Experiment Title : Determination of relative densities and water absorption of coarse aggregates. Objective : To determine the relative densities and water absorption of a coarse aggregate. Description of Sample : The sample used was naturally occuring riverside aggregate and was left to soak for 24 hours prior to the experiment. Apparatus Required A pycnometer – a pycnometer is a litre glass jar which has a conical screw on it ’s lid‚ and a small aperature at the apex of the conical lid. The
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Non Compete Clause: Good or Bad BUS 311 Nicki Hebert James Slack July 25‚ 2011 Non-compete agreements are a particularly important issue in today’s business world. Three trends that make non-competes especially important in the current business environment are a change in the definition of competition‚ the lack of employee loyalty‚ and the importance of relationship-based selling. As long as these agreements are done according to state law‚ they can be enforceable in the court of law. Any
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Mr. Aaziz EL AFIF Subject / Course Grammar Topic Brain drain Lesson’s Title Restrictive and non-restrictive clauses Date 24th March‚2014 Level 2nd Year Bac. – All levels Duration 60 min Lesson Objectives This lesson aims: To have students know the difference between restrictive and non-restrictive relative clauses. To have them also be able to use the relative clauses. Materials / Equipment BB – Teacher’s work sheet – Student’s Book Summary of tasks / Actions Working Mode Timing
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sentences are sentences that have several parts‚ each with a verb‚ and these parts are joined by ‘joining words’ (连词). For example‚ here are two simple sentences: “I know a man. He has five children.” If you join these two sentences by using the relative pronoun (联系代名词) ‘who’‚ it now becomes a complex sentence: “I know a man who has five children.” (By the way‚ ‘who’ is not pronounced with extra word stress here. You only stress this word when it means ‘ 谁?’‚ which is not the case here.) [pic]
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identifies the main stress in the compound words (based on listening activity) □ utilizes relative pronouns (who‚ whose‚ that‚ which) and adverb where in relative clauses to emphasize the stylistic dimension of the adventure story. □ expands the story according to the experiences of the character and his/her personal experience □ develops a positive attitude towards learning English Lesson 1 Relative Clauses (who‚ whose‚ that‚ which‚ where) Objectives At the end of the lesson‚ each Grade
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3. Those‚ whose beliefs in religion‚ in life‚ in just anything are unorthodox‚ air their views in Ermita’s Coffee Shops. 1-9 For items 1-9‚ do the following: 1. Underline the antecedent used in the statement. 2. Circle the relative pronoun; and 3. Underline the relative clause twice. 1-3 Before the International Monetary Fund (IMF) conference‚ which “sprouted” other five-star hotels‚ Manila
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exquisite courtesy. 3. Those‚ whose beliefs in religion‚ in life‚ in just anything are unorthodox air their views in Ermita’s Coffee Shops‚ 1-9 For items 1 -9‚ do the following: 1. Underline the antecedent used in the statement. 2. Circle the relative pronoun ; and 3.
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Lesson 4 Let’s play the game! Relative pronouns (imagen relacionada con programa de concurso tipo 100 mexicanos dijeron‚ teniendo en cuenta que es de radio) A: Read the questions 1 to 6. Then listen to a radio game show and underline the best answer. Follow the example. Example: The host former profession. A) wrestler B) singer 1. The host’s mood. A) bored B) relaxed 2. Joe Moretti’s profession. A) A spokesperson
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TASK AND TEXT APPROACH | | Academic Writing and Reading Project Compare and contrast the two articles‚ making clear your criteria for comparison. To what extent do these articles show that national and cultural stereotypes are no longer a useful way of examining the human condition and economic activity? Choose an element in the articles which you find interesting and explain your reaction to it by giving examples from your own experience. | Length: 1‚000- 1‚500 words. Deadline: July
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1. CURRICULAR FRAMING. The present didactic question is framed in the methodological guidelines of our current curriculum and contemplates activities as units of planning in the third level of curricular concretion. Literary aspects of L2 are very much related to the culture and civilization of a nation and therefore they are an important knowledge to be achieved by students in order to be proficiency in the L2 they are learning. According to CEFR‚ national and regional literatures make a major
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