level. In demonstrating that it is possible and desirable to know the universe, Sagan fails to address what it means to really “know” the universe in his essay titled Can We Know the Universe? Reflections on a Grain of Salt. The word “know” is an action verb with both transitive and intransitive meanings. It is the intransitive form that lacks explanation. Science can explain the “how” and the “why,” but it cannot bring meaning to either. Science and faith are both required for a complete picture
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------------------------------------------------- Top of Form * Brush teeth | * * Comb hair | * * Do hair | * * * * Eat breakfast | * * Get backpack | * * Get books | * * Get dressed | * * * * Get lunch money | * * * * Get water bottle | * * * * Make lunch | * * Make your bed | * * Pack homework | * * Pack lunch
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47 Ex.1,4 3/10 Nigeria + A Soldier’s Bride, p.57 Ex.1-2, 5 7/10 Grammar: Past tenses 9/10 Australia, p.73 + DVD: Australia 10/10 India, p.82 + DVD: India + Good Advice is Rarer…, p.87 Ex.2-3, 6 14/10 Grammar: Tricky verbs 16/10 Global Dignity Day 17/10 Canada, p.101 + DVD + The Moose and the Sparrow, p.103 Ex.1-3 21/10 Grammar: Prepositions 23/10 Ireland, p.112 + 152 + The Sniper, p.114 Ex.1-3 24/10 Not Waving ..., p.121 Ex.1,2 + Multicultural
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surprised me. It just didn’t fit in with what I had read up to that point. I was surprised partly because the sentence made proper use of the word “implacable,” whereas in the paragraph before, the student had used an abstract noun ending in “-ship ” as a verb. Twice. I read more and found more seismic shifts in the writing style. Magisterial paragraphs were followed by inane ones; syllogisms gave way to circular logic, and back again. I picked one suspect sentence, entered it into an Internet search engine
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SPANISH LANGUAGE PROGRAM Department of Spanish & Portuguese INTERMEDIATE SPANISH (SPAN 104) Name_____________________________________________________ Composition Number ______________ Points CRITERIA COMMENTS CONTENT 20-18 EXCELLENT: Knowledgeable. Substantive. Thorough development of topic. Relevant to assigned topic. 17-13 VERY GOOD: Very good knowledge of the subject. Very good range range. Good development of topic. Relevant to topic, but lacks certain
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may come later in the piece—it’s your job to locate it and reframe it for your audience. Once you have a clear sense of Berreby’s argument, paraphrase by substituting your own words for the original. Using transitions, attributive tags, and strong verbs arrange your sentences so
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URL An additional type for the item, typically used for adding more specific types from external vocabularies in microdata syntax. This is a relationship between something and a class that the thing is in. In RDFa syntax, it is better to use the native RDFa syntax - the 'typeof' attribute - for multiple types. Schema.org tools may have only weaker understanding of extra types, in particular those defined externally. description Text A short description of the item. image URL URL of an image
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will write sentences using verbs either ser & estar, with at least 75% accuracy. ------------------------------------------------- Anticipatory Set (approximate time): Teacher along with students will evaluate each use for both verbs (ser: time, profession, origin, identifying people and things. estar: health, location, well-being). Then teacher will introduce sentences leaving out missing either verb ser or estar. Students will have to choose which verb fits. -------------------------------------------------
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behavior. 2. inappropriate for time or place: an unseemly hour des·pi·ca·ble [des-pi-kuh-buhl, dih-spik-uh-] Show IPA //adjective deserving to be despised; contemptible: a mean, despicable man vi·gnette [vin-yet] Show IPA noun, verb, vi·gnet·ted, vi·gnet·ting. noun 1. a decorative design or small illustration used on the title page of a book or at the beginning or end of a chapter. 2. an engraving, drawing, photograph, or the like that is shaded off gradually at the edges
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usually of the following form: meaning that the constituent is separated into the two subconstituents and . Some further examples for English are as follows: The first rule reads: An S (sentence) consists of an NP (noun phrase) followed by a VP (verb phrase). The second rule reads: A noun phrase consists of a Det (determiner) followed by an N (noun). Some further categories are listed here: AP (adjective phrase), AdvP (adverb phrase), PP (prepositional phrase), etc. Specific notations for writing
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