SB 2 All-star Unit 1
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This one sentence document repeats the phrase "Target Grammar" four times. It focuses on the topic of grammar and targets that topic, but provides no other details or context about grammar.
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SB 2 All-Star Unit 9
This 3 sentence document repeats the phrase "Target Grammar" multiple times. It does not provide any other details, context or information to summarize. The document solely consists of repeating the same phrase with no other substantive content.
On Japanese Resultatives: Some Cross-linguistic Implications
This is used in the oral presentation held at the University of Queensland at 10th of August, 2012.
The aims of this presentation are to exemplify the characteristics of Japanese resultative expressions and to provide some implications to cross-linguistic and descriptive perspectives. Resultative constructions have been explored deeply in the fields of syntax, lexical semantics, constructional grammar. Japanese resultatives have also been analysed in the theoretical frameworks and Japanese linguistics. In the previous literature, however, attention has barely been paid to the fact that the ‘Product-resultative’ type is not allowed in English such as ‘*Sam baked a meat pie delicious’ and ‘*David bored a hole round through the board,’ while they are allowed in Japanese. It suggests that Japanese resultatives distribute differently more than the way concluded in the previous literature, where it was concluded that English resultatives have more types of resultatives than that of Japanese.
In this talk, I exemplify that Japanese resultatives should be analysed as a type of adverbial modification rather than secondary predication or construction, and do not follow the ‘force-dynamics’ as English resultatives do. I also point out some irrelevant phenomena on the surface such as manner-incorporation, degree modifier, and that VP quantifiers have adverbial characteristics in common. The difference between Japanese and English resultatives shown in this talk provide us some cross-linguistic implications for further research.
The Cutting Word
Haiku poetry traditionally uses a cutting word, usually a single word, to separate the two juxtaposing images in the haiku. In Japanese haiku, this is usually a single word, but in English haiku the cutting can be punctuation, line indentation, or nothing at all to separate the two images. The pivot word is a key word that splits the two images in the haiku.
SB 2 All-Star Unit 3
This document repeats the phrase "Target Grammar" multiple times without providing any other context or information. It consists solely of the phrase "Target Grammar" appearing four separate times with no other words or details included. The document does not have enough content to generate a meaningful multi-sentence summary.
SB 2 All-Star Unit 8
This document repeats the phrase "Target Grammar" multiple times without providing any other context or information. It consists solely of the phrase "Target Grammar" appearing four separate times with no other words or details given. The document does not have enough information to generate a meaningful multi-sentence summary.
SB 2 All-Star Unit 4
This document repeats the phrase "Target Grammar" multiple times without providing any other context or information. It consists solely of the phrase "Target Grammar" appearing four separate times with no other words or details given. The document does not have enough information to generate a meaningful multi-sentence summary.
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SB 2 All-Star Unit 9
This 3 sentence document repeats the phrase "Target Grammar" multiple times. It does not provide any other details, context or information to summarize. The document solely consists of repeating the same phrase with no other substantive content.
On Japanese Resultatives: Some Cross-linguistic Implications
This is used in the oral presentation held at the University of Queensland at 10th of August, 2012.
The aims of this presentation are to exemplify the characteristics of Japanese resultative expressions and to provide some implications to cross-linguistic and descriptive perspectives. Resultative constructions have been explored deeply in the fields of syntax, lexical semantics, constructional grammar. Japanese resultatives have also been analysed in the theoretical frameworks and Japanese linguistics. In the previous literature, however, attention has barely been paid to the fact that the ‘Product-resultative’ type is not allowed in English such as ‘*Sam baked a meat pie delicious’ and ‘*David bored a hole round through the board,’ while they are allowed in Japanese. It suggests that Japanese resultatives distribute differently more than the way concluded in the previous literature, where it was concluded that English resultatives have more types of resultatives than that of Japanese.
In this talk, I exemplify that Japanese resultatives should be analysed as a type of adverbial modification rather than secondary predication or construction, and do not follow the ‘force-dynamics’ as English resultatives do. I also point out some irrelevant phenomena on the surface such as manner-incorporation, degree modifier, and that VP quantifiers have adverbial characteristics in common. The difference between Japanese and English resultatives shown in this talk provide us some cross-linguistic implications for further research.
The Cutting Word
Haiku poetry traditionally uses a cutting word, usually a single word, to separate the two juxtaposing images in the haiku. In Japanese haiku, this is usually a single word, but in English haiku the cutting can be punctuation, line indentation, or nothing at all to separate the two images. The pivot word is a key word that splits the two images in the haiku.
SB 2 All-Star Unit 3
This document repeats the phrase "Target Grammar" multiple times without providing any other context or information. It consists solely of the phrase "Target Grammar" appearing four separate times with no other words or details included. The document does not have enough content to generate a meaningful multi-sentence summary.
SB 2 All-Star Unit 8
This document repeats the phrase "Target Grammar" multiple times without providing any other context or information. It consists solely of the phrase "Target Grammar" appearing four separate times with no other words or details given. The document does not have enough information to generate a meaningful multi-sentence summary.
SB 2 All-Star Unit 4
This document repeats the phrase "Target Grammar" multiple times without providing any other context or information. It consists solely of the phrase "Target Grammar" appearing four separate times with no other words or details given. The document does not have enough information to generate a meaningful multi-sentence summary.
SB 1 Unit 1
Target Grammar was mentioned repeatedly in the document. The document focused on the topic of Target Grammar but did not provide any additional details about what Target Grammar refers to or why it was the topic being discussed. The brevity of the document made it difficult to understand the overall context or meaning.
SB 2 All-Star Unit 6
Target Grammar was mentioned repeatedly in the short document. In just a few words, the document focused solely on the topic of Target Grammar without providing any other details or context about it.
SB 2 All-Star Unit 5
This one sentence document repeats the phrase "Target Grammar" four times. It does not provide any other details or context about the topic of target grammar.
ENGC 1404
This document provides an outline for an English communication course. It includes topics that will be covered each week such as introductions, asking for directions, job interviews, and discussions/debates. It also gives examples of how to introduce yourself, ask for directions or information, give suggestions/advice, and describe objects, people, jobs, hometowns, and similarities/differences. The document provides guidance on communicating effectively in English on common topics and situations.
SB 2 All-Star Unit 7
This one sentence document repeats the phrase "Target Grammar" four times. It does not provide any other details or context about the topic of target grammar.
SB 1 Unit 2
This one sentence document repeats the phrase "Target Grammar" four times. It does not provide any other details or context about the topic of target grammar.
C V - G J Dunford 2016
Greg Dunford has over 37 years of experience in foundry management. He provides his contact information and summarizes his educational and employment history. His career has included roles as Foundry Manager, Manufacturing Manager, Quality Controller, and Assistant Foundry Manager. He has skills in people management, continuous improvement, quality control, health and safety management, and more. Currently, he is looking for a new position and can relocate as needed.
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BPSC-105 important questions for june term end exam
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
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Target Grammar was mentioned repeatedly in the short document. In just a few words, the document focused solely on the topic of Target Grammar without providing any other details or context about it.
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This one sentence document repeats the phrase "Target Grammar" four times. It does not provide any other details or context about the topic of target grammar.
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This document provides an outline for an English communication course. It includes topics that will be covered each week such as introductions, asking for directions, job interviews, and discussions/debates. It also gives examples of how to introduce yourself, ask for directions or information, give suggestions/advice, and describe objects, people, jobs, hometowns, and similarities/differences. The document provides guidance on communicating effectively in English on common topics and situations.
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This one sentence document repeats the phrase "Target Grammar" four times. It does not provide any other details or context about the topic of target grammar.
SB 1 Unit 2
This one sentence document repeats the phrase "Target Grammar" four times. It does not provide any other details or context about the topic of target grammar.
C V - G J Dunford 2016
Greg Dunford has over 37 years of experience in foundry management. He provides his contact information and summarizes his educational and employment history. His career has included roles as Foundry Manager, Manufacturing Manager, Quality Controller, and Assistant Foundry Manager. He has skills in people management, continuous improvement, quality control, health and safety management, and more. Currently, he is looking for a new position and can relocate as needed.
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SB 2 All-star Unit 1
- 10. Target Grammar