Arts and Crafts 158 165 Connectors and Conjunctions 168 Nutrition 174 181 Adjectives, Adverbs, Comparison 184 Common ways of forming adjectives; order of adjectives; adverbs; adjectives and adverbs with similar forms; gradable and ungradable adjectives; comparison 24 VOCABULARY Education and Assessment GRAMMAR 191 197 REVIEW 12 Countable...
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...NATIONAL QUALIFICATIONS CURRICULUM SUPPORT French Society, Learning, Employability and Culture. Advice for Practitioners [NATIONAL 5] [pic] This advice and guidance has been produced to support the profession with the delivery of courses which are either new or which have aspects of significant change within the new national qualifications (NQ) framework. The advice and guidance provides suggestions on approaches to learning and teaching. Practitioners are encouraged to draw on the materials for their own part of their continuing professional development in introducing new national qualifications in ways that match the needs of learners. Practitioners should also refer to the course and unit specifications and support notes which have been issued by the Scottish Qualifications Authority. http://www.sqa.org.uk/sqa/34714.html This document includes web links (ie urls) to specific YouTube clips. Please note the following: 1. When you click on these web links you are moving away from the Education Scotland website. Education Scotland is not responsible for content on external websites. 2. As YouTube provides an open forum for users to post comments it is recommended that practitioners check the clips, and any appended comments, in advance so as to assess suitability before directing learners to them. Acknowledgement © Crown copyright 2012. You may re-use this information (excluding...
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...Case Study#2 The XYZ Company Katharine Rally is the vice president of operations for the XYZ Company. She oversees operations at a plant that manufactures components for hydraulic systems. Katharine is concerned about the plant’s present production capability. She has reduced the decision situation to three alternatives. The first alternative, which is fully automation, would result in significant changes in present operations. The second alternative, which is semi-automation, involves fewer changes in present operations. The third alternative is to make no changes (do nothing). As a manager of the plant management team, you have been assigned the task of analyzing the alternatives and recommending a course of action. The capital investment and annual revenue for the first two alternatives are shown in the following table: |Alternative |Capital Investment |Future Sales |Annual Revenue | |A |$300,000 |Good |$250,000 | | | |Average |$100,000 | | | |Poor |$50,000 | |B |$85,000 |Good |$100,000 | | | ...
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...Fri, 05 Jun 2015 05:45:01 GMT\r\n 6. How many bytes of content are being returned to your browser? ANS: Content length : 128 7. By inspecting the raw data in the packet content window, do you see any headers within the data that are not displayed in the packet-listing window? If so, name one. ANS: NO, headers can be found in the raw data. Section 2 2. The HTTP CONDITIONAL GET/response interaction 8. Inspect the contents of the first HTTP GET request from your browser to the server. Do you see an “IF-MODIFIED-SINCE” line in the HTTP GET? ANS: No IF-MODIFIED-SINCE is been displayed. 9. Inspect the contents of the server response. Did the server explicitly return the contents of the file? How can you tell? ANS: Yes, because content is shown in “line based text data” 10. Now inspect the contents of the second HTTP GET request from your browser to the server. Do you see an “IF-MODIFIED-SINCE:” line in the HTTP GET? If so, what information follows the “IF-MODIFIED-SINCE:” header? ANS: Yes, “If-Modified-Since: Fri, 05 Jun 2015 05:59:01 GMT\r\n” 11. What is the HTTP status code and phrase returned from the server in response to this second HTTP GET? Did the server explicitly return the contents of the file? Explain. ANS: The...
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...[pic][pic]Preparation for AS / IB French [pic] [pic] At AS/A2 and IB level you will be exploring topics in greater detail and moving to wider issues concerning society and the world around you. Some are very broad, for example, environmental issues, world disasters and the rise of new political powers. Other topics will remain personal in nature, such as healthy living, marriage, relationships and young people’s attitudes. How will your work be different? You will be expected to work more independently and take responsibility for your own learning. This will require you to research topics, form your own opinions and develop a much wider vocabulary. Skills Required Below are some of the skills that are needed to be successful at A Level and IB. You may already be competent in some of these, whilst your sixth-form course will help you to develop others further. • To be well-informed • To be able to express opinions and reactions and to provide well-researched information • To be able to prepare a topic in detail • To respond fully when prompted, basing responses on factual knowledge • To be able to present a logical argument coherently and clearly • To be able to use abstract language • To show initiative and imagination • To use the target language spontaneously and with increasing fluency • To use formal as well as informal language • To use accurate pronunciation and appropriate intonation • To show knowledge...
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...English grammar. The area provides the main point of contrast with traditional grammars, which because of their Latinate origins paid little attention to the syntactic properties of sentences. Syntax takes the central part of language between morphology (shape of words) and semantics (which deals with a meaning of word; what are they meaning), however, syntax is the part of grammar which treats of phrases, clauses and sentences. There are three syntactical units in English language: * Phrase (word); * Clause; * Sentence. A phrase is a syntactic construction which typically contains more than one word, but which lacks the subject-predicate structure usually found in a clause. Phrases can be divided into endocentric- when a phrase can be replaced by its head and exocentric- when it is not possible. Most of the phrases are endocentric, except prepositional phrase, (rarely some verbal and adjectival phrase). Phrases cannot stand alone and they do not express a complete thought. There are five types of phrases: nominal, verbal, adjectival, adverbial and prepositional phrase. A clause is the key unit of syntax, capable of occurring...
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...Lesson 4 The bigger and the better! Conditional and non- conditional warnings; Imperative review A: Work in pairs. Look at the pictures on this page and write down a list of words that come to mind. Your words can describe people, objects, actions, etc. there are no incorrect actions. B: We often use beware of, caution, warning and danger in public warning notices. Use the list you wrote in exercise A to complete as many warnings as possible. Follow the examples. 1. Beware of the dog; ___________________________________________________________ _____________________________________________________________________________ 2. Caution: Blind corner;_________________________________________________________ _____________________________________________________________________________...
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...person in my class. a. Some is at least as old as . . b. There is a person p in my class such that p is c. There is a person p in my class with the property that for every person q in my class, p is . Solution a. person in my class; every person in my class b. at least as old as every person in my class c. at least as old as q ■ Some of the most important mathematical concepts, such as the definition of limit of a sequence, can only be defined using phrases that are universal, existential, and conditional, and they require the use of all three phrases “for all,” “there is,” and “if-then.” For example, if a1 , a2 , a3 , . . . is a sequence of real numbers, saying that the limit of an as n approaches infinity is L means that for all positive real numbers ε, there is an integer N such that for all integers n, if n > N then −ε < an − L < ε. Test Yourself Answers to Test Yourself questions are located at the end of each section. 1. A universal statement asserts that a certain property is for . 2. A conditional statement asserts that if one thing . some other thing then 3. Given a property that may or may not be true, an existential for which the property is true. statement asserts that Exercise Set 1.1 Appendix B contains either full or partial solutions to all exercises with blue numbers. When the solution is not complete, the exercise number has an H next to it. A ✶ next to an exercise number signals that the exercise is more challenging than usual. Be careful not...
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...Why Do We Gesture When We Speak? Robert M. Krauss Columbia University This is a pre-editing version of a paper published as: Krauss, R.M. (1998). Why do we gesture when we speak? Current Directions in Psychological Science 7, 5459. CD.3 July 30, 2001 Why Do We Gesture When We Speak? Robert M. Krauss1 Columbia University Students of human nature traditionally have considered conversational gestures—unplanned, articulate hand movements that accompany spontaneous speech— to be a medium for conveying semantic information, the visual counterpart of words.2 Over a century ago, Sir Francis Bacon put the relationship of gesture and language in the form of a simple analogy: "As the tongue speaketh to the ear, so the gesture speaketh to the eye" (Bacon, 1891). Although the extent to which gestures serve a communicative function is presently a matter of some controversy,3 there is accumulating evidence that communication is not the only function such gestures serve. Over the past several years my colleagues and I have explored the hypothesis, casually suggested by a remarkably diverse group of writers over the past 60 years, that gestures help speakers formulate coherent speech by aiding in the retrieval of elusive words from lexical memory. How might gesturing affect lexical retrieval? Human memory employs several different formats to represent knowledge, and much of the content of 1Address correspondence to Robert M. Krauss, Department of Psychology, Columbia University...
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...English Grammar Lessons www.english-grammar-lessons.com • Present Continuous • Present Simple • Present Simple or Continuous • Past Simple • Past Continuous • Past Simple or Continuous • Irregular Verbs • Present Perfect • Present Perfect Continuous • Present Perfect or Present Perfect Continuous • Present Perfect or Past Simple • Past Perfect • The Future -Going to • The Future -Will • Will or Going to • The Future -present forms • Will - other uses • Shall • The Imperative • The Passive • The -ing form • Can • Could • May/Might • Should • Must/Have to • Zero Conditional • First Conditional • Second Conditional • Third Conditional • Wish The present continuous The present continuous is used to talk about present situations which we see as short-term or temporary. We use the present simple to talk about present situations which we see as long-term or permanent. In these examples, the action is taking place at the time of speaking. • It's raining. • Who is Kate talking to on the phone? • Look, somebody is trying to steal that man's wallet. • I'm not looking. My eyes are closed tightly. In these examples, the action is true at the present time but we don't think it will be true in the long term. • I'm looking for a new apartment. • He's thinking about leaving his job. • They're considering...
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...conclusions might be stated first, and the premises stated afterwards in support of the conclusion. This is perfectly valid, if sometimes a little confusing. Arguments are harder to recognize than premises or conclusions. Many people shower their writing with assertions without ever producing anything which one might reasonably describe as an argument. Some statements look like arguments, but are not. For example: "If the Bible is accurate, Jesus must either have been insane, an evil liar, or the Son of God." The above is not an argument, it is a conditional statement. It does not assert the premises which are necessary to support what appears to be its conclusion. (Even if we add the assertions, it still suffers from a number of other logical flaws -- see the section on this argument in "Alt.Atheism Frequently Asked Questions".) Another example: "God created you; therefore do your duty to God." The phrase "do your duty to God" is neither true nor false. Therefore it is not a proposition, and the sentence is not an argument. Causality is important. Suppose we are trying to argue that there is something wrong with the engine of a car. Consider two statements of the form "A because B". The first statement: "My car will not start because there is something wrong with the engine." The statement is not an argument for there being something wrong with the engine; it is an explanation of why the car will not start. We are explaining A, using B as the explanation...
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...C hapter Two: The Basics of Logical Reasoning The Logical Reasoning Section The focus of this book is on the Logical Reasoning section of the LSAT, and each Logical Reasoning section contains a total of 24 to 26 questions. Since you have thirty-five minutes to complete the section, you have an average of approximately one minute and twenty-five seconds to complete each question. Of course, the amount of time you spend on each question will vary with the difficulty of each question and the total number of questions per section. For virtually all students the time constraint is a major obstacle, and as we progress through this book we will discuss time management techniques as well as time-saving techniques that you can employ within the section. The Section Directions Each Logical Reasoning section is prefaced by the following directions: “The questions in this section are based on the reasoning contained in brief statements or passages. For some questions, more than one of the choices could conceivably answer the question. However, you are to choose the best answer; that is, the response that most accurately and completely answers the question. You should not make assumptions that are by commonsense standards implausible, superfluous, or incompatible with the passage. After you have chosen the best answer, blacken the corresponding space on your answer sheet.” On average, you have 1 minute and 25 seconds to complete each question. Because these directions precede...
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...connect two or more sentences (of either a formal or a natural language) in a grammatically valid way, such that the sense of the compound sentence produced depends only on the original sentences. The most common logical connectives are binary connectives (also called dyadic connectives) which join two sentences which can be thought of as the function's operands. Also commonly, negation is considered to be a unary connective. Logical connectives along with quantifiers are the two main types of logical constants used in formal systems such as propositional logic and predicate logic. Semantics of a logical connective is often, but not always, presented as a truth function. A logical connective is similar to but not equivalent to a conditional operator. [1] Contents [hide] 1 In language 1.1 Natural language 1.2 Formal languages 2 Common logical connectives 2.1 List of common logical connectives 2.2 History of notations 2.3 Redundancy 3 Properties 4 Order of precedence 5 Computer science 6 See also 7 Notes 8 References 9 Further reading 10 External links In language[edit] Natural language[edit] In the grammar of natural languages two sentences may be joined by a grammatical conjunction to form a grammatically compound sentence. Some but not all such grammatical conjunctions are truth functions. For example, consider the following sentences: A: Jack went up the hill. B: Jill went up the hill. C: Jack went up the hill and Jill went up the hill. D: Jack...
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...it seems to be unlikely that Kate will be able to provide this for him. Rossetti’s choice of scenes and places is a key aspect of her narrative method as it helps to shape characters in the text. The two key settings in the text are the ‘cottage’ and the ‘palace’. Rossetti uses these two settings in juxtaposition within the first two stanzas of the poem; which emphasises the social difference between the narrator, ‘the cottage maiden’, and the ‘great Lord.’ Rossetti uses the word ‘cottage’ to inform the reader of the narrator’s working class background and that the narrator perhaps lives in poverty; whereas Rossetti presents the ‘Lord ’to live in the ‘palace’ surrounded by ‘gold.’ This is supported in stanza three when Rossetti uses the phrase ‘He lifted you from mean estate’, showing that when Kate left the ‘cottage’ with the Lord he raised her social status, this could explain the two women’s attraction for the ‘Great Lord.’ Within the setting of the ‘palace’ Rossetti uses an avian motif to depict the two women. Rossetti refers to Kate as being ‘bound’ in a bird cage though her marriage to the Lord: ‘you sit in gold and sing.’ Rossetti presents the ‘palace’ to be an aggressive, constraining force on both of the women’s lives as, Kate as she is ‘bound’ in the palace and the narrator as she has been ‘outcast’ due to her ‘shameful’ experience with the Lord in the ‘palace.’ Rossetti uses the unnamed, homodiagetic narrative voice to tell the story throughout the poem. The...
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