The document provides guidance on using "who" versus "whom" correctly in sentences. It explains that "who" or "whom" will usually be in a subordinate clause and that "who" is used for nominative case while "whom" is used for objective case. Examples are given demonstrating how to determine whether to use "who" or "whom" by substituting pronouns like "he", "she", or "him", "her" in the subordinate clause.
This document provides a lesson on using countable and uncountable nouns correctly with quantifiers like "many" and "much". It explains that countable nouns can be counted and take quantifiers like "a/an" and "How many", while uncountable nouns cannot be counted and take quantifiers like "some" and "How much". Examples are given of countable foods like oranges and potatoes versus uncountable foods like rice and sugar. Readers are asked to identify countable foods in a list and complete sentences using "many" or "much" correctly based on whether the subject is countable or plural.
This document discusses diction and tone in writing. It defines diction as an author's choice of words and tone as the attitude or feeling expressed through those words. When analyzing either, it is important to consider the specific words used and how they contribute to the overall tone. The document provides examples of passages and identifies the type of diction used and tone created in each through the word choices. It emphasizes that diction should always be described with an adjective when discussing how it impacts an author's tone.
This document discusses the future continuous and future perfect tenses in English. It provides examples of how to use each tense, including sample sentences using verbs in brackets that are filled in to demonstrate the tenses. Exercises are also included for readers to practice forming sentences using the future continuous and future perfect tenses. Key differences between the tenses are that the future continuous describes an action that will be in progress at a specific time in the future, while the future perfect describes an action that will be completed by a certain time in the future.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
The document discusses defining and non-defining relative clauses. Defining relative clauses provide essential information about a noun and are not set off by commas, while non-defining clauses provide additional non-essential information and are set off by commas. Examples are provided of sentences containing defining and non-defining relative clauses, and an exercise asks the reader to join sentences using relative pronouns and identify whether the resulting clauses are defining or non-defining.
How to Teach Kids to Make Compound Sentences Using Joining Words (and, but & ...Lynn Scotty
The video consists of examples, demonstrations and practice pages for parents to teach kids simple compound sentences. Activities will focus on how to use joining words also known as #conjunctions (and, but & or) to turn two sentences into one compound sentence
Teaching videos at https://youtu.be/VqtPpwIvxBw
The document defines the future tense and discusses how it is formed in English using helping verbs like "will" and "going to". It notes that English does not have inflected future verb forms like other languages. The key uses of "will" are outlined as predicting the future, making quick decisions, and making promises. The future tense of "will" is also described. Examples are provided to illustrate the differences between using "will" and "going to" for predictions and planned events.
The document provides guidance on using "who" versus "whom" correctly in sentences. It explains that "who" or "whom" will usually be in a subordinate clause and that "who" is used for nominative case while "whom" is used for objective case. Examples are given demonstrating how to determine whether to use "who" or "whom" by substituting pronouns like "he", "she", or "him", "her" in the subordinate clause.
This document provides a lesson on using countable and uncountable nouns correctly with quantifiers like "many" and "much". It explains that countable nouns can be counted and take quantifiers like "a/an" and "How many", while uncountable nouns cannot be counted and take quantifiers like "some" and "How much". Examples are given of countable foods like oranges and potatoes versus uncountable foods like rice and sugar. Readers are asked to identify countable foods in a list and complete sentences using "many" or "much" correctly based on whether the subject is countable or plural.
This document discusses diction and tone in writing. It defines diction as an author's choice of words and tone as the attitude or feeling expressed through those words. When analyzing either, it is important to consider the specific words used and how they contribute to the overall tone. The document provides examples of passages and identifies the type of diction used and tone created in each through the word choices. It emphasizes that diction should always be described with an adjective when discussing how it impacts an author's tone.
This document discusses the future continuous and future perfect tenses in English. It provides examples of how to use each tense, including sample sentences using verbs in brackets that are filled in to demonstrate the tenses. Exercises are also included for readers to practice forming sentences using the future continuous and future perfect tenses. Key differences between the tenses are that the future continuous describes an action that will be in progress at a specific time in the future, while the future perfect describes an action that will be completed by a certain time in the future.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
The document discusses defining and non-defining relative clauses. Defining relative clauses provide essential information about a noun and are not set off by commas, while non-defining clauses provide additional non-essential information and are set off by commas. Examples are provided of sentences containing defining and non-defining relative clauses, and an exercise asks the reader to join sentences using relative pronouns and identify whether the resulting clauses are defining or non-defining.
How to Teach Kids to Make Compound Sentences Using Joining Words (and, but & ...Lynn Scotty
The video consists of examples, demonstrations and practice pages for parents to teach kids simple compound sentences. Activities will focus on how to use joining words also known as #conjunctions (and, but & or) to turn two sentences into one compound sentence
Teaching videos at https://youtu.be/VqtPpwIvxBw
The document defines the future tense and discusses how it is formed in English using helping verbs like "will" and "going to". It notes that English does not have inflected future verb forms like other languages. The key uses of "will" are outlined as predicting the future, making quick decisions, and making promises. The future tense of "will" is also described. Examples are provided to illustrate the differences between using "will" and "going to" for predictions and planned events.
This document discusses irregular verbs and how they differ from regular verbs in forming the past tense. It notes that irregular verbs either change completely from the base form or do not change at all when forming the past tense, while most irregular verbs change completely. Examples provided are go to went, eat to ate, and do to did as verbs that change completely, while put does not change from the base form. The document stresses the importance of being careful with irregular verbs.
Tag questions are short questions added to statements to encourage conversation. They are used in informal situations but not in formal writing. Tag questions keep conversations going by giving the other person a chance to respond. To form a tag question, the statement's verb is changed from positive to negative or vice versa. If there is no auxiliary verb, "do" or "does" is used instead. Properly formed tag questions have a statement followed by a short question tag.
The document discusses the use of prepositions in relative clauses. It notes that while it is grammatically correct to place prepositions before relative pronouns like "which" and "whom", it is more common to place the preposition at the end of the clause. Some exceptions are noted, such as when the relative clause contains a phrasal verb ending in a preposition. The proper use of prepositions like "to" and "for" with relative pronouns functioning as indirect objects is also covered.
This document discusses comparative and superlative adjectives in English. It provides rules for forming comparatives and superlatives depending on the number of syllables and ending of the adjective. For comparatives, it explains using -er, -ier, or more. For superlatives, it explains using -est, -iest, or most. It also lists the irregular adjectives good, bad, far, and provides an example of using comparative as...as.
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
Much, many, and a lot of are quantifiers used to indicate quantity. Much is used with uncountable nouns and in negative statements. Many is used with plural countable nouns and in negative statements. A lot of is used with countable and uncountable nouns in affirmative statements. The document provides examples of using each quantifier correctly based on whether the noun is countable or uncountable and whether the statement is affirmative or negative.
The document discusses comparative and superlative adjectives and adverbs in English. It provides rules for forming comparatives and superlatives of one-syllable, two-syllable, and multi-syllable adjectives. Examples are given to illustrate comparing different objects based on attributes like size, speed, and intelligence using comparative and superlative adjectives and adverbs.
The document discusses the present continuous tense in English. It provides the forms for the positive, negative, and interrogative present continuous tense for the first person singular and plural, second person singular and plural, and third person singular. Examples are given to illustrate using the present continuous tense to describe actions happening now or temporarily.
This document discusses the uses of "will" and "would" in the English language. "Will" is used for real situations and future plans that are likely to happen, such as stating that "I will visit my parents next year." "Would" is used for hypothetical or assumed situations that are difficult to achieve, like saying "It would be very cold on the moon" or "If I were rich, I would buy a castle." The document provides examples of sentences using both "will" and "would" to illustrate their proper uses.
This document discusses Spanish possessive adjectives. It lists the possessive adjectives and their English equivalents, including my, your, his, her, its, our, their. It notes that possessive adjectives go before nouns and show possession or relationship. Examples are provided to demonstrate the use of possessive adjectives with nouns.
The document provides examples and tips for improving sentence structure and variety, including using different sentence types (simple, compound, complex), placement of modifiers (initial, mid-sentence, terminal), and avoiding common errors like fragments, run-ons, and lack of parallelism. It offers exercises asking the reader to apply these tips by adding or changing modifiers in sample sentences. Tips include varying modifier placement, using conjunctive adverbs, and maintaining parallel structure.
The document discusses comma splices and fused sentences, which are types of run-on sentences. A comma splice incorrectly joins two independent clauses with only a comma, while a fused sentence joins them without any punctuation. These errors can be corrected by inserting a period between the clauses, using a coordinating conjunction, changing one clause to dependent status, or inserting a conjunctive adverb between the clauses.
Possessive adjectives and to describe personalityElsa Maco
This document provides an overview of an English course on favorite people. The goal is for students to be able to talk about their favorite celebrities using possessive adjectives and describe people they know using adjectives of personality. The content includes two lessons, one on celebrities and one on people they know. It provides examples of possessive adjectives and adjectives used to describe personality, such as lazy, shy, and funny.
This document provides examples of using "both...and", "either...or", and "neither...nor" to combine subjects and verbs in sentences. It explains that with "both...and", the verb is always plural. With "either...or" and "neither...nor", the verb agrees with the subject closer to the verb. Several examples are given to illustrate the correct use of verbs with each structure.
The document discusses inverting conditional sentences by moving the auxiliary verb in front of the subject for emphasis or formality. It provides examples of three types of conditional sentences:
1) Type 1 "real conditionals" use "should" instead of "if", such as "Should you need more information, please read our pamphlet".
2) Type 2 "improbable future" sentences can be inverted but it is less common, such as "Were you to marry her, your friends wouldn’t come to the wedding".
3) Type 3 "unreal situations" use "had" instead of "if", like "Had I read your report, I would have acted sooner."
The document provides instructions for an activity where students will read paragraphs and identify the main idea in each one. They will be put into groups and take turns selecting the main idea. They will have 20 seconds to decide individually and then with help from their group. Correct answers score 1 point and incorrect answers score -1 point, with the highest scoring group winning. The document includes examples of paragraphs with response options to identify the main idea.
This document provides a lesson on using the present simple tense in English to describe people, things, and relationships. It covers affirmative, negative, and interrogative sentence structures using the verbs "to be" and "to have" with examples like "I am Bart", "She is not my mom", and "Are you my teacher?". It also includes exercises for learners to practice filling in the correct forms of "to be" based on whether a sentence is affirmative, negative, or a short question. The overall document teaches English grammar rules for the present simple tense.
Nick invites his neighbor Gatsby to his house to reunite him with his lost love Daisy. Gatsby arrives nervously for the tea party, anxious to see Daisy again after 5 years. When Daisy arrives, the two are visibly still in love with each other. Daisy is impressed by Gatsby's wealth and mansion. They kiss, reunited once more.
This document provides guidance for analyzing and summarizing chapters 8 and 9 of F. Scott Fitzgerald's novel The Great Gatsby. It instructs the reader to write a one sentence summary for each chapter, choose a quotation that represents the chapter, and discuss how Fitzgerald uses techniques like time/sequence, characters, point of view, voices, scenes/places, and destination in telling the story.
This document discusses irregular verbs and how they differ from regular verbs in forming the past tense. It notes that irregular verbs either change completely from the base form or do not change at all when forming the past tense, while most irregular verbs change completely. Examples provided are go to went, eat to ate, and do to did as verbs that change completely, while put does not change from the base form. The document stresses the importance of being careful with irregular verbs.
Tag questions are short questions added to statements to encourage conversation. They are used in informal situations but not in formal writing. Tag questions keep conversations going by giving the other person a chance to respond. To form a tag question, the statement's verb is changed from positive to negative or vice versa. If there is no auxiliary verb, "do" or "does" is used instead. Properly formed tag questions have a statement followed by a short question tag.
The document discusses the use of prepositions in relative clauses. It notes that while it is grammatically correct to place prepositions before relative pronouns like "which" and "whom", it is more common to place the preposition at the end of the clause. Some exceptions are noted, such as when the relative clause contains a phrasal verb ending in a preposition. The proper use of prepositions like "to" and "for" with relative pronouns functioning as indirect objects is also covered.
This document discusses comparative and superlative adjectives in English. It provides rules for forming comparatives and superlatives depending on the number of syllables and ending of the adjective. For comparatives, it explains using -er, -ier, or more. For superlatives, it explains using -est, -iest, or most. It also lists the irregular adjectives good, bad, far, and provides an example of using comparative as...as.
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
Much, many, and a lot of are quantifiers used to indicate quantity. Much is used with uncountable nouns and in negative statements. Many is used with plural countable nouns and in negative statements. A lot of is used with countable and uncountable nouns in affirmative statements. The document provides examples of using each quantifier correctly based on whether the noun is countable or uncountable and whether the statement is affirmative or negative.
The document discusses comparative and superlative adjectives and adverbs in English. It provides rules for forming comparatives and superlatives of one-syllable, two-syllable, and multi-syllable adjectives. Examples are given to illustrate comparing different objects based on attributes like size, speed, and intelligence using comparative and superlative adjectives and adverbs.
The document discusses the present continuous tense in English. It provides the forms for the positive, negative, and interrogative present continuous tense for the first person singular and plural, second person singular and plural, and third person singular. Examples are given to illustrate using the present continuous tense to describe actions happening now or temporarily.
This document discusses the uses of "will" and "would" in the English language. "Will" is used for real situations and future plans that are likely to happen, such as stating that "I will visit my parents next year." "Would" is used for hypothetical or assumed situations that are difficult to achieve, like saying "It would be very cold on the moon" or "If I were rich, I would buy a castle." The document provides examples of sentences using both "will" and "would" to illustrate their proper uses.
This document discusses Spanish possessive adjectives. It lists the possessive adjectives and their English equivalents, including my, your, his, her, its, our, their. It notes that possessive adjectives go before nouns and show possession or relationship. Examples are provided to demonstrate the use of possessive adjectives with nouns.
The document provides examples and tips for improving sentence structure and variety, including using different sentence types (simple, compound, complex), placement of modifiers (initial, mid-sentence, terminal), and avoiding common errors like fragments, run-ons, and lack of parallelism. It offers exercises asking the reader to apply these tips by adding or changing modifiers in sample sentences. Tips include varying modifier placement, using conjunctive adverbs, and maintaining parallel structure.
The document discusses comma splices and fused sentences, which are types of run-on sentences. A comma splice incorrectly joins two independent clauses with only a comma, while a fused sentence joins them without any punctuation. These errors can be corrected by inserting a period between the clauses, using a coordinating conjunction, changing one clause to dependent status, or inserting a conjunctive adverb between the clauses.
Possessive adjectives and to describe personalityElsa Maco
This document provides an overview of an English course on favorite people. The goal is for students to be able to talk about their favorite celebrities using possessive adjectives and describe people they know using adjectives of personality. The content includes two lessons, one on celebrities and one on people they know. It provides examples of possessive adjectives and adjectives used to describe personality, such as lazy, shy, and funny.
This document provides examples of using "both...and", "either...or", and "neither...nor" to combine subjects and verbs in sentences. It explains that with "both...and", the verb is always plural. With "either...or" and "neither...nor", the verb agrees with the subject closer to the verb. Several examples are given to illustrate the correct use of verbs with each structure.
The document discusses inverting conditional sentences by moving the auxiliary verb in front of the subject for emphasis or formality. It provides examples of three types of conditional sentences:
1) Type 1 "real conditionals" use "should" instead of "if", such as "Should you need more information, please read our pamphlet".
2) Type 2 "improbable future" sentences can be inverted but it is less common, such as "Were you to marry her, your friends wouldn’t come to the wedding".
3) Type 3 "unreal situations" use "had" instead of "if", like "Had I read your report, I would have acted sooner."
The document provides instructions for an activity where students will read paragraphs and identify the main idea in each one. They will be put into groups and take turns selecting the main idea. They will have 20 seconds to decide individually and then with help from their group. Correct answers score 1 point and incorrect answers score -1 point, with the highest scoring group winning. The document includes examples of paragraphs with response options to identify the main idea.
This document provides a lesson on using the present simple tense in English to describe people, things, and relationships. It covers affirmative, negative, and interrogative sentence structures using the verbs "to be" and "to have" with examples like "I am Bart", "She is not my mom", and "Are you my teacher?". It also includes exercises for learners to practice filling in the correct forms of "to be" based on whether a sentence is affirmative, negative, or a short question. The overall document teaches English grammar rules for the present simple tense.
Nick invites his neighbor Gatsby to his house to reunite him with his lost love Daisy. Gatsby arrives nervously for the tea party, anxious to see Daisy again after 5 years. When Daisy arrives, the two are visibly still in love with each other. Daisy is impressed by Gatsby's wealth and mansion. They kiss, reunited once more.
This document provides guidance for analyzing and summarizing chapters 8 and 9 of F. Scott Fitzgerald's novel The Great Gatsby. It instructs the reader to write a one sentence summary for each chapter, choose a quotation that represents the chapter, and discuss how Fitzgerald uses techniques like time/sequence, characters, point of view, voices, scenes/places, and destination in telling the story.
Zack wants to start classes at Arapahoe Community College but doesn't know how to register. His friend Mike shows him the registration checklist and helps him register for classes online through his myACC account. Mike guides Zack through applying online, setting up his myACC account, looking up classes by subject and number, and registering for his first English class.
A boy named Stanley Yelnats is sent to a juvenile detention camp called Camp Green Lake, even though he was mistakenly accused of a crime. At Camp Green Lake, the boys are forced to dig large holes in the dry ground each day as punishment. Stanley discovers that the camp actually used to have a lake, but it has since dried up, leaving the boys to dig in the hard earth under the hot sun.
Este un blog ce conține informații pentru o viață sănătoasă de nutriție și lifestyle,copii, dar și sfatul medicului despre boli și îngrijire, include diete, medicină, frumusețe, rețete culinare, copii, analize medicale, rețete, sport.
The document summarizes Abdullah's work on various reliability projects at Suncor's Fort Hills site over the course of a work term. Key projects included developing Equipment Strategy and Decision Support (ESDS) documents for multiple plant areas, performing system scoping and room/location allocation, reviewing asset criticality rankings, participating in Reliability Centered Maintenance (RCM) processes, developing spare part strategies, participating in engineering walkdowns, creating monthly stewardship reports, and supporting a United Way fundraising campaign. Through this work, Abdullah gained experience with reliability concepts and tools, expanded his understanding of the process plants, and learned about Suncor's approach to maintenance and community initiatives.
El documento describe varios inventos y tecnologías modernas como cámaras digitales, computadoras portátiles, autos eléctricos, manos biónicas, reproductores MP3, Wi-Fi, Photoshop, Google y redes sociales, y cómo cada uno ha facilitado la vida de las personas al permitirles recordar momentos, trabajar de forma más eficiente, transportarse de manera más ecológica, ampliar las capacidades de las personas con discapacidad, escuchar música en cualquier lugar, acceder a Internet de forma inalámbrica, editar fotos
The document outlines a plan to implement a condition monitoring program for CPPC's port and marine assets. It discusses establishing a baseline of the current health and performance of assets, developing a maintenance philosophy, executing the implementation plan with technologies like vibration analysis and thermography, integrating data from tools like AMS Machinery Manager, establishing reporting and feedback through SAP, and continually improving the program. The goal is to optimize maintenance, increase asset availability, and meet production and logistic requirements through effective asset management.
Este documento presenta la oferta de un curso de formación sobre trastornos de la conducta alimentaria impartido por Formación Anpaveco. Incluye la descripción del curso, el temario, el calendario de sesiones, el control de asistencia y una lista de los participantes seleccionados. El objetivo del curso es ofrecer los conocimientos necesarios para comprender los distintos trastornos alimentarios y elaborar planes alimentarios adecuados para personas con trastornos iniciales de la conducta alimentaria.
Dokumen tersebut membahas tentang Asmaul Husna atau 99 nama Allah yang indah dalam Islam. Dibahas pula sepuluh nama Allah yang terpenting yaitu Ar-Rahman, Ar-Rahim, Al-Hadl, As-Salam, Asy-Syakur, Al-„Adl, dan Al-Malik yang masing-masing menggambarkan sifat-Nya yang Maha Pemurah, Maha Penyayang, Maha Pemberi Petunjuk, Maha Sejahtera, Maha Mensyukuri, Mah
Effect of mixed industrial effluent on the growth of abelmoschus esculentusroaddistancein
Industrialization play an important role in the development process but the wastewater disposal has become a global dilemma for the industries because of generation of high volume of effluents, limited space for land based treatment & disposal and high cost of treatment technologies (Kumar & Chopra).
Ryan Blackmer's Professional Persona ProjectRyan Blackmer
Ryan Blackmer is an animator who created a visual resume to showcase his skills and experiences. He draws inspiration from games and aims to create works that will outlive him. The resume highlights his education at Davenport University and skills in areas like traditional art, character development, and computer-generated art. It also provides details on his previous work experience in the Air Force and at a movie rental store.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,