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Destroyer345XD
Oooooo siiiii meeee eeeencaaaaantaaaaa!!!
Comparatives&superlatives
Comparatives&superlatives
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Seeensuuuuaaaal
Verbs+preposition
Verbs+preposition
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Po,eudmdbue duckd idmhe
Live plans
Live plans
Destroyer345XD
Ldkid,e
Thinks
Thinks
Destroyer345XD
Lolollololokiok
Time prepositions
Time prepositions
Destroyer345XD
Shakespeare
Shakespeare
Shakespeare
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Totototototototototototototototototototototototo
Party rock
Party rock
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Oooooo siiiii meeee eeeencaaaaantaaaaa!!!
Comparatives&superlatives
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Seeensuuuuaaaal
Verbs+preposition
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Po,eudmdbue duckd idmhe
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Thinks
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Time prepositions
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Shakespeare
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Teh question words.
Question Words
Question Words
Destroyer345XD
Is the united kingdom map people.
Uk map
Uk map
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English
English
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Es la ostia.
Fnaf story
Fnaf story
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La verdadera y misteriosa historia de Fnaf.
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La verdadera historia de Fnaf
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Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.
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Opposite with prefixes
1.
IR Regular-irregular Relevant-irrelevant Rational-irrational Responsible- irresponsible UN Happy-unhappy True-untrue Comfortable- uncomfortable Necessary-unnecessary Friendly-unfriendly IN Correct-incorrect Decisive-indecisive Appropriate-inappropiate Curable-incurable Finite-infinite IL Legal-illegal Logical-illogical Literate-illiterate Legible-illegible IM Posible-imposible Mature-immature Proper-improper Mortal-immortal Mobile-immobile
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