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Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The document discusses making requests of friends using modals, if clauses, and gerunds. It provides examples of favors people may or may not want to do for friends and ways to politely ask for favors using different levels of formality. It also discusses indirect requests by asking someone to pass a message to another person and gives examples of rewriting direct requests as indirect requests.
The document summarizes sections from an essay about traffic safety and driving. It includes vocabulary about drivers, a story about a person who received a traffic ticket, and exercises filling in grammar related to plans and recommendations.
This document provides a summary of the contents of an English workbook with answers. It contains 20 units covering various topics such as friends, shopping, food and drink, the past, animals, leisure activities, clothes, entertainment, travel, places and buildings, and people. Each unit contains grammar exercises, vocabulary exercises, writing prompts, and exam skill practice questions related to the unit topic. The answer key is provided at the end.
Sara tells her father about her day at school, saying they had an extra math lesson that was boring. She then says she played tennis in the afternoon and won all her games. For their weekend plans, Sara suggests they have a tennis game after dinner.
The document describes 8 different customer service problems that could occur in an office. It lists the problems and potential responses to match them. The problems include receiving a high bill, waiting for a delivery, receiving the wrong quantity of goods, wanting to buy something but being unable to, wanting to receive a check, having an IT problem, waiting for a call, and being unable to read a document. The responses provide apologies and solutions, such as checking with a transporter, dispatching missing items, sending a credit note, informing the IT department, and asking someone to call immediately.
The document contains questions about ability using the modal verbs "can" and "could". It asks what languages one can speak, what skills or activities one can or cannot do, what one can remember or see. It then provides examples of yes/no questions using "can" and "could" and answers using pronouns. Finally, it includes exercises to fill in blanks with "can" or "could" to complete sentences about ability.
This document provides information on the use of too and enough in English grammar. It discusses how too and enough indicate degree and are used with adjectives. Too means more than what is needed, while enough means sufficient. Some key points covered include:
- Too can be used before adjectives and adverbs to indicate a negative opinion. Enough is used to indicate something is sufficient.
- Too much is used after verbs to indicate an excessive amount. Enough is used before nouns or after adjectives/verbs.
- Sentences with enough are sometimes followed by an infinitive with "to".
- Examples and exercises are provided to illustrate the proper uses of too and enough.
This document contains several exercises related to conditional sentences in English. Exercise 1 provides sentences to complete using verbs in parentheses in their zero conditional form. Exercise 2 contains sentences to identify as either second or third conditional. Exercise 3 matches conditional phrases with conclusions. Exercise 4 provides a passage to draw conditional conclusions from. Subsequent exercises continue practicing second and third conditional forms.
The document discusses making requests of friends using modals, if clauses, and gerunds. It provides examples of favors people may or may not want to do for friends and ways to politely ask for favors using different levels of formality. It also discusses indirect requests by asking someone to pass a message to another person and gives examples of rewriting direct requests as indirect requests.
The document summarizes sections from an essay about traffic safety and driving. It includes vocabulary about drivers, a story about a person who received a traffic ticket, and exercises filling in grammar related to plans and recommendations.
This document provides a summary of the contents of an English workbook with answers. It contains 20 units covering various topics such as friends, shopping, food and drink, the past, animals, leisure activities, clothes, entertainment, travel, places and buildings, and people. Each unit contains grammar exercises, vocabulary exercises, writing prompts, and exam skill practice questions related to the unit topic. The answer key is provided at the end.
Sara tells her father about her day at school, saying they had an extra math lesson that was boring. She then says she played tennis in the afternoon and won all her games. For their weekend plans, Sara suggests they have a tennis game after dinner.
The document describes 8 different customer service problems that could occur in an office. It lists the problems and potential responses to match them. The problems include receiving a high bill, waiting for a delivery, receiving the wrong quantity of goods, wanting to buy something but being unable to, wanting to receive a check, having an IT problem, waiting for a call, and being unable to read a document. The responses provide apologies and solutions, such as checking with a transporter, dispatching missing items, sending a credit note, informing the IT department, and asking someone to call immediately.
The document contains questions about ability using the modal verbs "can" and "could". It asks what languages one can speak, what skills or activities one can or cannot do, what one can remember or see. It then provides examples of yes/no questions using "can" and "could" and answers using pronouns. Finally, it includes exercises to fill in blanks with "can" or "could" to complete sentences about ability.
This document provides information on the use of too and enough in English grammar. It discusses how too and enough indicate degree and are used with adjectives. Too means more than what is needed, while enough means sufficient. Some key points covered include:
- Too can be used before adjectives and adverbs to indicate a negative opinion. Enough is used to indicate something is sufficient.
- Too much is used after verbs to indicate an excessive amount. Enough is used before nouns or after adjectives/verbs.
- Sentences with enough are sometimes followed by an infinitive with "to".
- Examples and exercises are provided to illustrate the proper uses of too and enough.
This document contains several exercises related to conditional sentences in English. Exercise 1 provides sentences to complete using verbs in parentheses in their zero conditional form. Exercise 2 contains sentences to identify as either second or third conditional. Exercise 3 matches conditional phrases with conclusions. Exercise 4 provides a passage to draw conditional conclusions from. Subsequent exercises continue practicing second and third conditional forms.
The document provides rules and examples for forming comparative and superlative adjectives in English. It begins by presenting the basic rules: for one-syllable adjectives add -er/est, double the final consonant before adding -er/est for adjectives ending in a vowel+consonant, change the y to i before adding -er/est for two-syllable adjectives ending in y, and use more/most for adjectives of more than two syllables. It then gives examples comparing animals, measurements, geographical features and landscapes using comparative and superlative adjectives. Finally, it includes exercises for students to practice applying the rules.
Here are the matches for the vocabulary exercise:
A B
1. Speaking. 1 a. Someone asks to speak to you.
2. Can I take a message? 2 b. You answer the phone when someone asks for someone else.
2 Match the words with their definitions
1. fluent a. able to speak a language well and easily without stopping to think
2. translate b. change something written or spoken into another language
3. mother tongue c. the first language a person learns to speak as a child
4. bilingual d. able to speak two languages
3 Complete the sentences with the correct collocation from the box:
body language - bad language -
PET Grammar Unit 14: use to & would, too & enough, order of adjectivesMatfermar marin
The document discusses the use of "used to" and "would" to talk about past habits in English. It explains that "used to" is used for habitual actions in the past, while "would" is used for repetitive actions in the past, but only with action verbs. The document provides examples of sentences using these terms correctly. It also contains exercises for learners to practice using "used to" and "would" to talk about past habits. Additionally, it discusses the terms "too" and "enough" and their uses, as well as the order of adjectives in English.
The document provides abbreviations and definitions for common grammatical terms in English and Spanish, such as adjective, adverb, article, conjunction, derivation, noun, preposition, pronoun, verb, and their Spanish translations. It also includes guidance on using grammatical elements in angle brackets to indicate their literal meaning.
This document provides a summary of relationships vocabulary and grammar structures. It begins with vocabulary relating to feelings in different relationship situations. It then covers a reading passage about the Amish lifestyle and exercises testing comprehension. Grammar structures covered include conditionals and wish clauses. Relationship vocabulary is also defined, such as common interests, sense of humour, and falling in love. Exercises practice using these structures and vocabulary in sentences.
The document provides examples of how to describe problems in English using participles, gerunds, and passive infinitives. It discusses describing issues with restaurants, hospitals, bus stations, and educational facilities. Examples are given for using participles like "torn" and "damaged" as adjectives or their noun forms. The use of "need + gerund/passive infinitive" and "keep + gerund" structures are also explained. Pictures demonstrate identifying issues and solutions, such as a full wastebasket needing to be emptied.
The document contains 15 aptitude questions testing various mathematical, logical reasoning and problem solving skills. It also contains 15 verbal ability questions testing grammar, vocabulary, comprehension and logical reasoning abilities. The questions cover a wide range of topics including percentages, ratios, time/work problems, distance/speed calculations, data interpretation, error identification, synonym and idiom identification, sentence rearrangement and improvement.
The document discusses grammar rules related to the present perfect tense and contrasting ideas. It provides examples and explanations of:
- Using the present perfect to refer to unspecified times before now and times expressions that can be used with it.
- The differences between using the present perfect and past simple verbs.
- Connectors like 'but', 'however', and 'although' that are used to show contrasting or opposing ideas between two parts of a sentence.
- Expressing preferences using verbs like 'prefer', 'would prefer', and 'would rather'.
The document is a series of cartoons with multiple choice questions about the cartoons. The cartoons depict various scenarios involving family members. The questions test the reader's comprehension of the scenarios, characters' actions and emotions, and meanings of words used in the cartoons. There are 15 multiple choice questions in total about details and interpretations of the short cartoons.
This document is an English worksheet about using negative prefixes. It provides examples of negative prefixes like "un-", "in-", "im-", etc. being used to change the meaning of adjectives to their opposites. There are then exercises for students to complete, such as matching adjectives with their negative prefixes, filling in prefixes to complete sentences, and identifying incorrectly used prefixes. The worksheet aims to teach students how to use negative prefixes to form opposites of adjectives.
1. The document defines five words: trifle, latter, modify, toxic, and vanity.
2. It provides examples of how each word is used in a sentence.
3. It also lists antonyms for each word.
This document contains a series of 15 multiple choice questions about the content and interpretation of various cartoon strips. The questions test understanding of implied meanings, themes, characters' feelings and behaviors, plot elements, and the intended order of frames in comic strips. Correct interpretation requires analyzing visual and textual details across multiple frames to choose the best answer for each question.
The document provides exercises on different types of conditional sentences, including:
- Type I conditional sentences with present and future time frames
- Type II conditional sentences with past time frames
- Type III conditional sentences with past time frames
- Mixed conditional sentences combining different types
- Exceptions involving different verb tenses
The exercises consist of incomplete conditional sentences for the learner to complete by supplying the correct verb forms.
The document discusses modal verbs and their uses in English. It provides examples of how modal verbs like can, may, should, must are used to indicate ability, possibility, obligation, expectation and probability. It also discusses the structure and forms of modal verbs. The document then provides exercises where sentences are rewritten to replace expressions with the appropriate modal verb based on its meaning in the given context.
1. The document discusses different ways to express purpose in English using structures like the infinitive with "to", "in order to", "so as to", and "so that".
2. It provides examples of sentences using these structures, such as "I know that you come to this class to learn something" and "In case I get lost, I would be grateful if you could consider my request".
3. The document also includes exercises asking the reader to use purpose structures to explain why characters in scenarios perform certain actions or go to certain places.
ENG101- English Comprehension- Lecture 24Bilal Ahmed
This document provides a lesson on identifying and correcting common sentence errors, specifically sentence fragments. It discusses four types of fragments: dependent word fragments, -ing and to fragments, added-detail fragments, and missing-subject fragments. For each type, it provides examples and guidelines for correcting the errors, such as connecting the fragment to the previous sentence or creating a new sentence. Practice exercises are included for students to identify fragment errors and rewrite the sentences correctly.
This document contains a practice exam for the QNT 351 statistics course, with 20 multiple choice questions covering topics like hypothesis testing, confidence intervals, normal distributions, and other statistical concepts. The questions provide answer choices but no explanations of the solutions.
http://finishedexams.com/homework_text.php?cat=57
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
The document provides rules and examples for forming comparative and superlative adjectives in English. It begins by presenting the basic rules: for one-syllable adjectives add -er/est, double the final consonant before adding -er/est for adjectives ending in a vowel+consonant, change the y to i before adding -er/est for two-syllable adjectives ending in y, and use more/most for adjectives of more than two syllables. It then gives examples comparing animals, measurements, geographical features and landscapes using comparative and superlative adjectives. Finally, it includes exercises for students to practice applying the rules.
Here are the matches for the vocabulary exercise:
A B
1. Speaking. 1 a. Someone asks to speak to you.
2. Can I take a message? 2 b. You answer the phone when someone asks for someone else.
2 Match the words with their definitions
1. fluent a. able to speak a language well and easily without stopping to think
2. translate b. change something written or spoken into another language
3. mother tongue c. the first language a person learns to speak as a child
4. bilingual d. able to speak two languages
3 Complete the sentences with the correct collocation from the box:
body language - bad language -
PET Grammar Unit 14: use to & would, too & enough, order of adjectivesMatfermar marin
The document discusses the use of "used to" and "would" to talk about past habits in English. It explains that "used to" is used for habitual actions in the past, while "would" is used for repetitive actions in the past, but only with action verbs. The document provides examples of sentences using these terms correctly. It also contains exercises for learners to practice using "used to" and "would" to talk about past habits. Additionally, it discusses the terms "too" and "enough" and their uses, as well as the order of adjectives in English.
The document provides abbreviations and definitions for common grammatical terms in English and Spanish, such as adjective, adverb, article, conjunction, derivation, noun, preposition, pronoun, verb, and their Spanish translations. It also includes guidance on using grammatical elements in angle brackets to indicate their literal meaning.
This document provides a summary of relationships vocabulary and grammar structures. It begins with vocabulary relating to feelings in different relationship situations. It then covers a reading passage about the Amish lifestyle and exercises testing comprehension. Grammar structures covered include conditionals and wish clauses. Relationship vocabulary is also defined, such as common interests, sense of humour, and falling in love. Exercises practice using these structures and vocabulary in sentences.
The document provides examples of how to describe problems in English using participles, gerunds, and passive infinitives. It discusses describing issues with restaurants, hospitals, bus stations, and educational facilities. Examples are given for using participles like "torn" and "damaged" as adjectives or their noun forms. The use of "need + gerund/passive infinitive" and "keep + gerund" structures are also explained. Pictures demonstrate identifying issues and solutions, such as a full wastebasket needing to be emptied.
The document contains 15 aptitude questions testing various mathematical, logical reasoning and problem solving skills. It also contains 15 verbal ability questions testing grammar, vocabulary, comprehension and logical reasoning abilities. The questions cover a wide range of topics including percentages, ratios, time/work problems, distance/speed calculations, data interpretation, error identification, synonym and idiom identification, sentence rearrangement and improvement.
The document discusses grammar rules related to the present perfect tense and contrasting ideas. It provides examples and explanations of:
- Using the present perfect to refer to unspecified times before now and times expressions that can be used with it.
- The differences between using the present perfect and past simple verbs.
- Connectors like 'but', 'however', and 'although' that are used to show contrasting or opposing ideas between two parts of a sentence.
- Expressing preferences using verbs like 'prefer', 'would prefer', and 'would rather'.
The document is a series of cartoons with multiple choice questions about the cartoons. The cartoons depict various scenarios involving family members. The questions test the reader's comprehension of the scenarios, characters' actions and emotions, and meanings of words used in the cartoons. There are 15 multiple choice questions in total about details and interpretations of the short cartoons.
This document is an English worksheet about using negative prefixes. It provides examples of negative prefixes like "un-", "in-", "im-", etc. being used to change the meaning of adjectives to their opposites. There are then exercises for students to complete, such as matching adjectives with their negative prefixes, filling in prefixes to complete sentences, and identifying incorrectly used prefixes. The worksheet aims to teach students how to use negative prefixes to form opposites of adjectives.
1. The document defines five words: trifle, latter, modify, toxic, and vanity.
2. It provides examples of how each word is used in a sentence.
3. It also lists antonyms for each word.
This document contains a series of 15 multiple choice questions about the content and interpretation of various cartoon strips. The questions test understanding of implied meanings, themes, characters' feelings and behaviors, plot elements, and the intended order of frames in comic strips. Correct interpretation requires analyzing visual and textual details across multiple frames to choose the best answer for each question.
The document provides exercises on different types of conditional sentences, including:
- Type I conditional sentences with present and future time frames
- Type II conditional sentences with past time frames
- Type III conditional sentences with past time frames
- Mixed conditional sentences combining different types
- Exceptions involving different verb tenses
The exercises consist of incomplete conditional sentences for the learner to complete by supplying the correct verb forms.
The document discusses modal verbs and their uses in English. It provides examples of how modal verbs like can, may, should, must are used to indicate ability, possibility, obligation, expectation and probability. It also discusses the structure and forms of modal verbs. The document then provides exercises where sentences are rewritten to replace expressions with the appropriate modal verb based on its meaning in the given context.
1. The document discusses different ways to express purpose in English using structures like the infinitive with "to", "in order to", "so as to", and "so that".
2. It provides examples of sentences using these structures, such as "I know that you come to this class to learn something" and "In case I get lost, I would be grateful if you could consider my request".
3. The document also includes exercises asking the reader to use purpose structures to explain why characters in scenarios perform certain actions or go to certain places.
ENG101- English Comprehension- Lecture 24Bilal Ahmed
This document provides a lesson on identifying and correcting common sentence errors, specifically sentence fragments. It discusses four types of fragments: dependent word fragments, -ing and to fragments, added-detail fragments, and missing-subject fragments. For each type, it provides examples and guidelines for correcting the errors, such as connecting the fragment to the previous sentence or creating a new sentence. Practice exercises are included for students to identify fragment errors and rewrite the sentences correctly.
This document contains a practice exam for the QNT 351 statistics course, with 20 multiple choice questions covering topics like hypothesis testing, confidence intervals, normal distributions, and other statistical concepts. The questions provide answer choices but no explanations of the solutions.
http://finishedexams.com/homework_text.php?cat=57
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
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Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
http://finishedexams.com/homework_text.php?cat=1798
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
http://finishedexams.com/homework_text.php?cat=677
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
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Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
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Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
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Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
University of Phoenix MaterialFinal Grammar TestPart I True.docxdickonsondorris
University of Phoenix Material
Final Grammar Test
Part I: True or False
1. The following word group is a FRAGMENT: That movie, one of my favorites.
__True
__False
2. The following word group is a FRAGMENT: The local baseball team, needing a good pitcher most of all.
__True
__False
3. The following word group is a FRAGMENT: Using a flashlight, he looked under the bed for his shoes.
__True
__False
4. The capitalized verb agrees with the subject: Three employees from our company and one from our competitor WAS fired.
__True
__False
5. The capitalized verb agrees with the subject: Three of my friends LIKE this band.
__True
__False
6. The capitalized verb agrees with the subject: Six girls and one boy WAS in the dance class.
__True
__False
7. Quotation marks are correctly used in the following sentence, the entire sentence is correctly punctuated, and all words in the sentence are correctly capitalized:
"This is a fantastic opportunity", the salesman insisted.
__True
__False
8. Quotation marks are correctly used in the following sentence, the entire sentence is correctly punctuated, and all words in the sentence are correctly capitalized:
"Are you serious ?!?" Fred asked.
__True
__False
9. Quotation marks are correctly used in the following sentence, the entire sentence is correctly punctuated, and all words in the sentence are correctly capitalized:
My best friend said that "She'd heard something like that."
__True
__False
Part II: Multiple Choice
In the following sentences, identify if the word grouping contains sentence fragments, a comma splice, or a run-on sentence, or if the grouping is a complete sentence.
10. Cats, unlike dogs and fond of sitting on laps.
__ Sentence fragment
__ Comma splice
__ Run-on sentence
__ Complete sentence (contains no error)
11. I don't know what you want me to do, the directions are not clear.
__ Sentence fragment
__ Comma splice
__ Run-on sentence
__ Complete sentence (contains no error)
12. While I like bacon, it is not good for me.
__ Sentence fragment
__ Comma splice
__ Run-on sentence
__ Complete sentence (contains no error)
13. I like chocolate she likes butterscotch.
__ Sentence fragment
__ Comma splice
__ Run-on sentence
__ Complete sentence (contains no error)
Identify the pronoun error in each of the following sentences.
14. When one buys insurance, you need to be clear about your needs.
__ Pronoun shift in number
__ Pronoun shift in person
__ Ambiguous reference
__ No error
15. The teacher said they were going to grade the test over the weekend.
__ Pronoun shift in number
__ Pronoun shift in person
__ Ambiguous reference
__ No error
16. Sally told Janice that she made the honor roll.
__ Pronoun shift in number
__ Pronoun shift in person
__ Ambiguous reference
__ No error
17. The new employees worked long hours, hoping that doing so would advance their careers.
__ Pronoun shift in number
__ Pronoun shift in person
__ Ambiguous reference ...
Sequences Picture Stories for ESL by John Chabot (z-lib.org).pdfMariGiopato
This document provides an introduction and instructions for a set of picture story worksheets for ESL students. The worksheets include a page with 6 drawings showing a sequence of events without words, followed by a page of vocabulary exercises related to the drawings. Exercises include matching sentences to drawings, identifying vocabulary words in each drawing, and pointing to/identifying items in the drawings. The goal is to help students build vocabulary through analyzing and discussing the picture story sequences.
The Albatross and the GoatCase 3Spring, 2014 REVISED 328Hen.docxmattinsonjanel
The Albatross and the Goat
Case 3
Spring, 2014 REVISED 3/28
Henry has decided to buy the Goat Farm. Now he needs to figure out how to finance this business. He is asking for your help.
Fortunately you remember that your friend from CMU, you know, the one with the Led Zeppelin tattoo on their ____, somehow managed to get a job with the investment banking firm of Lehman Brothers. Oops, forget that one. Didn’t that real smart girl get a job with Merrill Lyn . . . Darn it. Maybe Morgan Stanley, nope. Who should we call?
Of course you call Rowe, Rowe, and Rowe (RRR). They were a small trading firm specializing in Treasury bills. Since Treasury bills were the only thing trading for awhile, they are doing real well and just bought out two of the big guys at about 2 cents on the dollar. But you already heard all that on Twitter. Anyway, RRR provided the following:
Alternative #1: All equity. Ks = 10%
Alternative #2: Borrow $300,000 at Kd = 5% and issue equity at Ks = 11%
Alternative #3: Borrow $600,000 at Kd = 6% and issue equity at Ks = 12%
Alternative #4: Borrow $900,000 at Kd = 8% and issue equity at Ks = 14%
They also recommended that the company shoot for a market value debt ratio under 40%, a times interest earned of at least 5, and a degree of combined leverage less than 8. But they probably recommend those numbers to everybody. And of course Henry is free to do what he wants, as long as he has enough money to buy the business.
Henry wants to maximize the value of this new venture in the event that he should decide to sell. However, he is cognizant of risk.
A) Based on what you know about this company and the fact that they plan to pay dividends equal to Actual Cash
Flow, do you feel it more appropriate to assume that the business ends after 20 years OR that it is sold as a
perpetuity based on year 20 cash flows? Explain why.
B) Use data from earlier cases, as needed. Ignore the growth rate. Create a functional spreadsheet to do the following:
1) For each alternative, re-calculate Net Income adjusting for the interest expense, if any.
2) Calculate a fair market value for equity (S) based on Ks and the ACTUAL Cash Flows = (NPAT + Externality + Depr.). In year 20 treat the project cash flows as becoming a perpetuity.
3)
Calculate the following for each alternative:
a) Company value (V) at time zero = MV Equity (S) + Debt (D)
b) D/V at time zero
c) TIE for year 1
d) Probability of loss in year 1. Use Standard Deviation of Net Income = $200,000.
e) DCL for year 1. Use the same fixed vs. variable designation of cost as in earlier cases.
f) WACC at time zero calculated as WACC = (D/V * Kd * (1-t)) + ((1- D/V) * Ks)
4)
Which, if any, of these capital structures do you recommend? Explain why.
BONUS: 10 points to solve for the Revenue level ($ or Quantity) that gives the same market value of the firm for capital structures #2 and #3? Hint: This is pretty easy if you set up a spreadsheet. (In Excel go to “Data / What-If-Analysis / G ...
Porterville College was established in 1946. The document provides multiple choice answers for the year Porterville College was established, with the correct answer being 1946. The source for this information is listed as californiacolleges.edu.
Commas aren't as scary as they seem! This show demystifies the comma. Learn to use them correctly and increase clarity in your writing, get more jobs, and influence people.
Egzamin maturalny z języka angielskiego na poziomie podstawowym 2016 - nowa w...RadioGdansk
The friends took their first group photo spontaneously in 1982 at a lake hut where one of them used to go fishing with his grandfather. In 1987 they recreated the 1982 pose as a joke, and then decided to repeat the photo every five years, starting a tradition. They have continued taking nearly identical photos in the same location every five years since, with unchanged expressions but some updated details like a different pet cockroach jar. The tradition has allowed them to document almost no changes in their appearances or friendship over the decades.
This document contains information about grammar exercises on singular and plural forms of verbs. It includes examples of affirmative and negative sentences using "is" and "are". It also provides conversation examples and instructions for games involving snakes and ladders and comparing neighborhoods. The document covers a range of English grammar, speaking, and vocabulary topics for ESL learners.
This document contains information about grammar exercises on singular and plural forms of verbs. It includes examples of affirmative and negative sentences using "is/are" and questions using the verbs. It also provides directions for a speaking activity where students talk about places in their hometown using sentences with "is/are". The next section discusses a game of Snakes and Ladders and providing directions for playing in groups. The final section provides post-speaking activity directions where students complete a neighborhood questionnaire, compare advantages and disadvantages of their neighborhoods, and present their comparisons to the class.
The document discusses the concept of a "new normal" for the global economy in the aftermath of the financial crisis. It states that according to experts like Mohamed El-Erian, growth will be slower and unemployment higher in the new normal. Finance and investment will be more limited due to higher costs and weakened securitization markets. Government intervention in markets like banking may overstay its welcome. Countries may also start to feel fiscal strains as seen in California. The US Treasury in particular will need to show it can be fiscally responsible.
The document provides instructions on correctly punctuating direct speech in 3 sentences or less:
The document explains how to punctuate direct speech, noting that inverted commas are needed to open and close the spoken words, and that other punctuation like periods, commas, question marks, or exclamation points are needed after the closing inverted comma depending on whether the speech is a statement, question, or exclamation. Examples are given showing correct punctuation of direct speech with the reporting clause both before and after the spoken words.
The document provides information about recognizing and understanding prepositional phrases and infinitive phrases. It defines what comprises a prepositional phrase and infinitive phrase, explains how they function within sentences, and provides examples to illustrate their different roles. It also discusses punctuation rules for using infinitive phrases in sentences.
The document discusses misplaced and dangling modifiers. A misplaced modifier is placed so it does not modify the intended word, while a dangling modifier has no stated word to describe. To correct misplaced modifiers, place the modifier next to the word it modifies. Dangling modifiers require rewriting the sentence to supply the missing subject. Exercises provide examples of misplaced and dangling modifiers and ask the reader to identify and correct them.
The document contains a series of questions about literary concepts such as theme, character, plot, point of view, and setting. It also asks the reader to define words like summary, fact, and opinion. Some questions ask the reader to apply these concepts, such as identifying themes, characters, and plot details in books. The document appears to be assessing a reader's understanding of foundational elements of reading comprehension and literary analysis.
This document contains answers to questions from a BIOS 135 Week 1 Quiz, including multiple choice questions about experimental controls, types of reasoning, states of matter, and the scientific method. It also includes questions about English grammar, such as identifying verbs, subjects, and sentence types. The document provides a link to a tutorial and advises avoiding relationships in the first year of college to focus on acclimating to a new area and meeting people.
This document provides a summary of key concepts in English grammar, including:
- The definition of a sentence and the three types of punctuation.
- Identifying subjects, predicates, and the four types of subjects.
- Forming plural nouns and irregular plurals.
- Five basic English sentence patterns involving subjects, verbs, objects, adverbs, and nouns.
- Analogies and how to identify the relationship between word pairs.
- Four types of sentences based on purpose and ending punctuation.
Directions Type out the answers to all questions on a separate .docxvickeylintern
Directions
: Type out the answers to all questions on a separate sheet of paper. This sheet of paper or document will be known as the “Answer Sheet for Final Exam” Be sure to number your answer sheet in the same way the questions on the Final Exam are numbered. For this assignment, your answer sheet should be numbered from 1 through 50.
Where to submit Final Exam
: When you complete the assignment, you will submit it either by uploading it as an attachment or by cutting and pasting the assignment from your word processing program into the textbox. Both of these options appear at the bottom of the assignment page. If you cut and paste your assignment into the textbox, be sure to do so by choosing the option to “Paste from Word.” Using this option will maintain your original formatting. To access the “Paste from Word” option, click on the three dots that appear in the box in the far right hand corner of the textbox. After you do this, several more buttons should appear. Once these buttons appear, click on the arrow beside the picture of the clipboard in order to see the option “Paste from Word.” Click on this option and follow the directions provided.
If you submit your final exam as an attachment, label it in the following way: FELastName. If I were submitting the final exam, I would label it in the following way: FETolbert.
If you submit the final exam as an attachment, be sure to save it and attach it as a Rich Text Format (RTF) since the majority of computers can open an RTF attachment.
If you submit the final exam as an attachment that my computer will not open, I will return the assignment to you ungraded. The assignment will remain ungraded until you submit it in a form my computer will open
.
When to Submit Your Assignment:
The Final Exam is due by 11:59 Eastern Standard Time on
Sunday, December 14, 2014
.
How to Format Assignmen
t:
Title
: Center the following information at the top of the completed exercise:
Answer Sheet for Final Exam
Font
: 12pt Times New Roman
Spacing
: Double Spacing
If you have any questions about how to do the Final Exam or how to submit it, be sure to let me know.
EDCP 103 Final Exam
Fall 2014
Section I: Multiple choice and fill-in-the-blank
Each question in this section is worth 1 point.
Questions 1-6
Three passages out of the four in each question contain sentence fragments or run-on sentences. Choose the one correct sentence that is error-free.
1.
Taking classes at night helps me develop my job skills it also works well with my schedule.
Taking classes at night helps me develop my job skills, it also works well with my schedule.
C)
Taking classes at night helps me develop my job skills; it also works well with my schedule.
D)
Taking classes at night helps me develop my job skills. And also works well with my schedule.
2.
There are several good techniques for cleaning a room. For example, starting at the top of the room.
If time is limited, don’t worry, you can set aside .
The document provides examples of alternative ways to join sentences without using "if", such as using "had" or "should" instead. It then gives tasks for the reader to rewrite sentences replacing "if" with one of the alternatives. Another section discusses using participles like "having" and "-ing" to combine sentences. It provides examples and tasks for the reader to practice this technique. Finally, it discusses replacing boring conjunctions like "and" and "but" with less common ones to make writing more varied.
The document provides corrections to punctuation, capitalization, grammar and sentence structure in response prompts. It addresses rules for subjects and verbs agreeing, pronoun usage, run-on sentences, fragments, punctuation including commas, apostrophes and colons. The document also defines grammatical terms and concepts like active and passive voice, singular and plural forms and correct word choice depending on context.
Test Questions1. Identify the sentence that illustrates cle.docxjonghollingberry
Test Questions:
1. Identify the sentence that illustrates clear pronoun reference.
Answers:
• After putting the silverware in the cabinet, Mabel sold it.
• The clowns told the acrobats that they would receive a bonus after the performance.
• Rhonda filed a complaint with the police, but they were unresponsive.
• We called Dr. Arnold's office all day, but he never answered the phone.
2. Choose the series of pronouns that best completes the following sentence.
Only one of the nurses __________ works in the field hospital is certified, and _________ has been out sick for two weeks.
Answers:
• who, she
• whom, she
• which, that
• that, which
3. Read the following passage and identify the type of sentence structure error it contains.
Surprisingly, everyone at the pot-luck dinner thought Melina's everyday Jell-O salad was tastier than Frank's spectacular, towering Twinkie cake. In a fit of pique, Frank told each guest that their opinions mean nothing to him; then he grabbed his cake, flung a Twinkie or two at the crowd, and slammed out the door.
Answers:
• Comparison
• Pronoun-antecedent agreement
• Diction
• Parallelism
• Verb tense shift
• b and e
• b, c, and d
4. Choose the option that best corrects the verb tense error in the underlined part of the following sentence.
The detailed mosaic work on the ancient altar is of such high quality and rare beauty that no modern artwork of the same genre had ever come close to matching it.
Answers:
• no modern artwork of the same genre had ever come close to matching it
• it had no equal compared to modern artwork of the same genre
• no modern artwork of the same genre comes close to matching it
• no modern artwork of the same genre will ever have come close to matching it
• no modern artwork of the same genre has ever come close to matching it
5. Choose the verb tense that best completes the following sentence.
Sarah was so late arriving home that Mike ____________ to bed.
Answers:
• had already gone
• has already gone
• already went
• will already have gone
6. Choose the option that best completes the following sentence.
Three essential components of a correct comparison between two or more items are
_______________ .
Answers:
• pertinence, relativity, and parallel structure
• completeness, logic, and parallel structure
• relativity, logic, and pertinence
7. Identify the sentence that is written in active voice.
Answers:
• A disembodied grin was left hanging in the air when the Cheshire Cat disappeared.
• Fourteen songs have been written about her by her ex-boyfriend.
• The four finalists in the ballroom dancing competition will be honoured by the judges at tonight's dinner.
• The supervisor has told us seven times not to unplug all the computers—why do we keep doing it?
8. Identify the sentence that illustrates correct use of modifiers.
Answers:
• Of the two companies, Groose & Grouse is the more reliable.
• I had never seen so much people.
1) The poem describes a messy bedroom with clothes and objects strewn about.
2) Questions ask about identifying parts of speech, point of view, mood, and figurative language used in the poem.
3) Additional questions cover topics like subject-verb agreement, sentence structure, and revising sentences.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. COMM 215 Final Guide
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COMM 215 Final Guide
1. The following word group is a FRAGMENT: That movie, one of my favorites.
2. 2. The following word group is a FRAGMENT: The local baseball team, needing a
good pitcher most of all.
3. The following word group is a FRAGMENT: Using a flashlight, he looked under
the bed for his shoes.
4. The capitalized verb agrees with the subject: Three employees from our
company and one from our competitor WAS fired.
5. The capitalized verb agrees with the subject: Three of my friends LIKE this
band.
6. The capitalized verb agrees with the subject: Six girls and one boy WAS in
the dance class.
7. Quotation marks are correctly used in the following sentence, the entire
sentence is correctly punctuated, and all words in the sentence are correctly
capitalized:
"This is a fantastic opportunity", the salesman insisted.
8. Quotation marks are correctly used in the following sentence, the entire
sentence is correctly punctuated, and all words in the sentence are correctly
capitalized:
"Are you serious ?!?" Fred asked.
9. Quotation marks are correctly used in the following sentence, the entire
sentence is correctly punctuated, and all words in the sentence are correctly
capitalized:
My best friend said that "She'd heard something like that."
Part II: Multiple Choice
In the following sentences, identify if the word grouping contains sentence
fragments, a comma splice, or a run-on sentence, or if the grouping is a
complete sentence.
10. Cats, unlike dogs and fond of sitting on laps.
11. I don't know what you want me to do, the directions are not clear.
12. While I like bacon, it is not good for me.
13. I like chocolate she likes butterscotch.
Identify the pronoun error in each of the following sentences.
14. When one buys insurance, you need to be clear about your needs.
15. The teacher said they were going to grade the test over the weekend.
16. Sally told Janice that she made the honor roll.
17. The new employees worked long hours, hoping that doing so would advance
their careers.
18. Dave hoped that Steve and __ would win the tennis tournament.
19. Lisa hoped that Shelly had remembered to ask her mother for the chocolate
chip cookies.
Identify the location or locations where apostrophe errors occur:
20. When we we're (A) on our way home, we were (B) eager to get they're (C).
21. Identify the location or locations where apostrophe errors occur:
"Put the clothes over they're (A)," he said. "That is where they're (B) going."
22. Identify the location or locations where apostrophe errors occur:
When the dog knocked over it's (A) bowl, the little girl claimed that the dog
wasn't (B) her's (C).
23. Which portion of this sentence followed by a letter is not parallel?
The company president inspired his employees (A), charmed the press (B), and
redefined his company's strategic plan (C).
24. Which portion of this sentence followed by a letter is not parallel?
The clown juggles (A), makes balloon animals (B), and will paint faces (C).
25. Which portion of this sentence followed by a letter is not parallel?
The retired fireman liked fishing (A), to hunt (B), and watching basketball on
television (C).
26. Choose the correct verb tenses required in the following sentence.
Whenever I __ to the grocery, I always ___ for fresh produce.
27. Choose the appropriate irregular verb form in the following sentence.
In light of recent developments, the company president ___ his position.
28. Choose the appropriate irregular verb form in the following sentence.
29. Choose the appropriate irregular verb form in the following sentence.
In retrospect, Jason shouldn't have taken that important business call right
after he'd been ___.
Choose the answer that completes each sentence correctly.
30. Investing in pure research ___ yields no immediate profit, can be hard to
justify when a company
3. 31. I had hoped the police would blame Bruce, not ___.
32. Some interviewers ____ have a clear sense of what they want in an employee,
ask very tough
33. A venture capitalist has to be willing to take risks when ___ invests ___
money.
34. Many times people will ask a writer where ____ gets ____ ideas.
Part III: Revision
In this section of the final, revise the sentences provided to correct the
grammar errors indicated. (In many cases there will be more than one correct
alternative to the sentence provided; credit will be given for all correct
answers.)
Revise the following word groups to remove all fragments and/or parallelism
errors.
35. I like baseball because it is fun and teaches me about the sport.
36. The White Sox are really good at the fundamentals of baseball. Which is why
they won the World Series in 2005.
Revise the following word groups to remove all run-on sentences.
37. Studying is hard work many students find they study better when they take
regular breaks.
38. Some tests are so hard that no one does well on them other tests are too
easy and don't really test comprehension.
Revise the following sentences so that the subjects and verbs agree with one
another.
39. One of my friends want to attend my graduation ceremony.
40. Seven cats, two monkeys, and a dog plays in the store window.
Revise the following sentences to remove all pronoun errors.
41. When a police officer fires his gun, he must fill out a lot of paperwork.
42. When a teacher writes an exam, they think about what aspects of student
learning they want to test.
Revise the following sentences to remove all apostrophe errors.
43. Some people know where they parked they're car's, and some dont.
44. I gave you your's, and Im sorry if its broken now.
Revise the following sentences to make one of the existing sentences subordinate
to the other.
45. The hurricane destroyed some oil rigs. Fuel prices rose.
46. People know they are going to have to retire. They often don't save enough
money to do so comfortably.
Revise the following sentences to remove all errors in the use of quotation
marks and all incorrect punctuation.
47. Have you ever read the story "The Tell-Tale Heart" by Edgar Allan Poe? Dave
asked.
48. Did the professor say Put down your pencils? Janice asked.
Revise the following sentences to create parallel constructions.
49. To succeed in the new economy, workers will have to learn throughout their
careers, adapt to changing circumstances, and self-motivation will be needed.
50. Some students hate math; some students dislike math, and math is liked by
other students.