As the tax year draws to a close I would like to urge you to make a tax deductible contribution for the support of Women's Studies.

( ( As ( ( the ( tax year ) ) ( draws ( to ( a close ) ) ) ) ) ( I ( ( would ( like ( to ( urge ( you ( to ( make ( ( a ( tax ( deductible contribution ) ) ) ( for ( ( the support ) ( of ( ( Women 's ) Studies ) ) ) ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (SBAR (IN As) (S (NP (DT the) (NN tax) (NN year)) (VP (VBZ draws) (PP (TO to) (NP (DT a) (NN close)))))) (NP (PRP I)) (VP (MD would) (VP (VB like) (S (VP (TO to) (VP (VB urge) (S (NP (PRP you)) (VP (TO to) (VP (VB make) (NP (NP (DT a) (NN tax) (JJ deductible) (NN contribution)) (PP (IN for) (NP (NP (DT the) (NN support)) (PP (IN of) (NP (NP (NNP Women) (POS 's)) (NNS Studies)))))))))))))) (. .)))

Hopefully you make a tax deductible contribution to support Women's Studies.

( Hopefully ( you ( ( make ( ( a ( tax ( deductible contribution ) ) ) ( to ( support ( ( Women 's ) Studies ) ) ) ) ) . ) ) )

(ROOT (S (ADVP (RB Hopefully)) (NP (PRP you)) (VP (VBP make) (S (NP (DT a) (NN tax) (JJ deductible) (NN contribution)) (VP (TO to) (VP (VB support) (NP (NP (NNP Women) (POS 's)) (NNPS Studies)))))) (. .)))

Apabila tahun cukai hampir berakhir, saya ingin menggesa anda untuk membuat sumbangan yang boleh ditolak cukai untuk sokongan Kajian Wanita.

Semoga anda membuat sumbangan yang boleh ditolak cukai untuk menyokong Pengajian Wanita.


neutral entailment entailment entailment neutral

By this time, Bin Ladin was well-known and a senior figure among Islamist extremists, especially those in Egypt, the Arabian Peninsula, and the Afghanistan-Pakistan border region.

( ( By ( this time ) ) ( , ( ( Bin Ladin ) ( ( ( was well-known ) ( and ( ( ( ( ( ( ( ( ( a ( senior figure ) ) ( among ( Islamist extremists ) ) ) , ) ( ( especially those ) ( in Egypt ) ) ) , ) ( the ( Arabian Peninsula ) ) ) , ) and ) ( the ( Afghanistan-Pakistan ( border region ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN By) (NP (DT this) (NN time))) (, ,) (NP (NNP Bin) (NNP Ladin)) (VP (VBD was) (ADJP (JJ well-known)) (PRN (CC and) (NP (NP (NP (DT a) (JJ senior) (NN figure)) (PP (IN among) (NP (JJ Islamist) (NNS extremists)))) (, ,) (NP (NP (RB especially) (DT those)) (PP (IN in) (NP (NNP Egypt)))) (, ,) (NP (DT the) (NNP Arabian) (NNP Peninsula)) (, ,) (CC and) (NP (DT the) (JJ Afghanistan-Pakistan) (NN border) (NN region))))) (. .)))

In certain areas of the middle east, like Egypt and Pakistan, Bin Laden had already secured a senior place as a well respected member of radical Islam.

( ( In ( ( certain areas ) ( of ( ( the middle ) east ) ) ) ) ( , ( ( like ( ( Egypt and ) Pakistan ) ) ( , ( ( Bin Laden ) ( ( ( had already ) ( ( secured ( a ( senior place ) ) ) ( as ( ( a ( ( well respected ) member ) ) ( of ( radical Islam ) ) ) ) ) ) . ) ) ) ) ) )

(ROOT (S (PP (IN In) (NP (NP (JJ certain) (NNS areas)) (PP (IN of) (NP (NP (DT the) (NN middle)) (ADVP (JJ east)))))) (, ,) (PP (IN like) (NP (NNP Egypt) (CC and) (NNP Pakistan))) (, ,) (NP (NNP Bin) (NNP Laden)) (VP (VBD had) (ADVP (RB already)) (VP (VBN secured) (NP (DT a) (JJ senior) (NN place)) (PP (IN as) (NP (NP (DT a) (ADJP (RB well) (VBN respected)) (NN member)) (PP (IN of) (NP (JJ radical) (NNP Islam))))))) (. .)))

Pada masa ini, Bin Ladin terkenal dan tokoh kanan di kalangan pelampau Islam, terutamanya di Mesir, Semenanjung Arab, dan wilayah sempadan Afghanistan-Pakistan.

Di kawasan-kawasan tertentu di Timur Tengah, seperti Mesir dan Pakistan, Bin Laden telah mendapat tempat yang lebih tinggi sebagai ahli Islam radikal yang dihormati.


neutral neutral entailment neutral neutral

Right now, there are thousands of people who do not know what it feels like to support themselves.

( ( Right now ) ( , ( there ( ( are ( thousands ( of ( people ( who ( ( do not ) ( know ( what ( it ( feels ( like ( to ( support themselves ) ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Right) (RB now)) (, ,) (NP (EX there)) (VP (VBP are) (NP (NP (NNS thousands)) (PP (IN of) (NP (NP (NNS people)) (SBAR (WHNP (WP who)) (S (VP (VBP do) (RB not) (VP (VB know) (SBAR (WHNP (WP what)) (S (NP (PRP it)) (VP (VBZ feels) (SBAR (IN like) (S (VP (TO to) (VP (VB support) (NP (PRP themselves))))))))))))))))) (. .)))

Although the number is shrinking, there are still thousands of people that don't know what it's like to support themselves.

( ( Although ( ( the number ) ( is shrinking ) ) ) ( , ( there ( ( ( are still ) ( thousands ( of ( people ( that ( ( do n't ) ( know ( what ( it ( 's ( like ( to ( support themselves ) ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN Although) (S (NP (DT the) (NN number)) (VP (VBZ is) (VP (VBG shrinking))))) (, ,) (NP (EX there)) (VP (VBP are) (ADVP (RB still)) (NP (NP (NNS thousands)) (PP (IN of) (NP (NP (NNS people)) (SBAR (WHNP (WDT that)) (S (VP (VBP do) (RB n't) (VP (VB know) (SBAR (WHNP (WP what)) (S (NP (PRP it)) (VP (VBZ 's) (ADJP (JJ like) (S (VP (TO to) (VP (VB support) (NP (PRP themselves))))))))))))))))) (. .)))

Kini, terdapat beribu-ribu orang yang tidak tahu bagaimana rasanya menyokong diri mereka sendiri.

Walaupun jumlahnya menyusut, masih ada ribuan orang yang tidak tahu bagaimana rasanya menyokong diri mereka sendiri.


At 8:26, Ong reported that the plane was flying erratically.

( ( At 8:26 ) ( , ( Ong ( ( reported ( that ( ( the plane ) ( was ( flying erratically ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN At) (NP (CD 8:26))) (, ,) (NP (NNP Ong)) (VP (VBD reported) (SBAR (IN that) (S (NP (DT the) (NN plane)) (VP (VBD was) (VP (VBG flying) (ADVP (RB erratically))))))) (. .)))

The erratic behavior was passed on to ground control.

( ( The ( erratic behavior ) ) ( ( was ( passed ( on ( to ( ground control ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (JJ erratic) (NN behavior)) (VP (VBD was) (VP (VBN passed) (PP (IN on) (PP (TO to) (NP (NN ground) (NN control)))))) (. .)))

Pada pukul 8:26, Ong melaporkan bahawa pesawat itu terbang secara tidak menentu.

Tingkah laku yang tidak menentu telah diserahkan kepada kawalan tanah.


Or the virtual impossibility of finding a quiet place to study or even think, so that the children can cope in school and one day have a chance of achieving something better?

( Or ( ( ( the ( virtual impossibility ) ) ( of ( ( finding ( a ( quiet place ) ) ) ( to ( ( ( ( ( study or ) even ) think ) , ) ( so ( that ( ( ( ( the children ) ( can ( cope ( in school ) ) ) ) and ) ( ( one day ) ( have ( ( a chance ) ( of ( ( achieving something ) better ) ) ) ) ) ) ) ) ) ) ) ) ) ? ) )

(ROOT (FRAG (CC Or) (NP (NP (DT the) (JJ virtual) (NN impossibility)) (PP (IN of) (S (VP (VBG finding) (NP (DT a) (JJ quiet) (NN place)) (S (VP (TO to) (VP (VB study) (CC or) (RB even) (VB think) (, ,) (SBAR (RB so) (IN that) (S (S (NP (DT the) (NNS children)) (VP (MD can) (VP (VB cope) (PP (IN in) (NP (NN school)))))) (CC and) (S (NP (CD one) (NN day)) (VP (VBP have) (NP (NP (DT a) (NN chance)) (PP (IN of) (S (VP (VBG achieving) (NP (NN something)) (ADVP (RBR better))))))))))))))))) (. ?)))

Children who don't have a quiet place to study drop out at a high rate.

( ( Children ( who ( ( do n't ) ( have ( a ( quiet ( place ( to study ) ) ) ) ) ) ) ) ( ( ( drop out ) ( at ( a ( high rate ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP Children)) (SBAR (WHNP (WP who)) (S (VP (VBP do) (RB n't) (VP (VB have) (NP (DT a) (JJ quiet) (NN place) (S (VP (TO to) (VP (VB study)))))))))) (VP (VBP drop) (PRT (RP out)) (PP (IN at) (NP (DT a) (JJ high) (NN rate)))) (. .)))

Atau kemustahilan maya mencari tempat yang tenang untuk belajar atau berfikir, supaya kanak-kanak dapat mengatasi di sekolah dan suatu hari mempunyai peluang untuk mencapai sesuatu yang lebih baik?

Kanak-kanak yang tidak mempunyai tempat yang tenang untuk belajar jatuh pada kadar yang tinggi.


contradiction contradiction contradiction contradiction entailment

In the course of this chapter, I have had much to say about just how parents and teachers can capitalize on children's natural propensities.

( ( In ( ( the course ) ( of ( this chapter ) ) ) ) ( , ( I ( ( have ( ( had much ) ( to ( ( say ( about just ) ) ( how ( ( ( parents and ) teachers ) ( can ( capitalize ( on ( ( children 's ) ( natural propensities ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (NP (DT the) (NN course)) (PP (IN of) (NP (DT this) (NN chapter))))) (, ,) (NP (PRP I)) (VP (VBP have) (VP (VBN had) (NP (RB much)) (S (VP (TO to) (VP (VB say) (NP (RB about) (RB just)) (SBAR (WHADVP (WRB how)) (S (NP (NNS parents) (CC and) (NNS teachers)) (VP (MD can) (VP (VB capitalize) (PP (IN on) (NP (NP (NNS children) (POS 's)) (JJ natural) (NNS propensities)))))))))))) (. .)))

I don't have much to say on the matter of capitalizing children's natural propensities.

( I ( ( ( do n't ) ( have ( much ( to ( say ( on ( ( the matter ) ( of ( capitalizing ( ( children 's ) ( natural propensities ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP do) (RB n't) (VP (VB have) (ADJP (JJ much) (S (VP (TO to) (VP (VB say) (PP (IN on) (NP (NP (DT the) (NN matter)) (PP (IN of) (S (VP (VBG capitalizing) (NP (NP (NNS children) (POS 's)) (JJ natural) (NNS propensities))))))))))))) (. .)))

Dalam perjalanan bab ini, saya mempunyai banyak untuk mengatakan tentang bagaimana ibu bapa dan guru boleh memanfaatkan kecenderungan semula jadi kanak-kanak.

Saya tidak mempunyai banyak untuk mengatakan mengenai perkara memanfaatkan kecenderungan semula jadi kanak-kanak.


entailment neutral neutral neutral neutral

The young adults who leave Pleasant Run have those same feelings.

( ( ( The ( young adults ) ) ( who ( leave ( Pleasant Run ) ) ) ) ( ( have ( those ( same feelings ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (JJ young) (NNS adults)) (SBAR (WHNP (WP who)) (S (VP (VBP leave) (NP (NNP Pleasant) (NNP Run)))))) (VP (VBP have) (NP (DT those) (JJ same) (NNS feelings))) (. .)))

Pleasant Run leaves a lasting impression.

( ( Pleasant Run ) ( ( leaves ( a ( lasting impression ) ) ) . ) )

(ROOT (S (NP (NNP Pleasant) (NNP Run)) (VP (VBZ leaves) (NP (DT a) (JJ lasting) (NN impression))) (. .)))

Orang dewasa muda yang meninggalkan Pleasant Run mempunyai perasaan yang sama.

Pleasant Run meninggalkan kesan yang berkekalan.


For Johnson's Frenchie this becomes,  Bid him go to hell, to hell he goes.

( ( For ( ( Johnson 's ) Frenchie ) ) ( ( ( this becomes ) , ) ( Bid ( ( him ( ( ( go ( to hell ) ) , ) ( to hell ) ) ) ( he ( goes . ) ) ) ) ) )

(ROOT (S (PP (IN For) (NP (NP (NNP Johnson) (POS 's)) (NN Frenchie))) (PRN (S (NP (DT this)) (VP (VBZ becomes))) (, ,)) (NP (NNP Bid)) (PRN (S (NP (PRP him)) (VP (VBP go) (PP (TO to) (NP (NN hell))) (, ,) (PP (TO to) (NP (NN hell)))))) (NP (PRP he)) (VP (VBZ goes)) (. .)))

Johnson's Frenchie did something wrong in order to go to hell.

( ( ( Johnson 's ) Frenchie ) ( ( did ( something ( wrong ( ( in order ) ( to ( go ( to hell ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP Johnson) (POS 's)) (NNP Frenchie)) (VP (VBD did) (S (NP (NN something)) (ADJP (JJ wrong)) (SBAR (IN in) (NN order) (S (VP (TO to) (VP (VB go) (PP (TO to) (NP (NN hell))))))))) (. .)))

Bagi Johnson Frenchie ini menjadi, Bid him go to hell, to hell he goes.

"Pelakon Perancis Johnson melakukan sesuatu yang salah untuk pergi ke neraka.


contradiction contradiction contradiction contradiction contradiction

In order to do this, laboratories must be developed and maintained with equipment that will provide first-rate, hands-on experience for our students.

( ( ( In order ) ( to ( do this ) ) ) ( , ( laboratories ( ( must ( be ( ( ( developed and ) maintained ) ( with ( equipment ( that ( will ( provide ( ( first-rate ( , ( hands-on experience ) ) ) ( for ( our students ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN In) (NN order) (S (VP (TO to) (VP (VB do) (NP (DT this)))))) (, ,) (NP (NNS laboratories)) (VP (MD must) (VP (VB be) (VP (VBN developed) (CC and) (VBN maintained) (PP (IN with) (NP (NP (NN equipment)) (SBAR (WHNP (WDT that)) (S (VP (MD will) (VP (VB provide) (NP (NP (JJ first-rate) (, ,) (JJ hands-on) (NN experience)) (PP (IN for) (NP (PRP$ our) (NNS students))))))))))))) (. .)))

Students do not need laboratory or hands-on experience for a good education.

( Students ( ( ( do not ) ( need ( ( laboratory ( or ( hands-on experience ) ) ) ( for ( a ( good education ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNS Students)) (VP (VBP do) (RB not) (VP (VB need) (NP (NP (NN laboratory) (CC or) (JJ hands-on) (NN experience)) (PP (IN for) (NP (DT a) (JJ good) (NN education)))))) (. .)))

Untuk melakukan ini, makmal mesti dibangunkan dan dikekalkan dengan peralatan yang akan memberikan pengalaman pertama, hands-on untuk pelajar kami.

Pelajar tidak memerlukan makmal atau pengalaman tangan untuk pendidikan yang baik.


entailment entailment entailment entailment entailment

Unlike the earlier flights, the Flight 77 hijackers were reported by a passenger to have box cutters.

( ( Unlike ( the ( earlier flights ) ) ) ( , ( ( ( the Flight ) ( 77 hijackers ) ) ( ( were ( ( reported ( by ( a passenger ) ) ) ( to ( have ( box cutters ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN Unlike) (NP (DT the) (JJR earlier) (NNS flights))) (, ,) (NP (NP (DT the) (NN Flight)) (NP (CD 77) (NNS hijackers))) (VP (VBD were) (VP (VBN reported) (PP (IN by) (NP (DT a) (NN passenger))) (S (VP (TO to) (VP (VB have) (NP (NN box) (NNS cutters))))))) (. .)))

There was a report that hijackers on one of the flights had box cutters.

( There ( ( ( was ( a report ) ) ( that ( ( hijackers ( on ( one ( of ( the flights ) ) ) ) ) ( had ( box cutters ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBD was) (NP (DT a) (NN report)) (SBAR (IN that) (S (NP (NP (NNS hijackers)) (PP (IN on) (NP (NP (CD one)) (PP (IN of) (NP (DT the) (NNS flights)))))) (VP (VBD had) (NP (NN box) (NNS cutters)))))) (. .)))

Tidak seperti penerbangan terdahulu, perampas Penerbangan 77 dilaporkan oleh penumpang untuk mempunyai pemotong kotak.

Terdapat laporan bahawa perampas di salah satu penerbangan mempunyai pemotong kotak.


( Yeah ( that ( ( ( 's one ) ( that ( I like ) ) ) . ) ) )

(ROOT (S (ADVP (RB Yeah)) (NP (DT that)) (VP (VBZ 's) (NP (CD one)) (SBAR (IN that) (S (NP (PRP I)) (VP (VBP like))))) (. .)))

( I ( ( ( do n't ) ( like ( that one ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP do) (RB n't) (VP (VB like) (NP (DT that) (NN one)))) (. .)))

Ya itu yang saya suka.
Saya tidak suka yang itu.


( Um ( , ( I ( ( wish ( I ( could ( think more ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Um)) (, ,) (NP (PRP I)) (VP (VBP wish) (SBAR (S (NP (PRP I)) (VP (MD could) (VP (VB think) (NP (JJR more))))))) (. .)))

( I ( ( wish ( I ( could ( ponder more ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP wish) (SBAR (S (NP (PRP I)) (VP (MD could) (VP (VB ponder) (NP (JJR more))))))) (. .)))

"Saya harap saya boleh berfikir lebih banyak.

Saya harap saya dapat memikirkan lebih lanjut.


entailment neutral entailment entailment entailment

(ROOT (S (NP (DT That)) (VP (VBZ sounds) (ADJP (JJ dangerous))) (. .)))

( That ( ( ( does n't ) ( sound safe ) ) . ) )

(ROOT (S (NP (DT That)) (VP (VBZ does) (RB n't) (VP (VB sound) (ADJP (JJ safe)))) (. .)))

Kedengarannya berbahaya.
Kedengarannya tidak selamat.


neutral neutral neutral neutral entailment

Before we take up this emerging theoretical consensus, let's address the question of whether greater parental commitment, in the context of today's demanding and stressful work lives, is possible.

( ( Before ( we ( ( take up ) ( ( ( this ( emerging ( theoretical consensus ) ) ) , ) let ) ) ) ) ( ( 's ( address ( ( the question ) ( of ( whether ( ( ( ( ( greater ( parental commitment ) ) , ) ( in ( ( the context ) ( of ( ( today 's ) ( demanding ( and ( stressful ( work lives ) ) ) ) ) ) ) ) ) , ) ( is possible ) ) ) ) ) ) ) . ) )

(ROOT (S (SBAR (IN Before) (S (NP (PRP we)) (VP (VBP take) (PRT (RP up)) (NP (NP (DT this) (VBG emerging) (JJ theoretical) (NN consensus)) (, ,) (VP (VBD let)))))) (VP (VBZ 's) (VP (NN address) (NP (NP (DT the) (NN question)) (PP (IN of) (SBAR (IN whether) (S (NP (NP (JJR greater) (JJ parental) (NN commitment)) (, ,) (PP (IN in) (NP (NP (DT the) (NN context)) (PP (IN of) (NP (NP (NN today) (POS 's)) (NNP demanding) (CC and) (JJ stressful) (NN work) (NNS lives))))) (, ,)) (VP (VBZ is) (ADJP (JJ possible))))))))) (. .)))

The emerging theoretical consensus can be realized with a greater parental commitment.

( ( The ( emerging ( theoretical consensus ) ) ) ( ( can ( be ( realized ( with ( a ( greater ( parental commitment ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (VBG emerging) (JJ theoretical) (NN consensus)) (VP (MD can) (VP (VB be) (VP (VBN realized) (PP (IN with) (NP (DT a) (JJR greater) (JJ parental) (NN commitment)))))) (. .)))

Sebelum kita mengambil konsensus teori yang muncul ini, mari kita menangani persoalan sama ada komitmen ibu bapa yang lebih besar, dalam konteks kehidupan kerja yang menuntut dan tertekan hari ini, adalah mungkin.

Konsensus teori yang muncul dapat direalisasikan dengan komitmen ibu bapa yang lebih besar.


These include toys, books, television, computers, special lessons, weekend outings, time with grandparents and other extended family members, as well as the quality of child care, schooling, and the neighborhood they choose to live in (depending, of course, on the extent to which communities oer viable choices).

( These ( ( include ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( toys , ) books ) , ) television ) , ) computers ) , ) ( special lessons ) ) , ) ( weekend outings ) ) , ) ( time ( with grandparents ) ) ) and ) ( other ( extended ( family members ) ) ) ) , ) ( as ( well as ) ) ) ( ( the quality ) ( of ( child care ) ) ) ) , ) schooling ) , ) and ) ( ( ( the neighborhood ) ( they ( choose ( to ( live in ) ) ) ) ) ( -LRB- ( ( ( ( ( depending , ) ( of course ) ) , ) ( on ( ( the extent ) ( ( to which ) ( communities ( oer ( viable choices ) ) ) ) ) ) ) -RRB- ) ) ) ) ) . ) )

(ROOT (S (NP (DT These)) (VP (VBP include) (NP (NP (NP (NP (NNS toys)) (, ,) (NP (NNS books)) (, ,) (NP (NN television)) (, ,) (NP (NNS computers)) (, ,) (NP (JJ special) (NNS lessons)) (, ,) (NP (NN weekend) (NNS outings)) (, ,) (NP (NP (NN time)) (PP (IN with) (NP (NNS grandparents)))) (CC and) (NP (JJ other) (JJ extended) (NN family) (NNS members))) (, ,) (CONJP (RB as) (RB well) (IN as)) (NP (NP (DT the) (NN quality)) (PP (IN of) (NP (NN child) (NN care))))) (, ,) (NP (NN schooling)) (, ,) (CC and) (NP (NP (NP (DT the) (NN neighborhood)) (SBAR (S (NP (PRP they)) (VP (VBP choose) (S (VP (TO to) (VP (VB live) (PRT (RP in))))))))) (PRN (-LRB- -LRB-) (VP (VBG depending) (, ,) (PP (IN of) (NP (NN course))) (, ,) (PP (IN on) (NP (NP (DT the) (NN extent)) (SBAR (WHPP (TO to) (WHNP (WDT which))) (S (NP (NNS communities)) (VP (VBP oer) (NP (JJ viable) (NNS choices)))))))) (-RRB- -RRB-))))) (. .)))

( They ( ( do ( notinclude ( ( toys and ) outings ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (VBP do) (NP (JJ notinclude) (NNS toys) (CC and) (NNS outings))) (. .)))

Ini termasuk mainan, buku, televisyen, komputer, pelajaran khas, acara hujung minggu, masa dengan datuk dan nenek dan ahli keluarga yang lain, serta kualiti penjagaan kanak-kanak, persekolahan, dan kejiranan yang mereka pilih untuk tinggal (bergantung, tentu saja, sejauh mana komuniti tidak dapat memilih).

Mereka tidak termasuk mainan dan permainan.


Not long afterward, senior al Qaeda operatives and trainers traveled to Iran to receive training in explosives.

( Not ( ( long afterward ) ( , ( ( senior ( al ( Qaeda ( ( operatives and ) trainers ) ) ) ) ( ( ( traveled ( to Iran ) ) ( to ( ( receive training ) ( in explosives ) ) ) ) . ) ) ) ) )

(ROOT (S (RB Not) (ADVP (RB long) (RB afterward)) (, ,) (NP (JJ senior) (NNP al) (NNP Qaeda) (NNS operatives) (CC and) (NNS trainers)) (VP (VBD traveled) (PP (TO to) (NP (NNP Iran))) (S (VP (TO to) (VP (VB receive) (NP (NN training)) (PP (IN in) (NP (NNS explosives))))))) (. .)))

Senior  al Qaeda operatives and trainers went to Iran to learn how to build houses.

( ( Senior ( al ( Qaeda ( ( operatives and ) trainers ) ) ) ) ( ( ( went ( to Iran ) ) ( to ( learn ( how ( to ( build houses ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Senior) (NNP al) (NNP Qaeda) (NNS operatives) (CC and) (NNS trainers)) (VP (VBD went) (PP (TO to) (NP (NNP Iran))) (S (VP (TO to) (VP (VB learn) (SBAR (WHADVP (WRB how)) (S (VP (TO to) (VP (VB build) (NP (NNS houses)))))))))) (. .)))

Tidak lama selepas itu, pegawai kanan dan pelatih al-Qaeda pergi ke Iran untuk menerima latihan dalam bahan letupan.

Koperasi dan pelatih kanan al Qaeda pergi ke Iran untuk belajar bagaimana membina rumah.


Because my family is by no means rich, but we never had that much trouble, so--.

( ( ( Because ( ( ( ( ( my family ) ( ( is ( by ( no means ) ) ) rich ) ) , ) but ) ( we ( never ( ( ( had ( that ( much trouble ) ) ) , ) so ) ) ) ) ) -- ) . )

(ROOT (S (SBAR (IN Because) (S (S (NP (PRP$ my) (NN family)) (VP (VBZ is) (PP (IN by) (NP (DT no) (NNS means))) (ADJP (JJ rich)))) (, ,) (CC but) (S (NP (PRP we)) (ADVP (RB never)) (VP (VBD had) (NP (DT that) (JJ much) (NN trouble)) (, ,) (ADVP (RB so)))))) (: --) (. .)))

Our family is rich and we had much trouble, so--

( ( Our family ) ( ( ( is rich ) ( and ( we ( ( ( had ( much trouble ) ) , ) so ) ) ) ) -- ) )

(ROOT (S (NP (PRP$ Our) (NN family)) (VP (VBZ is) (ADJP (JJ rich)) (SBAR (CC and) (S (NP (PRP we)) (VP (VBD had) (NP (JJ much) (NN trouble)) (, ,) (ADVP (RB so)))))) (: --)))

Kerana keluarga saya tidak kaya, tetapi kami tidak pernah mempunyai banyak masalah, jadi -.

Keluarga kami kaya dan kami mempunyai banyak masalah, jadi -


There was confusion at that moment in the FAA.

( There ( ( was ( confusion ( at ( ( that moment ) ( in ( the FAA ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBD was) (NP (NP (NN confusion)) (PP (IN at) (NP (NP (DT that) (NN moment)) (PP (IN in) (NP (DT the) (NNP FAA))))))) (. .)))

( ( The FAA ) ( ( was ( confused ( at ( that time ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP FAA)) (VP (VBD was) (VP (VBN confused) (PP (IN at) (NP (DT that) (NN time))))) (. .)))

Terdapat kekeliruan pada masa itu di FAA.


neutral contradiction neutral neutral contradiction

As if this earth in fast thick pants were breathing.

( ( As ( if ( ( this earth ) ( in ( fast thick ) ) ) ) ) ( pants ( ( were breathing ) . ) ) )

(ROOT (S (PP (IN As) (PP (IN if) (NP (NP (DT this) (NN earth)) (PP (IN in) (ADVP (RB fast) (JJ thick)))))) (NP (NNS pants)) (VP (VBD were) (VP (VBG breathing))) (. .)))

It's like the earth was sighing because we made it sad.

( It ( ( 's ( like ( ( the earth ) ( was ( sighing ( because ( we ( made ( it sad ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ 's) (SBAR (IN like) (S (NP (DT the) (NN earth)) (VP (VBD was) (VP (VBG sighing) (SBAR (IN because) (S (NP (PRP we)) (VP (VBD made) (S (NP (PRP it)) (ADJP (JJ sad))))))))))) (. .)))

Seolah-olah bumi ini dalam seluar tebal yang cepat bernafas.

Bumi bagaikan menghela nafas kerana kita sedih.


The Hijacking of American 77 American Airlines Flight 77 was scheduled to depart from Washington Dulles for Los Angeles at 8:10.

( ( ( The Hijacking ) ( of ( American ( 77 ( American ( Airlines ( Flight 77 ) ) ) ) ) ) ) ( ( was ( scheduled ( to ( depart ( from ( ( Washington Dulles ) ( for ( ( Los Angeles ) ( at 8:10 ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN Hijacking)) (PP (IN of) (NP (NNP American) (CD 77) (NNP American) (NNP Airlines) (NNP Flight) (CD 77)))) (VP (VBD was) (VP (VBN scheduled) (S (VP (TO to) (VP (VB depart) (PP (IN from) (NP (NP (NNP Washington) (NNP Dulles)) (PP (IN for) (NP (NP (NNP Los) (NNP Angeles)) (PP (IN at) (NP (CD 8:10)))))))))))) (. .)))

The plane was arriving at Dulles airport.

( ( The plane ) ( ( was ( arriving ( at ( Dulles airport ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN plane)) (VP (VBD was) (VP (VBG arriving) (PP (IN at) (NP (NNP Dulles) (NN airport))))) (. .)))

Hijacking Penerbangan 77 American Airlines Penerbangan 77 dijadualkan berlepas dari Washington Dulles ke Los Angeles pada 8:10.

Pesawat itu tiba di lapangan terbang Dulles.


(ROOT (SBARQ (WHNP (WP What)) (SQ (VP (VBZ writers))) (. ?)))

(ROOT (FRAG (WHNP (WDT Which) (NNS foods)) (. ?)))


In February 1996, Sudanese officials began approaching officials from the United States and other governments, asking what actions of theirs might ease foreign pressure.

( ( In ( February 1996 ) ) ( , ( ( Sudanese officials ) ( ( ( ( began ( ( approaching officials ) ( from ( ( ( the ( United States ) ) and ) ( other governments ) ) ) ) ) , ) ( asking ( what ( ( actions ( of theirs ) ) ( might ( ease ( foreign pressure ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (NNP February) (CD 1996))) (, ,) (NP (NNP Sudanese) (NNS officials)) (VP (VBD began) (S (VP (VBG approaching) (NP (NNS officials)) (PP (IN from) (NP (NP (DT the) (NNP United) (NNPS States)) (CC and) (NP (JJ other) (NNS governments)))))) (, ,) (S (VP (VBG asking) (SBAR (WHNP (WP what)) (S (NP (NP (NNS actions)) (PP (IN of) (NP (PRP theirs)))) (VP (MD might) (VP (VB ease) (NP (JJ foreign) (NN pressure))))))))) (. .)))

Sudanese officials rejected all contact from foreign governments.

( ( Sudanese officials ) ( ( ( rejected ( all contact ) ) ( from ( foreign governments ) ) ) . ) )

(ROOT (S (NP (JJ Sudanese) (NNS officials)) (VP (VBD rejected) (NP (DT all) (NN contact)) (PP (IN from) (NP (JJ foreign) (NNS governments)))) (. .)))

Pada Februari 1996, pegawai Sudan mula mendekati pegawai dari Amerika Syarikat dan kerajaan lain, bertanya tindakan mereka yang mana yang boleh meredakan tekanan asing.

Pegawai Sudan menolak semua hubungan dari kerajaan asing.


) Juvenal wrote his satire on Rome in the early years of the second century, during the reign of the Emperor Trajan.

( ( -RRB- Juvenal ) ( ( ( ( ( ( wrote ( his satire ) ) ( on Rome ) ) ( in ( ( the ( early years ) ) ( of ( the ( second century ) ) ) ) ) ) , ) ( during ( ( the reign ) ( of ( the ( Emperor Trajan ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP -RRB-) (NNP Juvenal)) (VP (VBD wrote) (NP (PRP$ his) (NN satire)) (PP (IN on) (NP (NNP Rome))) (PP (IN in) (NP (NP (DT the) (JJ early) (NNS years)) (PP (IN of) (NP (DT the) (JJ second) (NN century))))) (, ,) (PP (IN during) (NP (NP (DT the) (NN reign)) (PP (IN of) (NP (DT the) (NNP Emperor) (NNP Trajan)))))) (. .)))

( Juvenal ( ( wrote ( about ( Emperor Trajan ) ) ) . ) )

(ROOT (S (NP (NNP Juvenal)) (VP (VBD wrote) (PP (IN about) (NP (NNP Emperor) (NNP Trajan)))) (. .)))

) Juvenal menulis satiranya di Rom pada tahun-tahun awal abad kedua, semasa pemerintahan Maharaja Trajan.

Juvenal menulis tentang Maharaja Trajan.


neutral contradiction neutral neutral neutral

Two minutes later, staff reported that they were still trying to locate Secretary Rumsfeld and Vice Chairman Myers.

( ( Two ( minutes later ) ) ( , ( staff ( ( reported ( that ( they ( ( were still ) ( trying ( to ( locate ( ( ( Secretary Rumsfeld ) and ) ( Vice ( Chairman Myers ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (NP (CD Two) (NNS minutes) (RB later)) (, ,) (NP (NN staff)) (VP (VBD reported) (SBAR (IN that) (S (NP (PRP they)) (VP (VBD were) (ADVP (RB still)) (VP (VBG trying) (S (VP (TO to) (VP (VB locate) (NP (NP (NNP Secretary) (NNP Rumsfeld)) (CC and) (NP (NNP Vice) (NNP Chairman) (NNP Myers))))))))))) (. .)))

Staff reported they were trying to find Rumsfeld and Myers but the phones were down.

( ( ( ( Staff ( reported ( they ( were ( trying ( to ( find ( ( Rumsfeld and ) Myers ) ) ) ) ) ) ) ) but ) ( ( the phones ) ( were down ) ) ) . )

(ROOT (S (S (NP (NNP Staff)) (VP (VBD reported) (SBAR (S (NP (PRP they)) (VP (VBD were) (VP (VBG trying) (S (VP (TO to) (VP (VB find) (NP (NNP Rumsfeld) (CC and) (NNP Myers))))))))))) (CC but) (S (NP (DT the) (NNS phones)) (VP (VBD were) (ADVP (RB down)))) (. .)))

Dua minit kemudian, kakitangan melaporkan bahawa mereka masih cuba mencari Setiausaha Rumsfeld dan Naib Pengerusi Myers.

Kakitangan melaporkan mereka cuba mencari Rumsfeld dan Myers tetapi telefonnya jatuh.


Such information is very likely to be misinterpreted by the average user, who does not approach a dictionary with a critical eye.

( ( Such information ) ( ( ( is ( very likely ) ) ( to ( be ( misinterpreted ( by ( ( ( the ( average user ) ) , ) ( who ( ( does not ) ( ( approach ( a dictionary ) ) ( with ( a ( critical eye ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (JJ Such) (NN information)) (VP (VBZ is) (ADJP (RB very) (JJ likely)) (S (VP (TO to) (VP (VB be) (VP (VBN misinterpreted) (PP (IN by) (NP (NP (DT the) (JJ average) (NN user)) (, ,) (SBAR (WHNP (WP who)) (S (VP (VBZ does) (RB not) (VP (VB approach) (NP (DT a) (NN dictionary)) (PP (IN with) (NP (DT a) (JJ critical) (NN eye)))))))))))))) (. .)))

Dictionaries frequently offer a simplified version of this information to prevent misinterpretation.

( Dictionaries ( frequently ( ( offer ( ( a ( simplified version ) ) ( of ( this ( information ( to ( prevent misinterpretation ) ) ) ) ) ) ) . ) ) )

(ROOT (S (NP (NNS Dictionaries)) (ADVP (RB frequently)) (VP (VBP offer) (NP (NP (DT a) (VBN simplified) (NN version)) (PP (IN of) (NP (DT this) (NN information) (S (VP (TO to) (VP (VB prevent) (NP (NN misinterpretation))))))))) (. .)))

Maklumat sedemikian sangat mungkin disalahtafsirkan oleh pengguna purata, yang tidak mendekati kamus dengan mata kritikal.

Kamus sering menawarkan versi ringkas maklumat ini untuk mengelakkan salah tafsir.


But the longer term viability of American textile centers will depend on the development of infrastructures capable of supporting advanced textile production in countries close to the U.S. market, such as Mexico and elsewhere in Latin America.

( But ( ( ( the ( longer ( term viability ) ) ) ( of ( American ( textile centers ) ) ) ) ( ( will ( depend ( on ( ( the development ) ( of ( infrastructures ( capable ( of ( supporting ( ( ( ( ( ( advanced ( textile production ) ) ( in ( countries ( close ( to ( the ( U.S. market ) ) ) ) ) ) ) , ) ( such ( as Mexico ) ) ) and ) ( elsewhere ( in ( Latin America ) ) ) ) ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (CC But) (NP (NP (DT the) (JJR longer) (NN term) (NN viability)) (PP (IN of) (NP (JJ American) (NN textile) (NNS centers)))) (VP (MD will) (VP (VB depend) (PP (IN on) (NP (NP (DT the) (NN development)) (PP (IN of) (NP (NP (NNS infrastructures)) (ADJP (JJ capable) (PP (IN of) (S (VP (VBG supporting) (NP (NP (NP (VBN advanced) (JJ textile) (NN production)) (PP (IN in) (NP (NP (NNS countries)) (ADJP (VBP close) (PP (TO to) (NP (DT the) (NNP U.S.) (NN market)))))) (, ,) (PP (JJ such) (IN as) (NP (NNP Mexico)))) (CC and) (ADVP (RB elsewhere) (PP (IN in) (NP (NNP Latin) (NNP America))))))))))))))) (. .)))

Infrastructure which produces advanced textiles in Mexico and Latin America will impact the viability of American textile centers.

( ( Infrastructure ( which ( produces ( ( advanced textiles ) ( in ( Mexico ( and ( Latin America ) ) ) ) ) ) ) ) ( ( will ( impact ( ( the viability ) ( of ( American ( textile centers ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP Infrastructure)) (SBAR (WHNP (WDT which)) (S (VP (VBZ produces) (NP (NP (JJ advanced) (NNS textiles)) (PP (IN in) (NP (NNP Mexico) (CC and) (NNP Latin) (NNP America)))))))) (VP (MD will) (VP (VB impact) (NP (NP (DT the) (NN viability)) (PP (IN of) (NP (JJ American) (NN textile) (NNS centers)))))) (. .)))

Tetapi daya maju jangka panjang pusat tekstil Amerika akan bergantung kepada pembangunan infrastruktur yang mampu menyokong pengeluaran tekstil maju di negara-negara yang berdekatan dengan pasaran AS, seperti Mexico dan di tempat lain di Amerika Latin.

Infrastruktur yang menghasilkan tekstil canggih di Mexico dan Amerika Latin akan memberi kesan kepada daya maju pusat tekstil Amerika.


entailment entailment entailment neutral entailment

A number of poignant Yiddish words defy genuine translation into

( ( ( A number ) ( of ( poignant ( Yiddish words ) ) ) ) ( ( defy ( genuine translation ) ) into ) )

(ROOT (S (NP (NP (DT A) (NN number)) (PP (IN of) (NP (JJ poignant) (JJ Yiddish) (NNS words)))) (VP (VBP defy) (NP (JJ genuine) (NN translation)) (PP (IN into)))))

A certain amount of moving Yiddish words are very hard to translate.

( ( ( A ( certain amount ) ) ( of ( moving ( Yiddish words ) ) ) ) ( ( are ( very ( hard ( to translate ) ) ) ) . ) )

(ROOT (S (NP (NP (DT A) (JJ certain) (NN amount)) (PP (IN of) (S (VP (VBG moving) (NP (JJ Yiddish) (NNS words)))))) (VP (VBP are) (ADJP (RB very) (JJ hard) (S (VP (TO to) (VP (VB translate)))))) (. .)))

Beberapa perkataan Yiddish yang pedih menentang terjemahan tulen ke dalam

Sebilangan perkataan Yiddish yang bergerak sangat sukar diterjemahkan.


A common human genetic heritage and basic regularities in children's physical and social environments yield certain universal, broad outlines of development.

( ( ( ( A ( common ( human ( genetic heritage ) ) ) ) and ) ( ( basic regularities ) ( in ( ( children 's ) ( ( ( physical and ) social ) environments ) ) ) ) ) ( ( yield ( ( certain ( universal ( , ( broad outlines ) ) ) ) ( of development ) ) ) . ) )

(ROOT (S (NP (NP (DT A) (JJ common) (JJ human) (JJ genetic) (NN heritage)) (CC and) (NP (NP (JJ basic) (NNS regularities)) (PP (IN in) (NP (NP (NNS children) (POS 's)) (ADJP (NN physical) (CC and) (JJ social)) (NNS environments))))) (VP (VBP yield) (NP (NP (JJ certain) (JJ universal) (, ,) (JJ broad) (NN outlines)) (PP (IN of) (NP (NN development))))) (. .)))

A common DNA doesn't necessarily lead to broad outlines of development for people.

( ( A ( common DNA ) ) ( ( ( ( does n't ) necessarily ) ( lead ( to ( ( broad outlines ) ( of ( development ( for people ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT A) (JJ common) (NN DNA)) (VP (VBZ does) (RB n't) (ADVP (RB necessarily)) (VP (VB lead) (PP (TO to) (NP (NP (JJ broad) (NNS outlines)) (PP (IN of) (NP (NP (NN development)) (PP (IN for) (NP (NNS people))))))))) (. .)))

Warisan genetik manusia yang biasa dan keteraturan asas dalam persekitaran fizikal dan sosial kanak-kanak menghasilkan garis besar pembangunan yang luas dan universal.

DNA yang biasa tidak semestinya membawa kepada garis besar pembangunan yang luas untuk orang ramai.


You know, like I know one day I'll have to sit down and decide if I'm where I want to be in life or if I'm not.

( You ( ( ( know , ) ( like ( I ( know ( ( one day ) ( I ( 'll ( have ( to ( ( ( sit down ) and ) ( decide ( ( ( if ( I ( 'm ( where ( I ( want ( to ( be ( in life ) ) ) ) ) ) ) ) ) or ) ( if ( I ( 'm not ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP You)) (VP (VP (VBP know)) (, ,) (SBAR (IN like) (S (NP (PRP I)) (VP (VBP know) (NP (NP (CD one) (NN day)) (SBAR (S (NP (PRP I)) (VP (MD 'll) (VP (VB have) (S (VP (TO to) (VP (VP (VB sit) (PRT (RP down))) (CC and) (VP (VB decide) (SBAR (SBAR (IN if) (S (NP (PRP I)) (VP (VBP 'm) (SBAR (WHADVP (WRB where)) (S (NP (PRP I)) (VP (VBP want) (S (VP (TO to) (VP (VB be) (PP (IN in) (NP (NN life)))))))))))) (CC or) (SBAR (IN if) (S (NP (PRP I)) (VP (VBP 'm) (RB not)))))))))))))))))) (. .)))

There will come a time that I have to decide whether I'm contented where I am in life or not.

( There ( ( will ( ( come ( a time ) ) ( that ( I ( have ( to ( decide ( ( ( whether ( I ( 'm ( contented ( where ( I ( am ( in life ) ) ) ) ) ) ) ) or ) not ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (MD will) (VP (VB come) (NP (DT a) (NN time)) (SBAR (IN that) (S (NP (PRP I)) (VP (VBP have) (S (VP (TO to) (VP (VB decide) (SBAR (IN whether) (S (NP (PRP I)) (VP (VBP 'm) (VP (VBG contented) (SBAR (WHADVP (WRB where)) (S (NP (PRP I)) (VP (VBP am) (PP (IN in) (NP (NN life))))))))) (CC or) (RB not)))))))))) (. .)))

Anda tahu, seperti yang saya tahu suatu hari nanti saya perlu duduk dan memutuskan sama ada saya berada di mana saya mahu berada dalam hidup atau jika saya tidak.

Akan datang masa yang saya perlu memutuskan sama ada saya berpuas hati di mana saya berada dalam hidup atau tidak.


Touching the lives of youth on a daily basis, helping develop new skills, and preparing children to face the challenges of the next century are the Club's strengths.

( ( ( ( ( ( ( ( Touching ( ( the lives ) ( of youth ) ) ) ( on ( a ( daily basis ) ) ) ) , ) ( helping ( develop ( new skills ) ) ) ) , ) and ) ( ( preparing children ) ( to ( face ( ( the challenges ) ( of ( the ( next century ) ) ) ) ) ) ) ) ( ( are ( ( the ( Club 's ) ) strengths ) ) . ) )

(ROOT (S (S (VP (VP (VBG Touching) (NP (NP (DT the) (NNS lives)) (PP (IN of) (NP (NN youth)))) (PP (IN on) (NP (DT a) (JJ daily) (NN basis)))) (, ,) (VP (VBG helping) (S (VP (VB develop) (NP (JJ new) (NNS skills))))) (, ,) (CC and) (VP (VBG preparing) (NP (NNS children)) (S (VP (TO to) (VP (VB face) (NP (NP (DT the) (NNS challenges)) (PP (IN of) (NP (DT the) (JJ next) (NN century)))))))))) (VP (VBP are) (NP (NP (DT the) (NNP Club) (POS 's)) (NNS strengths))) (. .)))

Helping kids every day so they can develop new job training skills is important to us.

( ( ( Helping ( kids ( every day ) ) ) ( so ( they ( can ( develop ( new ( job ( training skills ) ) ) ) ) ) ) ) ( ( is ( important ( to us ) ) ) . ) )

(ROOT (S (S (VP (VBG Helping) (NP (NP (NNS kids)) (NP (DT every) (NN day))) (SBAR (IN so) (S (NP (PRP they)) (VP (MD can) (VP (VB develop) (NP (JJ new) (NN job) (NN training) (NNS skills)))))))) (VP (VBZ is) (ADJP (JJ important) (PP (TO to) (NP (PRP us))))) (. .)))

Menyentuh kehidupan belia setiap hari, membantu membangunkan kemahiran baru, dan menyediakan kanak-kanak untuk menghadapi cabaran abad yang akan datang adalah kekuatan Kelab.

Membantu anak-anak setiap hari supaya mereka dapat membangunkan kemahiran latihan pekerjaan baru adalah penting bagi kita.


They were planning to hijack these planes and turn them into large guided missiles, loaded with up to 11,400 gallons of jet fuel.

( They ( ( were ( planning ( to ( ( ( hijack ( these planes ) ) and ) ( ( turn them ) ( into ( ( ( large ( guided missiles ) ) , ) ( loaded ( with ( ( ( ( up to ) 11,400 ) gallons ) ( of ( jet fuel ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (VBD were) (VP (VBG planning) (S (VP (TO to) (VP (VP (VB hijack) (NP (DT these) (NNS planes))) (CC and) (VP (VB turn) (NP (PRP them)) (PP (IN into) (NP (NP (JJ large) (JJ guided) (NNS missiles)) (, ,) (VP (VBN loaded) (PP (IN with) (NP (NP (QP (IN up) (TO to) (CD 11,400)) (NNS gallons)) (PP (IN of) (NP (NN jet) (NN fuel)))))))))))))) (. .)))

Their plan was to hijack the aircraft and use them as missiles.

( ( Their plan ) ( ( was ( to ( ( ( hijack ( the aircraft ) ) and ) ( ( use them ) ( as missiles ) ) ) ) ) . ) )

(ROOT (S (NP (PRP$ Their) (NN plan)) (VP (VBD was) (S (VP (TO to) (VP (VP (VB hijack) (NP (DT the) (NN aircraft))) (CC and) (VP (VB use) (NP (PRP them)) (PP (IN as) (NP (NNS missiles)))))))) (. .)))

Mereka merancang untuk merampas pesawat-pesawat ini dan mengubahnya menjadi peluru berpandu besar, dimuatkan dengan bahan api jet sehingga 11,400 gelen.

Rancangan mereka adalah untuk merampas pesawat dan menggunakannya sebagai peluru berpandu.


entailment entailment entailment entailment neutral

The space age began with the launch of Sputnik in October 1957.

( ( The ( space age ) ) ( ( ( began ( with ( ( the launch ) ( of Sputnik ) ) ) ) ( in ( October 1957 ) ) ) . ) )

(ROOT (S (NP (DT The) (NN space) (NN age)) (VP (VBD began) (PP (IN with) (NP (NP (DT the) (NN launch)) (PP (IN of) (NP (NNP Sputnik))))) (PP (IN in) (NP (NNP October) (CD 1957)))) (. .)))

In October 1957 the space age started after the launch of Sputnik.

( ( In ( October 1957 ) ) ( ( the ( space age ) ) ( ( started ( after ( ( the launch ) ( of Sputnik ) ) ) ) . ) ) )

(ROOT (S (PP (IN In) (NP (NNP October) (CD 1957))) (NP (DT the) (NN space) (NN age)) (VP (VBD started) (PP (IN after) (NP (NP (DT the) (NN launch)) (PP (IN of) (NP (NNP Sputnik)))))) (. .)))

Zaman angkasa bermula dengan pelancaran Sputnik pada Oktober 1957.

Pada bulan Oktober 1957, usia ruang angkasa bermula selepas pelancaran Sputnik.


The operation was carried out principally, perhaps exclusively, by Saudi Hezbollah, an organization that had received support from the government of Iran.

( ( The operation ) ( ( was ( ( ( ( carried out ) ( ( principally , ) ( perhaps exclusively ) ) ) , ) ( by ( ( ( Saudi Hezbollah ) , ) ( ( an organization ) ( that ( had ( ( received support ) ( from ( ( the government ) ( of Iran ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN operation)) (VP (VBD was) (VP (VBN carried) (PRT (RP out)) (ADVP (ADVP (RB principally)) (, ,) (ADVP (RB perhaps) (RB exclusively))) (, ,) (PP (IN by) (NP (NP (NNP Saudi) (NNP Hezbollah)) (, ,) (NP (NP (DT an) (NN organization)) (SBAR (WHNP (WDT that)) (S (VP (VBD had) (VP (VBN received) (NP (NN support)) (PP (IN from) (NP (NP (DT the) (NN government)) (PP (IN of) (NP (NNP Iran)))))))))))))) (. .)))

The operation was carried out by Saudi Hezbollah.

( ( The operation ) ( ( was ( ( carried out ) ( by ( Saudi Hezbollah ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN operation)) (VP (VBD was) (VP (VBN carried) (PRT (RP out)) (PP (IN by) (NP (NNP Saudi) (NNP Hezbollah))))) (. .)))

Operasi itu dijalankan terutamanya, mungkin secara eksklusif, oleh Saudi Hezbollah, sebuah organisasi yang telah mendapat sokongan daripada kerajaan Iran.

Operasi itu dilakukan oleh Saudi Hizbullah.


( But ( ( the conflict ) ( ( ( did not ) ( begin ( on 9/11 ) ) ) . ) ) )

(ROOT (S (CC But) (NP (DT the) (NN conflict)) (VP (VBD did) (RB not) (VP (VB begin) (PP (IN on) (NP (CD 9/11))))) (. .)))

( 9/11 ( ( was ( ( the ( first sign ) ) ( of conflict ) ) ) . ) )

(ROOT (S (NP (CD 9/11)) (VP (VBD was) (NP (NP (DT the) (JJ first) (NN sign)) (PP (IN of) (NP (NN conflict))))) (. .)))

9/11 merupakan tanda pertama berlakunya konflik.


contradiction contradiction contradiction contradiction neutral

( ( All ( my digits ) ) ( ( ( ( um , ) still ) work ) . ) )

(ROOT (S (NP (PDT All) (PRP$ my) (NNS digits)) (VP (VBP um) (, ,) (ADVP (RB still)) (S (VP (VB work)))) (. .)))

(ROOT (S (NP (PRP$ My) (NNS fingers)) (VP (VBP are) (VP (VBN broken))) (. .)))

Semua digit saya um, masih berfungsi.
Jariku patah.


The good news is that the teen-age birth rate has fallen almost 9 percent since 1991.

( ( The ( good news ) ) ( ( is ( that ( ( the ( teen-age ( birth rate ) ) ) ( has ( ( fallen ( almost ( 9 percent ) ) ) ( since 1991 ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (JJ good) (NN news)) (VP (VBZ is) (SBAR (IN that) (S (NP (DT the) (JJ teen-age) (NN birth) (NN rate)) (VP (VBZ has) (VP (VBN fallen) (NP (RB almost) (CD 9) (NN percent)) (PP (IN since) (NP (CD 1991)))))))) (. .)))

Teen birth rates have remain constant for decades.

( ( Teen ( birth rates ) ) ( ( have ( remain ( constant ( for decades ) ) ) ) . ) )

(ROOT (S (NP (NNP Teen) (NN birth) (NNS rates)) (VP (VBP have) (VP (VBP remain) (ADJP (JJ constant) (PP (IN for) (NP (NNS decades)))))) (. .)))

Berita baiknya ialah kadar kelahiran remaja-umur telah menurun hampir 9 peratus sejak 1991.

Kadar kelahiran remaja kekal berterusan selama beberapa dekad.


Jarrah, like Atta earlier, may have inadvertently broadcast the message because he did not know how to operate the radio and the intercom.

( Jarrah ( , ( ( like ( Atta earlier ) ) ( , ( ( may ( have ( inadvertently ( ( broadcast ( the message ) ) ( because ( he ( ( did not ) ( know ( how ( to ( operate ( ( ( the radio ) and ) ( the intercom ) ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) ) )

(ROOT (S (NP (NNP Jarrah)) (, ,) (PP (IN like) (ADVP (NP (NNP Atta)) (RBR earlier))) (, ,) (VP (MD may) (VP (VB have) (VP (ADVP (RB inadvertently)) (VBN broadcast) (NP (DT the) (NN message)) (SBAR (IN because) (S (NP (PRP he)) (VP (VBD did) (RB not) (VP (VB know) (SBAR (WHADVP (WRB how)) (S (VP (TO to) (VP (VB operate) (NP (NP (DT the) (NN radio)) (CC and) (NP (DT the) (NN intercom)))))))))))))) (. .)))

Jarrah was intimately familiar with, and adept at using the intercom and radio.

( Jarrah ( ( ( ( was intimately ) ( ( ( ( familiar with ) , ) and ) adept ) ) ( at ( using ( the ( ( intercom and ) radio ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Jarrah)) (VP (VBD was) (ADVP (RB intimately)) (ADJP (ADJP (JJ familiar) (PP (IN with))) (, ,) (CC and) (ADJP (JJ adept))) (PP (IN at) (S (VP (VBG using) (NP (DT the) (NN intercom) (CC and) (NN radio)))))) (. .)))

Jarrah, seperti Atta sebelumnya, mungkin secara tidak sengaja menyiarkan mesej itu kerana dia tidak tahu bagaimana untuk mengendalikan radio dan interkom.

Jarrah sangat akrab dengan, dan mahir menggunakan interkom dan radio.


Indeed, no clear dividing line exists between prereading and reading.

( Indeed ( , ( ( no ( clear ( dividing line ) ) ) ( ( exists ( between ( ( prereading and ) reading ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Indeed)) (, ,) (NP (DT no) (JJ clear) (NN dividing) (NN line)) (VP (VBZ exists) (PP (IN between) (S (VP (VBG prereading) (CC and) (VBG reading))))) (. .)))

It is easy to tell the difference between prereading and reading.

( It ( ( is ( easy ( to ( tell ( ( the difference ) ( between ( ( prereading and ) reading ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ is) (ADJP (JJ easy) (S (VP (TO to) (VP (VB tell) (NP (NP (DT the) (NN difference)) (PP (IN between) (NP (VBG prereading) (CC and) (VBG reading))))))))) (. .)))

Sesungguhnya, tiada garis pemisah yang jelas wujud antara prabaca dan membaca.

Mudah untuk memberitahu perbezaan antara pra-baca dan membaca.


neutral contradiction contradiction neutral contradiction

Please make checks payable to Indiana University Foundation.

( Please ( ( make ( checks ( payable ( to ( Indiana ( University Foundation ) ) ) ) ) ) . ) )

(ROOT (S (INTJ (UH Please)) (VP (VB make) (S (NP (NNS checks)) (ADJP (JJ payable) (PP (TO to) (NP (NNP Indiana) (NNP University) (NNP Foundation)))))) (. .)))

Please make your checks out in the amount of over 50 million dollars.

( Please ( ( ( make ( your checks ) ) ( out ( in ( ( the amount ) ( of ( ( over ( 50 million ) ) dollars ) ) ) ) ) ) . ) )

(ROOT (S (INTJ (UH Please)) (VP (VB make) (NP (PRP$ your) (NNS checks)) (PP (RB out) (IN in) (NP (NP (DT the) (NN amount)) (PP (IN of) (NP (QP (RB over) (CD 50) (CD million)) (NNS dollars)))))) (. .)))

Sila buat cek yang perlu dibayar kepada Yayasan Universiti Indiana.

Sila buat pemeriksaan anda dalam jumlah lebih daripada 50 juta dolar.


(ROOT (SBARQ (WHADVP (WRB How)) (SQ (MD should) (NP (PRP I)) (VP (VB start))) (. ?)))

(ROOT (SBARQ (WHADVP (WRB How)) (SQ (MD should) (NP (PRP I)) (VP (VB begin))) (. ?)))

Bagaimana saya harus bermula?
Bagaimana saya harus bermula?


And that's how it was, he left, at dawn, and he said, See you there, and he left with the, with the livestock, with the, and the, the others who were going to help.

( And ( that ( ( 's ( how ( it ( ( was ( , ( ( ( ( ( he ( ( left , ) ( at dawn ) ) ) , ) and ) ( ( ( ( he ( ( said , ) ( See ( you there ) ) ) ) , ) and ) ( he ( ( left ( with ( the ( , ( ( with ( the livestock ) ) , ) ) ) ) ) ( with ( ( ( the , ) and ) the ) ) ) ) ) ) , ) ) ) ( ( the others ) ( who ( were ( going ( to help ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (CC And) (NP (DT that)) (VP (VBZ 's) (SBAR (WHADVP (WRB how)) (S (NP (PRP it)) (VP (VBD was) (PRN (, ,) (S (S (NP (PRP he)) (VP (VBD left) (, ,) (PP (IN at) (NP (NN dawn))))) (, ,) (CC and) (S (S (NP (PRP he)) (VP (VBD said) (, ,) (S (VP (VB See) (S (NP (PRP you)) (NP (EX there))))))) (, ,) (CC and) (S (NP (PRP he)) (VP (VBD left) (PP (IN with) (NP (DT the) (PRN (, ,) (PP (IN with) (NP (DT the) (NN livestock))) (, ,)))) (PP (IN with) (NP (NP (DT the)) (, ,) (CC and) (NP (DT the)))))))) (, ,)) (NP (NP (DT the) (NNS others)) (SBAR (WHNP (WP who)) (S (VP (VBD were) (VP (VBG going) (S (VP (TO to) (VP (VB help))))))))))))) (. .)))

He left me at dawn to take care of the livestock with some others that were going to help out.

( He ( ( ( ( left me ) ( at dawn ) ) ( to ( ( take ( care ( of ( the livestock ) ) ) ) ( with ( ( some others ) ( that ( were ( going ( to ( help out ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP He)) (VP (VBD left) (NP (PRP me)) (PP (IN at) (NP (NN dawn))) (S (VP (TO to) (VP (VB take) (NP (NP (NN care)) (PP (IN of) (NP (DT the) (NN livestock)))) (PP (IN with) (NP (NP (DT some) (NNS others)) (SBAR (WHNP (WDT that)) (S (VP (VBD were) (VP (VBG going) (S (VP (TO to) (VP (VB help) (PRT (RP out))))))))))))))) (. .)))

Dan begitulah keadaannya, dia pergi, pada waktu subuh, dan dia berkata, Jumpa kamu di sana, dan dia pergi dengan, dengan ternakan, dengan, dan, orang lain yang akan membantu.

Dia meninggalkan saya pada waktu subuh untuk menjaga ternakan dengan beberapa orang lain yang akan membantu.


We had a large tractor-trailer parked out front and uh, these guys all assembled to take the pews out of the church.

( ( ( ( We ( had ( ( a ( large tractor-trailer ) ) ( parked ( out front ) ) ) ) ) and ) ( uh ( , ( ( these guys ) ( all ( assembled ( to ( ( ( take ( the pews ) ) out ) ( of ( the church ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP We)) (VP (VBD had) (NP (NP (DT a) (JJ large) (NN tractor-trailer)) (VP (VBN parked) (PP (IN out) (NP (NN front))))))) (CC and) (S (INTJ (UH uh)) (, ,) (NP (DT these) (NNS guys)) (ADVP (DT all)) (VP (VBD assembled) (S (VP (TO to) (VP (VB take) (NP (DT the) (NNS pews)) (PRT (RP out)) (PP (IN of) (NP (DT the) (NN church)))))))) (. .)))

Several guys used to take the pew out off the church every Monday and then load them to a huge tractor parked out front.

( ( Several guys ) ( ( used ( to ( ( ( ( ( ( ( take ( the pew ) ) out ) ( off ( the church ) ) ) ( every Monday ) ) and ) then ) ( ( load them ) ( to ( ( a ( huge tractor ) ) ( parked ( out front ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (JJ Several) (NNS guys)) (VP (VBD used) (S (VP (TO to) (VP (VP (VB take) (NP (DT the) (NN pew)) (PRT (RP out)) (PP (IN off) (NP (DT the) (NN church))) (NP (DT every) (NNP Monday))) (CC and) (ADVP (RB then)) (VP (VB load) (NP (PRP them)) (PP (TO to) (NP (NP (DT a) (JJ huge) (NN tractor)) (VP (VBN parked) (PP (IN out) (NP (NN front))))))))))) (. .)))

Kami mempunyai traktor-trailer besar yang diparkir di depan dan uh, semua orang ini berkumpul untuk mengambil pews keluar dari gereja.

Beberapa lelaki biasa mengambil pew keluar dari gereja setiap hari Isnin dan kemudian memuatkan mereka ke traktor besar yang diparkir di depan.


entailment contradiction entailment entailment contradiction

Amsterdam was settled by the Dutch, Geneva by the Swiss, etc., till one passes by a town apparently settled by the British'Sodus.

( Amsterdam ( ( was ( ( settled ( by ( ( ( the Dutch ) , ) ( ( ( ( Geneva ( by ( the Swiss ) ) ) , ) etc. ) , ) ) ) ) ( till ( one ( passes ( by ( ( a town ) ( apparently ( settled ( by ( the ( British ( ` Sodus ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Amsterdam)) (VP (VBD was) (VP (VBN settled) (PP (IN by) (NP (NP (DT the) (NNPS Dutch)) (, ,) (NP (NP (NP (NNP Geneva)) (PP (IN by) (NP (DT the) (NNP Swiss)))) (, ,) (FW etc.) (, ,)))) (SBAR (IN till) (S (NP (PRP one)) (VP (VBZ passes) (PP (IN by) (NP (NP (DT a) (NN town)) (VP (ADVP (RB apparently)) (VBN settled) (PP (IN by) (NP (DT the) (NNP British) (`` `) (NNP Sodus))))))))))) (. .)))

Geneva was settled by the Swiss, Amsterdam by the Dutch, till one passes by a town apparently settled by the British'Sodus.

( Geneva ( ( was ( ( ( ( settled ( by ( ( ( the Swiss ) , ) Amsterdam ) ) ) ( by ( the Dutch ) ) ) , ) ( till ( one ( passes ( by ( ( a town ) ( apparently ( settled ( by ( the ( British ( ` Sodus ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Geneva)) (VP (VBD was) (VP (VBN settled) (PP (IN by) (NP (NP (DT the) (JJ Swiss)) (, ,) (NP (NNP Amsterdam)))) (PP (IN by) (NP (DT the) (NNPS Dutch))) (, ,) (SBAR (IN till) (S (NP (PRP one)) (VP (VBZ passes) (PP (IN by) (NP (NP (DT a) (NN town)) (VP (ADVP (RB apparently)) (VBN settled) (PP (IN by) (NP (DT the) (NNP British) (`` `) (NNP Sodus))))))))))) (. .)))

Amsterdam telah diselesaikan oleh Belanda, Geneva oleh Switzerland, dan lain-lain, sehingga satu melewati sebuah bandar yang nampaknya diselesaikan oleh British'Sodus.

Geneva telah diselesaikan oleh Switzerland, Amsterdam oleh Belanda, sehingga satu melalui sebuah bandar yang nampaknya diselesaikan oleh British'Sodus.


I was always into those kinds of heroic things, um, so I read a lot of those things.

( ( ( ( ( I ( ( ( ( was always ) ( into ( ( those kinds ) ( of ( heroic things ) ) ) ) ) , ) um ) ) , ) so ) ( I ( read ( ( a lot ) ( of ( those things ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP I)) (VP (VBD was) (ADVP (RB always)) (PP (IN into) (NP (NP (DT those) (NNS kinds)) (PP (IN of) (NP (JJ heroic) (NNS things))))) (, ,) (ADVP (RB um)))) (, ,) (IN so) (S (NP (PRP I)) (VP (VBP read) (NP (NP (DT a) (NN lot)) (PP (IN of) (NP (DT those) (NNS things)))))) (. .)))

I was never into heroic kind of things and so I never read those things.

( ( ( ( ( I ( ( was never ) ( into ( ( heroic kind ) ( of things ) ) ) ) ) and ) so ) ( I ( never ( read ( those things ) ) ) ) ) . )

(ROOT (S (S (NP (PRP I)) (VP (VBD was) (ADVP (RB never)) (PP (IN into) (NP (NP (JJ heroic) (NN kind)) (PP (IN of) (NP (NNS things))))))) (CC and) (RB so) (S (NP (PRP I)) (ADVP (RB never)) (VP (VBP read) (NP (DT those) (NNS things)))) (. .)))

Saya selalu menyukai perkara-perkara heroik seperti itu, um, jadi saya banyak membaca perkara-perkara itu.

Saya tidak pernah menjadi jenis yang heroik dan jadi saya tidak pernah membaca perkara-perkara itu.


His preaching had inspired the assassination of Sadat.

( ( His preaching ) ( ( had ( inspired ( ( the assassination ) ( of Sadat ) ) ) ) . ) )

(ROOT (S (NP (PRP$ His) (NN preaching)) (VP (VBD had) (VP (VBN inspired) (NP (NP (DT the) (NN assassination)) (PP (IN of) (NP (NNP Sadat)))))) (. .)))

( Sadat ( ( was ( killed ( by ( his followers ) ) ) ) . ) )

(ROOT (S (NP (NNP Sadat)) (VP (VBD was) (VP (VBN killed) (PP (IN by) (NP (PRP$ his) (NNS followers))))) (. .)))

Dakwah beliau telah memberi inspirasi kepada pembunuhan Sadat.


In Cecilia's case she had to face the situation with a limited education, no skills and no source of income.

( ( In ( ( Cecilia 's ) case ) ) ( she ( ( had ( to ( ( face ( the situation ) ) ( with ( ( ( ( ( a ( limited education ) ) , ) ( no skills ) ) and ) ( ( no source ) ( of income ) ) ) ) ) ) ) . ) ) )

(ROOT (S (PP (IN In) (NP (NP (NNP Cecilia) (POS 's)) (NN case))) (NP (PRP she)) (VP (VBD had) (S (VP (TO to) (VP (VB face) (NP (DT the) (NN situation)) (PP (IN with) (NP (NP (DT a) (JJ limited) (NN education)) (, ,) (NP (DT no) (NNS skills)) (CC and) (NP (NP (DT no) (NN source)) (PP (IN of) (NP (NN income)))))))))) (. .)))

In Cecilia's case, she had little education but wanted to learn.

( ( In ( ( Cecilia 's ) case ) ) ( , ( she ( ( ( ( had ( little education ) ) but ) ( wanted ( to learn ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (NP (NNP Cecilia) (POS 's)) (NN case))) (, ,) (NP (PRP she)) (VP (VP (VBD had) (NP (JJ little) (NN education))) (CC but) (VP (VBD wanted) (S (VP (TO to) (VP (VB learn)))))) (. .)))

Dalam kes Cecilia dia terpaksa menghadapi situasi dengan pendidikan yang terhad, tiada kemahiran dan tiada sumber pendapatan.

Dalam kes Cecilia, dia mempunyai sedikit pendidikan tetapi mahu belajar.


neutral neutral entailment entailment neutral

In urban centers, there have always been small shops with goods for sale.

( ( In ( urban centers ) ) ( , ( there ( ( ( have always ) ( been ( ( small shops ) ( with ( goods ( for sale ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (JJ urban) (NNS centers))) (, ,) (NP (EX there)) (VP (VBP have) (ADVP (RB always)) (VP (VBN been) (NP (NP (JJ small) (NNS shops)) (PP (IN with) (NP (NP (NNS goods)) (PP (IN for) (NP (NN sale)))))))) (. .)))

( ( ( A variety ) ( of goods ) ) ( ( are available ) . ) )

(ROOT (S (NP (NP (DT A) (NN variety)) (PP (IN of) (NP (NNS goods)))) (VP (VBP are) (ADJP (JJ available))) (. .)))

Di pusat bandar, selalu ada kedai kecil dengan barang untuk dijual.


(ROOT (NP (DT The) (JJ whole) (NN enchilada) (. !)))

( ( The ( entire plate ) ) ( of food ) )

(ROOT (NP (NP (DT The) (JJ entire) (NN plate)) (PP (IN of) (NP (NN food)))))

Keseluruhan enchilada!
Seluruh pinggan makanan


Um, and we're talking about childhood and middle school, what about high school?

( Um ( , ( and ( ( we ( 're ( talking ( about ( ( ( childhood ( and ( middle school ) ) ) , ) ( what ( about ( high school ) ) ) ) ) ) ) ) ? ) ) ) )

(ROOT (FRAG (NP (NNP Um)) (, ,) (CC and) (S (NP (PRP we)) (VP (VBP 're) (VP (VBG talking) (PP (IN about) (NP (NP (NN childhood) (CC and) (NN middle) (NN school)) (, ,) (NP (NP (WP what)) (PP (IN about) (NP (JJ high) (NN school))))))))) (. ?)))

We have discussed middle school and childhood, let's talk about high school next.

( We ( ( have ( ( ( discussed ( middle ( ( school and ) childhood ) ) ) , ) ( let ( 's ( talk ( about ( high ( school next ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP have) (VP (VBN discussed) (NP (JJ middle) (NN school) (CC and) (NN childhood)) (, ,) (S (VP (VB let) (S (NP (POS 's)) (VP (NN talk) (PP (IN about) (NP (JJ high) (NN school) (JJ next))))))))) (. .)))

Um, dan kita bercakap mengenai zaman kanak-kanak dan sekolah menengah, bagaimana dengan sekolah menengah?

Kami telah membincangkan sekolah menengah dan zaman kanak-kanak, mari kita bercakap mengenai sekolah menengah seterusnya.


Your gift to Goodwill will help the many people who want to tell their own stories of success.

( ( ( Your gift ) ( to Goodwill ) ) ( ( will ( help ( ( the ( many people ) ) ( who ( want ( to ( tell ( ( their ( own stories ) ) ( of success ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (PRP$ Your) (NN gift)) (PP (TO to) (NP (NNP Goodwill)))) (VP (MD will) (VP (VB help) (NP (NP (DT the) (JJ many) (NNS people)) (SBAR (WHNP (WP who)) (S (VP (VBP want) (S (VP (TO to) (VP (VB tell) (NP (NP (PRP$ their) (JJ own) (NNS stories)) (PP (IN of) (NP (NN success))))))))))))) (. .)))

( ( The charity ) ( ( ( does n't ) ( want ( any donations ) ) ) . ) )

(ROOT (S (NP (DT The) (NN charity)) (VP (VBZ does) (RB n't) (VP (VB want) (NP (DT any) (NNS donations)))) (. .)))

Hadiah anda kepada Goodwill akan membantu ramai orang yang ingin menceritakan kisah kejayaan mereka sendiri.

Badan amal tidak mahu apa-apa sumbangan.


entailment contradiction neutral entailment neutral

( Feminists ( ( ponder ( ( causes , ) implications ) ) . ) )

(ROOT (S (NP (NNS Feminists)) (VP (VBP ponder) (NP (NP (NNS causes)) (, ,) (NP (NNS implications)))) (. .)))

( People ( ( think ( about ( ( cause and ) effect ) ) ) . ) )

(ROOT (S (NP (NNS People)) (VP (VBP think) (PP (IN about) (NP (NN cause) (CC and) (NN effect)))) (. .)))

Orang berfikir tentang sebab dan akibat.


neutral entailment neutral neutral neutral

And that keeps me, as an adult, one, remembering to pray like a child, and to maintain some of the innocence, which is difficult, of a child.

( And ( that ( ( ( ( keeps me ) , ) ( as ( ( ( ( ( an adult ) , ) one ) , ) ( remembering ( ( ( ( to ( pray ( like ( a child ) ) ) ) , ) and ) ( to ( maintain ( ( ( some ( of ( ( ( the innocence ) , ) ( which ( is difficult ) ) ) ) ) , ) ( of ( a child ) ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (CC And) (NP (DT that)) (VP (VBZ keeps) (NP (PRP me)) (, ,) (PP (IN as) (NP (NP (NP (DT an) (NN adult)) (, ,) (NP (CD one)) (, ,)) (VP (VBG remembering) (S (VP (VP (TO to) (VP (VB pray) (PP (IN like) (NP (DT a) (NN child))))) (, ,) (CC and) (VP (TO to) (VP (VB maintain) (NP (NP (DT some)) (PP (IN of) (NP (NP (DT the) (NN innocence)) (, ,) (SBAR (WHNP (WDT which)) (S (VP (VBZ is) (ADJP (JJ difficult))))))) (, ,) (PP (IN of) (NP (DT a) (NN child)))))))))))) (. .)))

I pray daily to try to retain some of the innocence of a child.

( I ( ( ( pray daily ) ( to ( try ( to ( retain ( some ( of ( ( the innocence ) ( of ( a child ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP pray) (ADVP (RB daily)) (S (VP (TO to) (VP (VB try) (S (VP (TO to) (VP (VB retain) (NP (NP (DT some)) (PP (IN of) (NP (NP (DT the) (NN innocence)) (PP (IN of) (NP (DT a) (NN child))))))))))))) (. .)))

Dan itu membuat saya, sebagai orang dewasa, ingat untuk berdoa seperti kanak-kanak, dan mengekalkan beberapa yang tidak bersalah, yang sukar, seorang kanak-kanak.

Saya berdoa setiap hari untuk cuba mengekalkan beberapa ketak bersalah seorang kanak-kanak.


As outlined during recent meetings of the Board of Visitors and Alumni Association Directors, these will include an Indianapolis law student/alumni telephone campaign and increased emphasis on giving at the Maennerchor Society level.

( ( As ( outlined ( during ( ( recent meetings ) ( of ( ( the Board ) ( of ( Visitors ( and ( Alumni ( Association Directors ) ) ) ) ) ) ) ) ) ) ) ( , ( these ( ( will ( ( include ( ( ( an ( Indianapolis ( law ( student/alumni ( telephone campaign ) ) ) ) ) and ) ( increased emphasis ) ) ) ( on ( giving ( at ( the ( Maennerchor ( Society level ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN As) (S (VP (VBN outlined) (PP (IN during) (NP (NP (JJ recent) (NNS meetings)) (PP (IN of) (NP (NP (DT the) (NNP Board)) (PP (IN of) (NP (NNPS Visitors) (CC and) (NNP Alumni) (NNP Association) (NNS Directors)))))))))) (, ,) (NP (DT these)) (VP (MD will) (VP (VB include) (NP (NP (DT an) (NNP Indianapolis) (NN law) (NN student/alumni) (NN telephone) (NN campaign)) (CC and) (NP (VBN increased) (NN emphasis))) (PP (IN on) (S (VP (VBG giving) (PP (IN at) (NP (DT the) (NNP Maennerchor) (NNP Society) (NN level)))))))) (. .)))

During meetings of the Board of Visitors and Alumni Association Directors, telephone campaigns were discussed.

( ( During ( meetings ( of ( ( the Board ) ( of ( Visitors ( and ( Alumni ( Association Directors ) ) ) ) ) ) ) ) ) ( , ( ( telephone campaigns ) ( ( were discussed ) . ) ) ) )

(ROOT (S (PP (IN During) (NP (NP (NNS meetings)) (PP (IN of) (NP (NP (DT the) (NNP Board)) (PP (IN of) (NP (NNPS Visitors) (CC and) (NNP Alumni) (NNP Association) (NNS Directors))))))) (, ,) (NP (NN telephone) (NNS campaigns)) (VP (VBD were) (VP (VBN discussed))) (. .)))

Seperti yang digariskan semasa mesyuarat baru-baru ini Lembaga Pelawat dan Alumni Persatuan Pengarah, ini akan termasuk seorang pelajar undang-undang Indianapolis / kempen telefon alumni dan peningkatan penekanan untuk memberi di peringkat Maennerchor Society.

Semasa mesyuarat Lembaga Pelawat dan Alumni Persatuan Pengarah, kempen telefon telah dibincangkan.


contradiction neutral neutral contradiction neutral

There is no arguing with taste, but even those who support the second tenet must admit that if researchers felt that way about cancer, syphilis, and AIDS, there would not be much point to research at all.

( ( ( ( ( There ( is ( no ( arguing ( with taste ) ) ) ) ) , ) but ) ( ( ( even those ) ( who ( support ( the ( second tenet ) ) ) ) ) ( must ( admit ( that ( ( if ( researchers ( ( felt ( that way ) ) ( about ( ( ( ( ( cancer , ) syphilis ) , ) and ) AIDS ) ) ) ) ) ( , ( there ( ( would not ) ( ( be ( much ( point ( to research ) ) ) ) ( at all ) ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (EX There)) (VP (VBZ is) (ADVP (RB no) (S (VP (VBG arguing) (PP (IN with) (NP (NN taste)))))))) (, ,) (CC but) (S (NP (NP (RB even) (DT those)) (SBAR (WHNP (WP who)) (S (VP (VBP support) (NP (DT the) (JJ second) (NN tenet)))))) (VP (MD must) (VP (VB admit) (SBAR (IN that) (S (SBAR (IN if) (S (NP (NNS researchers)) (VP (VBD felt) (NP (DT that) (NN way)) (PP (IN about) (NP (NP (NN cancer)) (, ,) (NP (NNS syphilis)) (, ,) (CC and) (NP (NNP AIDS))))))) (, ,) (NP (EX there)) (VP (MD would) (RB not) (VP (VB be) (ADJP (RB much) (JJ point) (PP (TO to) (NP (NN research)))) (ADVP (IN at) (DT all))))))))) (. .)))

Researchers feel that diseases such as cancer, syphilis, and AIDS cannot be cured.

( Researchers ( ( feel ( that ( ( diseases ( such ( as ( ( ( ( ( cancer , ) syphilis ) , ) and ) AIDS ) ) ) ) ( ( can not ) ( be cured ) ) ) ) ) . ) )

(ROOT (S (NP (NNS Researchers)) (VP (VBP feel) (SBAR (IN that) (S (NP (NP (NNS diseases)) (PP (JJ such) (IN as) (NP (NP (NN cancer)) (, ,) (NP (NNS syphilis)) (, ,) (CC and) (NP (NNP AIDS))))) (VP (MD can) (RB not) (VP (VB be) (VP (VBN cured))))))) (. .)))

Tidak ada pertikaian dengan rasa, tetapi mereka yang menyokong prinsip kedua mesti mengakui bahawa jika penyelidik merasakan cara itu mengenai kanser, sifilis, dan AIDS, tidak akan ada banyak titik untuk penyelidikan sama sekali.

Para peneliti merasakan penyakit seperti kanker, sifilis, dan AIDS tidak bisa disembuhkan.


Consequently, Sydney begins to move toward independent solving of the puzzle.

( Consequently ( , ( Sydney ( ( begins ( to ( move ( toward ( ( independent solving ) ( of ( the puzzle ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Consequently)) (, ,) (NP (NNP Sydney)) (VP (VBZ begins) (S (VP (TO to) (VP (VB move) (PP (IN toward) (NP (NP (JJ independent) (NNS solving)) (PP (IN of) (NP (DT the) (NN puzzle))))))))) (. .)))

Sydney starts solving the puzzle by herself.

( Sydney ( ( starts ( ( solving ( the puzzle ) ) ( by herself ) ) ) . ) )

(ROOT (S (NP (NNP Sydney)) (VP (VBZ starts) (S (VP (VBG solving) (NP (DT the) (NN puzzle)) (PP (IN by) (NP (PRP herself)))))) (. .)))

Oleh itu, Sydney mula bergerak ke arah penyelesaian teka-teki yang bebas.

Sydney mula menyelesaikan teka-teki itu sendiri.


entailment entailment neutral entailment entailment

You know you look down and see the Pentagon burning and I thought the bastards snuck one by us.

( ( ( ( You ( know ( you ( ( ( look down ) and ) ( see ( the ( Pentagon burning ) ) ) ) ) ) ) and ) ( I ( thought ( ( the bastards ) ( ( snuck one ) ( by us ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP You)) (VP (VBP know) (S (NP (PRP you)) (VP (VP (VB look) (PRT (RP down))) (CC and) (VP (VB see) (NP (DT the) (NNP Pentagon) (NN burning))))))) (CC and) (S (NP (PRP I)) (VP (VBD thought) (SBAR (S (NP (DT the) (NNS bastards)) (VP (VBP snuck) (NP (CD one)) (PP (IN by) (NP (PRP us)))))))) (. .)))

( I ( ( thought ( that ( they ( ( got one ) ( against us ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBD thought) (SBAR (IN that) (S (NP (PRP they)) (VP (VBD got) (NP (CD one)) (PP (IN against) (NP (PRP us))))))) (. .)))

Anda tahu anda melihat ke bawah dan melihat Pentagon terbakar dan saya fikir bajingan itu snuck satu oleh kami.

Saya fikir mereka mendapat satu terhadap kami.


neutral neutral neutral entailment contradiction

The law school is limited in these recessionary times because it's impractical to raise tuition significantly to gain the difference from lost state appropriations.

( ( The ( law school ) ) ( ( ( is ( limited ( in ( these ( recessionary times ) ) ) ) ) ( because ( it ( 's ( impractical ( to ( ( ( raise tuition ) significantly ) ( to ( ( gain ( the difference ) ) ( from ( lost ( state appropriations ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN law) (NN school)) (VP (VBZ is) (ADJP (JJ limited) (PP (IN in) (NP (DT these) (JJ recessionary) (NNS times)))) (SBAR (IN because) (S (NP (PRP it)) (VP (VBZ 's) (ADJP (JJ impractical) (S (VP (TO to) (VP (VB raise) (NP (NN tuition)) (ADVP (RB significantly)) (S (VP (TO to) (VP (VB gain) (NP (DT the) (NN difference)) (PP (IN from) (NP (VBN lost) (NN state) (NNS appropriations)))))))))))))) (. .)))

Its impractical to raise tuition significantly due to the already extremely anomalously high fees.

( ( ( Its ( ( impractical ( to raise ) ) tuition ) ) ( significantly ( due ( to ( the ( ( already ( extremely anomalously ) ) ( high fees ) ) ) ) ) ) ) . )

(ROOT (NP (NP (PRP$ Its) (ADJP (JJ impractical) (PP (TO to) (NP (NN raise)))) (NN tuition)) (ADJP (RB significantly) (JJ due) (PP (TO to) (NP (DT the) (ADJP (RB already) (RB extremely) (JJ anomalously)) (JJ high) (NNS fees)))) (. .)))

Sekolah undang-undang adalah terhad pada masa kemelesetan ini kerana tidak praktikal untuk meningkatkan tuisyen dengan ketara untuk mendapatkan perbezaan dari peruntukan negeri yang hilang.

Tidak praktikal untuk menaikkan tuisyen dengan ketara kerana yuran yang sudah sangat tinggi.


contradiction contradiction contradiction contradiction contradiction

Rounding a bend, with the sun now behind us, the show suddenly transforms to green moss, yellow sand, blue-green conifers.

( ( ( Rounding ( ( ( a bend ) , ) ( with ( the sun ) ) ) ) ( now ( behind us ) ) ) ( , ( ( the show ) ( suddenly ( ( transforms ( to ( ( ( green moss ) , ) ( ( ( yellow sand ) , ) ( blue-green conifers ) ) ) ) ) . ) ) ) ) )

(ROOT (S (S (VP (VBG Rounding) (NP (NP (DT a) (NN bend)) (, ,) (PP (IN with) (NP (DT the) (NN sun)))) (PP (ADVP (RB now)) (IN behind) (NP (PRP us))))) (, ,) (NP (DT the) (NN show)) (ADVP (RB suddenly)) (VP (VBZ transforms) (PP (TO to) (NP (NP (JJ green) (NNS moss)) (, ,) (NP (NP (JJ yellow) (NN sand)) (, ,) (NP (JJ blue-green) (NNS conifers)))))) (. .)))

We cannot see green moss, yellow sand, and blue-green conifers.

( We ( ( ( can not ) ( see ( ( ( ( ( ( green moss ) , ) ( yellow sand ) ) , ) and ) ( blue-green conifers ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (MD can) (RB not) (VP (VB see) (NP (NP (JJ green) (NNS moss)) (, ,) (NP (JJ yellow) (NN sand)) (, ,) (CC and) (NP (JJ blue-green) (NNS conifers))))) (. .)))

Meliputi selekoh, dengan matahari kini di belakang kita, persembahan tiba-tiba berubah menjadi lumut hijau, pasir kuning, konifer biru-hijau.

Kita tidak boleh melihat lumut hijau, pasir kuning, dan konifer biru-hijau.


Simply fill out the enclosed card, and we will see you at the Grill!

( ( ( ( ( Simply ( ( fill out ) ( the ( enclosed card ) ) ) ) , ) and ) ( we ( will ( ( see you ) ( at ( the Grill ) ) ) ) ) ) ! )

(ROOT (S (S (ADVP (RB Simply)) (VP (VB fill) (PRT (RP out)) (NP (DT the) (JJ enclosed) (NN card)))) (, ,) (CC and) (S (NP (PRP we)) (VP (MD will) (VP (VB see) (NP (PRP you)) (PP (IN at) (NP (DT the) (NNP Grill)))))) (. !)))

We will see you at the grill when you reply

( We ( will ( ( ( see you ) ( at ( the grill ) ) ) ( when ( you reply ) ) ) ) )

(ROOT (S (NP (PRP We)) (VP (MD will) (VP (VB see) (NP (PRP you)) (PP (IN at) (NP (DT the) (NN grill))) (SBAR (WHADVP (WRB when)) (S (NP (PRP you)) (VP (VB reply))))))))

Hanya mengisi kad tertutup, dan kami akan melihat anda di Grill!

Kami akan melihat anda di grill apabila anda menjawab


entailment entailment entailment entailment entailment

Under the leadership of Dean H. William Gilmore, the school has identified student support and technological infrastructure as the greatest needs in this year's annual fund appeal.

( ( Under ( ( the leadership ) ( of ( Dean ( H. ( William Gilmore ) ) ) ) ) ) ( , ( ( the school ) ( ( has ( ( identified ( ( ( student support ) and ) ( technological infrastructure ) ) ) ( as ( ( the ( greatest needs ) ) ( in ( ( this ( year 's ) ) ( annual ( fund appeal ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN Under) (NP (NP (DT the) (NN leadership)) (PP (IN of) (NP (NNP Dean) (NNP H.) (NNP William) (NNP Gilmore))))) (, ,) (NP (DT the) (NN school)) (VP (VBZ has) (VP (VBN identified) (NP (NP (NN student) (NN support)) (CC and) (NP (JJ technological) (NN infrastructure))) (PP (IN as) (NP (NP (DT the) (JJS greatest) (NNS needs)) (PP (IN in) (NP (NP (DT this) (NN year) (POS 's)) (JJ annual) (NN fund) (NN appeal))))))) (. .)))

Student support and technological infrastructure are the key areas in need of funding this year, per the school, led by Dean H William Gilmore.

( ( ( ( Student support ) and ) ( technological infrastructure ) ) ( ( are ( ( the ( key areas ) ) ( in ( need ( of ( funding ( ( ( ( ( this year ) , ) ( per ( the school ) ) ) , ) ( led ( by ( Dean ( H ( William Gilmore ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NN Student) (NN support)) (CC and) (NP (JJ technological) (NN infrastructure))) (VP (VBP are) (NP (NP (DT the) (JJ key) (NNS areas)) (PP (IN in) (NP (NP (NN need)) (PP (IN of) (S (VP (VBG funding) (NP (NP (DT this) (NN year)) (, ,) (PP (IN per) (NP (DT the) (NN school))) (, ,) (VP (VBN led) (PP (IN by) (NP (NNP Dean) (NNP H) (NNP William) (NNP Gilmore)))))))))))) (. .)))

Di bawah kepimpinan Dean H. William Gilmore, sekolah ini telah mengenal pasti sokongan pelajar dan infrastruktur teknologi sebagai keperluan terbesar dalam rayuan dana tahunan tahun ini.

Sokongan pelajar dan infrastruktur teknologi adalah bidang utama yang memerlukan pembiayaan tahun ini, setiap sekolah, yang diketuai oleh Dean H William Gilmore.


The remainder of Chapter 1 is mainly a catalogue of misinterpretations, aberrations, and plain errors regarding the use of man as a generic.

( ( ( The remainder ) ( of ( Chapter 1 ) ) ) ( ( ( is mainly ) ( ( ( a catalogue ) ( of ( misinterpretations ( , ( aberrations ( , ( and ( plain errors ) ) ) ) ) ) ) ) ( regarding ( ( the use ) ( of ( man ( as ( a generic ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN remainder)) (PP (IN of) (NP (NNP Chapter) (CD 1)))) (VP (VBZ is) (ADVP (RB mainly)) (NP (NP (DT a) (NN catalogue)) (PP (IN of) (NP (NNS misinterpretations) (, ,) (NNS aberrations) (, ,) (CC and) (NN plain) (NNS errors))) (PP (VBG regarding) (NP (NP (DT the) (NN use)) (PP (IN of) (NP (NP (NN man)) (PP (IN as) (NP (DT a) (JJ generic))))))))) (. .)))

Chapter 1 is the only chapter in the entire book.

( ( Chapter 1 ) ( ( is ( ( the ( only chapter ) ) ( in ( the ( entire book ) ) ) ) ) . ) )

(ROOT (S (NP (NN Chapter) (CD 1)) (VP (VBZ is) (NP (NP (DT the) (JJ only) (NN chapter)) (PP (IN in) (NP (DT the) (JJ entire) (NN book))))) (. .)))

Selebihnya Bab 1 adalah katalog salah tafsiran, penyimpangan, dan kesilapan biasa mengenai penggunaan manusia sebagai generik.

Bab 1 adalah satu-satunya bab dalam keseluruhan buku.


contradiction neutral contradiction contradiction contradiction

Determining the degree to which a supplier benefits from its technological investments is the real issue.

( ( Determining ( ( the degree ) ( ( to which ) ( ( a supplier ) ( benefits ( from ( its ( technological investments ) ) ) ) ) ) ) ) ( ( is ( the ( real issue ) ) ) . ) )

(ROOT (S (S (VP (VBG Determining) (NP (NP (DT the) (NN degree)) (SBAR (WHPP (TO to) (WHNP (WDT which))) (S (NP (DT a) (NN supplier)) (VP (VBZ benefits) (PP (IN from) (NP (PRP$ its) (JJ technological) (NNS investments))))))))) (VP (VBZ is) (NP (DT the) (JJ real) (NN issue))) (. .)))

It's been easy to quantify the benefits technological investment has brought to suppliers.

( It ( ( 's ( been ( easy ( to ( quantify ( ( the benefits ) ( ( technological investment ) ( has ( brought ( to suppliers ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ 's) (VP (VBN been) (ADJP (JJ easy) (S (VP (TO to) (VP (VB quantify) (NP (NP (DT the) (NNS benefits)) (SBAR (S (NP (JJ technological) (NN investment)) (VP (VBZ has) (VP (VBN brought) (PP (TO to) (NP (NNS suppliers)))))))))))))) (. .)))

Menentukan sejauh mana pembekal mendapat manfaat daripada pelaburan teknologinya adalah isu sebenar.

Mudah untuk mengukur faedah pelaburan teknologi yang dibawa kepada pembekal.


neutral neutral neutral neutral entailment

( ( ( Do feel ) ( like ( it ( 's ( changed ( a lot ) ) ) ) ) ) ? )

(ROOT (SQ (VBP Do) (NP (NN feel)) (VP (VB like) (SBAR (S (NP (PRP it)) (VP (VBZ 's) (VP (VBN changed) (NP (DT a) (NN lot))))))) (. ?)))

( ( ( Do you ) ( ( prefer ( the ( new changes ) ) ) ( to it ) ) ) ? )

(ROOT (SQ (VBP Do) (NP (PRP you)) (VP (VB prefer) (NP (DT the) (JJ new) (NNS changes)) (PP (TO to) (NP (PRP it)))) (. ?)))

Adakah anda lebih suka perubahan baru kepadanya?


contradiction contradiction contradiction entailment contradiction

The New York Center controller and manager were unaware that American 11 had already crashed.

( ( ( ( The ( New ( York ( Center controller ) ) ) ) and ) manager ) ( ( ( were unaware ) ( that ( ( American 11 ) ( ( had already ) crashed ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NNP New) (NNP York) (NNP Center) (NN controller)) (CC and) (NP (NN manager))) (VP (VBD were) (ADJP (JJ unaware)) (SBAR (IN that) (S (NP (NNP American) (CD 11)) (VP (VBD had) (ADVP (RB already)) (VP (VBN crashed)))))) (. .)))

The managers were aware of the plane crashing.

( ( The managers ) ( ( were ( aware ( of ( ( the plane ) crashing ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS managers)) (VP (VBD were) (ADJP (JJ aware) (PP (IN of) (NP (NP (DT the) (NN plane)) (VP (VBG crashing)))))) (. .)))

Pengawal dan pengurus New York Center tidak menyedari bahawa American 11 telah terhempas.

Pihak pengurusan menyedari pesawat itu terhempas.


neutral neutral entailment neutral neutral

SPEA's enviable reputation benefits everyone connected to the school -students, faculty, and most importantly, alumni.

( ( ( ( SPEA 's ) ( enviable ( reputation ( benefits everyone ) ) ) ) ( connected ( to ( ( ( ( ( ( ( ( ( ( the school ) - ) students ) , ) faculty ) , ) and ) ( most importantly ) ) , ) alumni ) ) ) ) . )

(ROOT (NP (NP (NP (NNP SPEA) (POS 's)) (JJ enviable) (NN reputation) (NNS benefits) (NN everyone)) (ADJP (VBN connected) (PP (TO to) (NP (NP (DT the) (NN school)) (: -) (NP (NNS students)) (, ,) (NP (NN faculty)) (, ,) (CC and) (ADVP (RBS most) (RB importantly)) (, ,) (NP (NNS alumni))))) (. .)))

SPEA's great reputation in preparing students for a future in politics benefits a lot of members.

( ( ( ( SPEA 's ) ( great reputation ) ) ( in ( ( preparing students ) ( for ( ( a future ) ( in politics ) ) ) ) ) ) ( ( benefits ( ( a lot ) ( of members ) ) ) . ) )

(ROOT (S (NP (NP (NP (NNP SPEA) (POS 's)) (JJ great) (NN reputation)) (PP (IN in) (S (VP (VBG preparing) (NP (NNS students)) (PP (IN for) (NP (NP (DT a) (NN future)) (PP (IN in) (NP (NNS politics))))))))) (VP (VBZ benefits) (NP (NP (DT a) (NN lot)) (PP (IN of) (NP (NNS members))))) (. .)))

Reputasi SPEA yang dicemburui memberi manfaat kepada semua orang yang berkaitan dengan sekolah - pelajar, fakulti, dan yang paling penting, alumni.

Reputasi hebat SPEA dalam menyediakan pelajar untuk masa depan dalam politik memberi manfaat kepada ramai ahli.


That is not entirely true, for linguists know too much about language to suggest that there ever was, literally, a single language from which all Indo-European languages descended.

( That ( ( ( ( ( is not ) ( entirely true ) ) , ) ( for ( linguists ( ( know ( ( too much ) ( about language ) ) ) ( to ( suggest ( that ( there ( ever ( ( ( ( was , ) literally ) , ) ( ( a ( single language ) ) ( ( from which ) ( ( all ( Indo-European languages ) ) descended ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT That)) (VP (VBZ is) (RB not) (ADJP (RB entirely) (JJ true)) (, ,) (SBAR (IN for) (S (NP (NNS linguists)) (VP (VBP know) (ADVP (ADVP (RB too) (RB much)) (PP (IN about) (NP (NN language)))) (S (VP (TO to) (VP (VB suggest) (SBAR (IN that) (S (NP (EX there)) (ADVP (RB ever)) (VP (VBD was) (, ,) (ADVP (RB literally)) (, ,) (NP (NP (DT a) (JJ single) (NN language)) (SBAR (WHPP (IN from) (WHNP (WDT which))) (S (NP (DT all) (JJ Indo-European) (NNS languages)) (VP (VBD descended))))))))))))))) (. .)))

The one language from which all Indo-European languages descended will be announced soon.

( ( ( The ( one language ) ) ( ( from which ) ( ( all ( Indo-European languages ) ) descended ) ) ) ( ( will ( be ( announced soon ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (CD one) (NN language)) (SBAR (WHPP (IN from) (WHNP (WDT which))) (S (NP (DT all) (JJ Indo-European) (NNS languages)) (VP (VBD descended))))) (VP (MD will) (VP (VB be) (VP (VBN announced) (ADVP (RB soon))))) (. .)))

Itu tidak sepenuhnya benar, bagi ahli bahasa yang tahu terlalu banyak tentang bahasa untuk mencadangkan bahawa pernah ada, secara harfiah, satu bahasa dari mana semua bahasa Indo-Eropah turun.

Satu bahasa dari mana semua bahasa Indo-Eropah turun akan diumumkan tidak lama lagi.


As graduates of the class of 1990, we would like to leave behind something tangible, in appreciation for the support and encouragement we have received from other students in the School of Engineering and Technology.

( ( As ( graduates ( of ( ( the class ) ( of 1990 ) ) ) ) ) ( , ( we ( ( would ( like ( to ( ( ( leave ( behind ( something tangible ) ) ) , ) ( in ( appreciation ( for ( ( the ( ( support and ) encouragement ) ) ( we ( have ( received ( from ( ( other students ) ( in ( ( the School ) ( of ( ( Engineering and ) Technology ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN As) (NP (NP (NNS graduates)) (PP (IN of) (NP (NP (DT the) (NN class)) (PP (IN of) (NP (CD 1990))))))) (, ,) (NP (PRP we)) (VP (MD would) (VP (VB like) (S (VP (TO to) (VP (VB leave) (PP (IN behind) (NP (NN something) (NNS tangible))) (, ,) (PP (IN in) (NP (NP (NN appreciation)) (PP (IN for) (NP (NP (DT the) (NN support) (CC and) (NN encouragement)) (SBAR (S (NP (PRP we)) (VP (VBP have) (VP (VBN received) (PP (IN from) (NP (NP (JJ other) (NNS students)) (PP (IN in) (NP (NP (DT the) (NNP School)) (PP (IN of) (NP (NNP Engineering) (CC and) (NNP Technology)))))))))))))))))))) (. .)))

We are leaving the school a plaque and signed letter.

( We ( ( ( ( are ( ( leaving ( the school ) ) ( a plaque ) ) ) and ) ( signed letter ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VP (VBP are) (VP (VBG leaving) (NP (DT the) (NN school)) (NP (DT a) (NN plaque)))) (CC and) (VP (VBD signed) (NP (NN letter)))) (. .)))

Sebagai graduan kelas tahun 1990, kami ingin meninggalkan sesuatu yang ketara, sebagai penghargaan atas sokongan dan dorongan yang kami terima daripada pelajar lain di Sekolah Kejuruteraan dan Teknologi.

Kami meninggalkan sekolah dengan plak dan surat yang ditandatangani.


What were your least favorite parts of the story?

( What ( ( were ( ( your ( ( least favorite ) parts ) ) ( of ( the story ) ) ) ) ? ) )

(ROOT (SBARQ (WHNP (WP What)) (SQ (VBD were) (NP (NP (PRP$ your) (ADJP (JJS least) (JJ favorite)) (NNS parts)) (PP (IN of) (NP (DT the) (NN story))))) (. ?)))

( ( ( Which parts ) ( of ( the story ) ) ) ( ( made ( you sad ) ) ? ) )

(ROOT (SBARQ (WHNP (NP (WDT Which) (NNS parts)) (PP (IN of) (NP (DT the) (NN story)))) (SQ (VP (VBD made) (S (NP (PRP you)) (ADJP (JJ sad))))) (. ?)))

Apakah bahagian cerita kegemaran anda yang paling tidak disukai?

Bahagian cerita mana yang membuat anda sedih?


Although there have been specialized spinning and weaving mills, the great majority of output is produced in enterprises that engage in both operations.

( ( Although ( there ( have ( been ( specialized ( ( ( spinning and ) weaving ) mills ) ) ) ) ) ) ( , ( ( ( the ( great majority ) ) ( of output ) ) ( ( is ( produced ( in ( enterprises ( that ( engage ( in ( both operations ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN Although) (S (NP (EX there)) (VP (VBP have) (VP (VBN been) (VP (VBG specialized) (S (VP (VBG spinning) (CC and) (VBG weaving) (NP (NNS mills))))))))) (, ,) (NP (NP (DT the) (JJ great) (NN majority)) (PP (IN of) (NP (NN output)))) (VP (VBZ is) (VP (VBN produced) (PP (IN in) (NP (NP (NNS enterprises)) (SBAR (WHNP (WDT that)) (S (VP (VBP engage) (PP (IN in) (NP (DT both) (NNS operations)))))))))) (. .)))

Many employees who worked on specialized spinning mills eventually joined the enterprise that engages both spinning and weaving.

( ( ( Many employees ) ( who ( worked ( on ( specialized ( spinning mills ) ) ) ) ) ) ( eventually ( ( joined ( ( the enterprise ) ( that ( engages ( both ( ( spinning and ) weaving ) ) ) ) ) ) . ) ) )

(ROOT (S (NP (NP (JJ Many) (NNS employees)) (SBAR (WHNP (WP who)) (S (VP (VBD worked) (PP (IN on) (NP (VBN specialized) (JJ spinning) (NNS mills))))))) (ADVP (RB eventually)) (VP (VBD joined) (NP (NP (DT the) (NN enterprise)) (SBAR (WHNP (WDT that)) (S (VP (VBZ engages) (S (NP (DT both)) (VP (VBG spinning) (CC and) (VBG weaving)))))))) (. .)))

Walaupun terdapat kilang berputar dan tenunan khusus, sebahagian besar output dihasilkan dalam perusahaan yang terlibat dalam kedua-dua operasi.

Ramai pekerja yang bekerja di kilang berputar khusus akhirnya menyertai perusahaan yang melibatkan kedua-dua berputar dan tenunan.


They could not recall that any of the passengers they screened were CAPPS selectees.

( They ( ( ( could not ) ( recall ( that ( ( any ( of ( ( the passengers ) ( they screened ) ) ) ) ( were ( CAPPS selectees ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (MD could) (RB not) (VP (VB recall) (SBAR (IN that) (S (NP (NP (DT any)) (PP (IN of) (NP (NP (DT the) (NNS passengers)) (SBAR (S (NP (PRP they)) (VP (VBD screened))))))) (VP (VBD were) (NP (NNP CAPPS) (NNS selectees))))))) (. .)))

None of the passengers they screened were CAPPS selectees, as far as they could remember.

( ( None ( of ( ( the passengers ) ( they screened ) ) ) ) ( ( ( ( were ( CAPPS selectees ) ) , ) ( ( as far ) ( as ( they ( could remember ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NN None)) (PP (IN of) (NP (NP (DT the) (NNS passengers)) (SBAR (S (NP (PRP they)) (VP (VBD screened))))))) (VP (VBD were) (NP (NNP CAPPS) (NNS selectees)) (, ,) (SBAR (ADVP (RB as) (RB far)) (IN as) (S (NP (PRP they)) (VP (MD could) (VP (VB remember)))))) (. .)))

Mereka tidak dapat ingat bahawa mana-mana penumpang yang mereka layari adalah pemilih CAPPS.

Tiada penumpang yang mereka layari adalah pemilih CAPPS, sejauh yang mereka ingat.


It carried its full capacity of nine flight attendants.

( It ( ( carried ( ( its ( full capacity ) ) ( of ( nine ( flight attendants ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD carried) (NP (NP (PRP$ its) (JJ full) (NN capacity)) (PP (IN of) (NP (CD nine) (NN flight) (NNS attendants))))) (. .)))

There were only two attendants carried on the plane.

( There ( ( ( were ( only ( two attendants ) ) ) ( carried ( on ( the plane ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBD were) (ADVP (RB only) (NP (CD two) (NNS attendants))) (VP (VBN carried) (PP (IN on) (NP (DT the) (NN plane))))) (. .)))

Ia membawa kapasiti penuh sembilan pramugari.

Hanya dua orang sahaja yang menaiki pesawat.


(ROOT (S (NP (DT That)) (VP (VBZ sounds) (ADJP (JJ dangerous))) (. .)))

Wrestling with crocodiles does not sound healthy.

( ( Wrestling ( with crocodiles ) ) ( ( ( does not ) ( sound healthy ) ) . ) )

(ROOT (S (S (VP (VBG Wrestling) (PP (IN with) (NP (NNS crocodiles))))) (VP (VBZ does) (RB not) (VP (VB sound) (ADJP (JJ healthy)))) (. .)))

Berkumpul dengan buaya tidak kedengaran sihat.


neutral entailment entailment entailment entailment

Ah, we heard a suspicious transmission on our departure out of Boston, ah, with someone, ah, it sounded like someone keyed the mikes and said ah everyone ah stay in your seats.

( ( Ah ( , ( we ( ( ( ( ( ( heard ( a ( suspicious transmission ) ) ) ( on ( ( our departure ) ( out ( of Boston ) ) ) ) ) , ) ah ) , ) ( with ( ( someone , ) ah ) ) ) ) ) ) ( , ( it ( ( ( ( sounded ( like ( someone ( keyed ( the mikes ) ) ) ) ) and ) ( ( said ( ah ( everyone ( ah stay ) ) ) ) ( in ( your seats ) ) ) ) . ) ) ) )

(ROOT (S (S (INTJ (UH Ah)) (, ,) (NP (PRP we)) (VP (VBD heard) (NP (DT a) (JJ suspicious) (NN transmission)) (PP (IN on) (NP (NP (PRP$ our) (NN departure)) (PP (RB out) (IN of) (NP (NNP Boston))))) (, ,) (ADVP (RB ah)) (, ,) (PP (IN with) (NP (NP (NN someone)) (, ,) (NP (NN ah)))))) (, ,) (NP (PRP it)) (VP (VP (VBD sounded) (PP (IN like) (NP (NP (NN someone)) (VP (VBN keyed) (NP (DT the) (NNS mikes)))))) (CC and) (VP (VBD said) (NP (NN ah) (NN everyone) (NN ah) (NN stay)) (PP (IN in) (NP (PRP$ your) (NNS seats))))) (. .)))

The transmission talked about having people stay in their seats.

( ( The transmission ) ( ( talked ( about ( having ( people ( stay ( in ( their seats ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN transmission)) (VP (VBD talked) (PP (IN about) (S (VP (VBG having) (S (NP (NNS people)) (VP (VB stay) (PP (IN in) (NP (PRP$ their) (NNS seats))))))))) (. .)))

Ah, kami mendengar transmisi yang mencurigakan pada keberangkatan kami dari Boston, ah, dengan seseorang, ah, kedengarannya seperti seseorang yang mengunci mikrofon dan berkata ah semua orang ah tinggal di tempat duduk anda.

"Penghantaran itu bercakap tentang mempunyai orang tinggal di tempat duduk mereka.


entailment neutral neutral neutral neutral

We then show how supplier performance, ranging from the degree of inventory risk to profitability, is changed by their information technology investments and the sequence in which they are adopted.

( We ( then ( ( show ( how ( ( ( ( ( supplier performance ) , ) ( ( ranging ( from ( ( the degree ) ( of ( inventory risk ) ) ) ) ) ( to profitability ) ) ) , ) ( is ( changed ( by ( ( ( their ( information ( technology investments ) ) ) and ) ( ( the sequence ) ( ( in which ) ( they ( are adopted ) ) ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (NP (PRP We)) (ADVP (RB then)) (VP (VBP show) (SBAR (WHADVP (WRB how)) (S (NP (NP (NN supplier) (NN performance)) (, ,) (VP (VBG ranging) (PP (IN from) (NP (NP (DT the) (NN degree)) (PP (IN of) (NP (NN inventory) (NN risk))))) (PP (TO to) (NP (NN profitability)))) (, ,)) (VP (VBZ is) (VP (VBN changed) (PP (IN by) (NP (NP (PRP$ their) (NN information) (NN technology) (NNS investments)) (CC and) (NP (NP (DT the) (NN sequence)) (SBAR (WHPP (IN in) (WHNP (WDT which))) (S (NP (PRP they)) (VP (VBP are) (VP (VBN adopted))))))))))))) (. .)))

Information technology investments have a profound impact on supplier performance.

( ( Information ( technology investments ) ) ( ( have ( ( a ( profound impact ) ) ( on ( supplier performance ) ) ) ) . ) )

(ROOT (S (NP (NNP Information) (NN technology) (NNS investments)) (VP (VBP have) (NP (NP (DT a) (JJ profound) (NN impact)) (PP (IN on) (NP (NN supplier) (NN performance))))) (. .)))

Kami kemudian menunjukkan bagaimana prestasi pembekal, dari tahap risiko inventori hingga keuntungan, diubah oleh pelaburan teknologi maklumat mereka dan urutan di mana mereka diterima pakai.

Pelaburan teknologi maklumat mempunyai kesan yang mendalam terhadap prestasi pembekal.


However you choose to participate, I know you'll enjoy being a part of the Herron School of Art and Gallery.

( ( However ( you ( choose ( to participate ) ) ) ) ( , ( I ( ( know ( you ( 'll ( enjoy ( being ( ( a part ) ( of ( ( the ( Herron School ) ) ( of ( ( Art and ) Gallery ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (S (ADVP (RB However)) (NP (PRP you)) (VP (VBP choose) (S (VP (TO to) (VP (VB participate)))))) (, ,) (NP (PRP I)) (VP (VBP know) (SBAR (S (NP (PRP you)) (VP (MD 'll) (VP (VB enjoy) (S (VP (VBG being) (NP (NP (DT a) (NN part)) (PP (IN of) (NP (NP (DT the) (NNP Herron) (NNP School)) (PP (IN of) (NP (NNP Art) (CC and) (NNP Gallery))))))))))))) (. .)))

You will appreciate your involvement in the Herron School of Art and Gallery.

( You ( ( will ( ( appreciate ( your involvement ) ) ( in ( ( the ( Herron School ) ) ( of ( ( Art and ) Gallery ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP You)) (VP (MD will) (VP (VB appreciate) (NP (PRP$ your) (NN involvement)) (PP (IN in) (NP (NP (DT the) (NNP Herron) (NNP School)) (PP (IN of) (NP (NNP Art) (CC and) (NNP Gallery))))))) (. .)))

Walau bagaimanapun, anda memilih untuk mengambil bahagian, saya tahu anda akan menikmati menjadi sebahagian daripada Sekolah Seni dan Galeri Herron.

Anda akan menghargai penglibatan anda dalam Sekolah Seni dan Galeri Herron.


Like in most schools in Charlotte, if you go on other sides, it's like everybody's just white, but in my school, there was every kind of person you could ever meet.

( ( Like ( in ( ( most schools ) ( in Charlotte ) ) ) ) ( , ( ( ( ( ( ( if ( you ( go ( on ( other sides ) ) ) ) ) ( , ( it ( 's ( like ( everybody ( 's ( just white ) ) ) ) ) ) ) ) , ) but ) ( ( in ( my school ) ) ( , ( there ( was ( ( ( every kind ) ( of person ) ) ( you ( ( could ever ) meet ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (PP (IN Like) (PP (IN in) (NP (NP (JJS most) (NNS schools)) (PP (IN in) (NP (NNP Charlotte)))))) (, ,) (S (SBAR (IN if) (S (NP (PRP you)) (VP (VBP go) (PP (IN on) (NP (JJ other) (NNS sides)))))) (, ,) (NP (PRP it)) (VP (VBZ 's) (SBAR (IN like) (S (NP (NN everybody)) (VP (VBZ 's) (ADJP (RB just) (JJ white))))))) (, ,) (CC but) (S (PP (IN in) (NP (PRP$ my) (NN school))) (, ,) (NP (EX there)) (VP (VBD was) (NP (NP (DT every) (NN kind)) (PP (IN of) (NP (NN person))) (SBAR (S (NP (PRP you)) (VP (MD could) (ADVP (RB ever)) (VP (VB meet)))))))) (. .)))

My school was filled with people who were all extremely alike.

( ( My school ) ( ( was ( filled ( with ( people ( who ( ( ( were all ) extremely ) alike ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP$ My) (NN school)) (VP (VBD was) (VP (VBN filled) (PP (IN with) (NP (NP (NNS people)) (SBAR (WHNP (WP who)) (S (VP (VBD were) (RB all) (ADVP (RB extremely)) (ADJP (RB alike))))))))) (. .)))

Seperti di kebanyakan sekolah di Charlotte, jika anda pergi ke sisi lain, ia seperti semua orang hanya putih, tetapi di sekolah saya, ada setiap jenis orang yang anda boleh bertemu.

Sekolah saya dipenuhi dengan orang yang sama.


neutral entailment entailment entailment neutral

Well, I did and sometime later removed it to my cottage in Canada and used decopor (a thick, clear glazed resin) on the top.

( Well ( , ( I ( ( ( did and ) ( ( sometime later ) ( ( ( ( ( removed it ) ( to ( my cottage ) ) ) ( in Canada ) ) and ) ( ( used ( decopor ( -LRB- ( ( a ( ( thick ( , clear ) ) ( glazed resin ) ) ) -RRB- ) ) ) ) ( on ( the top ) ) ) ) ) ) . ) ) ) )

(ROOT (S (INTJ (UH Well)) (, ,) (NP (PRP I)) (VP (VP (VBD did)) (CC and) (VP (ADVP (RB sometime) (RB later)) (VP (VBD removed) (NP (PRP it)) (PP (TO to) (NP (PRP$ my) (NN cottage))) (PP (IN in) (NP (NNP Canada)))) (CC and) (VP (VBD used) (NP (NP (NN decopor)) (PRN (-LRB- -LRB-) (NP (DT a) (ADJP (JJ thick) (, ,) (JJ clear)) (JJ glazed) (NN resin)) (-RRB- -RRB-))) (PP (IN on) (NP (DT the) (NN top)))))) (. .)))

I changed my mind, moved it, and sealed it with a thick resin on top instead.

( I ( ( ( ( ( ( ( changed ( my mind ) ) , ) ( moved it ) ) , ) and ) ( ( ( sealed it ) ( with ( ( a ( thick resin ) ) ( on top ) ) ) ) instead ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VP (VBD changed) (NP (PRP$ my) (NN mind))) (, ,) (VP (VBD moved) (NP (PRP it))) (, ,) (CC and) (VP (VBD sealed) (NP (PRP it)) (PP (IN with) (NP (NP (DT a) (JJ thick) (NN resin)) (PP (IN on) (NP (NN top))))) (ADVP (RB instead)))) (. .)))

Baiklah, saya melakukannya dan kadang-kadang kemudian membuangnya ke pondok saya di Kanada dan menggunakan decopor (resin tebal dan jernih) di bahagian atas.

Saya menukar fikiran saya, memindahkannya, dan menutupnya dengan resin tebal di atas.


neutral neutral contradiction neutral neutral

As for me, I do my utmost to avoid language that may offend people, including men.

( ( As ( for me ) ) ( , ( I ( ( do ( my ( utmost ( to ( avoid ( language ( that ( may ( offend ( ( people , ) ( including men ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN As) (PP (IN for) (NP (PRP me)))) (, ,) (NP (PRP I)) (VP (VBP do) (NP (PRP$ my) (NN utmost) (S (VP (TO to) (VP (VB avoid) (NP (NP (NN language)) (SBAR (WHNP (WDT that)) (S (VP (MD may) (VP (VB offend) (NP (NP (NNS people)) (, ,) (PP (VBG including) (NP (NNS men)))))))))))))) (. .)))

It is far easier to offend men, meaning we must take extra precautions.

( It ( ( ( ( ( is ( far easier ) ) ( to ( offend men ) ) ) , ) ( meaning ( we ( must ( take ( extra precautions ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ is) (ADJP (RB far) (JJR easier)) (S (VP (TO to) (VP (VB offend) (NP (NNS men))))) (, ,) (S (VP (VBG meaning) (SBAR (S (NP (PRP we)) (VP (MD must) (VP (VB take) (NP (JJ extra) (NNS precautions))))))))) (. .)))

Bagi saya, saya melakukan yang terbaik untuk mengelakkan bahasa yang boleh menyinggung perasaan orang, termasuk lelaki.

Lebih mudah untuk menyinggung perasaan lelaki, yang bermaksud kita mesti mengambil langkah berjaga-jaga tambahan.


contradiction neutral contradiction neutral contradiction

The inaccurate accounts created the impression that the Langley scramble was a logical response to an actual hijacked aircraft.

( ( The ( inaccurate accounts ) ) ( ( ( created ( the impression ) ) ( that ( ( the ( Langley scramble ) ) ( was ( ( a ( logical response ) ) ( to ( an ( actual ( hijacked aircraft ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (JJ inaccurate) (NNS accounts)) (VP (VBD created) (NP (DT the) (NN impression)) (SBAR (IN that) (S (NP (DT the) (NNP Langley) (NN scramble)) (VP (VBD was) (NP (NP (DT a) (JJ logical) (NN response)) (PP (TO to) (NP (DT an) (JJ actual) (JJ hijacked) (NN aircraft)))))))) (. .)))

The Langley scramble was a logical response to a hijacked aircraft.

( ( The ( Langley scramble ) ) ( ( was ( ( a ( logical response ) ) ( to ( a ( hijacked aircraft ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP Langley) (NN scramble)) (VP (VBD was) (NP (NP (DT a) (JJ logical) (NN response)) (PP (TO to) (NP (DT a) (JJ hijacked) (NN aircraft))))) (. .)))

Akaun yang tidak tepat mencipta tanggapan bahawa berebut Langley adalah tindak balas logik terhadap pesawat yang dirampas sebenar.

Berebut Langley adalah tindak balas logik terhadap pesawat yang dirampas.


Your child was a recent participant in a Social Health program at his or her school.

( ( Your child ) ( ( was ( ( a ( recent participant ) ) ( in ( ( a ( Social ( Health program ) ) ) ( at ( ( ( his or ) her ) school ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP$ Your) (NN child)) (VP (VBD was) (NP (NP (DT a) (JJ recent) (NN participant)) (PP (IN in) (NP (NP (DT a) (NNP Social) (NNP Health) (NN program)) (PP (IN at) (NP (ADJP (PRP$ his) (CC or) (PRP$ her)) (NN school))))))) (. .)))

Your child's school recently had a Social Health program.

( ( ( Your ( child 's ) ) school ) ( recently ( ( had ( a ( Social ( Health program ) ) ) ) . ) ) )

(ROOT (S (NP (NP (PRP$ Your) (NN child) (POS 's)) (NN school)) (ADVP (RB recently)) (VP (VBD had) (NP (DT a) (NNP Social) (NNP Health) (NN program))) (. .)))

Anak anda adalah peserta baru-baru ini dalam program Kesihatan Sosial di sekolahnya.

Sekolah anak anda baru-baru ini mempunyai program Kesihatan Sosial.


The Japanese spell and pronounce what they hear and are accustomed to pronounce, much as Americans are inclined to say  Kindagarden,   ekscape,   lawnjeray,   asterik,  and  ekcetera.

( ( ( The ( Japanese ( ( spell and ) pronounce ) ) ) ( what ( they ( ( hear and ) ( are ( accustomed ( to ( ( ( pronounce , ) much ) ( as Americans ) ) ) ) ) ) ) ) ) ( ( are ( inclined ( to ( say ( ( Kindagarden , ) ( ekscape ( , ( lawnjeray ( , ( asterik ( , ( and ekcetera ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (JJ Japanese) (NN spell) (CC and) (NN pronounce)) (SBAR (WHNP (WP what)) (S (NP (PRP they)) (VP (VP (VBP hear)) (CC and) (VP (VBP are) (ADJP (JJ accustomed) (S (VP (TO to) (VP (VB pronounce) (, ,) (ADVP (RB much)) (PP (IN as) (NP (NNPS Americans)))))))))))) (VP (VBP are) (ADJP (JJ inclined) (S (VP (TO to) (VP (VB say) (NP (NP (NNP Kindagarden)) (, ,) (NP (NN ekscape) (, ,) (NN lawnjeray) (, ,) (NN asterik) (, ,) (CC and) (NN ekcetera)))))))) (. .)))

The Japanese spell and pronounce words differently from what they hear and are used to.

( ( The Japanese ) ( ( ( spell and ) ( ( pronounce words ) ( differently ( from ( what ( they ( ( hear and ) ( are ( used to ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNPS Japanese)) (VP (VP (VB spell)) (CC and) (VP (VB pronounce) (NP (NNS words)) (ADVP (RB differently) (PP (IN from) (SBAR (WHNP (WP what)) (S (NP (PRP they)) (VP (VP (VBP hear)) (CC and) (VP (VBP are) (VP (VBN used) (S (VP (TO to)))))))))))) (. .)))

Ejaan Jepun dan mengucapkan apa yang mereka dengar dan terbiasa mengucapkan, seperti orang Amerika cenderung mengatakan Kindagarden, ekscape, lawnjeray, asterik, dan ekcetera.

Bahasa Jepun mengeja dan mengucapkan kata-kata yang berbeza daripada apa yang mereka dengar dan digunakan.