An old college friend of mine who celebrated his twentieth birthday'meaning twenty years of AA sobriety'a couple of years ago, tells me that when he was on the skids and riding the rails from drunk tank to drunk tank, the favorite terms for muscat were muscadoodle and Napa Valley smoke .

( ( ( An ( old ( college friend ) ) ) ( of ( mine ( who ( ( ( celebrated ( his ( twentieth birthday ) ) ) ` ) ( ( meaning ( ( twenty years ) ( of ( ( AA ( sobriety'a couple ) ) ( of years ) ) ) ) ) ago ) ) ) ) ) ) ( , ( ( ( tells me ) ( that ( ( when ( he ( was ( ( ( on ( the skids ) ) and ) ( ( ( riding ( the rails ) ) ( from ( drunk tank ) ) ) ( to ( drunk tank ) ) ) ) ) ) ) ( , ( ( ( ( ( the ( favorite terms ) ) ( for muscat ) ) ( were muscadoodle ) ) and ) ( ( Napa Valley ) smoke ) ) ) ) ) ) . ) ) )

(ROOT (S (NP (NP (DT An) (JJ old) (NN college) (NN friend)) (PP (IN of) (NP (NP (NN mine)) (SBAR (WHNP (WP who)) (S (VP (VBD celebrated) (NP (PRP$ his) (JJ twentieth) (NN birthday)) (`` `) (S (VP (VBG meaning) (NP (NP (CD twenty) (NNS years)) (PP (IN of) (NP (NP (NNP AA) (NN sobriety'a) (NN couple)) (PP (IN of) (NP (NNS years)))))) (ADVP (IN ago)))))))))) (, ,) (VP (VBZ tells) (NP (PRP me)) (SBAR (IN that) (S (SBAR (WHADVP (WRB when)) (S (NP (PRP he)) (VP (VBD was) (UCP (PP (IN on) (NP (DT the) (NNS skids))) (CC and) (S (VP (VBG riding) (NP (DT the) (NNS rails)) (PP (IN from) (NP (JJ drunk) (NN tank))) (PP (TO to) (NP (JJ drunk) (NN tank))))))))) (, ,) (S (NP (NP (DT the) (JJ favorite) (NNS terms)) (PP (IN for) (NP (NN muscat)))) (VP (VBD were) (ADJP (JJ muscadoodle)))) (CC and) (S (NP (NNP Napa) (NNP Valley)) (VP (VBP smoke)))))) (. .)))

An old friend of mine celebrated being sober for twenty years and said his favorite term for muscat was muscadoodle.

( ( ( An ( old friend ) ) ( of mine ) ) ( ( ( ( celebrated ( being ( sober ( for ( twenty years ) ) ) ) ) and ) ( said ( ( ( his ( favorite term ) ) ( for muscat ) ) ( was muscadoodle ) ) ) ) . ) )

(ROOT (S (NP (NP (DT An) (JJ old) (NN friend)) (PP (IN of) (NP (NN mine)))) (VP (VP (VBD celebrated) (S (VP (VBG being) (ADJP (JJ sober) (PP (IN for) (NP (CD twenty) (NNS years))))))) (CC and) (VP (VBD said) (SBAR (S (NP (NP (PRP$ his) (JJ favorite) (NN term)) (PP (IN for) (NP (NN muscat)))) (VP (VBD was) (ADJP (JJ muscadoodle))))))) (. .)))


At 9:49, the commander of NORAD directed all air sovereignty aircraft to battle stations, fully armed.

( ( At 9:49 ) ( , ( ( ( the commander ) ( of NORAD ) ) ( ( ( ( ( directed ( all ( air ( sovereignty aircraft ) ) ) ) ( to ( battle stations ) ) ) , ) ( fully armed ) ) . ) ) ) )

(ROOT (S (PP (IN At) (NP (CD 9:49))) (, ,) (NP (NP (DT the) (NN commander)) (PP (IN of) (NP (NNP NORAD)))) (VP (VBD directed) (NP (DT all) (NN air) (NN sovereignty) (NN aircraft)) (PP (TO to) (NP (NN battle) (NNS stations))) (, ,) (ADJP (RB fully) (JJ armed))) (. .)))

The commander of NORAD sent all aircraft to battle stations, ready to shoot down any other hijacked planes.

( ( ( The commander ) ( of NORAD ) ) ( ( ( ( ( sent ( all aircraft ) ) ( to ( battle stations ) ) ) , ) ( ( ready ( to ( ( shoot down ) ( any ( other hijacked ) ) ) ) ) planes ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN commander)) (PP (IN of) (NP (NNP NORAD)))) (VP (VBD sent) (NP (DT all) (NN aircraft)) (PP (TO to) (NP (NN battle) (NNS stations))) (, ,) (NP (ADJP (JJ ready) (S (VP (TO to) (VP (VB shoot) (PRT (RP down)) (NP (DT any) (JJ other) (NN hijacked)))))) (NNS planes))) (. .)))


(And everyone should now take a few minutes to ponder the meaning of it in the preceding sentence.)

( -LRB- ( ( And ( ( everyone ( ( should now ) ( take ( a ( few minutes ) ) ) ) ) ( ( to ( ( ponder ( ( the meaning ) ( of it ) ) ) ( in ( the ( preceding sentence ) ) ) ) ) . ) ) ) -RRB- ) )

(ROOT (PRN (-LRB- -LRB-) (FRAG (CC And) (NP (NP (NN everyone)) (SBAR (S (VP (MD should) (ADVP (RB now)) (VP (VB take) (NP (DT a) (JJ few) (NNS minutes))))))) (SBAR (S (VP (TO to) (VP (VB ponder) (NP (NP (DT the) (NN meaning)) (PP (IN of) (NP (PRP it)))) (PP (IN in) (NP (DT the) (VBG preceding) (NN sentence))))))) (. .)) (-RRB- -RRB-)))

All should stop and think about the meaning of the sentence.

( All ( ( should ( ( ( stop and ) think ) ( about ( ( the meaning ) ( of ( the sentence ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT All)) (VP (MD should) (VP (VB stop) (CC and) (VB think) (PP (IN about) (NP (NP (DT the) (NN meaning)) (PP (IN of) (NP (DT the) (NN sentence))))))) (. .)))


( Oh ( I ( ( know ( what ( I ( was ( going ( to ( tell you ) ) ) ) ) ) ) . ) ) )

(ROOT (S (ADVP (RB Oh)) (NP (PRP I)) (VP (VBP know) (SBAR (WHNP (WP what)) (S (NP (PRP I)) (VP (VBD was) (VP (VBG going) (S (VP (TO to) (VP (VB tell) (NP (PRP you)))))))))) (. .)))

I remembered that I was going to remind you to get groceries.

( I ( ( remembered ( that ( I ( was ( going ( to ( remind ( you ( to ( get groceries ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBD remembered) (SBAR (IN that) (S (NP (PRP I)) (VP (VBD was) (VP (VBG going) (S (VP (TO to) (VP (VB remind) (S (NP (PRP you)) (VP (TO to) (VP (VB get) (NP (NNS groceries))))))))))))) (. .)))


Or the mealtimes that have the entire family trying to find a place to sit and balance their plates while eating wherever they can find a place?

( Or ( ( ( the mealtimes ) ( that ( have ( ( the ( entire family ) ) ( trying ( to ( find ( a ( place ( to ( ( ( ( sit and ) balance ) ( their plates ) ) ( while ( eating ( wherever ( they ( can ( find ( a place ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ? ) )

(ROOT (FRAG (CC Or) (NP (NP (DT the) (NNS mealtimes)) (SBAR (WHNP (WDT that)) (S (VP (VBP have) (NP (NP (DT the) (JJ entire) (NN family)) (VP (VBG trying) (S (VP (TO to) (VP (VB find) (NP (DT a) (NN place) (S (VP (TO to) (VP (VB sit) (CC and) (VB balance) (NP (PRP$ their) (NNS plates)) (PP (IN while) (S (VP (VBG eating) (SBAR (WHADVP (WRB wherever)) (S (NP (PRP they)) (VP (MD can) (VP (VB find) (NP (DT a) (NN place)))))))))))))))))))))) (. ?)))

What about at dinner time when family members struggle to find a place to sit and eat?

( ( What ( about ( at ( dinner time ) ) ) ) ( ( when ( ( family members ) ( struggle ( to ( find ( a ( place ( to ( ( sit and ) eat ) ) ) ) ) ) ) ) ) ? ) )

(ROOT (FRAG (WHNP (WHNP (WP What)) (PP (IN about) (PP (IN at) (NP (NN dinner) (NN time))))) (SBAR (WHADVP (WRB when)) (S (NP (NN family) (NNS members)) (VP (VB struggle) (S (VP (TO to) (VP (VB find) (NP (DT a) (NN place) (S (VP (TO to) (VP (VB sit) (CC and) (VB eat))))))))))) (. ?)))


Then all the pieces of the patterns must be laid out for the various units so that they can be cut at the same time.

( Then ( ( ( all ( the pieces ) ) ( of ( the patterns ) ) ) ( ( must ( be ( ( ( laid out ) ( for ( the ( various units ) ) ) ) ( so ( that ( they ( can ( be ( cut ( at ( the ( same time ) ) ) ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (ADVP (RB Then)) (NP (NP (PDT all) (DT the) (NNS pieces)) (PP (IN of) (NP (DT the) (NNS patterns)))) (VP (MD must) (VP (VB be) (VP (VBN laid) (PRT (RP out)) (PP (IN for) (NP (DT the) (JJ various) (NNS units))) (SBAR (RB so) (IN that) (S (NP (PRP they)) (VP (MD can) (VP (VB be) (VP (VBN cut) (PP (IN at) (NP (DT the) (JJ same) (NN time))))))))))) (. .)))

Cutting the pieces at the same time is more efficient and accurate.

( ( ( Cutting ( the pieces ) ) ( at ( the ( same time ) ) ) ) ( ( is ( more ( ( efficient and ) accurate ) ) ) . ) )

(ROOT (S (S (VP (VBG Cutting) (NP (DT the) (NNS pieces)) (PP (IN at) (NP (DT the) (JJ same) (NN time))))) (VP (VBZ is) (ADJP (RBR more) (JJ efficient) (CC and) (JJ accurate))) (. .)))


Five Americans and two officials from India were killed.

( ( ( ( Five Americans ) and ) ( ( two officials ) ( from India ) ) ) ( ( were killed ) . ) )

(ROOT (S (NP (NP (CD Five) (NNS Americans)) (CC and) (NP (NP (CD two) (NNS officials)) (PP (IN from) (NP (NNP India))))) (VP (VBD were) (VP (VBN killed))) (. .)))

Five americans were killed in an attack in India.

( ( Five americans ) ( ( were ( killed ( in ( ( an attack ) ( in India ) ) ) ) ) . ) )

(ROOT (S (NP (CD Five) (NNS americans)) (VP (VBD were) (VP (VBN killed) (PP (IN in) (NP (NP (DT an) (NN attack)) (PP (IN in) (NP (NNP India))))))) (. .)))


For example, W shows for leeway the date 1669; from my experience with even above-average users, that is usually taken to mean that 1669 was the first time that leeway appeared in  one day it did not exist; the next, Presto!

( ( For example ) ( , ( W ( ( ( shows ( for leeway ) ) ( the ( ( ( ( ( ( ( date 1669 ) ; ) ( from ( ( my experience ) ( with ( even ( above-average users ) ) ) ) ) ) , ) ( that ( ( is usually ) ( taken ( to ( mean ( that ( 1669 ( ( was ( the ( first time ) ) ) ( that ( leeway ( appeared ( ( in ( one day ) ) ( it ( ( did not ) exist ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ; ) ( ( ( the next ) , ) Presto ) ) ) ) ! ) ) ) )

(ROOT (S (PP (IN For) (NP (NN example))) (, ,) (NP (NNP W)) (VP (VBZ shows) (PP (IN for) (NP (NN leeway))) (NP (DT the) (NP (NP (NN date) (CD 1669)) (: ;) (PP (IN from) (NP (NP (PRP$ my) (NN experience)) (PP (IN with) (NP (RB even) (JJ above-average) (NNS users))))) (, ,) (SBAR (WHNP (WDT that)) (S (VP (VBZ is) (ADVP (RB usually)) (VP (VBN taken) (S (VP (TO to) (VP (VB mean) (SBAR (IN that) (S (NP (CD 1669)) (VP (VBD was) (NP (DT the) (JJ first) (NN time)) (SBAR (IN that) (S (NP (NN leeway)) (VP (VBD appeared) (SBAR (S (PP (IN in) (NP (CD one) (NN day))) (NP (PRP it)) (VP (VBD did) (RB not) (VP (VB exist))))))))))))))))))) (: ;) (NP (NP (DT the) (JJ next)) (, ,) (NP (NNP Presto))))) (. !)))

W shows for leeway the date 1669, because this is the most rational guess.

( W ( ( ( ( shows ( for ( leeway ( the ( date 1669 ) ) ) ) ) , ) ( because ( this ( is ( the ( ( most rational ) guess ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP W)) (VP (VBZ shows) (PP (IN for) (S (VP (VBG leeway) (NP (DT the) (NN date) (CD 1669))))) (, ,) (SBAR (IN because) (S (NP (DT this)) (VP (VBZ is) (NP (DT the) (ADJP (RBS most) (JJ rational)) (NN guess)))))) (. .)))


We're there early in the morning to beat the heat.

( We ( ( ( ( 're ( there early ) ) ( in ( the morning ) ) ) ( to ( beat ( the heat ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP 're) (ADVP (RB there) (RB early)) (PP (IN in) (NP (DT the) (NN morning))) (S (VP (TO to) (VP (VB beat) (NP (DT the) (NN heat)))))) (. .)))

We'll be there early when it isn't too hot yet.

( We ( ( 'll ( be ( ( there early ) ( when ( it ( ( ( is n't ) ( too hot ) ) yet ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (MD 'll) (VP (VB be) (ADVP (ADVP (RB there) (RB early)) (SBAR (WHADVP (WRB when)) (S (NP (PRP it)) (VP (VBZ is) (RB n't) (ADJP (RB too) (JJ hot)) (ADVP (RB yet)))))))) (. .)))


Please make check payable to the Indiana University Foundation.

( Please ( ( make ( check ( payable ( to ( the ( Indiana ( University Foundation ) ) ) ) ) ) ) . ) )

(ROOT (S (INTJ (UH Please)) (VP (VB make) (S (NP (NN check)) (ADJP (JJ payable) (PP (TO to) (NP (DT the) (NNP Indiana) (NNP University) (NNP Foundation)))))) (. .)))

If you write a check be sure to make sure that it's for a thousand dollars.

( ( If ( you ( write ( a check ) ) ) ) ( ( be ( sure ( to ( ( make sure ) ( that ( it ( 's ( for ( a ( thousand dollars ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (SBAR (IN If) (S (NP (PRP you)) (VP (VBP write) (NP (DT a) (NN check))))) (VP (VB be) (ADJP (JJ sure) (S (VP (TO to) (VP (VB make) (ADJP (JJ sure)) (SBAR (IN that) (S (NP (PRP it)) (VP (VBZ 's) (PP (IN for) (NP (DT a) (CD thousand) (NNS dollars))))))))))) (. .)))


Nor did any manager at FAA headquarters pass any of the information it had about United 93 to the military.

( Nor ( ( ( did ( ( any manager ) ( at ( FAA headquarters ) ) ) ) ( ( pass ( ( any ( of ( the information ) ) ) ( it ( had ( about ( United 93 ) ) ) ) ) ) ( to ( the military ) ) ) ) . ) )

(ROOT (SINV (CC Nor) (VBD did) (NP (NP (DT any) (NN manager)) (PP (IN at) (NP (NNP FAA) (NNS headquarters)))) (VP (VB pass) (NP (NP (DT any)) (PP (IN of) (NP (DT the) (NN information))) (SBAR (S (NP (PRP it)) (VP (VBD had) (PP (IN about) (NP (NNP United) (CD 93))))))) (PP (TO to) (NP (DT the) (NN military)))) (. .)))

The managers were not qualified to do their assigned jobs.

( ( The managers ) ( ( ( were not ) ( qualified ( to ( do ( their ( assigned jobs ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS managers)) (VP (VBD were) (RB not) (ADJP (VBN qualified) (S (VP (TO to) (VP (VB do) (NP (PRP$ their) (JJ assigned) (NNS jobs))))))) (. .)))


Early introduction to this topic in a student's career helps produce an informed and caring practitioner who has a strong sense of community service and the needs of underserved populations.

( ( ( Early introduction ) ( to ( ( this topic ) ( in ( ( a ( student 's ) ) career ) ) ) ) ) ( ( helps ( produce ( ( an ( informed ( and ( caring practitioner ) ) ) ) ( who ( has ( ( ( ( a ( strong sense ) ) ( of ( community service ) ) ) and ) ( ( the needs ) ( of ( underserved populations ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (RB Early) (NN introduction)) (PP (TO to) (NP (NP (DT this) (NN topic)) (PP (IN in) (NP (NP (DT a) (NN student) (POS 's)) (NN career)))))) (VP (VBZ helps) (VP (VB produce) (NP (NP (DT an) (JJ informed) (CC and) (JJ caring) (NN practitioner)) (SBAR (WHNP (WP who)) (S (VP (VBZ has) (NP (NP (NP (DT a) (JJ strong) (NN sense)) (PP (IN of) (NP (NN community) (NN service)))) (CC and) (NP (NP (DT the) (NNS needs)) (PP (IN of) (NP (JJ underserved) (NNS populations))))))))))) (. .)))

Early introduction to this topic helps students develop a strong sense of community.

( ( ( Early introduction ) ( to ( this topic ) ) ) ( ( helps ( students ( develop ( ( a ( strong sense ) ) ( of community ) ) ) ) ) . ) )

(ROOT (S (NP (NP (RB Early) (NN introduction)) (PP (TO to) (NP (DT this) (NN topic)))) (VP (VBZ helps) (S (NP (NNS students)) (VP (VB develop) (NP (NP (DT a) (JJ strong) (NN sense)) (PP (IN of) (NP (NN community))))))) (. .)))


Nonetheless, our analysis suggests a number of steps that might be taken to improve compliance with U.S. labor standards in the presence of information-integrated channels.

( Nonetheless ( , ( ( our analysis ) ( ( suggests ( ( a number ) ( of ( steps ( that ( might ( be ( taken ( to ( ( ( improve compliance ) ( with ( U.S. ( labor standards ) ) ) ) ( in ( ( the presence ) ( of ( information-integrated channels ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Nonetheless)) (, ,) (NP (PRP$ our) (NN analysis)) (VP (VBZ suggests) (NP (NP (DT a) (NN number)) (PP (IN of) (NP (NP (NNS steps)) (SBAR (WHNP (WDT that)) (S (VP (MD might) (VP (VB be) (VP (VBN taken) (S (VP (TO to) (VP (VB improve) (NP (NN compliance)) (PP (IN with) (NP (NNP U.S.) (NN labor) (NNS standards))) (PP (IN in) (NP (NP (DT the) (NN presence)) (PP (IN of) (NP (JJ information-integrated) (NNS channels))))))))))))))))) (. .)))

There's no way to comply with the impossible standards of the US.

( There ( ( 's ( no ( way ( to ( comply ( with ( ( the ( impossible standards ) ) ( of ( the US ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBZ 's) (NP (DT no) (NN way) (S (VP (TO to) (VP (VB comply) (PP (IN with) (NP (NP (DT the) (JJ impossible) (NNS standards)) (PP (IN of) (NP (DT the) (NNP US)))))))))) (. .)))


As we saw earlier, preschools and kindergartens that emphasize drill on academic skills are detrimental.

( ( As ( we ( ( saw ( earlier ( , ( ( preschools and ) kindergartens ) ) ) ) ( that ( emphasize ( drill ( on ( academic skills ) ) ) ) ) ) ) ) ( ( are detrimental ) . ) )

(ROOT (S (SBAR (IN As) (S (NP (PRP we)) (VP (VBD saw) (NP (JJR earlier) (, ,) (NNS preschools) (CC and) (NNS kindergartens)) (SBAR (IN that) (S (NP (NNP emphasize)) (VP (VB drill) (PP (IN on) (NP (JJ academic) (NNS skills))))))))) (VP (VBP are) (ADJP (JJ detrimental))) (. .)))

Children learn best when a lot of academic-based stress is placed on them.

( Children ( ( ( learn best ) ( when ( ( ( a lot ) ( of ( academic-based stress ) ) ) ( is ( placed ( on them ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Children)) (VP (VBP learn) (ADVP (RBS best)) (SBAR (WHADVP (WRB when)) (S (NP (NP (DT a) (NN lot)) (PP (IN of) (NP (JJ academic-based) (NN stress)))) (VP (VBZ is) (VP (VBN placed) (PP (IN on) (NP (PRP them)))))))) (. .)))


Can we not reverse the approbation in which lawyers are held by the public today?

( ( ( ( Can we ) not ) ( reverse ( ( the approbation ) ( ( in which ) ( lawyers ( are ( held ( by ( the ( public today ) ) ) ) ) ) ) ) ) ) ? )

(ROOT (SQ (MD Can) (NP (PRP we)) (ADVP (RB not)) (VP (VB reverse) (NP (NP (DT the) (NN approbation)) (SBAR (WHPP (IN in) (WHNP (WDT which))) (S (NP (NNS lawyers)) (VP (VBP are) (VP (VBN held) (PP (IN by) (NP (DT the) (JJ public) (NN today))))))))) (. ?)))

Can we not reverse the standard that lawyers are held to?

( ( ( ( Can we ) not ) ( ( reverse ( the standard ) ) ( that ( lawyers ( are ( held to ) ) ) ) ) ) ? )

(ROOT (SQ (MD Can) (NP (PRP we)) (ADVP (RB not)) (VP (VB reverse) (NP (DT the) (NN standard)) (SBAR (IN that) (S (NP (NNS lawyers)) (VP (VBP are) (VP (VBN held) (S (VP (TO to)))))))) (. ?)))


(The law school had to raise tuition by 8 percent [1991-1992] and 12 percent [1992-1993]).

(ROOT (S (-LRB- -LRB-) (NP (DT The) (NN law) (NN school)) (VP (VBD had) (S (VP (TO to) (VP (VB raise) (NP (NN tuition)) (PP (IN by) (NP (NP (CD 8) (NN percent) (VBG -LSB-) (CD 1991-1992) (NNS -RSB-)) (CC and) (NP (CD 12) (NN percent) (VBG -LSB-) (CD 1992-1993) (NNS -RSB-)))))))) (-RRB- -RRB-) (. .)))

The law school neglected to raise tuition by 8 percent in 1991.

( ( The ( law school ) ) ( ( neglected ( to ( ( raise tuition ) ( by ( ( 8 percent ) ( in 1991 ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN law) (NN school)) (VP (VBD neglected) (S (VP (TO to) (VP (VB raise) (NP (NN tuition)) (PP (IN by) (NP (NP (CD 8) (NN percent)) (PP (IN in) (NP (CD 1991))))))))) (. .)))


( Everybody ( ( has ( to ( ( read stuff ) ( in school ) ) ) ) . ) )

(ROOT (S (NP (NN Everybody)) (VP (VBZ has) (S (VP (TO to) (VP (VB read) (NP (NN stuff)) (PP (IN in) (NP (NN school))))))) (. .)))

Reading in school is important for everyone to improve their skills.

( ( Reading ( in school ) ) ( ( ( is ( important ( for everyone ) ) ) ( to ( improve ( their skills ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP Reading)) (PP (IN in) (NP (NN school)))) (VP (VBZ is) (ADJP (JJ important) (PP (IN for) (NP (NN everyone)))) (S (VP (TO to) (VP (VB improve) (NP (PRP$ their) (NNS skills)))))) (. .)))


Resulting in reduced risk of teen pregnancy, suicide, truancy, substance abuse and so many other crises.

( ( Resulting ( in ( ( reduced risk ) ( of ( ( ( ( ( ( ( ( ( ( teen pregnancy ) , ) suicide ) , ) truancy ) , ) ( substance abuse ) ) and ) so ) ( many ( other crises ) ) ) ) ) ) ) . )

(ROOT (S (VP (VBG Resulting) (PP (IN in) (NP (NP (VBN reduced) (NN risk)) (PP (IN of) (NP (NP (JJ teen) (NN pregnancy)) (, ,) (NP (NN suicide)) (, ,) (NP (NN truancy)) (, ,) (NP (NN substance) (NN abuse)) (CC and) (RB so) (NP (JJ many) (JJ other) (NNS crises))))))) (. .)))

This leads to a lower risk of teenage pregnancy and suicide.

( This ( ( leads ( to ( ( a ( lower risk ) ) ( of ( teenage ( ( pregnancy and ) suicide ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT This)) (VP (VBZ leads) (PP (TO to) (NP (NP (DT a) (JJR lower) (NN risk)) (PP (IN of) (NP (JJ teenage) (NN pregnancy) (CC and) (NN suicide)))))) (. .)))


Every service listed above is a reason for you to give to the 1996 Annual Appeal.

( ( ( Every service ) ( listed above ) ) ( ( is ( ( ( a reason ) ( for you ) ) ( to ( give ( to ( the ( 1996 ( Annual Appeal ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT Every) (NN service)) (VP (VBN listed) (PP (IN above)))) (VP (VBZ is) (NP (NP (DT a) (NN reason)) (PP (IN for) (NP (PRP you))) (S (VP (TO to) (VP (VB give) (PP (TO to) (NP (DT the) (CD 1996) (JJ Annual) (NN Appeal)))))))) (. .)))

There are a lot of reasons to give to the Annual Appeal.

( There ( ( are ( ( a lot ) ( of ( reasons ( to ( give ( to ( the ( Annual Appeal ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBP are) (NP (NP (DT a) (NN lot)) (PP (IN of) (NP (NNS reasons) (S (VP (TO to) (VP (VB give) (PP (TO to) (NP (DT the) (NNP Annual) (NNP Appeal)))))))))) (. .)))


This year, the IU School of Law -Indianapolis has initiated a Law Firm Campaign.

( ( This year ) ( , ( ( ( the ( IU School ) ) ( of ( Law ( - Indianapolis ) ) ) ) ( ( has ( initiated ( a ( Law ( Firm Campaign ) ) ) ) ) . ) ) ) )

(ROOT (S (NP (DT This) (NN year)) (, ,) (NP (NP (DT the) (NNP IU) (NNP School)) (PP (IN of) (NP (NNP Law) (NNP -) (NNP Indianapolis)))) (VP (VBZ has) (VP (VBN initiated) (NP (DT a) (NNP Law) (NN Firm) (NN Campaign)))) (. .)))

IU School of Law is in the city of Indianapolis.

( ( ( IU School ) ( of Law ) ) ( ( is ( in ( ( the city ) ( of Indianapolis ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP IU) (NNP School)) (PP (IN of) (NP (NNP Law)))) (VP (VBZ is) (PP (IN in) (NP (NP (DT the) (NN city)) (PP (IN of) (NP (NNP Indianapolis)))))) (. .)))


A girl on the near northwest side walks past a community garden and playground today, where not long ago a vacant lot sat littered and loitered upon.

( ( ( A girl ) ( on ( the ( near ( northwest side ) ) ) ) ) ( ( walks ( past ( ( ( a ( community ( garden ( and ( playground today ) ) ) ) ) , ) ( ( ( where not ) long ) ( ( ago ( a ( vacant lot ) ) ) ( sat ( ( ( littered and ) loitered ) upon ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT A) (NN girl)) (PP (IN on) (NP (DT the) (JJ near) (JJ northwest) (NN side)))) (VP (VBZ walks) (PP (IN past) (NP (NP (DT a) (NN community) (NN garden) (CC and) (NN playground) (NN today)) (, ,) (SBAR (WHADVP (WRB where) (RB not) (RB long)) (S (NP (RB ago) (DT a) (JJ vacant) (NN lot)) (VP (VBD sat) (VP (VBN littered) (CC and) (VBN loitered) (PP (RB upon))))))))) (. .)))

People used to take hard drugs and fight where the community garden now sits.

( People ( ( used ( to ( ( ( take ( hard drugs ) ) and ) ( fight ( where ( ( the ( community garden ) ) ( now sits ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNS People)) (VP (VBD used) (S (VP (TO to) (VP (VP (VB take) (NP (JJ hard) (NNS drugs))) (CC and) (VP (VB fight) (SBAR (WHADVP (WRB where)) (S (NP (DT the) (NN community) (NN garden)) (ADVP (RB now)) (VP (VBZ sits))))))))) (. .)))


. . . I'm thinking cruise missile threat from the sea.

( ... ( I ( ( 'm ( thinking ( ( cruise ( missile threat ) ) ( from ( the sea ) ) ) ) ) . ) ) )

(ROOT (S (: ...) (NP (PRP I)) (VP (VBP 'm) (VP (VBG thinking) (NP (NP (NN cruise) (NN missile) (NN threat)) (PP (IN from) (NP (DT the) (NN sea)))))) (. .)))

I think a cruise missile from the sea as a threat.

( I ( ( ( think ( a ( cruise missile ) ) ) ( from ( ( the sea ) ( as ( a threat ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP think) (NP (DT a) (NN cruise) (NN missile)) (PP (IN from) (NP (NP (DT the) (NN sea)) (PP (IN as) (NP (DT a) (NN threat)))))) (. .)))


According to notes of the call, at about 9:45 the President told the Vice Sounds like we have a minor war going on here, I heard about the Pentagon.

( ( According ( to ( ( ( notes ( of ( the call ) ) ) , ) ( at ( ( about 9:45 ) ( ( the President ) ( told ( ( the Vice ) ( Sounds ( like ( we ( have ( ( a ( minor war ) ) ( going ( on here ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ( , ( I ( ( heard ( about ( the Pentagon ) ) ) . ) ) ) )

(ROOT (S (PP (VBG According) (PP (TO to) (NP (NP (NNS notes)) (PP (IN of) (NP (DT the) (NN call))) (, ,) (PP (IN at) (NP (NP (QP (RB about) (CD 9:45))) (SBAR (S (NP (DT the) (NNP President)) (VP (VBD told) (SBAR (S (NP (DT the) (NNP Vice)) (VP (VBZ Sounds) (SBAR (IN like) (S (NP (PRP we)) (VP (VBP have) (NP (NP (DT a) (JJ minor) (NN war)) (VP (VBG going) (PP (IN on) (NP (RB here))))))))))))))))))) (, ,) (NP (PRP I)) (VP (VBD heard) (PP (IN about) (NP (DT the) (NNP Pentagon)))) (. .)))

The President was unable to contact anyone in his administration.

( ( The President ) ( ( was ( unable ( to ( ( contact anyone ) ( in ( his administration ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP President)) (VP (VBD was) (ADJP (JJ unable) (S (VP (TO to) (VP (VB contact) (NP (NN anyone)) (PP (IN in) (NP (PRP$ his) (NN administration)))))))) (. .)))


We are seeking to build partnerships between businesses and our not-for-profit agency.

( We ( ( are ( seeking ( to ( build ( partnerships ( between ( ( businesses and ) ( our ( not-for-profit agency ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP are) (VP (VBG seeking) (S (VP (TO to) (VP (VB build) (NP (NP (NNS partnerships)) (PP (IN between) (NP (NP (NNS businesses)) (CC and) (NP (PRP$ our) (JJ not-for-profit) (NN agency)))))))))) (. .)))

We currently have 45 existing partnerships with businesses.

( We ( currently ( ( have ( ( 45 ( existing partnerships ) ) ( with businesses ) ) ) . ) ) )

(ROOT (S (NP (PRP We)) (ADVP (RB currently)) (VP (VBP have) (NP (NP (CD 45) (VBG existing) (NNS partnerships)) (PP (IN with) (NP (NNS businesses))))) (. .)))


The primary funding source is the YMCA International Open, which will be held next year on Thursday, July 15, 1999 at noon at Pebble Brook Golf Club.

( ( The ( primary ( funding source ) ) ) ( ( is ( ( ( the ( YMCA ( International Open ) ) ) , ) ( which ( will ( be ( ( held ( next year ) ) ( on ( ( Thursday ( , ( ( ( July 15 ) , ) 1999 ) ) ) ( at ( noon ( at ( Pebble ( Brook ( Golf Club ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (JJ primary) (NN funding) (NN source)) (VP (VBZ is) (NP (NP (DT the) (NNP YMCA) (NNP International) (NNP Open)) (, ,) (SBAR (WHNP (WDT which)) (S (VP (MD will) (VP (VB be) (VP (VBN held) (NP (JJ next) (NN year)) (PP (IN on) (NP (NP (NNP Thursday) (, ,) (NNP July) (CD 15) (, ,) (CD 1999)) (PP (IN at) (NP (NP (NN noon)) (PP (IN at) (NP (NNP Pebble) (NNP Brook) (NNP Golf) (NNP Club)))))))))))))) (. .)))

The YMCA International Open started at 9am on the 15th of July.

( ( The ( YMCA ( International Open ) ) ) ( ( ( started ( at 9am ) ) ( on ( ( the 15th ) ( of July ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP YMCA) (NNP International) (NNP Open)) (VP (VBD started) (PP (IN at) (NP (CD 9am))) (PP (IN on) (NP (NP (DT the) (NN 15th)) (PP (IN of) (NP (NNP July)))))) (. .)))


This macroeconomic link may prove to be the most profound implication of the adoption of firm-level information technology and manufacturing practices.

( ( This ( macroeconomic link ) ) ( ( may ( prove ( to ( be ( ( the ( most ( profound implication ) ) ) ( of ( ( the adoption ) ( of ( firm-level ( information ( technology ( and ( manufacturing practices ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT This) (JJ macroeconomic) (NN link)) (VP (MD may) (VP (VB prove) (S (VP (TO to) (VP (VB be) (NP (NP (DT the) (RBS most) (JJ profound) (NN implication)) (PP (IN of) (NP (NP (DT the) (NN adoption)) (PP (IN of) (NP (JJ firm-level) (NN information) (NN technology) (CC and) (NN manufacturing) (NNS practices))))))))))) (. .)))

It may be the case that this macroeconomic link is more important for the adoption of firm-level information technology than anything else.

( It ( ( may ( ( be ( the case ) ) ( that ( ( this ( macroeconomic link ) ) ( is ( more ( important ( for ( ( the adoption ) ( of ( ( firm-level ( information technology ) ) ( than ( anything else ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (MD may) (VP (VB be) (NP (DT the) (NN case)) (SBAR (IN that) (S (NP (DT this) (JJ macroeconomic) (NN link)) (VP (VBZ is) (ADJP (RBR more) (JJ important) (PP (IN for) (NP (NP (DT the) (NN adoption)) (PP (IN of) (NP (NP (JJ firm-level) (NN information) (NN technology)) (PP (IN than) (NP (NN anything) (RB else))))))))))))) (. .)))


In that case, groups of sewing operators are trained in more than one assembly operation.

( ( In ( that case ) ) ( , ( ( groups ( of ( sewing operators ) ) ) ( ( are ( trained ( in ( ( more ( than one ) ) ( assembly operation ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (DT that) (NN case))) (, ,) (NP (NP (NNS groups)) (PP (IN of) (NP (VBG sewing) (NNS operators)))) (VP (VBP are) (VP (VBN trained) (PP (IN in) (NP (QP (JJR more) (IN than) (CD one)) (NN assembly) (NN operation))))) (. .)))

Most sewing operators only know how to deal with one assembly operation.

( ( Most ( sewing operators ) ) ( only ( ( know ( how ( to ( deal ( with ( one ( assembly operation ) ) ) ) ) ) ) . ) ) )

(ROOT (S (NP (JJS Most) (NN sewing) (NNS operators)) (ADVP (RB only)) (VP (VBP know) (SBAR (WHADVP (WRB how)) (S (VP (TO to) (VP (VB deal) (PP (IN with) (NP (CD one) (NN assembly) (NN operation)))))))) (. .)))


And I, uh, too often, much too often, see people, um, feeling superior somehow because they don't read, they don't think, they don't experience other ideas.

( And ( I ( , ( ( uh ( , ( ( ( too often ) ( , ( ( much ( too often ) ) , ) ) ) ( see ( ( ( ( people , ) um ) , ) ( ( ( feeling superior ) somehow ) ( because ( they ( ( do n't ) read ) ) ) ) ) ) ) ) ) ( , ( they ( ( ( do n't ) ( ( think , ) ( they ( ( do n't ) ( experience ( other ideas ) ) ) ) ) ) . ) ) ) ) ) ) )

(ROOT (S (CC And) (NP (PRP I)) (, ,) (S (INTJ (UH uh)) (, ,) (VP (ADVP (ADVP (RB too) (RB often)) (PRN (, ,) (ADVP (RB much) (RB too) (RB often)) (, ,))) (VB see) (NP (NP (NNS people)) (, ,) (VP (VBN um)) (, ,) (VP (VBG feeling) (ADJP (JJ superior)) (ADVP (RB somehow)) (SBAR (IN because) (S (NP (PRP they)) (VP (VBP do) (RB n't) (VP (VB read))))))))) (, ,) (NP (PRP they)) (VP (VBP do) (RB n't) (VP (VB think) (, ,) (SBAR (S (NP (PRP they)) (VP (VBP do) (RB n't) (VP (VB experience) (NP (JJ other) (NNS ideas)))))))) (. .)))

I much too often see people feeling superior.

( I ( ( much too ) ( ( often ( see ( people ( feeling superior ) ) ) ) . ) ) )

(ROOT (S (NP (PRP I)) (ADVP (RB much) (RB too)) (VP (ADVP (RB often)) (VBP see) (NP (NP (NNS people)) (VP (VBG feeling) (ADJP (JJ superior))))) (. .)))


I think, uh, that intellectual stimulation is very important I think thinking is very important I think reading is a part of that.

( I ( ( ( think ( , ( uh , ) ) ) ( that ( ( intellectual stimulation ) ( is ( very ( important ( I ( think ( thinking ( is ( very ( important ( I ( think ( reading ( is ( ( a part ) ( of that ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VB think) (PRN (, ,) (INTJ (UH uh)) (, ,)) (SBAR (IN that) (S (NP (JJ intellectual) (NN stimulation)) (VP (VBZ is) (ADJP (RB very) (JJ important) (SBAR (S (NP (PRP I)) (VP (VBP think) (SBAR (S (NP (NN thinking)) (VP (VBZ is) (ADJP (RB very) (JJ important) (SBAR (S (NP (PRP I)) (VP (VBP think) (SBAR (S (NP (NN reading)) (VP (VBZ is) (NP (NP (DT a) (NN part)) (PP (IN of) (NP (DT that)))))))))))))))))))))) (. .)))

Thinking about thinking is very important.

( ( Thinking ( about thinking ) ) ( ( is ( very important ) ) . ) )

(ROOT (S (S (VP (VBG Thinking) (PP (IN about) (NP (NN thinking))))) (VP (VBZ is) (ADJP (RB very) (JJ important))) (. .)))


Cobuild is intended for the foreign learner of English, whose dual concern is with understanding and using the core vocabulary of English, and who, having achieved that aim, can  graduate  to a dictionary for native speakers'like CED .

( Cobuild ( ( is ( ( ( intended ( for ( ( the ( foreign learner ) ) ( of English ) ) ) ) , ) ( ( ( ( ( whose ( dual concern ) ) ( is ( with ( ( ( understanding and ) using ) ( ( the ( core vocabulary ) ) ( of English ) ) ) ) ) ) , ) and ) ( ( who ( , ( ( having ( achieved ( that aim ) ) ) , ) ) ) ( can ( ( ( graduate ( to ( ( a dictionary ) ( for ( native speakers ) ) ) ) ) ` ) ( like CED ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Cobuild)) (VP (VBZ is) (VP (VBN intended) (PP (IN for) (NP (NP (DT the) (JJ foreign) (NN learner)) (PP (IN of) (NP (NNP English))))) (, ,) (SBAR (SBAR (WHNP (WP$ whose) (NP (JJ dual) (NN concern))) (S (VP (VBZ is) (PP (IN with) (S (VP (VBG understanding) (CC and) (VBG using) (NP (NP (DT the) (JJ core) (NN vocabulary)) (PP (IN of) (NP (NNP English)))))))))) (, ,) (CC and) (SBAR (WHNP (WP who)) (PRN (, ,) (S (VP (VBG having) (VP (VBN achieved) (NP (DT that) (NN aim))))) (, ,)) (S (VP (MD can) (VP (VB graduate) (PP (TO to) (NP (NP (DT a) (NN dictionary)) (PP (IN for) (NP (JJ native) (NNS speakers))))) (`` `) (PP (IN like) (NP (NNP CED)))))))))) (. .)))

Cobuild is primarily for students who are already at an intermediate level.

( Cobuild ( ( ( is primarily ) ( for ( students ( who ( ( are already ) ( at ( an ( intermediate level ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Cobuild)) (VP (VBZ is) (ADVP (RB primarily)) (PP (IN for) (NP (NP (NNS students)) (SBAR (WHNP (WP who)) (S (VP (VBP are) (ADVP (RB already)) (PP (IN at) (NP (DT an) (JJ intermediate) (NN level))))))))) (. .)))


We found no evidence that video teleconference participants had any prior information that American 77 had been hijacked and was heading directly toward Washington.

( We ( ( ( ( ( found ( no evidence ) ) ( that ( ( video ( teleconference participants ) ) ( ( had ( any ( prior information ) ) ) ( that ( ( American 77 ) ( had ( been hijacked ) ) ) ) ) ) ) ) and ) ( was ( ( heading directly ) ( toward Washington ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VP (VBD found) (NP (DT no) (NN evidence)) (SBAR (IN that) (S (NP (JJ video) (NN teleconference) (NNS participants)) (VP (VBD had) (NP (DT any) (JJ prior) (NN information)) (SBAR (IN that) (S (NP (NNP American) (CD 77)) (VP (VBD had) (VP (VBN been) (VP (VBN hijacked)))))))))) (CC and) (VP (VBD was) (VP (VBG heading) (ADVP (RB directly)) (PP (IN toward) (NP (NNP Washington)))))) (. .)))

Video teleconference participants had prior information that American 77 had been hijacked.

( ( Video ( teleconference participants ) ) ( ( ( had ( prior information ) ) ( that ( ( American 77 ) ( had ( been hijacked ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Video) (NN teleconference) (NNS participants)) (VP (VBD had) (NP (JJ prior) (NN information)) (SBAR (IN that) (S (NP (NNP American) (CD 77)) (VP (VBD had) (VP (VBN been) (VP (VBN hijacked))))))) (. .)))


In 1992, the mean response time for replenishing products that the supplier had agreed to provide on this basis was 2.9 weeks among those business units that had adopted none of the four practices.

( ( In 1992 ) ( , ( ( ( the ( mean ( response time ) ) ) ( for ( ( replenishing products ) ( that ( ( the supplier ) ( had ( agreed ( to ( provide ( on ( this basis ) ) ) ) ) ) ) ) ) ) ) ( ( was ( ( ( 2.9 weeks ) ( among ( those ( business units ) ) ) ) ( that ( had ( adopted ( none ( of ( the ( four practices ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (CD 1992))) (, ,) (NP (NP (DT the) (JJ mean) (NN response) (NN time)) (PP (IN for) (S (VP (VBG replenishing) (NP (NNS products)) (SBAR (IN that) (S (NP (DT the) (NN supplier)) (VP (VBD had) (VP (VBN agreed) (S (VP (TO to) (VP (VB provide) (PP (IN on) (NP (DT this) (NN basis)))))))))))))) (VP (VBD was) (NP (NP (CD 2.9) (NNS weeks)) (PP (IN among) (NP (DT those) (NN business) (NNS units))) (SBAR (WHNP (WDT that)) (S (VP (VBD had) (VP (VBN adopted) (NP (NP (NN none)) (PP (IN of) (NP (DT the) (CD four) (NNS practices)))))))))) (. .)))

The mean response time in 1992 was 2.9 months.

( ( ( The ( mean ( response time ) ) ) ( in 1992 ) ) ( ( was ( 2.9 months ) ) . ) )

(ROOT (S (NP (NP (DT The) (JJ mean) (NN response) (NN time)) (PP (IN in) (NP (CD 1992)))) (VP (VBD was) (NP (CD 2.9) (NNS months))) (. .)))


Most of the year, this patio is filled with students sitting on inadequate seating.

( ( Most ( of ( ( ( the year ) , ) ( this patio ) ) ) ) ( ( is ( filled ( with ( students ( sitting ( on ( inadequate seating ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (JJS Most)) (PP (IN of) (NP (NP (DT the) (NN year)) (, ,) (NP (DT this) (NN patio))))) (VP (VBZ is) (VP (VBN filled) (PP (IN with) (NP (NP (NNS students)) (VP (VBG sitting) (PP (IN on) (NP (JJ inadequate) (NN seating)))))))) (. .)))

There are around 200 students crammed together on this patio most of the year.

( ( There ( are ( ( around 200 ) students ) ) ) ( ( ( ( crammed together ) ( on ( this patio ) ) ) ( most ( of ( the year ) ) ) ) . ) )

(ROOT (SINV (S (NP (EX There)) (VP (VBP are) (NP (QP (RB around) (CD 200)) (NNS students)))) (VP (VBD crammed) (PRT (RP together)) (PP (IN on) (NP (DT this) (NN patio)))) (NP (NP (JJS most)) (PP (IN of) (NP (DT the) (NN year)))) (. .)))


Into adulthood, what books do you like now?

( ( Into adulthood ) ( , ( ( what books ) ( ( ( do you ) ( like now ) ) ? ) ) ) )

(ROOT (SBARQ (NP (JJ Into) (NN adulthood)) (, ,) (WHNP (WDT what) (NN books)) (SQ (VBP do) (NP (PRP you)) (VP (VB like) (ADVP (RB now)))) (. ?)))

Has your taste in books changed now that you've reached adulthood?

( ( ( Has ( ( your taste ) ( in books ) ) ) ( ( changed now ) ( that ( you ( 've ( reached adulthood ) ) ) ) ) ) ? )

(ROOT (SQ (VBZ Has) (NP (NP (PRP$ your) (NN taste)) (PP (IN in) (NP (NNS books)))) (VP (VBN changed) (ADVP (RB now)) (SBAR (IN that) (S (NP (PRP you)) (VP (VBP 've) (VP (VBN reached) (S (ADJP (JJ adulthood)))))))) (. ?)))


My big sister is ten and my little sister is four.

( ( ( ( ( My ( big sister ) ) ( is ten ) ) and ) ( ( my ( little sister ) ) ( is four ) ) ) . )

(ROOT (S (S (NP (PRP$ My) (JJ big) (NN sister)) (VP (VBZ is) (NP (CD ten)))) (CC and) (S (NP (PRP$ my) (JJ little) (NN sister)) (VP (VBZ is) (NP (CD four)))) (. .)))

My little sister is four but my big sister is ten.

( ( ( ( ( My ( little sister ) ) ( is four ) ) but ) ( ( my ( big sister ) ) ( is ten ) ) ) . )

(ROOT (S (S (NP (PRP$ My) (JJ little) (NN sister)) (VP (VBZ is) (NP (CD four)))) (CC but) (S (NP (PRP$ my) (JJ big) (NN sister)) (VP (VBZ is) (NP (CD ten)))) (. .)))


And the day that you put the, the shower and the tub in.

( And ( ( ( the day ) ( that ( you ( ( put ( ( ( ( the , ) ( the shower ) ) and ) ( the tub ) ) ) in ) ) ) ) . ) )

(ROOT (FRAG (CC And) (SBAR (NP (DT the) (NN day)) (IN that) (S (NP (PRP you)) (VP (VBD put) (NP (NP (DT the)) (, ,) (NP (DT the) (NN shower)) (CC and) (NP (DT the) (NN tub))) (PP (IN in))))) (. .)))

It was really boring when you went out to buy the shower and tub but never put them in.

( It ( ( ( was ( really boring ) ) ( when ( you ( ( ( ( went out ) ( to ( buy ( the ( ( shower and ) tub ) ) ) ) ) but ) ( never ( ( put them ) in ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD was) (ADJP (RB really) (JJ boring)) (SBAR (WHADVP (WRB when)) (S (NP (PRP you)) (VP (VP (VBD went) (PRT (RP out)) (S (VP (TO to) (VP (VB buy) (NP (DT the) (NN shower) (CC and) (NN tub)))))) (CC but) (VP (ADVP (RB never)) (VBD put) (NP (PRP them)) (PRT (RP in))))))) (. .)))


From 9:09 to 9:13, the Otis fighters stayed in this holding pattern.

( ( From ( ( 9:09 to ) 9:13 ) ) ( , ( ( the ( Otis fighters ) ) ( ( stayed ( in ( this ( holding pattern ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN From) (NP (QP (CD 9:09) (TO to) (CD 9:13)))) (, ,) (NP (DT the) (NNP Otis) (NNS fighters)) (VP (VBD stayed) (PP (IN in) (NP (DT this) (VBG holding) (NN pattern)))) (. .)))

The planes were following a hijacked plane.

( ( The planes ) ( ( were ( following ( a ( hijacked plane ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS planes)) (VP (VBD were) (VP (VBG following) (NP (DT a) (JJ hijacked) (NN plane)))) (. .)))


At the same time, New York Center declared ATC zero-meaning that aircraft were not permitted to depart from, arrive at, or travel through New York Center's airspace until further notice.

( ( At ( the ( same time ) ) ) ( , ( ( New ( York Center ) ) ( ( declared ( ATC ( zero-meaning ( that ( aircraft ( ( were not ) ( permitted ( to ( ( ( ( ( ( depart from ) , ) ( arrive at ) ) , ) or ) ( ( travel ( through ( ( New ( York ( Center 's ) ) ) airspace ) ) ) ( until ( further notice ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN At) (NP (DT the) (JJ same) (NN time))) (, ,) (NP (NNP New) (NNP York) (NNP Center)) (VP (VBD declared) (SBAR (S (NP (NNP ATC)) (VP (VBP zero-meaning) (SBAR (IN that) (S (NP (NN aircraft)) (VP (VBD were) (RB not) (VP (VBN permitted) (S (VP (TO to) (VP (VP (VB depart) (PP (IN from))) (, ,) (VP (VB arrive) (PP (IN at))) (, ,) (CC or) (VP (VB travel) (PP (IN through) (NP (NP (NNP New) (NNP York) (NNP Center) (POS 's)) (NN airspace))) (PP (IN until) (NP (JJ further) (NN notice))))))))))))))) (. .)))

New York Center did not declare ATC zero, so aircraft were still permitted to travel through the airspace.

( ( ( ( ( ( New ( York Center ) ) ( ( did not ) ( declare ( ATC zero ) ) ) ) , ) so ) ( aircraft ( ( were still ) ( permitted ( to ( travel ( through ( the airspace ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (NNP New) (NNP York) (NNP Center)) (VP (VBD did) (RB not) (VP (VB declare) (NP (NNP ATC) (CD zero))))) (, ,) (IN so) (S (NP (NN aircraft)) (VP (VBD were) (ADVP (RB still)) (VP (VBN permitted) (S (VP (TO to) (VP (VB travel) (PP (IN through) (NP (DT the) (NN airspace))))))))) (. .)))


According to Vygotsky, the object substitutions that permeate children's make-believe are crucial in this process.

( ( According ( to Vygotsky ) ) ( , ( ( the object ) ( ( substitutions ( that ( ( ( permeate ( children 's ) ) make-believe ) ( are ( crucial ( in ( this process ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (VBG According) (PP (TO to) (NP (NNP Vygotsky)))) (, ,) (NP (DT the) (NN object)) (VP (VBZ substitutions) (SBAR (IN that) (S (NP (NP (JJ permeate) (NNS children) (POS 's)) (NN make-believe)) (VP (VBP are) (ADJP (JJ crucial) (PP (IN in) (NP (DT this) (NN process)))))))) (. .)))

Object substitutions are frequently used in children's make-believe as they are a coping mechanism.

( ( Object substitutions ) ( ( ( are frequently ) ( ( used ( in ( ( children 's ) make-believe ) ) ) ( as ( they ( are ( a ( coping mechanism ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (JJ Object) (NNS substitutions)) (VP (VBP are) (ADVP (RB frequently)) (VP (VBN used) (PP (IN in) (NP (NP (NNS children) (POS 's)) (NN make-believe))) (SBAR (IN as) (S (NP (PRP they)) (VP (VBP are) (NP (DT a) (JJ coping) (NN mechanism))))))) (. .)))


Schliemann, who discovered the site of Troy, used the evidence in Homer's Iliad to determine his digging site, where any ruins had long since disappeared from view.

( ( ( ( Schliemann , ) ( who ( discovered ( ( the site ) ( of Troy ) ) ) ) ) , ) ( ( ( ( ( ( used ( the evidence ) ) ( in ( ( Homer 's ) Iliad ) ) ) ( to ( determine ( his ( digging site ) ) ) ) ) , ) ( where ( ( any ruins ) ( ( had ( long since ) ) ( disappeared ( from view ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP Schliemann)) (, ,) (SBAR (WHNP (WP who)) (S (VP (VBD discovered) (NP (NP (DT the) (NN site)) (PP (IN of) (NP (NNP Troy))))))) (, ,)) (VP (VBD used) (NP (DT the) (NN evidence)) (PP (IN in) (NP (NP (NNP Homer) (POS 's)) (NNP Iliad))) (S (VP (TO to) (VP (VB determine) (NP (PRP$ his) (NN digging) (NN site))))) (, ,) (SBAR (WHADVP (WRB where)) (S (NP (DT any) (NNS ruins)) (VP (VBD had) (ADVP (RB long) (IN since)) (VP (VBN disappeared) (PP (IN from) (NP (NN view)))))))) (. .)))

He earned world wide acclaim for figuring out where the location was.

( He ( ( earned ( ( world ( wide acclaim ) ) ( for ( ( figuring out ) ( where ( ( the location ) was ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP He)) (VP (VBD earned) (NP (NP (NN world) (JJ wide) (NN acclaim)) (PP (IN for) (S (VP (VBG figuring) (PRT (RP out)) (SBAR (WHADVP (WRB where)) (S (NP (DT the) (NN location)) (VP (VBD was))))))))) (. .)))


Well thank you for taking the time to participate in this interview and for you helping with the research project at UNCC.

( Well ( ( ( thank you ) ( ( ( for ( taking ( the ( time ( to ( participate ( in ( this interview ) ) ) ) ) ) ) ) and ) ( for ( you ( helping ( with ( ( the ( research project ) ) ( at UNCC ) ) ) ) ) ) ) ) . ) )

(ROOT (S (INTJ (UH Well)) (VP (VB thank) (NP (PRP you)) (PP (PP (IN for) (S (VP (VBG taking) (NP (DT the) (NN time) (S (VP (TO to) (VP (VB participate) (PP (IN in) (NP (DT this) (NN interview)))))))))) (CC and) (PP (IN for) (S (NP (PRP you)) (VP (VBG helping) (PP (IN with) (NP (NP (DT the) (NN research) (NN project)) (PP (IN at) (NP (NNP UNCC)))))))))) (. .)))

Your interview will be the control for the project.

( ( Your interview ) ( ( will ( be ( ( the control ) ( for ( the project ) ) ) ) ) . ) )

(ROOT (S (NP (PRP$ Your) (NN interview)) (VP (MD will) (VP (VB be) (NP (NP (DT the) (NN control)) (PP (IN for) (NP (DT the) (NN project)))))) (. .)))


Rather, it means mind-to-mind communication without any observable intermediary'ESP.

( Rather ( , ( it ( ( ( means ( mind-to-mind communication ) ) ( without ( any ( observable intermediary'ESP ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Rather)) (, ,) (NP (PRP it)) (VP (VBZ means) (NP (JJ mind-to-mind) (NN communication)) (PP (IN without) (NP (DT any) (JJ observable) (NN intermediary'ESP)))) (. .)))

Instead, it's necessary to have mind-to-mind communication without ESP.

( Instead ( , ( it ( ( 's ( necessary ( to ( ( have ( mind-to-mind communication ) ) ( without ESP ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Instead)) (, ,) (NP (PRP it)) (VP (VBZ 's) (ADJP (JJ necessary) (S (VP (TO to) (VP (VB have) (NP (JJ mind-to-mind) (NN communication)) (PP (IN without) (NP (NNP ESP)))))))) (. .)))


'  These, of course, are loanwords borrowed from languages that have (or had) grammatical gender.

( ' ( ( ( ( ( ( ( These , ) ( of course ) ) , ) ( ( are loanwords ) ( borrowed ( from ( languages ( that have ) ) ) ) ) ) ( -LRB- ( or ( had -RRB- ) ) ) ) ( grammatical gender ) ) . ) )

(ROOT (S ('' ') (S (NP (NP (DT These)) (, ,) (PP (IN of) (NP (NN course))) (, ,)) (VP (VBP are) (ADVP (RB loanwords)) (VP (VBN borrowed) (PP (IN from) (NP (NP (NNS languages)) (SBAR (WHNP (WDT that)) (S (VP (VBP have))))))))) (PRN (-LRB- -LRB-) (CC or) (S (VP (VBD had))) (-RRB- -RRB-)) (S (NP (NNP grammatical)) (VP (VBZ gender))) (. .)))

German and French are language that offer a lot of loanwords.

( ( ( German and ) French ) ( ( are ( language ( that ( offer ( ( a lot ) ( of loanwords ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP German) (CC and) (NNP French)) (VP (VBP are) (NP (NP (NN language)) (SBAR (WHNP (WDT that)) (S (VP (VBP offer) (NP (NP (DT a) (NN lot)) (PP (IN of) (NP (NNS loanwords))))))))) (. .)))


Tell me when you feel it peeping out and then we'll run like hell.

( ( ( Tell me ) ( when ( ( ( you ( feel ( it ( peeping out ) ) ) ) and ) ( then ( we ( 'll ( run ( like hell ) ) ) ) ) ) ) ) . )

(ROOT (S (VP (VB Tell) (NP (PRP me)) (SBAR (WHADVP (WRB when)) (S (S (NP (PRP you)) (VP (VBP feel) (S (NP (PRP it)) (VP (VBG peeping) (PRT (RP out)))))) (CC and) (S (ADVP (RB then)) (NP (PRP we)) (VP (MD 'll) (VP (VB run) (PP (IN like) (NP (NN hell))))))))) (. .)))

When you sense it looking at us, inform me and we'll get out of here.

( ( ( ( ( When ( you ( sense ( it ( looking ( at us ) ) ) ) ) ) ( , ( inform me ) ) ) and ) ( we ( 'll ( ( get out ) ( of here ) ) ) ) ) . )

(ROOT (S (S (SBAR (WHADVP (WRB When)) (S (NP (PRP you)) (VP (VBP sense) (S (NP (PRP it)) (VP (VBG looking) (PP (IN at) (NP (PRP us)))))))) (, ,) (VP (VB inform) (NP (PRP me)))) (CC and) (S (NP (PRP we)) (VP (MD 'll) (VP (VB get) (PRT (RP out)) (PP (IN of) (NP (RB here)))))) (. .)))


With so many conflicting pressures in our society today-the Girl Scout program is a proven solution and supporting friends like you help to make it happen.

( ( With ( ( ( so many ) ( conflicting pressures ) ) ( in ( our ( society today-the ) ) ) ) ) ( ( Girl ( Scout program ) ) ( ( is ( ( a ( proven ( solution ( and ( supporting friends ) ) ) ) ) ( like ( you ( help ( to ( make ( it happen ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (PP (IN With) (NP (NP (ADJP (RB so) (JJ many)) (JJ conflicting) (NNS pressures)) (PP (IN in) (NP (PRP$ our) (NN society) (NN today-the))))) (NP (NNP Girl) (NNP Scout) (NN program)) (VP (VBZ is) (NP (NP (DT a) (VBN proven) (NN solution) (CC and) (VBG supporting) (NNS friends)) (SBAR (IN like) (S (NP (PRP you)) (VP (VBP help) (S (VP (TO to) (VP (VB make) (S (NP (PRP it)) (VP (VB happen))))))))))) (. .)))

You help to make the Girl Scout program happen

( You ( help ( to ( make ( ( the ( Girl ( Scout program ) ) ) happen ) ) ) ) )

(ROOT (S (NP (PRP You)) (VP (VBP help) (S (VP (TO to) (VP (VB make) (S (NP (DT the) (NNP Girl) (NNP Scout) (NN program)) (VP (VB happen)))))))))


The news of a reported bomb on board United 93 spread quickly at NEADS.

( ( ( The news ) ( of ( ( a ( reported bomb ) ) ( on ( board ( United 93 ) ) ) ) ) ) ( ( ( spread quickly ) ( at NEADS ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN news)) (PP (IN of) (NP (NP (DT a) (VBN reported) (NN bomb)) (PP (IN on) (NP (NN board) (NNP United) (CD 93)))))) (VP (VBD spread) (ADVP (RB quickly)) (PP (IN at) (NP (NNP NEADS)))) (. .)))

( ( News ( of ( a bomb ) ) ) ( ( spread ( to NEADS ) ) . ) )

(ROOT (S (NP (NP (NNP News)) (PP (IN of) (NP (DT a) (NN bomb)))) (VP (VBN spread) (PP (TO to) (NP (NNP NEADS)))) (. .)))


The stories, both real and fictional, that parents and teachers relate to or jointly construct with young children are laced with cultural beliefs and values.

( ( ( ( ( ( The stories ) , ) ( both ( ( real and ) fictional ) ) ) , ) ( that ( ( ( parents and ) teachers ) ( ( relate ( ( to or ) jointly ) ) ( construct ( with ( young children ) ) ) ) ) ) ) ( ( are ( laced ( with ( cultural ( ( beliefs and ) values ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NNS stories)) (, ,) (ADJP (DT both) (JJ real) (CC and) (JJ fictional)) (, ,) (SBAR (IN that) (S (NP (NNS parents) (CC and) (NNS teachers)) (VP (VBP relate) (ADVP (TO to) (CC or) (RB jointly)) (VP (VB construct) (PP (IN with) (NP (JJ young) (NNS children)))))))) (VP (VBP are) (VP (VBN laced) (PP (IN with) (NP (JJ cultural) (NNS beliefs) (CC and) (NNS values))))) (. .)))

There are no cultural beliefs in the parents' stories.

( There ( ( are ( ( no ( cultural beliefs ) ) ( in ( ( the ( parents ' ) ) stories ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBP are) (NP (NP (DT no) (JJ cultural) (NNS beliefs)) (PP (IN in) (NP (NP (DT the) (NNS parents) (POS ')) (NNS stories))))) (. .)))


Taking quite at random a single page (page 7) in the journals of the Gregory brothers recording an early (1846) exploration of country east and north of Perth, I find the word water used fifteen times.

( ( Taking ( ( ( ( quite ( at ( ( ( random ( a ( single page ) ) ) ( -LRB- ( ( page 7 ) -RRB- ) ) ) ( in ( ( the journals ) ( of ( the ( Gregory ( brothers recording ) ) ) ) ) ) ) ) ) ( an ( early ( ( -LRB- ( 1846 -RRB- ) ) exploration ) ) ) ) ( of ( country ( ( east and ) north ) ) ) ) ( of Perth ) ) ) ( , ( I ( ( find ( ( the ( word water ) ) ( used ( fifteen times ) ) ) ) . ) ) ) )

(ROOT (S (S (VP (VBG Taking) (NP (NP (ADVP (RB quite) (PP (IN at) (NP (NP (NP (JJ random) (DT a) (JJ single) (NN page)) (PRN (-LRB- -LRB-) (NP (NN page) (CD 7)) (-RRB- -RRB-))) (PP (IN in) (NP (NP (DT the) (NNS journals)) (PP (IN of) (NP (DT the) (NNP Gregory) (NNS brothers) (NN recording)))))))) (DT an) (ADJP (JJ early)) (PRN (-LRB- -LRB-) (NP (CD 1846)) (-RRB- -RRB-)) (NN exploration)) (PP (IN of) (NP (NP (NN country)) (ADVP (RB east) (CC and) (RB north)))) (PP (IN of) (NP (NNP Perth)))))) (, ,) (NP (PRP I)) (VP (VBP find) (NP (NP (DT the) (NN word) (NN water)) (VP (VBN used) (NP (CD fifteen) (NNS times))))) (. .)))

( ( The ( Gregory brothers ) ) ( ( had journals ) . ) )

(ROOT (S (NP (DT The) (NNP Gregory) (NNS brothers)) (VP (VBD had) (NP (NNS journals))) (. .)))


Through narrative, children build an autobiographical self permeated with cultural beliefs and values; come to understand that people have rich mental lives and may view the same events dierently; and acquire negotiation strategies for resolving disputes and getting along with others.

( ( Through narrative ) ( , ( children ( ( build ( ( an ( autobiographical self ) ) ( ( ( ( ( ( ( permeated ( with ( cultural beliefs ) ) ) and ) values ) ; ) ( come ( to ( understand ( that ( people ( have ( rich ( mental lives ) ) ) ) ) ) ) ) ) and ) ( may ( ( ( ( ( view ( the ( same events ) ) ) dierently ) ; ) and ) ( ( acquire ( negotiation strategies ) ) ( for ( ( ( resolving disputes ) and ) ( ( getting along ) ( with others ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN Through) (NP (NN narrative))) (, ,) (NP (NNS children)) (VP (VBP build) (SBAR (S (NP (DT an) (JJ autobiographical) (NN self)) (VP (VP (VBD permeated) (PP (IN with) (NP (JJ cultural) (NNS beliefs)))) (CC and) (VP (VBZ values)) (: ;) (VP (VBN come) (S (VP (TO to) (VP (VB understand) (SBAR (IN that) (S (NP (NNS people)) (VP (VBP have) (NP (JJ rich) (JJ mental) (NNS lives))))))))) (CC and) (VP (MD may) (VP (VP (VB view) (NP (DT the) (JJ same) (NNS events)) (ADVP (RB dierently))) (: ;) (CC and) (VP (VB acquire) (NP (NN negotiation) (NNS strategies)) (PP (IN for) (S (VP (VP (VBG resolving) (NP (NNS disputes))) (CC and) (VP (VBG getting) (PRT (RP along)) (PP (IN with) (NP (NNS others)))))))))))))) (. .)))

When children read books, they realize that they don't always share the same view with the author.

( ( When ( children ( read books ) ) ) ( , ( they ( ( realize ( that ( they ( ( ( do n't ) always ) ( ( share ( the ( same view ) ) ) ( with ( the author ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (WHADVP (WRB When)) (S (NP (NNS children)) (VP (VBP read) (NP (NNS books))))) (, ,) (NP (PRP they)) (VP (VBP realize) (SBAR (IN that) (S (NP (PRP they)) (VP (VBP do) (RB n't) (ADVP (RB always)) (VP (VB share) (NP (DT the) (JJ same) (NN view)) (PP (IN with) (NP (DT the) (NN author)))))))) (. .)))


( And ( ( Aunt Ann ) ( ( has ( ( a lot ) ( of knick-knacks ) ) ) . ) ) )

(ROOT (S (CC And) (NP (NNP Aunt) (NNP Ann)) (VP (VBZ has) (NP (NP (DT a) (NN lot)) (PP (IN of) (NP (NNS knick-knacks))))) (. .)))

(ROOT (S (NP (NNP Aunt) (NNP Ann)) (VP (VBZ has) (NP (NP (DT a) (NN lot)) (PP (IN of) (NP (NNS knick-knacks))))) (. .)))


I've read The Cat in the Hat about 475 times.

( I ( ( 've ( read ( ( The Cat ) ( in ( the ( Hat ( about ( 475 times ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP 've) (VP (VBN read) (NP (NP (DT The) (NN Cat)) (PP (IN in) (NP (DT the) (NN Hat) (QP (RB about) (CD 475) (NNS times))))))) (. .)))

I've read The Cat in the Hat nearly 500 times.

( I ( ( 've ( read ( ( The Cat ) ( in ( the ( Hat ( nearly ( 500 times ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP 've) (VP (VBN read) (NP (NP (DT The) (NN Cat)) (PP (IN in) (NP (DT the) (NN Hat) (QP (RB nearly) (CD 500) (NNS times))))))) (. .)))


Have these events put our law school on easy street?

( ( ( Have ( these events ) ) ( ( put ( our ( law school ) ) ) ( on ( easy street ) ) ) ) ? )

(ROOT (SQ (VBP Have) (NP (DT these) (NNS events)) (VP (VBN put) (NP (PRP$ our) (NN law) (NN school)) (PP (IN on) (NP (JJ easy) (NN street)))) (. ?)))

These events have occurred before regarding our law school/

( ( These events ) ( have ( occurred ( before ( regarding ( our ( law ( school / ) ) ) ) ) ) ) )

(ROOT (S (NP (DT These) (NNS events)) (VP (VBP have) (VP (VBN occurred) (PP (IN before) (S (VP (VBG regarding) (NP (PRP$ our) (NN law) (NN school) (NN /)))))))))


Why would I want to get involved, you ask?

( Why ( ( ( would I ) ( want ( to ( ( ( get involved ) , ) ( you ask ) ) ) ) ) ? ) )

(ROOT (SBARQ (WHADVP (WRB Why)) (SQ (MD would) (NP (PRP I)) (VP (VB want) (S (VP (TO to) (VP (VB get) (ADJP (JJ involved)) (, ,) (S (NP (PRP you)) (VP (VB ask)))))))) (. ?)))

You're asking me why I want to get involved again, for the second year in a row?

( You ( ( 're ( ( asking me ) ( why ( I ( want ( to ( ( ( ( get involved ) again ) , ) ( for ( ( the ( second year ) ) ( in ( a row ) ) ) ) ) ) ) ) ) ) ) ? ) )

(ROOT (S (NP (PRP You)) (VP (VBP 're) (VP (VBG asking) (NP (PRP me)) (SBAR (WHADVP (WRB why)) (S (NP (PRP I)) (VP (VBP want) (S (VP (TO to) (VP (VB get) (ADJP (JJ involved)) (ADVP (RB again)) (, ,) (PP (IN for) (NP (NP (DT the) (JJ second) (NN year)) (PP (IN in) (NP (DT a) (NN row))))))))))))) (. ?)))


The Blankenships were kind of an odd couple in that uh both of them chewed tobacco and spit into little spittoons.

( ( The Blankenships ) ( ( were ( kind ( of ( ( an ( odd couple ) ) ( ( in ( that uh ) ) ( ( both ( of them ) ) ( ( chewed ( ( tobacco and ) spit ) ) ( into ( little spittoons ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNPS Blankenships)) (VP (VBD were) (NP (NP (NN kind)) (PP (IN of) (NP (NP (DT an) (JJ odd) (NN couple)) (SBAR (WHPP (IN in) (WHNP (WDT that) (NN uh))) (S (NP (NP (DT both)) (PP (IN of) (NP (PRP them)))) (VP (VBD chewed) (NP (NN tobacco) (CC and) (NN spit)) (PP (IN into) (NP (JJ little) (NNS spittoons)))))))))) (. .)))

That habit the Blankenships had of chewing on tobacco was gross.

( ( ( ( That habit ) ( ( the Blankenships ) had ) ) ( of ( chewing ( on tobacco ) ) ) ) ( ( was gross ) . ) )

(ROOT (S (NP (NP (NP (DT That) (NN habit)) (SBAR (S (NP (DT the) (NNPS Blankenships)) (VP (VBD had))))) (PP (IN of) (S (VP (VBG chewing) (PP (IN on) (NP (NN tobacco))))))) (VP (VBD was) (NP (JJ gross))) (. .)))


Finally, and perhaps most important, mealtimes allow parents to enter into their children's world and hear about the many facets of their lives, ranging from what the child did at school that day to refiections on how to solve peer or sibling problems.

( Finally ( ( , ( and ( ( perhaps ( most important ) ) , ) ) ) ( mealtimes ( ( allow ( parents ( to ( ( ( enter ( into ( ( their ( children 's ) ) world ) ) ) and ) ( ( ( hear ( about ( ( the ( many facets ) ) ( of ( their lives ) ) ) ) ) , ) ( ranging ( from ( what ( ( the child ) ( ( ( did ( at school ) ) ( that day ) ) ( to ( refiections ( on ( how ( to ( solve ( peer ( or ( sibling problems ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Finally)) (PRN (, ,) (CC and) (ADVP (RB perhaps)) (ADVP (RBS most) (JJ important)) (, ,)) (NP (NNS mealtimes)) (VP (VBP allow) (S (NP (NNS parents)) (VP (TO to) (VP (VP (VB enter) (PP (IN into) (NP (NP (PRP$ their) (NNS children) (POS 's)) (NN world)))) (CC and) (VP (VB hear) (PP (IN about) (NP (NP (DT the) (JJ many) (NNS facets)) (PP (IN of) (NP (PRP$ their) (NNS lives))))) (, ,) (S (VP (VBG ranging) (PP (IN from) (SBAR (WHNP (WP what)) (S (NP (DT the) (NN child)) (VP (VBD did) (PP (IN at) (NP (NN school))) (NP (DT that) (NN day)) (PP (TO to) (NP (NP (NNS refiections)) (PP (IN on) (SBAR (WHADVP (WRB how)) (S (VP (TO to) (VP (VB solve) (NP (NN peer) (CC or) (NN sibling) (NNS problems)))))))))))))))))))) (. .)))

Mealtimes are a great opportunity for parents to hear from their children.

( Mealtimes ( ( are ( ( a ( great opportunity ) ) ( for ( parents ( to ( hear ( from ( their children ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNS Mealtimes)) (VP (VBP are) (NP (NP (DT a) (JJ great) (NN opportunity)) (PP (IN for) (NP (NNS parents) (S (VP (TO to) (VP (VB hear) (PP (IN from) (NP (PRP$ their) (NNS children)))))))))) (. .)))


The program will be evaluated using the YMCA of the USA's Youth Development Survey based on The Search Institute's Youth Asset Model.

( ( The program ) ( ( will ( be ( evaluated ( ( using ( ( the YMCA ) ( of ( ( the ( USA 's ) ) ( Youth ( Development Survey ) ) ) ) ) ) ( based ( on ( ( The ( Search ( Institute 's ) ) ) ( Youth ( Asset Model ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN program)) (VP (MD will) (VP (VB be) (VP (VBN evaluated) (S (VP (VBG using) (NP (NP (DT the) (NNP YMCA)) (PP (IN of) (NP (NP (DT the) (NNP USA) (POS 's)) (NNP Youth) (NNP Development) (NNP Survey)))) (PP (VBN based) (PP (IN on) (NP (NP (DT The) (NNP Search) (NNP Institute) (POS 's)) (NNP Youth) (NNP Asset) (NNP Model))))))))) (. .)))

The YMCA is going to evaluate all of their programs.

( ( The YMCA ) ( ( is ( going ( to ( evaluate ( all ( of ( their programs ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP YMCA)) (VP (VBZ is) (VP (VBG going) (S (VP (TO to) (VP (VB evaluate) (NP (NP (DT all)) (PP (IN of) (NP (PRP$ their) (NNS programs))))))))) (. .)))


She had them share, a very mature response for a 2-year-old.

( She ( ( had ( ( ( them share ) , ) ( ( a ( ( very mature ) response ) ) ( for ( a 2-year-old ) ) ) ) ) . ) )

(ROOT (S (NP (PRP She)) (VP (VBD had) (NP (NP (NP (PRP them)) (NP (NN share))) (, ,) (NP (NP (DT a) (ADJP (RB very) (JJ mature)) (NN response)) (PP (IN for) (NP (DT a) (JJ 2-year-old)))))) (. .)))

She had them share as she had been taught to do so by her parents.

( She ( ( ( had them ) ( share ( as ( she ( had ( been ( taught ( to ( ( do so ) ( by ( her parents ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP She)) (VP (VBD had) (NP (PRP them)) (SBAR (NP (NN share)) (IN as) (S (NP (PRP she)) (VP (VBD had) (VP (VBN been) (VP (VBN taught) (S (VP (TO to) (VP (VB do) (ADVP (RB so)) (PP (IN by) (NP (PRP$ her) (NNS parents)))))))))))) (. .)))


What, what are some of the first stories you remember?

( What ( , ( what ( ( are ( some ( of ( ( the ( first stories ) ) ( you remember ) ) ) ) ) ? ) ) ) )

(ROOT (SBARQ (NP (WP What)) (, ,) (WHNP (WP what)) (SQ (VBP are) (NP (NP (DT some)) (PP (IN of) (NP (NP (DT the) (JJ first) (NNS stories)) (SBAR (S (NP (PRP you)) (VP (VBP remember)))))))) (. ?)))

( I ( ( want ( to ( hear ( the stories ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP want) (S (VP (TO to) (VP (VB hear) (NP (DT the) (NNS stories)))))) (. .)))


Consumers have definitely benefited because these practices afford them a greater choice of products at lower average prices.

( Consumers ( ( ( have definitely ) ( benefited ( because ( ( these practices ) ( afford ( them ( ( a ( greater choice ) ) ( of ( products ( at ( lower ( average prices ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNS Consumers)) (VP (VBP have) (ADVP (RB definitely)) (VP (VBN benefited) (SBAR (IN because) (S (NP (DT these) (NNS practices)) (VP (VB afford) (S (NP (PRP them)) (NP (NP (DT a) (JJR greater) (NN choice)) (PP (IN of) (NP (NP (NNS products)) (PP (IN at) (NP (JJR lower) (JJ average) (NNS prices)))))))))))) (. .)))

These practices have only hampered customer choices and narrowed the range of products they could select.

( ( These practices ) ( ( ( have only ) ( ( ( hampered ( customer choices ) ) and ) ( narrowed ( ( the range ) ( of ( products ( they ( could select ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT These) (NNS practices)) (VP (VBP have) (ADVP (RB only)) (VP (VP (VBN hampered) (NP (NN customer) (NNS choices))) (CC and) (VP (VBN narrowed) (NP (NP (DT the) (NN range)) (PP (IN of) (NP (NP (NNS products)) (SBAR (S (NP (PRP they)) (VP (MD could) (VP (VB select))))))))))) (. .)))


Headquarters had a hijack coordinator, who was the director of the FAA Office of Civil Aviation Security or his or her designate.

( Headquarters ( ( had ( ( ( a ( hijack coordinator ) ) , ) ( who ( was ( ( the director ) ( of ( ( the ( FAA Office ) ) ( of ( ( ( Civil ( Aviation Security ) ) or ) ( ( ( his or ) her ) designate ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NN Headquarters)) (VP (VBD had) (NP (NP (DT a) (NN hijack) (NN coordinator)) (, ,) (SBAR (WHNP (WP who)) (S (VP (VBD was) (NP (NP (DT the) (NN director)) (PP (IN of) (NP (NP (DT the) (NNP FAA) (NNP Office)) (PP (IN of) (NP (NP (NNP Civil) (NNP Aviation) (NNP Security)) (CC or) (NP (ADJP (PRP$ his) (CC or) (PRP$ her)) (JJ designate)))))))))))) (. .)))

There was no one at headquarters that had any knowledge on how to deal with hijackers.

( There ( ( was ( ( ( no one ) ( at headquarters ) ) ( that ( had ( ( any knowledge ) ( on ( how ( to ( deal ( with hijackers ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBD was) (NP (NP (DT no) (NN one)) (PP (IN at) (NP (NN headquarters))) (SBAR (WHNP (WDT that)) (S (VP (VBD had) (NP (NP (DT any) (NN knowledge)) (PP (IN on) (SBAR (WHADVP (WRB how)) (S (VP (TO to) (VP (VB deal) (PP (IN with) (NP (NNS hijackers)))))))))))))) (. .)))


By 1961, the percentage using traditional bundles had fallen to 26 percent; PBS had risen to 69 percent of all production workers, and line systems remained uncommon at 5 percent.

( ( ( ( ( By 1961 ) ( , ( ( ( the percentage ) ( using ( traditional bundles ) ) ) ( had ( fallen ( to ( 26 percent ) ) ) ) ) ) ) ; ) ( ( ( ( PBS ( had ( risen ( to ( ( 69 percent ) ( of ( all ( production workers ) ) ) ) ) ) ) ) , ) and ) ( ( line systems ) ( ( remained uncommon ) ( at ( 5 percent ) ) ) ) ) ) . )

(ROOT (S (S (PP (IN By) (NP (CD 1961))) (, ,) (NP (NP (DT the) (NN percentage)) (VP (VBG using) (NP (JJ traditional) (NNS bundles)))) (VP (VBD had) (VP (VBN fallen) (PP (TO to) (NP (CD 26) (NN percent)))))) (: ;) (S (S (NP (NNP PBS)) (VP (VBD had) (VP (VBN risen) (PP (TO to) (NP (NP (CD 69) (NN percent)) (PP (IN of) (NP (DT all) (NN production) (NNS workers)))))))) (, ,) (CC and) (S (NP (NN line) (NNS systems)) (VP (VBD remained) (ADJP (JJ uncommon)) (PP (IN at) (NP (CD 5) (NN percent)))))) (. .)))

PBS had become the most popular method by the early 1960s.

( PBS ( ( had ( ( become ( the ( ( most popular ) method ) ) ) ( by ( the ( early 1960s ) ) ) ) ) . ) )

(ROOT (S (NP (NNP PBS)) (VP (VBD had) (VP (VBN become) (NP (DT the) (ADJP (RBS most) (JJ popular)) (NN method)) (PP (IN by) (NP (DT the) (JJ early) (NNS 1960s))))) (. .)))


Each return was associated with a processing cost roughly equivalent to 25 percent of its value.

( ( Each return ) ( ( was ( associated ( with ( ( a ( processing cost ) ) ( roughly ( equivalent ( to ( ( 25 percent ) ( of ( its value ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT Each) (NN return)) (VP (VBD was) (VP (VBN associated) (PP (IN with) (NP (NP (DT a) (VBG processing) (NN cost)) (ADJP (RB roughly) (JJ equivalent) (PP (TO to) (NP (NP (CD 25) (NN percent)) (PP (IN of) (NP (PRP$ its) (NN value)))))))))) (. .)))

You can exchange an item for something of equal value.

( You ( ( can ( ( exchange ( an item ) ) ( for ( something ( of ( equal value ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP You)) (VP (MD can) (VP (VB exchange) (NP (DT an) (NN item)) (PP (IN for) (NP (NP (NN something)) (PP (IN of) (NP (JJ equal) (NN value))))))) (. .)))


The Rousseauian view provided the substrate for the twentieth-century counterpoint to  a belief in the powerful role of children's inborn characteristics.

( ( The ( Rousseauian view ) ) ( ( ( ( provided ( the substrate ) ) ( for ( the ( twentieth-century counterpoint ) ) ) ) ( to ( ( a belief ) ( in ( ( the ( powerful role ) ) ( of ( ( children 's ) ( inborn characteristics ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP Rousseauian) (NN view)) (VP (VBD provided) (NP (DT the) (NN substrate)) (PP (IN for) (NP (DT the) (JJ twentieth-century) (NN counterpoint))) (PP (TO to) (NP (NP (DT a) (NN belief)) (PP (IN in) (NP (NP (DT the) (JJ powerful) (NN role)) (PP (IN of) (NP (NP (NNS children) (POS 's)) (NN inborn) (NNS characteristics)))))))) (. .)))

Rousseauian views have been adapted before to explain child behavior.

( ( Rousseauian views ) ( ( have ( been ( ( adapted before ) ( to ( explain ( child behavior ) ) ) ) ) ) . ) )

(ROOT (S (NP (NN Rousseauian) (NNS views)) (VP (VBP have) (VP (VBN been) (VP (VBN adapted) (ADVP (RB before)) (S (VP (TO to) (VP (VB explain) (NP (NN child) (NN behavior)))))))) (. .)))


Since everthing is to be found in Shakespeare, it is not surprising that on at least two occasions the Board has contributed his own Red Pants nuggets.

( ( Since ( everthing ( is ( to ( be ( found ( in Shakespeare ) ) ) ) ) ) ) ( , ( it ( ( ( ( is not ) surprising ) ( that ( ( on ( ( ( at least ) two ) occasions ) ) ( ( the Board ) ( has ( contributed ( his ( own ( Red ( Pants nuggets ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN Since) (S (NP (NN everthing)) (VP (VBZ is) (S (VP (TO to) (VP (VB be) (VP (VBN found) (PP (IN in) (NP (NNP Shakespeare)))))))))) (, ,) (NP (PRP it)) (VP (VBZ is) (RB not) (ADJP (JJ surprising)) (SBAR (IN that) (S (PP (IN on) (NP (QP (IN at) (JJS least) (CD two)) (NNS occasions))) (NP (DT the) (NNP Board)) (VP (VBZ has) (VP (VBN contributed) (NP (PRP$ his) (JJ own) (NNP Red) (NNP Pants) (NNS nuggets))))))) (. .)))

It was surprising for the board to contribute some.

( It ( ( was ( surprising ( for ( the ( board ( to ( contribute some ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD was) (ADJP (JJ surprising) (PP (IN for) (NP (DT the) (NN board) (S (VP (TO to) (VP (VB contribute) (NP (DT some))))))))) (. .)))


After a coup in 1977, military leaders turned to Islamist groups for support, and fundamentalists became more prominent.

( ( After ( ( a coup ) ( in 1977 ) ) ) ( , ( ( ( ( ( ( military leaders ) ( ( turned ( to ( Islamist groups ) ) ) ( for support ) ) ) , ) and ) ( fundamentalists ( became ( more prominent ) ) ) ) . ) ) )

(ROOT (S (PP (IN After) (NP (NP (DT a) (NN coup)) (PP (IN in) (NP (CD 1977))))) (, ,) (S (NP (JJ military) (NNS leaders)) (VP (VBD turned) (PP (TO to) (NP (JJ Islamist) (NNS groups))) (PP (IN for) (NP (NN support))))) (, ,) (CC and) (S (NP (NNS fundamentalists)) (VP (VBD became) (ADJP (RBR more) (JJ prominent)))) (. .)))

Military leaders turned to roughly half of the Islamist groups for support.

( ( Military leaders ) ( ( ( turned ( to ( roughly half ) ) ) ( of ( ( the ( Islamist groups ) ) ( for support ) ) ) ) . ) )

(ROOT (S (NP (JJ Military) (NNS leaders)) (VP (VBD turned) (PP (TO to) (NP (QP (RB roughly) (PDT half)))) (PP (IN of) (NP (NP (DT the) (JJ Islamist) (NNS groups)) (PP (IN for) (NP (NN support)))))) (. .)))


Here and there in this morass of misunderstanding, Miles treads on solid ground if one can agree with the eminent anthropologist Joseph Campbell.

( ( ( Here and ) ( there ( in ( ( this morass ) ( of misunderstanding ) ) ) ) ) ( , ( Miles ( ( ( treads ( on ( solid ground ) ) ) ( if ( one ( can ( agree ( with ( the ( ( eminent anthropologist ) ( Joseph Campbell ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (S (UCP (ADVP (RB Here)) (CC and) (PP (ADVP (RB there)) (IN in) (NP (NP (DT this) (NN morass)) (PP (IN of) (NP (NN misunderstanding))))))) (, ,) (NP (NNP Miles)) (VP (VBZ treads) (PP (IN on) (NP (JJ solid) (NN ground))) (SBAR (IN if) (S (NP (PRP one)) (VP (MD can) (VP (VB agree) (PP (IN with) (NP (DT the) (ADJP (JJ eminent) (JJ anthropologist)) (NNP Joseph) (NNP Campbell)))))))) (. .)))

Miles is very rarely correct about anything in this work.

( Miles ( ( is ( ( very ( rarely correct ) ) ( about ( anything ( in ( this work ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Miles)) (VP (VBZ is) (ADJP (ADJP (RB very) (RB rarely) (JJ correct)) (PP (IN about) (NP (NP (NN anything)) (PP (IN in) (NP (DT this) (NN work))))))) (. .)))


Well thank you for taking the time to participate in this interview and for you helping with the research project at UNCC.

( Well ( ( ( thank you ) ( ( ( for ( taking ( the ( time ( to ( participate ( in ( this interview ) ) ) ) ) ) ) ) and ) ( for ( you ( helping ( with ( ( the ( research project ) ) ( at UNCC ) ) ) ) ) ) ) ) . ) )

(ROOT (S (INTJ (UH Well)) (VP (VB thank) (NP (PRP you)) (PP (PP (IN for) (S (VP (VBG taking) (NP (DT the) (NN time) (S (VP (TO to) (VP (VB participate) (PP (IN in) (NP (DT this) (NN interview)))))))))) (CC and) (PP (IN for) (S (NP (PRP you)) (VP (VBG helping) (PP (IN with) (NP (NP (DT the) (NN research) (NN project)) (PP (IN at) (NP (NNP UNCC)))))))))) (. .)))

We will begin the interview for the research project shortly.

( We ( ( will ( ( begin ( ( the interview ) ( for ( the ( research project ) ) ) ) ) shortly ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (MD will) (VP (VB begin) (NP (NP (DT the) (NN interview)) (PP (IN for) (NP (DT the) (NN research) (NN project)))) (ADVP (RB shortly)))) (. .)))


(ROOT (NP (NP (NNP Nice)) (VP (VBG talking) (PP (TO to) (NP (PRP you)))) (. .)))

Wonderful to talk to you about the stock market.

( ( Wonderful ( to ( ( talk ( to you ) ) ( about ( the ( stock market ) ) ) ) ) ) . )

(ROOT (S (VP (VB Wonderful) (S (VP (TO to) (VP (VB talk) (PP (TO to) (NP (PRP you))) (PP (IN about) (NP (DT the) (NN stock) (NN market))))))) (. .)))


(ROOT (S (NP (PRP You)) (VP (VBD used) (PP (TO to))) (. ?)))

( You ( never ( ( ( did that ) ( before ( in ( your life ) ) ) ) ? ) ) )

(ROOT (S (NP (PRP You)) (ADVP (RB never)) (VP (VBD did) (NP (DT that)) (PP (IN before) (PP (IN in) (NP (PRP$ your) (NN life))))) (. ?)))


I would feel the same way if I paid to see the Rockettes only find that they were  Rockets.

( I ( ( would ( ( feel ( the ( same way ) ) ) ( if ( I ( paid ( to ( see ( ( the Rockettes ) ( only ( find ( that ( they ( were Rockets ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (MD would) (VP (VB feel) (NP (DT the) (JJ same) (NN way)) (SBAR (IN if) (S (NP (PRP I)) (VP (VBD paid) (S (VP (TO to) (VP (VB see) (S (NP (DT the) (NNPS Rockettes)) (ADVP (RB only)) (VP (VB find) (SBAR (IN that) (S (NP (PRP they)) (VP (VBD were) (NP (NNS Rockets))))))))))))))) (. .)))

I wouldn't mind paying to see the Rockettes and then end up watching the Rockets.

( I ( ( ( would n't ) ( mind ( paying ( to ( ( ( ( see ( the Rockettes ) ) and ) then ) ( ( end up ) ( watching ( the Rockets ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (MD would) (RB n't) (VP (VB mind) (S (VP (VBG paying) (S (VP (TO to) (VP (VP (VB see) (NP (DT the) (NNPS Rockettes))) (CC and) (ADVP (RB then)) (VP (VB end) (PRT (RP up)) (S (VP (VBG watching) (NP (DT the) (NNPS Rockets)))))))))))) (. .)))


(ROOT (FRAG (FRAG (RB /)) (: /) (FRAG (NP (DT A) (JJ wise) (NN decision)) (: /) (NP (JJ /) (NN yeah)) (. .))))

( It ( ( was ( a ( good decision ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD was) (NP (DT a) (JJ good) (NN decision))) (. .)))


A girl on the near northwest side walks past a community garden and playground today, where not long ago a vacant lot sat littered and loitered upon.

( ( ( A girl ) ( on ( the ( near ( northwest side ) ) ) ) ) ( ( walks ( past ( ( ( a ( community ( garden ( and ( playground today ) ) ) ) ) , ) ( ( ( where not ) long ) ( ( ago ( a ( vacant lot ) ) ) ( sat ( ( ( littered and ) loitered ) upon ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT A) (NN girl)) (PP (IN on) (NP (DT the) (JJ near) (JJ northwest) (NN side)))) (VP (VBZ walks) (PP (IN past) (NP (NP (DT a) (NN community) (NN garden) (CC and) (NN playground) (NN today)) (, ,) (SBAR (WHADVP (WRB where) (RB not) (RB long)) (S (NP (RB ago) (DT a) (JJ vacant) (NN lot)) (VP (VBD sat) (VP (VBN littered) (CC and) (VBN loitered) (PP (RB upon))))))))) (. .)))

Where once there was a garden and playground, now there is a vacant, dirty lot.

( ( Where ( once ( there ( ( ( was ( a ( ( garden and ) playground ) ) ) , ) now ) ) ) ) ( there ( ( is ( a ( ( vacant ( , dirty ) ) lot ) ) ) . ) ) )

(ROOT (S (SBAR (WHADVP (WRB Where)) (S (ADVP (RB once)) (NP (EX there)) (VP (VBD was) (NP (DT a) (NN garden) (CC and) (NN playground)) (, ,) (ADVP (RB now))))) (NP (EX there)) (VP (VBZ is) (NP (DT a) (ADJP (JJ vacant) (, ,) (JJ dirty)) (NN lot))) (. .)))


As Indianapolis Center continued searching for the aircraft, two managers and the controller responsible for American 77 looked to the west and southwest along the flight's projected path, not east-where the aircraft was now heading.

( ( As ( ( Indianapolis Center ) ( continued ( searching ( for ( the aircraft ) ) ) ) ) ) ( , ( ( ( ( ( ( ( ( two managers ) and ) ( ( the controller ) ( responsible ( for ( American 77 ) ) ) ) ) ( looked ( to ( ( the ( ( west and ) southwest ) ) ( along ( ( the ( flight 's ) ) ( projected path ) ) ) ) ) ) ) , ) not ) ( ( east-where ( the aircraft ) ) ( ( was now ) heading ) ) ) . ) ) )

(ROOT (S (SBAR (IN As) (S (NP (NNP Indianapolis) (NNP Center)) (VP (VBD continued) (S (VP (VBG searching) (PP (IN for) (NP (DT the) (NN aircraft)))))))) (, ,) (S (NP (NP (CD two) (NNS managers)) (CC and) (NP (NP (DT the) (NN controller)) (ADJP (JJ responsible) (PP (IN for) (NP (NNP American) (CD 77)))))) (VP (VBD looked) (PP (TO to) (NP (NP (DT the) (NN west) (CC and) (NN southwest)) (PP (IN along) (NP (NP (DT the) (NN flight) (POS 's)) (VBN projected) (NN path))))))) (, ,) (RB not) (S (NP (JJ east-where) (DT the) (NN aircraft)) (VP (VBD was) (ADVP (RB now)) (VP (VBG heading)))) (. .)))

The flight was headed in directly westward trajectory.

( ( The flight ) ( ( was ( headed ( in ( directly ( westward trajectory ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN flight)) (VP (VBD was) (VP (VBN headed) (PP (IN in) (ADJP (RB directly) (JJ westward) (RB trajectory))))) (. .)))


When all of a sudden, a girl went by, I was washing (clothes), a girl went by, and she told me she was going to here mom's, her name is Victoria.

( ( When ( ( all ( of ( ( ( a sudden ) , ) ( a girl ) ) ) ) ( went by ) ) ) ( ( , ( ( ( ( ( ( ( I ( was ( washing ( -LRB- ( clothes -RRB- ) ) ) ) ) , ) ( ( a girl ) ( went by ) ) ) , ) and ) ( she ( ( told me ) ( she ( was ( going ( to ( here ( mom 's ) ) ) ) ) ) ) ) ) , ) ) ( ( her name ) ( ( is Victoria ) . ) ) ) )

(ROOT (S (SBAR (WHADVP (WRB When)) (S (NP (NP (DT all)) (PP (IN of) (NP (NP (DT a) (JJ sudden)) (, ,) (NP (DT a) (NN girl))))) (VP (VBD went) (PP (IN by))))) (PRN (, ,) (S (S (NP (PRP I)) (VP (VBD was) (VP (VBG washing) (NP (-LRB- -LRB-) (NNS clothes) (-RRB- -RRB-))))) (, ,) (S (NP (DT a) (NN girl)) (VP (VBD went) (PP (IN by)))) (, ,) (CC and) (S (NP (PRP she)) (VP (VBD told) (NP (PRP me)) (SBAR (S (NP (PRP she)) (VP (VBD was) (VP (VBG going) (PP (TO to) (NP (NP (RB here)) (NP (NN mom) (POS 's))))))))))) (, ,)) (NP (PRP$ her) (NN name)) (VP (VBZ is) (NP (NNP Victoria))) (. .)))

I met a girl named Victoria. She didn't care that I was washing clothes.

( I ( ( met ( ( a girl ) ( named ( ( Victoria . ) ( She ( ( did n't ) ( care ( that ( I ( was ( washing clothes ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBD met) (SBAR (S (NP (DT a) (NN girl)) (VP (VBD named) (NP (NP (NNP Victoria) (. .)) (SBAR (S (NP (PRP She)) (VP (VBD did) (RB n't) (VP (VB care) (SBAR (IN that) (S (NP (PRP I)) (VP (VBD was) (VP (VBG washing) (NP (NNS clothes))))))))))))))) (. .)))


Labor conditions have deteriorated for a number of  the decline in the coverage of collective bargaining agreements with their provisions for regulation of contract shops; the difficulty of policing contributions for health and pension funds from employers in this sector; the increase in immigrants, legal and illegal, concentrated in certain areas; the intense competition from imports; and the sharp drop in employment in apparel in some markets.

( ( Labor conditions ) ( ( have ( ( deteriorated ( for ( ( a number ) ( of ( ( the decline ) ( in ( ( the coverage ) ( of ( collective ( bargaining agreements ) ) ) ) ) ) ) ) ) ) ( with ( ( ( ( their provisions ) ( for ( regulation ( of ( contract shops ) ) ) ) ) ; ) ( ( ( ( ( ( ( ( ( the difficulty ) ( of ( ( policing ( contributions ( for ( health ( and ( pension funds ) ) ) ) ) ) ( from ( employers ( in ( this sector ) ) ) ) ) ) ) ; ) ( ( ( ( ( ( the increase ) ( in immigrants ) ) , ) ( ( legal and ) illegal ) ) , ) ( concentrated ( in ( certain areas ) ) ) ) ) ; ) ( ( the ( intense competition ) ) ( from imports ) ) ) ; ) and ) ( ( the ( sharp drop ) ) ( in ( employment ( in ( apparel ( in ( some markets ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Labor) (NNS conditions)) (VP (VBP have) (VP (VBN deteriorated) (PP (IN for) (NP (NP (DT a) (NN number)) (PP (IN of) (NP (NP (DT the) (NN decline)) (PP (IN in) (NP (NP (DT the) (NN coverage)) (PP (IN of) (NP (JJ collective) (NN bargaining) (NNS agreements))))))))) (PP (IN with) (NP (NP (NP (PRP$ their) (NNS provisions)) (PP (IN for) (NP (NP (NN regulation)) (PP (IN of) (NP (NN contract) (NNS shops)))))) (: ;) (NP (NP (NP (DT the) (NN difficulty)) (PP (IN of) (S (VP (VBG policing) (NP (NP (NNS contributions)) (PP (IN for) (NP (NN health) (CC and) (NN pension) (NNS funds)))) (PP (IN from) (NP (NP (NNS employers)) (PP (IN in) (NP (DT this) (NN sector))))))))) (: ;) (NP (NP (NP (DT the) (NN increase)) (PP (IN in) (NP (NNS immigrants)))) (, ,) (ADJP (JJ legal) (CC and) (JJ illegal)) (, ,) (VP (VBN concentrated) (PP (IN in) (NP (JJ certain) (NNS areas))))) (: ;) (NP (NP (DT the) (JJ intense) (NN competition)) (PP (IN from) (NP (NNS imports)))) (: ;) (CC and) (NP (NP (DT the) (JJ sharp) (NN drop)) (PP (IN in) (NP (NP (NN employment)) (PP (IN in) (NP (NP (NN apparel)) (PP (IN in) (NP (DT some) (NNS markets))))))))))))) (. .)))

Conditions for workers have gotten better as collective bargaining agreement coverage has gone down.

( ( Conditions ( for workers ) ) ( ( have ( gotten ( better ( as ( ( collective ( bargaining ( agreement coverage ) ) ) ( has ( gone down ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NNS Conditions)) (PP (IN for) (NP (NNS workers)))) (VP (VBP have) (VP (VBN gotten) (ADVP (ADVP (RBR better)) (SBAR (IN as) (S (NP (JJ collective) (NN bargaining) (NN agreement) (NN coverage)) (VP (VBZ has) (VP (VBN gone) (PRT (RP down))))))))) (. .)))


Here are some quotes from people whose lives were touched by United Way agencies last

( Here ( ( are ( ( some quotes ) ( from people ) ) ) ( ( whose lives ) ( were ( ( touched ( by ( United ( Way agencies ) ) ) ) last ) ) ) ) )

(ROOT (SINV (ADVP (RB Here)) (VP (VBP are) (NP (NP (DT some) (NNS quotes)) (PP (IN from) (NP (NNS people))))) (SBAR (WHNP (WP$ whose) (NNS lives)) (S (VP (VBD were) (VP (VBN touched) (PP (IN by) (NP (NNP United) (NNP Way) (NNS agencies))) (ADVP (RB last))))))))

United Way agencies doesn't touch peoples' lives.

( ( United ( Way agencies ) ) ( ( ( does n't ) ( touch ( ( peoples ' ) lives ) ) ) . ) )

(ROOT (S (NP (NNP United) (NNP Way) (NNS agencies)) (VP (VBZ does) (RB n't) (VP (VB touch) (NP (NP (NNS peoples) (POS ')) (NNS lives)))) (. .)))


( ( while ( ( the children ) ( continued reading ) ) ) . )

(ROOT (FRAG (SBAR (IN while) (S (NP (DT the) (NNS children)) (VP (VBD continued) (NP (NN reading))))) (. .)))

The kids kept reading the books the President gave them.

( ( The kids ) ( ( kept ( reading ( ( the books ) ( ( the President ) ( gave them ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS kids)) (VP (VBD kept) (S (VP (VBG reading) (NP (NP (DT the) (NNS books)) (SBAR (S (NP (DT the) (NNP President)) (VP (VBD gave) (NP (PRP them))))))))) (. .)))


I'm trying to bring him up here and get you-There he is right there.

( I ( ( 'm ( trying ( to ( ( ( ( ( bring him ) up ) here ) and ) ( ( get ( you-There ( he ( is right ) ) ) ) there ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP 'm) (VP (VBG trying) (S (VP (TO to) (VP (VP (VB bring) (NP (PRP him)) (PRT (RP up)) (ADVP (RB here))) (CC and) (VP (VB get) (ADJP (JJ you-There) (SBAR (S (NP (PRP he)) (VP (VBZ is) (ADJP (JJ right)))))) (ADVP (RB there)))))))) (. .)))

He is right there and I am trying to bring him up here.

( ( ( ( He ( is ( right there ) ) ) and ) ( I ( am ( trying ( to ( ( ( bring him ) up ) here ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP He)) (VP (VBZ is) (ADVP (RB right) (RB there)))) (CC and) (S (NP (PRP I)) (VP (VBP am) (VP (VBG trying) (S (VP (TO to) (VP (VB bring) (NP (PRP him)) (PRT (RP up)) (ADVP (RB here)))))))) (. .)))


This organization included a financial support network that came to be known as the Golden Chain, put together mainly by financiers in Saudi Arabia and the Persian Gulf states.

( ( This organization ) ( ( included ( ( a ( financial ( support network ) ) ) ( that ( came ( to ( be ( known ( as ( ( ( the ( Golden Chain ) ) , ) ( ( ( ( put together ) mainly ) ( by financiers ) ) ( in ( ( ( Saudi Arabia ) and ) ( the ( Persian ( Gulf states ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT This) (NN organization)) (VP (VBD included) (NP (NP (DT a) (JJ financial) (NN support) (NN network)) (SBAR (WHNP (WDT that)) (S (VP (VBD came) (S (VP (TO to) (VP (VB be) (VP (VBN known) (PP (IN as) (NP (NP (DT the) (NNP Golden) (NNP Chain)) (, ,) (VP (VBN put) (PRT (RP together)) (ADVP (RB mainly)) (PP (IN by) (NP (NNS financiers))) (PP (IN in) (NP (NP (NNP Saudi) (NNP Arabia)) (CC and) (NP (DT the) (NNP Persian) (NNP Gulf) (NNS states)))))))))))))))) (. .)))

The Golden Chain was successful at providing financial support.

( ( The ( Golden Chain ) ) ( ( was ( successful ( at ( providing ( financial support ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP Golden) (NNP Chain)) (VP (VBD was) (ADJP (JJ successful) (PP (IN at) (S (VP (VBG providing) (NP (JJ financial) (NN support))))))) (. .)))


It's one of the few times you won't find the two together.

( It ( ( 's ( one ( of ( ( the ( few times ) ) ( you ( ( wo n't ) ( ( find ( the two ) ) together ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ 's) (NP (NP (CD one)) (PP (IN of) (NP (NP (DT the) (JJ few) (NNS times)) (SBAR (S (NP (PRP you)) (VP (MD wo) (RB n't) (VP (VB find) (NP (DT the) (CD two)) (ADVP (RB together)))))))))) (. .)))

They do not like to spend any time apart.

( They ( ( ( do not ) ( like ( to ( ( spend ( any time ) ) apart ) ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (VBP do) (RB not) (VP (VB like) (S (VP (TO to) (VP (VB spend) (NP (DT any) (NN time)) (ADVP (RB apart))))))) (. .)))


Similarly, when in Chapter XXXIV of the same novel, Mrs. Bute reminds her husband that  You'd have been screwed in goal, Bute, if I had not kept your money,  she was not speaking of pleasures deferred.

( Similarly ( , ( ( when ( ( in ( ( Chapter XXXIV ) ( of ( the ( same novel ) ) ) ) ) ( , ( ( Mrs. Bute ) ( ( reminds ( her husband ) ) ( that ( You ( 'd ( have ( been ( screwed ( in goal ) ) ) ) ) ) ) ) ) ) ) ) ( , ( Bute ( , ( ( if ( I ( ( had not ) ( kept ( your money ) ) ) ) ) ( , ( she ( ( ( was not ) ( speaking ( of ( pleasures deferred ) ) ) ) . ) ) ) ) ) ) ) ) ) )

(ROOT (S (ADVP (RB Similarly)) (, ,) (SBAR (WHADVP (WRB when)) (S (PP (IN in) (NP (NP (NNP Chapter) (NNP XXXIV)) (PP (IN of) (NP (DT the) (JJ same) (NN novel))))) (, ,) (NP (NNP Mrs.) (NNP Bute)) (VP (VBZ reminds) (NP (PRP$ her) (NN husband)) (SBAR (IN that) (S (NP (PRP You)) (VP (MD 'd) (VP (VB have) (VP (VBN been) (VP (VBN screwed) (PP (IN in) (NP (NN goal)))))))))))) (, ,) (NP (NNP Bute)) (, ,) (SBAR (IN if) (S (NP (PRP I)) (VP (VBD had) (RB not) (VP (VBN kept) (NP (PRP$ your) (NN money)))))) (, ,) (NP (PRP she)) (VP (VBD was) (RB not) (VP (VBG speaking) (PP (IN of) (NP (NP (NNS pleasures)) (VP (VBN deferred)))))) (. .)))

Mrs. Brute didn't remind her husband about anything.

( ( Mrs. Brute ) ( ( ( did n't ) ( ( remind ( her husband ) ) ( about anything ) ) ) . ) )

(ROOT (S (NP (NNP Mrs.) (NNP Brute)) (VP (VBD did) (RB n't) (VP (VB remind) (NP (PRP$ her) (NN husband)) (PP (IN about) (NP (NN anything))))) (. .)))


Then when, well, since I lived alone, only with my son, they, would seek me out because, I always had, everything, because I had all kinds of animals, including doves from Castile, uh, turkeys, ducks, hens, pigs, cows, all kinds of animals.

( Then ( ( ( when , ) ( ( ( ( well , ) ( since ( I ( ( ( ( ( lived alone ) , ) ( only ( with ( my son ) ) ) ) , ) they ) ) ) ) , ) ( would ( ( ( seek me ) out ) because ) ) ) ) ( , ( I ( always ( ( ( ( ( ( ( had , ) everything ) , ) ( because ( I ( had ( ( all kinds ) ( of animals ) ) ) ) ) ) , ) ( including ( doves ( from ( ( ( ( ( ( ( ( ( ( ( ( ( ( Castile , ) uh ) , ) turkeys ) , ) ducks ) , ) hens ) , ) pigs ) , ) cows ) , ) ( ( all kinds ) ( of animals ) ) ) ) ) ) ) . ) ) ) ) ) )

(ROOT (S (RB Then) (SBAR (WHADVP (WRB when)) (, ,) (S (NP (NP (NN well)) (, ,) (SBAR (IN since) (S (NP (PRP I)) (VP (VBD lived) (ADVP (RB alone)) (, ,) (PP (ADVP (RB only)) (IN with) (NP (PRP$ my) (NN son))) (, ,) (S (NP (PRP they)))))) (, ,)) (VP (MD would) (VP (VB seek) (NP (PRP me)) (PRT (RP out)) (PP (IN because)))))) (, ,) (NP (PRP I)) (ADVP (RB always)) (VP (VBD had) (, ,) (ADVP (RB everything)) (, ,) (SBAR (IN because) (S (NP (PRP I)) (VP (VBD had) (NP (NP (DT all) (NNS kinds)) (PP (IN of) (NP (NNS animals))))))) (, ,) (PP (VBG including) (NP (NP (NNS doves)) (PP (IN from) (NP (NP (NNP Castile)) (, ,) (NP (NNP uh)) (, ,) (NP (NNS turkeys)) (, ,) (NP (NNS ducks)) (, ,) (NP (NNS hens)) (, ,) (NP (NNS pigs)) (, ,) (NP (NNS cows)) (, ,) (NP (NP (DT all) (NNS kinds)) (PP (IN of) (NP (NNS animals))))))))) (. .)))

I have always had pets since I myself was a child.

( ( I ( ( have always ) ( had ( pets ( since I ) ) ) ) ) ( myself ( ( was ( a child ) ) . ) ) )

(ROOT (S (S (NP (PRP I)) (VP (VBP have) (ADVP (RB always)) (VP (VBN had) (NP (NP (NNS pets)) (PP (IN since) (NP (PRP I))))))) (NP (PRP myself)) (VP (VBD was) (NP (DT a) (NN child))) (. .)))


To make it interesting, a little competition has been proposed --the class which contributes the most money and the class with the highest participation will be honored.

( ( To ( make ( it interesting ) ) ) ( , ( ( a ( little competition ) ) ( ( has ( been ( ( proposed -- ) ( ( the class ) ( which ( contributes ( ( ( ( the ( most money ) ) and ) ( ( the class ) ( with ( the ( highest participation ) ) ) ) ) ( will ( be honored ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (S (VP (TO To) (VP (VB make) (S (NP (PRP it)) (ADJP (JJ interesting)))))) (, ,) (NP (DT a) (JJ little) (NN competition)) (VP (VBZ has) (VP (VBN been) (VP (VBN proposed) (: --) (NP (NP (DT the) (NN class)) (SBAR (WHNP (WDT which)) (S (VP (VBZ contributes) (SBAR (S (NP (NP (DT the) (JJS most) (NN money)) (CC and) (NP (NP (DT the) (NN class)) (PP (IN with) (NP (DT the) (JJS highest) (NN participation))))) (VP (MD will) (VP (VB be) (ADJP (VBN honored))))))))))))) (. .)))

A small competition has been proposed, to make it more appealing.

( ( A ( small competition ) ) ( ( has ( been ( ( proposed , ) ( to ( make ( it ( more appealing ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT A) (JJ small) (NN competition)) (VP (VBZ has) (VP (VBN been) (VP (VBN proposed) (, ,) (S (VP (TO to) (VP (VB make) (S (NP (PRP it)) (ADJP (RBR more) (JJ appealing))))))))) (. .)))


And all the adults were standing around, not really paying much attention to the children, because children, of course, were supposed seen and, uh, not heard, and not really much being seen, actually.

( And ( ( all ( the adults ) ) ( ( were ( ( ( ( ( ( standing around ) , ) ( not ( really ( ( ( ( paying ( much attention ) ) ( to ( the children ) ) ) , ) ( because ( ( ( ( children , ) ( of course ) ) , ) ( ( ( ( were ( supposed seen ) ) and ) ( , ( uh , ) ) ) ( not heard ) ) ) ) ) ) ) ) , ) and ) ( ( not ( really much ) ) ( being ( ( seen , ) actually ) ) ) ) ) . ) ) )

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We children were all dressed up and going nuts in our scratchy Sunday clothes.

( ( We children ) ( ( ( were all ) ( ( ( dressed up ) and ) ( going ( nuts ( in ( our ( scratchy ( Sunday clothes ) ) ) ) ) ) ) ) . ) )

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He writes, Receiving the Challenger Scholarship was a great honor and continues to be a source of inspiration to me as I work toward my doctorate degree.

( He ( ( ( ( ( writes , ) ( Receiving ( ( the ( Challenger Scholarship ) ) ( was ( a ( great honor ) ) ) ) ) ) and ) ( continues ( to ( ( be ( ( a source ) ( of ( inspiration ( to me ) ) ) ) ) ( as ( I ( work ( toward ( my ( doctorate degree ) ) ) ) ) ) ) ) ) ) . ) )

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He writes that receiving the Scholarship would only weigh him down with more responsibility and he hopes not to get it.

( He ( ( writes ( that ( ( ( ( receiving ( the Scholarship ) ) ( ( would only ) ( ( ( weigh him ) down ) ( with ( more responsibility ) ) ) ) ) and ) ( he ( hopes ( not ( to ( get it ) ) ) ) ) ) ) ) . ) )

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Well, I think what was worse about their place is not only the smoke hanging in the air, but they kept it at // 80 degrees.

( ( ( ( ( Well ( , ( I ( think ( what ( was ( worse ( about ( ( their place ) ( ( ( is not ) ( only ( the smoke ) ) ) ( hanging ( in ( the air ) ) ) ) ) ) ) ) ) ) ) ) ) , ) but ) ( they ( ( kept it ) ( at ( ( ( / / ) 80 ) degrees ) ) ) ) ) . )

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The even worse characteristic regarding their house was they stabilized the AC at 80 degrees.

( ( ( The ( ( even worse ) characteristic ) ) ( regarding ( their house ) ) ) ( ( was ( they ( ( stabilized ( the AC ) ) ( at ( 80 degrees ) ) ) ) ) . ) )

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There was a big book that has a lot of stories in it.

( There ( ( was ( ( a ( big book ) ) ( that ( has ( ( a lot ) ( of ( stories ( in it ) ) ) ) ) ) ) ) . ) )

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There was a huge book with a collection of stories in it.

( There ( ( was ( ( a ( huge book ) ) ( with ( ( a collection ) ( of ( stories ( in it ) ) ) ) ) ) ) . ) )

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And I met some interesting people there, and, um, D'Angelo was probably one of the most interesting people that I met there and just, just one of the most down to earth artists that I, I have met in the industry.

( And ( ( ( ( ( ( I ( ( met ( some ( interesting people ) ) ) there ) ) , ) and ) ( , ( um , ) ) ) ( D'Angelo ( ( ( was probably ) ( one ( of ( the ( ( most interesting ) people ) ) ) ) ) ( that ( I ( ( ( ( ( met ( ( there and ) just ) ) , ) ( ( ( just one ) ( of ( the most ) ) ) down ) ) ( to ( earth artists ) ) ) ( that ( I ( , ( I ( have ( met ( in ( the industry ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

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( D'Angelo ( ( is ( a ( boring ( , ( stuck-up snob ) ) ) ) ) . ) )

(ROOT (S (NP (NNP D'Angelo)) (VP (VBZ is) (NP (DT a) (JJ boring) (, ,) (JJ stuck-up) (NN snob))) (. .)))


Our mission is to strengthen children and families, and we are now focusing our resources on children who have long-term, serious illnesses and their families.

( ( ( ( ( ( Our mission ) ( is ( to ( strengthen ( ( children and ) families ) ) ) ) ) , ) and ) ( we ( ( are now ) ( ( focusing ( our resources ) ) ( on ( children ( who ( have ( ( ( long-term ( , ( serious illnesses ) ) ) and ) ( their families ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP$ Our) (NN mission)) (VP (VBZ is) (S (VP (TO to) (VP (VB strengthen) (NP (NNS children) (CC and) (NNS families))))))) (, ,) (CC and) (S (NP (PRP we)) (VP (VBP are) (ADVP (RB now)) (VP (VBG focusing) (NP (PRP$ our) (NNS resources)) (PP (IN on) (NP (NP (NNS children)) (SBAR (WHNP (WP who)) (S (VP (VBP have) (NP (NP (JJ long-term) (, ,) (JJ serious) (NNS illnesses)) (CC and) (NP (PRP$ their) (NNS families))))))))))) (. .)))

We are making a special effort to help children with long-term illnesses.

( We ( ( are ( ( making ( a ( special effort ) ) ) ( to ( ( help children ) ( with ( long-term illnesses ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP are) (VP (VBG making) (NP (DT a) (JJ special) (NN effort)) (S (VP (TO to) (VP (VB help) (NP (NNS children)) (PP (IN with) (NP (JJ long-term) (NNS illnesses)))))))) (. .)))


Conducts research on law reform issues currently facing Indiana and the nation

( ( Conducts research ) ( on ( ( law ( reform issues ) ) ( currently ( facing ( ( Indiana and ) ( the nation ) ) ) ) ) ) )

(ROOT (FRAG (NP (JJ Conducts) (NN research)) (PP (IN on) (S (NP (NN law) (NN reform) (NNS issues)) (ADVP (RB currently)) (VP (VBG facing) (NP (NP (NNP Indiana)) (CC and) (NP (DT the) (NN nation))))))))

Does not conduct any research on law reform issues.

( ( ( Does not ) ( ( conduct ( any research ) ) ( on ( law ( reform issues ) ) ) ) ) . )

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( I ( ( need ( ( ( a direction ) , ) ( a destination ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP need) (NP (NP (DT a) (NN direction)) (, ,) (NP (DT a) (NN destination)))) (. .)))

( ( ( Direction and ) destination ) ( ( is optional ) . ) )

(ROOT (S (NP (NN Direction) (CC and) (NN destination)) (VP (VBZ is) (ADJP (JJ optional))) (. .)))