He could attract, train, and use recruits for ever more ambitious attacks, rallying new adherents with each demonstration that his was the movement of the future.

( He ( ( could ( ( ( ( ( ( ( ( ( attract , ) train ) , ) and ) use ) recruits ) ( for ( ( ever ( more ambitious ) ) attacks ) ) ) , ) ( ( ( rallying ( new adherents ) ) ( with ( each demonstration ) ) ) ( that ( his ( was ( ( the movement ) ( of ( the future ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP He)) (VP (MD could) (VP (VB attract) (, ,) (VB train) (, ,) (CC and) (VB use) (NP (NNS recruits)) (PP (IN for) (NP (ADJP (RB ever) (RBR more) (JJ ambitious)) (NNS attacks))) (, ,) (S (VP (VBG rallying) (NP (JJ new) (NNS adherents)) (PP (IN with) (NP (DT each) (NN demonstration))) (SBAR (IN that) (S (NP (PRP$ his)) (VP (VBD was) (NP (NP (DT the) (NN movement)) (PP (IN of) (NP (DT the) (NN future))))))))))) (. .)))

He was able to bring in new people for bigger actions and rev up everyone with every new attack.

( He ( ( was ( able ( to ( ( ( bring ( in ( ( new people ) ( for ( bigger actions ) ) ) ) ) and ) ( ( ( rev up ) everyone ) ( with ( every ( new attack ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP He)) (VP (VBD was) (ADJP (JJ able) (S (VP (TO to) (VP (VP (VB bring) (PP (IN in) (NP (NP (JJ new) (NNS people)) (PP (IN for) (NP (JJR bigger) (NNS actions)))))) (CC and) (VP (VB rev) (PRT (RP up)) (NP (NN everyone)) (PP (IN with) (NP (DT every) (JJ new) (NN attack))))))))) (. .)))

Dia boleh menarik, melatih, dan menggunakan rekrut untuk serangan yang lebih bercita-cita tinggi, mengumpulkan penganut baru dengan setiap demonstrasi bahawa dia adalah pergerakan masa depan.

Dia mampu membawa orang baru untuk tindakan yang lebih besar dan menghidupkan semua orang dengan setiap serangan baru.


contradiction contradiction contradiction contradiction contradiction

This startling news prompted the mission crew commander at NEADS to take immediate control of the airspace to clear a flight path for the Langley Okay, we're going to turn it . . . crank it up.

( ( ( This ( startling news ) ) ( ( ( prompted ( the ( mission ( crew commander ) ) ) ) ( at NEADS ) ) ( to ( take ( ( immediate control ) ( of ( the ( airspace ( to ( ( clear ( a ( flight path ) ) ) ( for ( the ( Langley Okay ) ) ) ) ) ) ) ) ) ) ) ) ) ( , ( we ( ( 're ( going ( to ( ( ( turn it ) ... ) ( ( crank it ) up ) ) ) ) ) . ) ) ) )

(ROOT (S (S (NP (DT This) (JJ startling) (NN news)) (VP (VBD prompted) (NP (DT the) (NN mission) (NN crew) (NN commander)) (PP (IN at) (NP (NNP NEADS))) (S (VP (TO to) (VP (VB take) (NP (NP (JJ immediate) (NN control)) (PP (IN of) (NP (DT the) (NN airspace) (S (VP (TO to) (VP (VB clear) (NP (DT a) (NN flight) (NN path)) (PP (IN for) (NP (DT the) (NNP Langley) (NNP Okay)))))))))))))) (, ,) (NP (PRP we)) (VP (VBP 're) (VP (VBG going) (S (VP (TO to) (VP (VP (VB turn) (NP (PRP it))) (: ...) (VP (VB crank) (NP (PRP it)) (PRT (RP up)))))))) (. .)))

The commander didn't make a path to Langley at all.

( ( The commander ) ( ( ( did n't ) ( ( ( make ( a path ) ) ( to Langley ) ) ( at all ) ) ) . ) )

(ROOT (S (NP (DT The) (NN commander)) (VP (VBD did) (RB n't) (VP (VB make) (NP (DT a) (NN path)) (PP (TO to) (NP (NNP Langley))) (ADVP (IN at) (DT all)))) (. .)))

Berita yang mengejutkan ini mendorong komander kru misi di NEADS untuk mengambil kawalan segera ruang udara untuk membersihkan laluan penerbangan untuk Langley Okay, kami akan mengubahnya... crank it up.

Komander tidak membuat laluan ke Langley sama sekali.


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 because of receiving mixed signals.

( ( The FAA ) ( ( was ( confused ( because ( of ( receiving ( mixed signals ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP FAA)) (VP (VBD was) (VP (VBN confused) (PP (RB because) (IN of) (S (VP (VBG receiving) (NP (VBN mixed) (NNS signals))))))) (. .)))

Terdapat kekeliruan pada masa itu di FAA.

FAA keliru kerana menerima isyarat bercampur.


neutral neutral contradiction contradiction contradiction

Just before 8:14, it had climbed to 26,000 feet, not quite its initial assigned cruising altitude of 29,000 feet.

( ( Just ( before 8:14 ) ) ( , ( it ( ( had ( climbed ( to ( ( ( ( ( 26,000 feet ) , ) not ) quite ) ( ( its ( initial ( assigned ( cruising altitude ) ) ) ) ( of ( 29,000 feet ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (RB Just) (IN before) (NP (CD 8:14))) (, ,) (NP (PRP it)) (VP (VBD had) (VP (VBN climbed) (PP (TO to) (NP (NP (CD 26,000) (NNS feet)) (, ,) (RB not) (RB quite) (NP (NP (PRP$ its) (JJ initial) (VBN assigned) (NN cruising) (NN altitude)) (PP (IN of) (NP (CD 29,000) (NNS feet)))))))) (. .)))

It reached its initial assigned cruising altitude several minutes past 8:14.

( It ( ( ( ( reached ( its ( initial ( assigned ( cruising altitude ) ) ) ) ) ( several minutes ) ) ( past 8:14 ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD reached) (NP (PRP$ its) (JJ initial) (JJ assigned) (JJ cruising) (NN altitude)) (NP (JJ several) (NNS minutes)) (PP (IN past) (NP (CD 8:14)))) (. .)))

Sebelum 8:14, ia telah mendaki ke 26,000 kaki, tidak cukup ketinggian pelayaran awal yang ditetapkan 29,000 kaki.

Ia mencapai ketinggian pelayaran yang ditetapkan awal beberapa minit lalu 8:14.


To foster productivity (physical output per worker) and constrain supervisory costs, wages are paid on a piece-rate basis, providing incentives for rapid completion of the operation.

( ( To ( ( ( foster ( productivity ( -LRB- ( ( ( physical output ) ( per worker ) ) -RRB- ) ) ) ) and ) ( constrain ( supervisory costs ) ) ) ) ( , ( wages ( ( are ( ( ( paid ( on ( a ( piece-rate basis ) ) ) ) , ) ( ( providing incentives ) ( for ( ( rapid completion ) ( of ( the operation ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (S (VP (TO To) (VP (VP (VB foster) (NP (NP (NN productivity)) (PRN (-LRB- -LRB-) (NP (NP (JJ physical) (NN output)) (PP (IN per) (NP (NN worker)))) (-RRB- -RRB-)))) (CC and) (VP (VB constrain) (NP (JJ supervisory) (NNS costs)))))) (, ,) (NP (NNS wages)) (VP (VBP are) (VP (VBN paid) (PP (IN on) (NP (DT a) (JJ piece-rate) (NN basis))) (, ,) (S (VP (VBG providing) (NP (NNS incentives)) (PP (IN for) (NP (NP (JJ rapid) (NN completion)) (PP (IN of) (NP (DT the) (NN operation))))))))) (. .)))

The supervisory costs tend to be quite a lot.

( ( The ( supervisory costs ) ) ( ( tend ( to ( be ( quite ( a lot ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (JJ supervisory) (NNS costs)) (VP (VBP tend) (S (VP (TO to) (VP (VB be) (NP (PDT quite) (DT a) (NN lot)))))) (. .)))

Untuk memupuk produktiviti (hasil fizikal setiap pekerja) dan mengekang kos penyeliaan, upah dibayar secara potongan harga, memberikan insentif untuk menyelesaikan operasi dengan cepat.


entailment entailment entailment entailment entailment

Charles Delaney asks for further examples of onomatoplazia . Here are two which misled me for

( ( Charles Delaney ) ( asks ( for ( ( ( further examples ) ( of ( ( onomatoplazia . ) Here ) ) ) ( are ( two ( which ( ( misled me ) for ) ) ) ) ) ) ) )

(ROOT (S (NP (NNP Charles) (NNP Delaney)) (VP (VBZ asks) (SBAR (IN for) (S (NP (NP (JJ further) (NNS examples)) (PP (IN of) (NP (NP (NNP onomatoplazia) (. .)) (ADVP (RB Here))))) (VP (VBP are) (NP (NP (CD two)) (SBAR (WHNP (WDT which)) (S (VP (VBD misled) (NP (PRP me)) (PP (IN for))))))))))))

Charles Delaney wanted more examples of onomatoplazia.

( ( Charles Delaney ) ( ( wanted ( ( more examples ) ( of onomatoplazia ) ) ) . ) )

(ROOT (S (NP (NNP Charles) (NNP Delaney)) (VP (VBD wanted) (NP (NP (JJR more) (NNS examples)) (PP (IN of) (NP (NN onomatoplazia))))) (. .)))

Charles Delaney meminta contoh lebih lanjut mengenai onomatoplazia. Berikut adalah dua yang menyesatkan saya kerana

Charles Delaney mahukan lebih banyak contoh onomatoplazia.


One spoke very little English and one spoke excellent English.

( ( ( ( One ( spoke ( very ( little English ) ) ) ) and ) ( one ( spoke ( excellent English ) ) ) ) . )

(ROOT (S (S (NP (PRP One)) (VP (VBD spoke) (ADJP (RB very) (RB little) (JJ English)))) (CC and) (S (NP (PRP one)) (VP (VBD spoke) (NP (JJ excellent) (NNP English)))) (. .)))

One spoke good English and the other spoke little English to the authorities.

( One ( ( spoke ( ( ( ( good English ) and ) ( the other ) ) ( ( spoke ( little English ) ) ( to ( the authorities ) ) ) ) ) . ) )

(ROOT (S (NP (PRP One)) (VP (VBD spoke) (SBAR (S (NP (NP (JJ good) (NNP English)) (CC and) (NP (DT the) (JJ other))) (VP (VBD spoke) (ADJP (RB little) (JJ English)) (PP (TO to) (NP (DT the) (NNS authorities))))))) (. .)))

Satu bercakap bahasa Inggeris yang sangat sedikit dan satu bercakap bahasa Inggeris yang sangat baik.

Satu bercakap bahasa Inggeris yang baik dan yang lain bercakap sedikit bahasa Inggeris kepada pihak berkuasa.


On the whole, readers can draw their own conclusions about the breadth of coverage; as for me, I should (regrettably) sacrifice Montrachet to gain others.

( ( ( ( ( On ( the whole ) ) ( , ( readers ( can ( ( draw ( their ( own conclusions ) ) ) ( about ( ( the breadth ) ( of coverage ) ) ) ) ) ) ) ) ; ) ( ( as ( for me ) ) ( , ( I ( ( should ( -LRB- ( regrettably -RRB- ) ) ) ( sacrifice ( Montrachet ( to ( gain others ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (PP (IN On) (NP (DT the) (NN whole))) (, ,) (NP (NNS readers)) (VP (MD can) (VP (VB draw) (NP (PRP$ their) (JJ own) (NNS conclusions)) (PP (IN about) (NP (NP (DT the) (NN breadth)) (PP (IN of) (NP (NN coverage)))))))) (: ;) (S (PP (RB as) (IN for) (NP (PRP me))) (, ,) (NP (PRP I)) (VP (MD should) (PRN (-LRB- -LRB-) (ADVP (RB regrettably)) (-RRB- -RRB-)) (VP (VB sacrifice) (S (NP (NNP Montrachet)) (VP (TO to) (VP (VB gain) (NP (NNS others)))))))) (. .)))

Readers should take my word for it about the breadth of coverage.

( Readers ( ( should ( ( ( take ( my word ) ) ( for it ) ) ( about ( ( the breadth ) ( of coverage ) ) ) ) ) . ) )

(ROOT (S (NP (NNS Readers)) (VP (MD should) (VP (VB take) (NP (PRP$ my) (NN word)) (PP (IN for) (NP (PRP it))) (PP (IN about) (NP (NP (DT the) (NN breadth)) (PP (IN of) (NP (NN coverage))))))) (. .)))

Secara keseluruhan, pembaca boleh membuat kesimpulan mereka sendiri mengenai keluasan liputan; bagi saya, saya harus (secara teratur) mengorbankan Montrachet untuk mendapatkan orang lain.

Pembaca harus mengambil kata-kata saya untuk itu mengenai keluasan liputan.


neutral neutral neutral neutral entailment

By 9:20, Indianapolis Center learned that there were other hijacked aircraft, and began to doubt its initial assumption that American 77 had crashed.

( ( By 9:20 ) ( , ( ( Indianapolis Center ) ( ( ( ( ( learned ( that ( there ( were ( other ( hijacked aircraft ) ) ) ) ) ) , ) and ) ( began ( to ( ( doubt ( its ( initial assumption ) ) ) ( that ( ( American 77 ) ( had crashed ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN By) (NP (CD 9:20))) (, ,) (NP (NNP Indianapolis) (NNP Center)) (VP (VP (VBD learned) (SBAR (IN that) (S (NP (EX there)) (VP (VBD were) (NP (JJ other) (JJ hijacked) (NN aircraft)))))) (, ,) (CC and) (VP (VBD began) (S (VP (TO to) (VP (VB doubt) (NP (PRP$ its) (JJ initial) (NN assumption)) (SBAR (IN that) (S (NP (NNP American) (CD 77)) (VP (VBD had) (VP (VBD crashed)))))))))) (. .)))

People began thinking that American 77 was the plane which was hijacked.

( People ( ( began ( thinking ( that ( ( American 77 ) ( was ( ( the plane ) ( which ( was hijacked ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNS People)) (VP (VBD began) (S (VP (VBG thinking) (SBAR (IN that) (S (NP (NNP American) (CD 77)) (VP (VBD was) (NP (NP (DT the) (NN plane)) (SBAR (WHNP (WDT which)) (S (VP (VBD was) (VP (VBN hijacked)))))))))))) (. .)))

Menjelang 9:20, Indianapolis Center mengetahui bahawa terdapat pesawat lain yang dirampas, dan mula meragui andaian awalnya bahawa 77 Amerika telah terhempas.

Orang ramai mula berfikir bahawa Amerika 77 adalah pesawat yang dirampas.


Countering Locke's image of an all-powerful adult tutor, eighteenth-century French philosopher Jean Jacques Rousseau conceived of the child as a  noble savage 'untamed but naturally good, with an innate plan for orderly, healthy growth.

( ( Countering ( ( ( Locke 's ) image ) ( of ( an ( all-powerful ( adult tutor ) ) ) ) ) ) ( , ( ( eighteenth-century ( French ( philosopher ( Jean ( Jacques Rousseau ) ) ) ) ) ( ( ( conceived ( of ( ( the child ) ( as ( ( ( ( a ( noble savage ) ) ` ) ( ( untamed but ) ( naturally good ) ) ) , ) ) ) ) ) ( with ( ( an ( innate plan ) ) ( for ( orderly ( , ( healthy growth ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (S (VP (VBG Countering) (NP (NP (NP (NNP Locke) (POS 's)) (NN image)) (PP (IN of) (NP (DT an) (JJ all-powerful) (NN adult) (NN tutor)))))) (, ,) (NP (JJ eighteenth-century) (JJ French) (NN philosopher) (NNP Jean) (NNP Jacques) (NNP Rousseau)) (VP (VBD conceived) (PP (IN of) (NP (NP (DT the) (NN child)) (PP (IN as) (NP (NP (DT a) (JJ noble) (NN savage)) (`` `) (ADJP (ADJP (JJ untamed)) (CC but) (ADJP (RB naturally) (JJ good))) (, ,))))) (PP (IN with) (NP (NP (DT an) (JJ innate) (NN plan)) (PP (IN for) (NP (JJ orderly) (, ,) (JJ healthy) (NN growth)))))) (. .)))

Locke and Rousseau's theories on child rearing are similar.

( ( ( ( Locke ( and ( Rousseau 's ) ) ) theories ) ( on ( child rearing ) ) ) ( ( are similar ) . ) )

(ROOT (S (NP (NP (NP (NNP Locke) (CC and) (NNP Rousseau) (POS 's)) (NNS theories)) (PP (IN on) (NP (NN child) (NN rearing)))) (VP (VBP are) (ADJP (JJ similar))) (. .)))

Menghalang imej Locke seorang tutor dewasa yang berkuasa, ahli falsafah Perancis abad kelapan belas Jean Jacques Rousseau mengandung anak itu sebagai seorang biadab mulia 'tidak dijinakkan tetapi secara semula jadi baik, dengan rancangan semula jadi untuk pertumbuhan yang teratur dan sihat.

Teori Locke dan Rousseau mengenai membesarkan anak adalah serupa.


neutral entailment contradiction neutral neutral

Recently we read that how children turn out is mostly written in their genes; there's little we as parents can do about it.

( ( ( ( Recently ( we ( read ( that ( ( how ( children ( turn out ) ) ) ( ( is mostly ) ( written ( in ( their genes ) ) ) ) ) ) ) ) ) ; ) ( there ( ( ( 's little ) we ) ( as ( parents ( can ( do ( about it ) ) ) ) ) ) ) ) . )

(ROOT (S (S (ADVP (RB Recently)) (NP (PRP we)) (VP (VBP read) (SBAR (IN that) (S (SBAR (WHADVP (WRB how)) (S (NP (NNS children)) (VP (VBP turn) (PRT (RP out))))) (VP (VBZ is) (ADVP (RB mostly)) (VP (VBN written) (PP (IN in) (NP (PRP$ their) (NNS genes))))))))) (: ;) (S (NP (EX there)) (VP (VBZ 's) (ADVP (RB little)) (NP (PRP we)) (SBAR (IN as) (S (NP (NNS parents)) (VP (MD can) (VP (VB do) (PP (IN about) (NP (PRP it))))))))) (. .)))

Parents have no reason to try when it comes to raising their kids.

( Parents ( ( have ( no ( reason ( to ( try ( when ( it ( comes ( to ( raising ( their kids ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNS Parents)) (VP (VBP have) (NP (DT no) (NN reason) (S (VP (TO to) (VP (VB try) (SBAR (WHADVP (WRB when)) (S (NP (PRP it)) (VP (VBZ comes) (PP (TO to) (S (VP (VBG raising) (NP (PRP$ their) (NNS kids))))))))))))) (. .)))

Baru-baru ini kita membaca bahawa bagaimana kanak-kanak ternyata kebanyakannya ditulis dalam gen mereka; ada sedikit yang dapat kita lakukan sebagai ibu bapa mengenainya.

Ibu bapa tidak mempunyai alasan untuk mencuba ketika membesarkan anak-anak mereka.


neutral entailment neutral neutral neutral

At the other end of the spectrum, a manufacturer can alter its internal design, planning, procurement, and manufacturing operations and respond rapidly to demand changes through the use of flexible manufacturing or sourcing practices.

( ( At ( ( the ( other end ) ) ( of ( the spectrum ) ) ) ) ( , ( ( a manufacturer ) ( ( can ( ( ( alter ( ( ( ( ( ( ( ( its ( internal design ) ) , ) planning ) , ) procurement ) , ) and ) ( manufacturing operations ) ) ) and ) ( ( respond rapidly ) ( to ( ( demand changes ) ( through ( ( the use ) ( of ( flexible ( manufacturing ( or ( sourcing practices ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN At) (NP (NP (DT the) (JJ other) (NN end)) (PP (IN of) (NP (DT the) (NN spectrum))))) (, ,) (NP (DT a) (NN manufacturer)) (VP (MD can) (VP (VP (VB alter) (NP (NP (PRP$ its) (JJ internal) (NN design)) (, ,) (NP (NN planning)) (, ,) (NP (NN procurement)) (, ,) (CC and) (NP (VBG manufacturing) (NNS operations)))) (CC and) (VP (VB respond) (ADVP (RB rapidly)) (S (VP (TO to) (VP (VB demand) (NP (NNS changes)) (PP (IN through) (NP (NP (DT the) (NN use)) (PP (IN of) (NP (JJ flexible) (NN manufacturing) (CC or) (VBG sourcing) (NNS practices))))))))))) (. .)))

Demands are changed often and quickly for manufacturers.

( Demands ( ( are ( ( changed ( ( often and ) quickly ) ) ( for manufacturers ) ) ) . ) )

(ROOT (S (NP (NNS Demands)) (VP (VBP are) (VP (VBN changed) (ADVP (RB often) (CC and) (RB quickly)) (PP (IN for) (NP (NNS manufacturers))))) (. .)))

Di hujung spektrum yang lain, pengeluar boleh mengubah reka bentuk dalaman, perancangan, perolehan, dan operasi pembuatannya dan bertindak balas dengan cepat terhadap perubahan permintaan melalui penggunaan amalan pembuatan atau sumber yang fleksibel.

Permintaan sering dan cepat ditukar untuk pengeluar.


contradiction contradiction neutral contradiction contradiction

90 In order to understand how the two agencies interacted eight years later, we will review their missions, command and control structures, and working relationship on the morning of 9/11.

( ( ( 90 ( In order ) ) ( to ( understand ( how ( ( the ( two agencies ) ) ( interacted ( ( eight years ) later ) ) ) ) ) ) ) ( , ( we ( ( will ( review ( ( ( ( ( ( their missions ) , ) ( command ( and ( control structures ) ) ) ) , ) and ) ( ( working relationship ) ( on ( ( the morning ) ( of 9/11 ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (WHNP (NP (CD 90)) (PP (IN In) (NP (NN order)))) (S (VP (TO to) (VP (VB understand) (SBAR (WHADVP (WRB how)) (S (NP (DT the) (CD two) (NNS agencies)) (VP (VBD interacted) (ADVP (NP (CD eight) (NNS years)) (RB later))))))))) (, ,) (NP (PRP we)) (VP (MD will) (VP (VB review) (NP (NP (PRP$ their) (NNS missions)) (, ,) (NP (NN command) (CC and) (NN control) (NNS structures)) (, ,) (CC and) (NP (NP (VBG working) (NN relationship)) (PP (IN on) (NP (NP (DT the) (NN morning)) (PP (IN of) (NP (CD 9/11))))))))) (. .)))

Reviewing their missions, command and control structures will not aid us in understanding their interactions.

( ( Reviewing ( their missions ) ) ( , ( ( command ( and ( control structures ) ) ) ( ( ( will not ) ( ( aid us ) ( in ( understanding ( their interactions ) ) ) ) ) . ) ) ) )

(ROOT (S (S (VP (VBG Reviewing) (NP (PRP$ their) (NNS missions)))) (, ,) (NP (NN command) (CC and) (NN control) (NNS structures)) (VP (MD will) (RB not) (VP (VB aid) (NP (PRP us)) (PP (IN in) (S (VP (VBG understanding) (NP (PRP$ their) (NNS interactions))))))) (. .)))

Untuk memahami bagaimana kedua-dua agensi berinteraksi lapan tahun kemudian, kami akan mengkaji semula misi, struktur arahan dan kawalan mereka, dan hubungan kerja pada pagi 9/11.

Mengkaji semula misi, struktur arahan dan kawalan mereka tidak akan membantu kita memahami interaksi mereka.


The lines further from the trend line indicate the range with a likelihood of 90 percent.

( ( The lines ) ( ( ( further ( from ( the ( trend line ) ) ) ) ( ( indicate ( the range ) ) ( with ( ( a likelihood ) ( of ( 90 percent ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS lines)) (VP (ADVP (ADVP (RBR further)) (PP (IN from) (NP (DT the) (NN trend) (NN line)))) (VBP indicate) (NP (DT the) (NN range)) (PP (IN with) (NP (NP (DT a) (NN likelihood)) (PP (IN of) (NP (CD 90) (NN percent)))))) (. .)))

The line with the greatest distance from the trendline translates to a 0 percent impossibility.

( ( ( The line ) ( with ( ( the ( greatest distance ) ) ( from ( the trendline ) ) ) ) ) ( ( translates ( to ( a ( 0 ( percent impossibility ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN line)) (PP (IN with) (NP (NP (DT the) (JJS greatest) (NN distance)) (PP (IN from) (NP (DT the) (NN trendline)))))) (VP (VBZ translates) (PP (TO to) (NP (DT a) (CD 0) (NN percent) (NN impossibility)))) (. .)))

Garis-garis lebih jauh dari garis trend menunjukkan julat dengan kemungkinan 90 peratus.

Garis dengan jarak terbesar dari garis trend diterjemahkan kepada kemustahilan 0 peratus.


Then a unique marker must be created that combines different orders using the same fabric.

( Then ( ( a ( unique marker ) ) ( ( must ( be ( created ( that ( combines ( ( different orders ) ( using ( the ( same fabric ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (RB Then) (NP (DT a) (JJ unique) (NN marker)) (VP (MD must) (VP (VB be) (VP (VBN created) (SBAR (IN that) (S (VP (VBZ combines) (NP (NP (JJ different) (NNS orders)) (VP (VBG using) (NP (DT the) (JJ same) (NN fabric)))))))))) (. .)))

It is not necessary to mark the different orders.

( It ( ( ( is not ) ( necessary ( to ( mark ( the ( different orders ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ is) (RB not) (ADJP (JJ necessary) (S (VP (TO to) (VP (VB mark) (NP (DT the) (JJ different) (NNS orders))))))) (. .)))

Kemudian penanda unik mesti dibuat yang menggabungkan pesanan yang berbeza menggunakan kain yang sama.

Tidak perlu menandakan pesanan yang berbeza.


( ( ( ( Open ( the door ) ) , ) please ) . )

(ROOT (S (VP (VB Open) (NP (DT the) (NN door)) (, ,) (VB please)) (. .)))

(ROOT (S (INTJ (UH Please)) (VP (VB shut) (NP (DT the) (NN door))) (. .)))


( And ( we ( ( ( do n't ) ( waste money ) ) . ) ) )

(ROOT (S (CC And) (NP (PRP we)) (VP (VBP do) (RB n't) (VP (VB waste) (NP (NN money)))) (. .)))

( We ( ( waste ( ( ( lots and ) lots ) ( of money ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VB waste) (NP (NP (NNS lots) (CC and) (NNS lots)) (PP (IN of) (NP (NN money))))) (. .)))

Dan kita tidak membazirkan wang.
Kita buang banyak dan banyak duit.


neutral entailment entailment entailment entailment

An understanding that, above anything else, success requires genuine effort, a willingness to set challenging goals.

( ( ( An understanding ) that ) ( , ( ( above ( anything else ) ) ( , ( success ( ( ( ( requires ( genuine effort ) ) , ) ( ( a willingness ) ( to ( set ( challenging goals ) ) ) ) ) . ) ) ) ) ) )

(ROOT (S (ADVP (NP (DT An) (NN understanding)) (RB that)) (, ,) (PP (IN above) (NP (NN anything) (RB else))) (, ,) (NP (NN success)) (VP (VBZ requires) (NP (JJ genuine) (NN effort)) (, ,) (S (NP (DT a) (NN willingness)) (VP (TO to) (VP (VB set) (S (VP (VBG challenging) (NP (NNS goals)))))))) (. .)))

You need to stretch yourself to achieve success

( You ( need ( to ( stretch ( yourself ( to ( achieve success ) ) ) ) ) ) )

(ROOT (S (NP (PRP You)) (VP (VBP need) (S (VP (TO to) (VP (VB stretch) (S (NP (PRP yourself)) (VP (TO to) (VP (VB achieve) (NP (NN success)))))))))))

Pemahaman bahawa, di atas apa-apa lagi, kejayaan memerlukan usaha yang tulen, kesediaan untuk menetapkan matlamat yang mencabar.

Anda perlu meregangkan diri untuk mencapai kejayaan


entailment entailment neutral entailment entailment

General David Wherley-the commander of the 113th Wing-reached out to the Secret Service after hearing secondhand reports that it wanted fighters airborne.

( ( ( General ( David ( Wherley-the commander ) ) ) ( of ( the ( 113th ( ( Wing-reached ( out ( to ( ( the ( Secret Service ) ) ( after hearing ) ) ) ) ) secondhand ) ) ) ) ) ( ( reports ( that ( it ( wanted ( fighters airborne ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP General) (NNP David) (JJ Wherley-the) (NN commander)) (PP (IN of) (NP (DT the) (JJ 113th) (ADJP (JJ Wing-reached) (PP (RB out) (TO to) (NP (NP (DT the) (NNP Secret) (NNP Service)) (PP (IN after) (NP (NN hearing)))))) (NN secondhand)))) (VP (VBZ reports) (SBAR (IN that) (S (NP (PRP it)) (VP (VBD wanted) (S (NP (NNS fighters)) (ADJP (JJ airborne))))))) (. .)))

Wherley was the commander of the 113th Wing.

( Wherley ( ( was ( ( the commander ) ( of ( the ( 113th Wing ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Wherley)) (VP (VBD was) (NP (NP (DT the) (NN commander)) (PP (IN of) (NP (DT the) (JJ 113th) (NN Wing))))) (. .)))

Jeneral David Wherley - komander Wing ke-113 - menjangkau Perkhidmatan Rahsia selepas mendengar laporan terpakai bahawa ia mahu pejuang udara.


Again, Jarrah pitched the nose of the aircraft up and down.

( Again ( , ( Jarrah ( ( ( pitched ( ( the nose ) ( of ( the aircraft ) ) ) ) ( ( up and ) down ) ) . ) ) ) )

(ROOT (S (ADVP (RB Again)) (, ,) (NP (NNP Jarrah)) (VP (VBD pitched) (NP (NP (DT the) (NN nose)) (PP (IN of) (NP (DT the) (NN aircraft)))) (ADVP (RB up) (CC and) (RB down))) (. .)))

Jarrah pitched the aircraft nose up and down.

( Jarrah ( ( ( pitched ( the ( aircraft nose ) ) ) ( ( up and ) down ) ) . ) )

(ROOT (S (NP (NNP Jarrah)) (VP (VBD pitched) (NP (DT the) (NN aircraft) (NN nose)) (ADVP (RB up) (CC and) (RB down))) (. .)))

Sekali lagi, Jarrah meletakkan hidung pesawat ke atas dan ke bawah.


YOU CAN HELP SUPPORT THESE AND OTHER NEEDED SERVICES HERE IN CENTRAL INDIANA.

( YOU ( ( CAN ( ( HELP ( SUPPORT ( THESE ( AND ( OTHER ( NEEDED ( SERVICES HERE ) ) ) ) ) ) ) ( IN ( CENTRAL INDIANA ) ) ) ) . ) )

(ROOT (S (NP (PRP YOU)) (VP (VBP CAN) (NP (NP (NNP HELP) (NNP SUPPORT) (NNP THESE) (CC AND) (NNP OTHER) (NNP NEEDED) (NNP SERVICES) (NNP HERE)) (PP (IN IN) (NP (NNP CENTRAL) (NNP INDIANA))))) (. .)))

In central Indiana, you can help support needed services.

( ( In ( central Indiana ) ) ( , ( you ( ( can ( help ( support ( needed services ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (JJ central) (NNP Indiana))) (, ,) (NP (PRP you)) (VP (MD can) (VP (VB help) (VP (VB support) (NP (VBN needed) (NNS services))))) (. .)))

ANDA BOLEH MEMBANTU SERVICE INI DAN LAIN yang DIPERLUKAN DI SINI DALAM INDIANA CENTRAL.

Di Indiana tengah, anda boleh membantu menyokong perkhidmatan yang diperlukan.


Or do you feel like in general that's how high school is as opposed to college?

( Or ( do ( you ( ( feel ( like ( in ( general ( that ( 's ( how ( ( high school ) ( is ( as ( opposed ( to college ) ) ) ) ) ) ) ) ) ) ) ) ? ) ) ) )

(ROOT (S (CC Or) (VBP do) (NP (PRP you)) (VP (VB feel) (PP (IN like) (IN in) (NP (NP (NN general)) (SBAR (WHNP (WDT that)) (S (VP (VBZ 's) (SBAR (WHADVP (WRB how)) (S (NP (JJ high) (NN school)) (VP (VBZ is) (ADJP (RB as) (VBN opposed) (PP (TO to) (NP (NN college))))))))))))) (. ?)))

So do you think that is the difference between high school and college?

( So ( do ( you ( ( think ( that ( is ( ( the difference ) ( between ( high ( ( school and ) college ) ) ) ) ) ) ) ? ) ) ) )

(ROOT (S (CC So) (VBP do) (NP (PRP you)) (VP (VB think) (SBAR (IN that) (S (VP (VBZ is) (NP (NP (DT the) (NN difference)) (PP (IN between) (NP (JJ high) (NN school) (CC and) (NN college)))))))) (. ?)))

Atau adakah anda rasa seperti pada umumnya, bagaimana sekolah menengah berbanding kolej?

Jadi adakah anda fikir itu adalah perbezaan antara sekolah menengah dan kolej?


entailment entailment entailment entailment neutral

General Wherley translated this in military terms to flying weapons free-that is, the decision to shoot rests in the cockpit, or in this case in the cockpit of the lead pilot.

( ( ( General Wherley ) ( ( translated ( this ( in ( military terms ) ) ) ) ( to ( flying ( weapons free-that ) ) ) ) ) ( ( ( is , ) ( ( the decision ) ( to ( ( shoot rests ) ( ( ( ( in ( the cockpit ) ) , ) or ) ( in ( ( this case ) ( in ( ( the cockpit ) ( of ( the ( lead pilot ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP General) (NNP Wherley)) (VP (VBN translated) (NP (NP (DT this)) (PP (IN in) (NP (JJ military) (NNS terms)))) (PP (TO to) (S (VP (VBG flying) (S (NP (NNS weapons)) (ADJP (JJ free-that)))))))) (VP (VBZ is) (, ,) (S (NP (DT the) (NN decision)) (VP (TO to) (VP (VB shoot) (NP (NNS rests)) (PP (PP (IN in) (NP (DT the) (NN cockpit))) (, ,) (CC or) (PP (IN in) (NP (NP (DT this) (NN case)) (PP (IN in) (NP (NP (DT the) (NN cockpit)) (PP (IN of) (NP (DT the) (JJ lead) (NN pilot)))))))))))) (. .)))

General Wherley described it in military lingo as flying weapons free, meaning that the decision to shoot rests with the lead pilot.

( ( General Wherley ) ( ( ( ( ( ( described it ) ( in ( military lingo ) ) ) ( as ( flying ( weapons free ) ) ) ) , ) ( meaning ( that ( ( the ( decision ( to shoot ) ) ) ( rests ( with ( the ( lead pilot ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP General) (NNP Wherley)) (VP (VBD described) (NP (PRP it)) (PP (IN in) (NP (JJ military) (NN lingo))) (PP (IN as) (S (VP (VBG flying) (S (NP (NNS weapons)) (ADJP (JJ free)))))) (, ,) (S (VP (VBG meaning) (SBAR (IN that) (S (NP (DT the) (NN decision) (S (VP (TO to) (VP (VB shoot))))) (VP (VBZ rests) (PP (IN with) (NP (DT the) (JJ lead) (NN pilot))))))))) (. .)))

Jeneral Wherley menterjemahkan ini dalam istilah ketenteraan kepada senjata terbang bebas-iaitu, keputusan untuk menembak terletak di kokpit, atau dalam kes ini di kokpit juruterbang utama.

Jeneral Wherley menyifatkannya dalam bahasa tentera sebagai senjata terbang bebas, yang bermaksud bahawa keputusan untuk menembak terletak pada juruterbang utama.


( We ( ( 're ( off ( to ( save ( the Galaxy ) ) ) ) ) ! ) )

(ROOT (S (NP (PRP We)) (VP (VBP 're) (ADJP (IN off) (S (VP (TO to) (VP (VB save) (NP (DT the) (NN Galaxy))))))) (. !)))

( We ( ( refuse ( to ( save ( the galaxy ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP refuse) (S (VP (TO to) (VP (VB save) (NP (DT the) (NN galaxy)))))) (. .)))

Kami mahu menyelamatkan Galaxy!
Kita enggan menyelamatkan galaksi.


Your support is vital and your generosity will make a real difference.

( ( ( ( ( Your support ) ( is vital ) ) and ) ( ( your generosity ) ( will ( make ( a ( real difference ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP$ Your) (NN support)) (VP (VBZ is) (ADJP (JJ vital)))) (CC and) (S (NP (PRP$ your) (NN generosity)) (VP (MD will) (VP (VB make) (NP (DT a) (JJ real) (NN difference))))) (. .)))

( ( Your support ) ( ( ( wo n't ) ( make ( a difference ) ) ) . ) )

(ROOT (S (NP (PRP$ Your) (NN support)) (VP (MD wo) (RB n't) (VP (VB make) (NP (DT a) (NN difference)))) (. .)))

Sokongan anda adalah penting dan kemurahan hati anda akan membuat perbezaan yang nyata.

Sokongan anda tidak akan membuat perbezaan.


Vice President Cheney was asked for authority to engage the aircraft.

( ( Vice ( President Cheney ) ) ( ( was ( ( asked ( for authority ) ) ( to ( engage ( the aircraft ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Vice) (NNP President) (NNP Cheney)) (VP (VBD was) (VP (VBN asked) (PP (IN for) (NP (NN authority))) (S (VP (TO to) (VP (VB engage) (NP (DT the) (NN aircraft))))))) (. .)))

Cheney relayed their message to the president.

( Cheney ( ( ( relayed ( their message ) ) ( to ( the president ) ) ) . ) )

(ROOT (S (NP (NNP Cheney)) (VP (VBD relayed) (NP (PRP$ their) (NN message)) (PP (TO to) (NP (DT the) (NN president)))) (. .)))

Naib Presiden Cheney diminta untuk mendapatkan kuasa untuk melibatkan pesawat.

Cheney menyampaikan mesej mereka kepada presiden.


Bin Ladin reportedly showed particular interest in learning how to use truck bombs such as the one that had killed 241 U.S.

( ( Bin Ladin ) ( reportedly ( ( showed ( particular interest ) ) ( in ( learning ( how ( to ( use ( ( truck bombs ) ( such ( as ( ( the one ) ( that ( had ( killed ( 241 U.S. ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) )

(ROOT (S (NP (NNP Bin) (NNP Ladin)) (VP (ADVP (RB reportedly)) (VBD showed) (NP (JJ particular) (NN interest)) (PP (IN in) (S (VP (VBG learning) (SBAR (WHADVP (WRB how)) (S (VP (TO to) (VP (VB use) (NP (NP (NN truck) (NNS bombs)) (PP (JJ such) (IN as) (NP (NP (DT the) (NN one)) (SBAR (WHNP (WDT that)) (S (VP (VBD had) (VP (VBN killed) (NP (NNP 241) (NNP U.S.)))))))))))))))))))

Truck bombs, like the one used in the death of 241 Americans, were of particular interest to Bin Ladin.

( ( ( ( ( Truck bombs ) , ) ( like ( ( the one ) ( used ( in ( ( the death ) ( of ( 241 Americans ) ) ) ) ) ) ) ) , ) ( ( ( were ( of ( particular interest ) ) ) ( to ( Bin Ladin ) ) ) . ) )

(ROOT (S (NP (NP (NNP Truck) (NNS bombs)) (, ,) (PP (IN like) (NP (NP (DT the) (NN one)) (VP (VBN used) (PP (IN in) (NP (NP (DT the) (NN death)) (PP (IN of) (NP (CD 241) (NNS Americans)))))))) (, ,)) (VP (VBD were) (PP (IN of) (NP (JJ particular) (NN interest))) (PP (TO to) (NP (NNP Bin) (NNP Ladin)))) (. .)))

Bin Ladin dilaporkan menunjukkan minat khusus dalam mempelajari cara menggunakan bom trak seperti yang telah membunuh 241 AS.

Bom trak, seperti yang digunakan dalam kematian 241 rakyat Amerika, adalah kepentingan khusus kepada Bin Ladin.


Representatives from 43 different countries were in attendance.

( ( Representatives ( from ( 43 ( different countries ) ) ) ) ( ( were ( in attendance ) ) . ) )

(ROOT (S (NP (NP (NNS Representatives)) (PP (IN from) (NP (CD 43) (JJ different) (NNS countries)))) (VP (VBD were) (PP (IN in) (NP (NN attendance)))) (. .)))

People from 43 different countries were present, and the event was hosted on live TV.

( ( ( ( ( ( People ( from ( 43 ( different countries ) ) ) ) ( were present ) ) , ) and ) ( ( the event ) ( was ( hosted ( on ( live TV ) ) ) ) ) ) . )

(ROOT (S (S (NP (NP (NNS People)) (PP (IN from) (NP (CD 43) (JJ different) (NNS countries)))) (VP (VBD were) (ADJP (JJ present)))) (, ,) (CC and) (S (NP (DT the) (NN event)) (VP (VBD was) (VP (VBN hosted) (PP (IN on) (NP (JJ live) (NN TV)))))) (. .)))

Wakil dari 43 negara yang berbeza hadir.

Orang dari 43 negara yang berbeza hadir, dan acara itu dihoskan di TV langsung.


Some maintained collaborative relationships with al Qaeda, but many disengaged entirely.

( ( ( ( ( Some ( ( maintained ( collaborative relationships ) ) ( with ( al Qaeda ) ) ) ) , ) but ) ( many ( disengaged entirely ) ) ) . )

(ROOT (S (S (NP (DT Some)) (VP (VBD maintained) (NP (JJ collaborative) (NNS relationships)) (PP (IN with) (NP (NNP al) (NNP Qaeda))))) (, ,) (CC but) (S (NP (DT many)) (VP (VBD disengaged) (ADVP (RB entirely)))) (. .)))

They all maintained relationships with al Qaeda.

( They ( all ( ( ( maintained relationships ) ( with ( al Qaeda ) ) ) . ) ) )

(ROOT (S (NP (PRP They)) (ADVP (DT all)) (VP (VBD maintained) (NP (NNS relationships)) (PP (IN with) (NP (NNP al) (NNP Qaeda)))) (. .)))

Ada yang mengekalkan hubungan kerjasama dengan al Qaeda, tetapi banyak yang terlepas sepenuhnya.

Mereka semua mempunyai hubungan dengan al-Qaeda.


I look out the window and there he's booking across the yard heading for the house.

( ( ( ( I ( ( look out ) ( the window ) ) ) and ) ( there ( he ( 's ( booking ( across ( ( the yard ) ( heading ( for ( the house ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP I)) (VP (VBP look) (PRT (RP out)) (NP (DT the) (NN window)))) (CC and) (S (ADVP (RB there)) (NP (PRP he)) (VP (VBZ 's) (VP (VBG booking) (PP (IN across) (NP (NP (DT the) (NN yard)) (VP (VBG heading) (PP (IN for) (NP (DT the) (NN house))))))))) (. .)))

I stare outside the window and I seem him dashing through the yard.

( ( ( ( I ( stare ( outside ( the window ) ) ) ) and ) ( I ( seem ( him ( dashing ( through ( the yard ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP I)) (VP (VBP stare) (PP (IN outside) (NP (DT the) (NN window))))) (CC and) (S (NP (PRP I)) (VP (VBP seem) (S (NP (PRP him)) (VP (VBG dashing) (PP (IN through) (NP (DT the) (NN yard))))))) (. .)))

Saya melihat ke luar tingkap dan dia menempah di seberang halaman menuju ke rumah.

Aku memandang ke luar tingkap dan nampak dia asyik memantul ke dalam bilik.


But he places most blame on how contemporary children are reared.

( But ( he ( ( places ( most ( blame ( on ( how ( ( contemporary children ) ( are reared ) ) ) ) ) ) ) . ) ) )

(ROOT (S (CC But) (NP (PRP he)) (VP (VBZ places) (SBAR (S (NP (JJS most)) (VP (VBP blame) (PP (IN on) (SBAR (WHADVP (WRB how)) (S (NP (JJ contemporary) (NNS children)) (VP (VBP are) (VP (VBN reared)))))))))) (. .)))

People put the most blame on how contemporary children are reared.

( People ( ( put ( ( the ( most blame ) ) ( on ( how ( ( contemporary children ) ( are reared ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNS People)) (VP (VBD put) (NP (NP (DT the) (JJS most) (NN blame)) (PP (IN on) (SBAR (WHADVP (WRB how)) (S (NP (JJ contemporary) (NNS children)) (VP (VBP are) (VP (VBN reared)))))))) (. .)))

Tetapi dia paling menyalahkan bagaimana kanak-kanak moden dibesarkan.

Orang ramai menyalahkan betapa kanak-kanak moden dibesarkan.


In parallel with the roots of onomatopoeia (onoma `name' + poiein `to make or do') I have christened the effect  onoma again + pladzein `to mislead or deceive.

( ( In ( parallel ( with ( ( the roots ) ( of onomatopoeia ) ) ) ) ) ( ( -LRB- ( ( ( onoma ( ` ( name ( ' + ) ) ) ) ( ( poiein ` ) ( to ( ( make or ) ( do ' ) ) ) ) ) -RRB- ) ) ( I ( ( have ( ( christened ( the ( effect onoma ) ) ) ( again ( ( ( + pladzein ) ` ) ( to ( ( mislead or ) deceive ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (NP (NN parallel)) (PP (IN with) (NP (NP (DT the) (NNS roots)) (PP (IN of) (NP (NN onomatopoeia))))))) (PRN (-LRB- -LRB-) (S (NP (JJ onoma) (`` `) (NN name) ('' ') (NN +)) (VP (VBP poiein) (`` `) (S (VP (TO to) (VP (VP (VB make)) (CC or) (VP (VB do) ('' '))))))) (-RRB- -RRB-)) (NP (PRP I)) (VP (VBP have) (VP (VBN christened) (NP (DT the) (NN effect) (NN onoma)) (S (ADVP (RB again)) (VP (VBG +) (NP (NN pladzein)) (`` `) (S (VP (TO to) (VP (VB mislead) (CC or) (VB deceive)))))))) (. .)))

Onomatopoeia is a word that has a very old origin.

( Onomatopoeia ( ( is ( ( a word ) ( that ( has ( a ( ( very old ) origin ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Onomatopoeia)) (VP (VBZ is) (NP (NP (DT a) (NN word)) (SBAR (WHNP (WDT that)) (S (VP (VBZ has) (NP (DT a) (ADJP (RB very) (JJ old)) (NN origin))))))) (. .)))

Selari dengan akar onomatopoeia (onoma `name' + poiein` to make or do') Saya telah mengkristiankan kesan onoma lagi + pladzein` untuk mengelirukan atau menipu.

Onomatopoeia adalah perkataan yang mempunyai asal usul yang sangat lama.


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 leads to broad outlines of development for people.

( ( A ( common DNA ) ) ( ( leads ( to ( ( broad outlines ) ( of ( development ( for people ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT A) (JJ common) (NN DNA)) (VP (VBZ leads) (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 membawa kepada garis besar pembangunan yang luas untuk orang ramai.


Thank you for your ongoing support of our great school!

( ( ( Thank you ) ( for ( ( your ( ongoing support ) ) ( of ( our ( great school ) ) ) ) ) ) ! )

(ROOT (S (VP (VB Thank) (NP (PRP you)) (PP (IN for) (NP (NP (PRP$ your) (JJ ongoing) (NN support)) (PP (IN of) (NP (PRP$ our) (JJ great) (NN school)))))) (. !)))

Our great school could care less about your support, we can manage without you and your donations.

( ( ( Our ( great school ) ) ( could ( ( care less ) ( about ( your support ) ) ) ) ) ( , ( we ( ( can ( manage ( without ( ( you and ) ( your donations ) ) ) ) ) . ) ) ) )

(ROOT (S (S (NP (PRP$ Our) (JJ great) (NN school)) (VP (MD could) (VP (VB care) (NP (JJR less)) (PP (IN about) (NP (PRP$ your) (NN support)))))) (, ,) (NP (PRP we)) (VP (MD can) (VP (VB manage) (PP (IN without) (NP (NP (PRP you)) (CC and) (NP (PRP$ your) (NNS donations)))))) (. .)))

Terima kasih atas sokongan berterusan anda terhadap sekolah besar kami!

Sekolah kami yang hebat boleh mengambil berat tentang sokongan anda, kami boleh menguruskan tanpa anda dan sumbangan anda.


As a result, 60 percent of our budget comes from United Way of Central Indiana, 10 percent from schools, and the remaining 30 percent from the generosity of business, our own fundraising activities and individual gifts.

( ( As ( a result ) ) ( , ( ( ( 60 percent ) ( of ( our budget ) ) ) ( ( comes ( from ( ( ( ( ( ( ( United Way ) ( of ( Central Indiana ) ) ) , ) ( ( 10 percent ) ( from schools ) ) ) , ) and ) ( ( the ( remaining ( 30 percent ) ) ) ( from ( ( the generosity ) ( of ( ( ( ( business , ) ( our ( own ( fundraising activities ) ) ) ) and ) ( individual gifts ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN As) (NP (DT a) (NN result))) (, ,) (NP (NP (CD 60) (NN percent)) (PP (IN of) (NP (PRP$ our) (NN budget)))) (VP (VBZ comes) (PP (IN from) (NP (NP (NP (NNP United) (NNP Way)) (PP (IN of) (NP (NNP Central) (NNP Indiana)))) (, ,) (NP (NP (CD 10) (NN percent)) (PP (IN from) (NP (NNS schools)))) (, ,) (CC and) (NP (NP (DT the) (JJ remaining) (CD 30) (NN percent)) (PP (IN from) (NP (NP (DT the) (NN generosity)) (PP (IN of) (NP (NP (NN business)) (, ,) (NP (PRP$ our) (JJ own) (NN fundraising) (NNS activities)) (CC and) (NP (JJ individual) (NNS gifts)))))))))) (. .)))

( ( ( 60 % ) ( of ( our budget ) ) ) ( ( comes ( from Goodwill ) ) . ) )

(ROOT (S (NP (NP (CD 60) (NN %)) (PP (IN of) (NP (PRP$ our) (NN budget)))) (VP (VBZ comes) (PP (IN from) (NP (NNP Goodwill)))) (. .)))

Hasilnya, 60 peratus daripada bajet kami berasal dari United Way of Central Indiana, 10 peratus dari sekolah, dan selebihnya 30 peratus dari kemurahan hati perniagaan, aktiviti penggalangan dana kami sendiri dan hadiah individu.

60% daripada bajet kami datang dari Goodwill.


I hope you join our family of patients, loved ones and professionals.

( ( I ( hope ( you ( join ( ( our family ) ( of patients ) ) ) ) ) ) ( , ( ( loved ( ( ones and ) professionals ) ) . ) ) )

(ROOT (SINV (S (NP (PRP I)) (VP (VBP hope) (S (NP (PRP you)) (VP (VB join) (NP (NP (PRP$ our) (NN family)) (PP (IN of) (NP (NNS patients)))))))) (, ,) (VP (VBD loved)) (NP (NNS ones) (CC and) (NNS professionals)) (. .)))

I would be happy if you became part of our community.

( I ( ( would ( ( be happy ) ( if ( you ( became ( part ( of ( our community ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (MD would) (VP (VB be) (ADJP (JJ happy)) (SBAR (IN if) (S (NP (PRP you)) (VP (VBD became) (NP (NP (NN part)) (PP (IN of) (NP (PRP$ our) (NN community))))))))) (. .)))

Saya harap anda menyertai keluarga pesakit, orang tersayang dan profesional kami.

Saya akan gembira jika anda menjadi sebahagian daripada komuniti kami.


When toddlers begin to speak, their main interest is in talking about what people do and the consequences of their behavior.

( ( When ( toddlers ( begin ( to speak ) ) ) ) ( , ( ( their ( main interest ) ) ( ( is ( in ( talking ( ( ( ( about what ) ( people do ) ) and ) ( ( the consequences ) ( of ( their behavior ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (WHADVP (WRB When)) (S (NP (NNS toddlers)) (VP (VBP begin) (S (VP (TO to) (VP (VB speak))))))) (, ,) (NP (PRP$ their) (JJ main) (NN interest)) (VP (VBZ is) (PP (IN in) (S (VP (VBG talking) (NP (NP (SBAR (WHPP (IN about) (WHNP (WP what))) (S (NP (NNS people)) (VP (VBP do))))) (CC and) (NP (NP (DT the) (NNS consequences)) (PP (IN of) (NP (PRP$ their) (NN behavior))))))))) (. .)))

When the children talk, they are interested in talking about the things people do.

( ( When ( ( the children ) talk ) ) ( , ( they ( ( are ( interested ( in ( talking ( about ( ( the things ) ( people do ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (WHADVP (WRB When)) (S (NP (DT the) (NNS children)) (VP (VBP talk)))) (, ,) (NP (PRP they)) (VP (VBP are) (ADJP (JJ interested) (PP (IN in) (S (VP (VBG talking) (PP (IN about) (NP (NP (DT the) (NNS things)) (SBAR (S (NP (NNS people)) (VP (VBP do))))))))))) (. .)))

Apabila kanak-kanak mula bercakap, minat utama mereka adalah untuk bercakap tentang apa yang orang lakukan dan akibat tingkah laku mereka.

Apabila kanak-kanak bercakap, mereka berminat untuk bercakap tentang perkara yang dilakukan orang.


Alternatively, an adept supplier who uses information for planning, production, and distribution may well share in the competitive advantages derived from better information on the true state of final customer demand.

( Alternatively ( , ( ( ( an ( adept supplier ) ) ( who ( uses ( information ( for ( ( ( ( ( planning , ) production ) , ) and ) distribution ) ) ) ) ) ) ( ( ( may well ) ( share ( in ( ( the ( competitive advantages ) ) ( derived ( from ( ( better information ) ( on ( ( the ( true state ) ) ( of ( final ( customer demand ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Alternatively)) (, ,) (NP (NP (DT an) (JJ adept) (NN supplier)) (SBAR (WHNP (WP who)) (S (VP (VBZ uses) (NP (NP (NN information)) (PP (IN for) (NP (NP (NN planning)) (, ,) (NP (NN production)) (, ,) (CC and) (NP (NN distribution))))))))) (VP (MD may) (ADVP (RB well)) (VP (VB share) (PP (IN in) (NP (NP (DT the) (JJ competitive) (NNS advantages)) (VP (VBN derived) (PP (IN from) (NP (NP (JJR better) (NN information)) (PP (IN on) (NP (NP (DT the) (JJ true) (NN state)) (PP (IN of) (NP (JJ final) (NN customer) (NN demand)))))))))))) (. .)))

Suppliers who know their customers' demand tend to make the most profits.

( ( Suppliers ( who ( know ( ( their ( customers ' ) ) demand ) ) ) ) ( ( tend ( to ( make ( the ( most profits ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NNS Suppliers)) (SBAR (WHNP (WP who)) (S (VP (VBP know) (NP (NP (PRP$ their) (NNS customers) (POS ')) (NN demand)))))) (VP (VBP tend) (S (VP (TO to) (VP (VB make) (NP (DT the) (JJS most) (NNS profits)))))) (. .)))

Sebagai alternatif, pembekal mahir yang menggunakan maklumat untuk perancangan, pengeluaran, dan pengedaran mungkin berkongsi kelebihan daya saing yang diperoleh daripada maklumat yang lebih baik mengenai keadaan sebenar permintaan pelanggan akhir.

Pembekal yang mengetahui permintaan pelanggan mereka cenderung menghasilkan keuntungan yang paling banyak.


As a byproduct of participation, children gain a rich understanding of their own and others' mental lives'powerful tools in predicting and explaining human behavior and, therefore, in getting along with others.

( ( As ( ( a byproduct ) ( of participation ) ) ) ( , ( ( ( ( children ( gain ( ( a ( rich understanding ) ) ( of ( their own ) ) ) ) ) and ) ( ( ( others ' ) mental ) ( ( lives ` ) ( ( powerful tools ) ( ( ( ( ( ( in ( ( ( predicting and ) explaining ) ( human behavior ) ) ) and ) , ) therefore ) , ) ( in ( ( getting along ) ( with others ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (PP (IN As) (NP (NP (DT a) (NN byproduct)) (PP (IN of) (NP (NN participation))))) (, ,) (S (NP (NNS children)) (VP (VBP gain) (NP (NP (DT a) (JJ rich) (NN understanding)) (PP (IN of) (NP (PRP$ their) (JJ own)))))) (CC and) (S (NP (NP (NNS others) (POS ')) (JJ mental)) (VP (VBZ lives) (`` `) (ADJP (JJ powerful) (RB tools) (PP (PP (IN in) (S (VP (VBG predicting) (CC and) (VBG explaining) (NP (JJ human) (NN behavior))))) (CC and) (, ,) (ADVP (RB therefore)) (, ,) (PP (IN in) (S (VP (VBG getting) (PRT (RP along)) (PP (IN with) (NP (NNS others)))))))))) (. .)))

Participation often has negative consequences for children, and it does not help them to get along better with others.

( ( ( ( ( Participation ( often ( has ( ( negative consequences ) ( for children ) ) ) ) ) , ) and ) ( it ( ( does not ) ( help ( them ( to ( ( ( get along ) better ) ( with others ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (NNP Participation)) (ADVP (RB often)) (VP (VBZ has) (NP (NP (JJ negative) (NNS consequences)) (PP (IN for) (NP (NNS children)))))) (, ,) (CC and) (S (NP (PRP it)) (VP (VBZ does) (RB not) (VP (VB help) (S (NP (PRP them)) (VP (TO to) (VP (VB get) (PRT (RP along)) (ADVP (RBR better)) (PP (IN with) (NP (NNS others))))))))) (. .)))

Sebagai hasil sampingan penyertaan, kanak-kanak mendapat pemahaman yang kaya tentang alat-alat kehidupan mental mereka sendiri dan orang lain dalam meramalkan dan menjelaskan tingkah laku manusia dan, oleh itu, dalam bergaul dengan orang lain.

Penyertaan sering mempunyai akibat negatif untuk kanak-kanak, dan ia tidak membantu mereka untuk bergaul dengan lebih baik dengan orang lain.


W has illustrations (better than those in the Third Unabridged ); L has none, but it must be noted that other British dictionaries lack them also, so L need not have included them purely for competitive reasons in the main market it is intended to serve.

( ( ( ( W ( ( has illustrations ) ( -LRB- ( ( better ( than ( those ( in ( the ( Third Unabridged ) ) ) ) ) ) -RRB- ) ) ) ) ; ) ( ( ( ( L ( has none ) ) , ) but ) ( it ( must ( be ( noted ( that ( ( other ( British dictionaries ) ) ( ( ( ( lack them ) also ) , ) ( so ( L ( ( need not ) ( have ( included ( them ( ( purely ( for ( ( competitive reasons ) ( in ( the ( main market ) ) ) ) ) ) ( it ( is ( intended ( to serve ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (NNP W)) (VP (VBZ has) (NP (NNS illustrations)) (PRN (-LRB- -LRB-) (ADJP (JJR better) (PP (IN than) (NP (NP (DT those)) (PP (IN in) (NP (DT the) (NNP Third) (NNP Unabridged)))))) (-RRB- -RRB-)))) (: ;) (S (S (NP (NNP L)) (VP (VBZ has) (NP (NN none)))) (, ,) (CC but) (S (NP (PRP it)) (VP (MD must) (VP (VB be) (VP (VBN noted) (SBAR (IN that) (S (NP (JJ other) (JJ British) (NNS dictionaries)) (VP (VBP lack) (NP (PRP them)) (ADVP (RB also)) (, ,) (SBAR (IN so) (S (NP (NNP L)) (VP (VBP need) (RB not) (VP (VB have) (VP (VBN included) (S (NP (PRP them)) (ADJP (RB purely) (PP (IN for) (NP (NP (JJ competitive) (NNS reasons)) (PP (IN in) (NP (DT the) (JJ main) (NN market)))))) (SBAR (S (NP (PRP it)) (VP (VBZ is) (VP (VBN intended) (S (VP (TO to) (VP (VB serve)))))))))))))))))))))) (. .)))

( L ( ( does n't ) ( have ( ( any illustrations ) ( in it ) ) ) ) )

(ROOT (S (NP (NNP L)) (VP (VBZ does) (RB n't) (VP (VB have) (NP (NP (DT any) (NNS illustrations)) (PP (IN in) (NP (PRP it))))))))

W mempunyai ilustrasi (lebih baik daripada yang terdapat dalam Unabridged Ketiga); L tidak mempunyai apa-apa, tetapi perlu diperhatikan bahawa kamus British yang lain kekurangan mereka juga, jadi L tidak perlu memasukkannya semata-mata untuk alasan persaingan dalam pasaran utama yang dimaksudkan untuk berkhidmat.


One letter writer to The Times [21 June 1988]

( ( ( ( One ( letter writer ) ) ( to ( The ( Times ( -LSB- 21 ) ) ) ) ) ( June 1988 ) ) -RSB- )

(ROOT (S (NP (NP (CD One) (NN letter) (NN writer)) (PP (TO to) (NP (DT The) (NNP Times) (NNP -LSB-) (CD 21))) (NP (NNP June) (CD 1988))) (ADJP (JJ -RSB-))))

A letter written at 5 in the morning on June 21st.

( ( A letter ) ( ( ( ( written ( at 5 ) ) ( in ( the morning ) ) ) ( on ( June 21st ) ) ) . ) )

(ROOT (S (NP (DT A) (NN letter)) (VP (VBN written) (PP (IN at) (NP (CD 5))) (PP (IN in) (NP (DT the) (NN morning))) (PP (IN on) (NP (NNP June) (CD 21st)))) (. .)))

Satu surat penulis kepada The Times [21 Jun 1988]

Surat yang ditulis pada pukul 5 pagi pada 21 Jun.


neutral contradiction neutral contradiction neutral

One senior FAA air traffic control manager said that it was simply not the FAA's place to order the airlines what to tell their pilots.

( ( One ( senior ( FAA ( air traffic ) ) ) ) ( ( control ( manager ( said ( that ( it ( ( was ( ( simply not ) ( ( the ( FAA 's ) ) place ) ) ) ( to ( order ( ( the airlines ) ( what ( to ( tell ( their pilots ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (CD One) (JJ senior) (NNP FAA) (NN air) (NN traffic)) (VP (VBP control) (SBAR (S (NP (NN manager)) (VP (VBD said) (SBAR (IN that) (S (NP (PRP it)) (VP (VBD was) (PP (ADVP (RB simply)) (RB not) (NP (NP (DT the) (NNP FAA) (POS 's)) (NN place))) (S (VP (TO to) (VP (VB order) (NP (NP (DT the) (NNS airlines)) (SBAR (WHNP (WP what)) (S (VP (TO to) (VP (VB tell) (NP (PRP$ their) (NNS pilots))))))))))))))))) (. .)))

The FAA tries to control pilots too much.

( ( The FAA ) ( ( tries ( to ( ( control pilots ) ( too much ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP FAA)) (VP (VBZ tries) (S (VP (TO to) (VP (VB control) (NP (NNS pilots)) (ADVP (RB too) (RB much)))))) (. .)))

Seorang pengurus kawalan trafik udara FAA senior berkata bahawa ia bukan tempat FAA untuk memerintahkan syarikat penerbangan apa yang memberitahu juruterbang mereka.

FAA cuba mengawal juruterbang terlalu banyak.


It is regrettable that Lederer uses the word  corruption  (p.

( It ( ( is regrettable ) ( that ( Lederer ( uses ( ( the word ) ( corruption ( -LRB- p. ) ) ) ) ) ) ) )

(ROOT (S (NP (PRP It)) (VP (VBZ is) (ADJP (JJ regrettable)) (SBAR (IN that) (S (NP (NNP Lederer)) (VP (VBZ uses) (NP (NP (DT the) (NN word)) (NP (NNP corruption) (-LRB- -LRB-) (NNP p.)))))))))

It is simply remarkable that Lederer uses the word corruption.

( It ( ( ( ( is simply ) remarkable ) ( that ( Lederer ( uses ( the ( word corruption ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ is) (ADVP (RB simply)) (ADJP (JJ remarkable)) (SBAR (IN that) (S (NP (NNP Lederer)) (VP (VBZ uses) (NP (DT the) (NN word) (NN corruption)))))) (. .)))

Adalah dikesali bahawa Lederer menggunakan perkataan rasuah (hlm.

Sangat mengagumkan bahawa Lederer menggunakan perkataan rasuah.


neutral neutral entailment neutral neutral

As Sudanese authorities became less obliging, normal costs of doing business increased.

( ( As ( ( Sudanese authorities ) ( became ( less obliging ) ) ) ) ( , ( ( ( normal costs ) ( of ( doing business ) ) ) ( increased . ) ) ) )

(ROOT (S (SBAR (IN As) (S (NP (NNP Sudanese) (NNS authorities)) (VP (VBD became) (ADJP (RBR less) (JJ obliging))))) (, ,) (NP (NP (JJ normal) (NNS costs)) (PP (IN of) (S (VP (VBG doing) (NP (NN business)))))) (VP (VBD increased)) (. .)))

( ( Sudanese authorities ) ( ( are harsh ) . ) )

(ROOT (S (NP (JJ Sudanese) (NNS authorities)) (VP (VBP are) (ADJP (JJ harsh))) (. .)))

Apabila pihak berkuasa Sudan menjadi kurang wajib, kos biasa menjalankan perniagaan meningkat.


neutral neutral neutral contradiction contradiction

We need your participation in our activities and your financial support to help make our goals happen.

( We ( ( ( ( need ( your participation ) ) ( in ( ( ( our activities ) and ) ( your ( financial support ) ) ) ) ) ( to ( help ( make ( ( our goals ) happen ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP need) (NP (PRP$ your) (NN participation)) (PP (IN in) (NP (NP (PRP$ our) (NNS activities)) (CC and) (NP (PRP$ your) (JJ financial) (NN support)))) (S (VP (TO to) (VP (VB help) (VP (VB make) (S (NP (PRP$ our) (NNS goals)) (VP (VB happen)))))))) (. .)))

You financial support can only be accepted in donations of 100 dollar bills.

( You ( ( financial support ) ( ( ( can only ) ( be ( accepted ( in ( donations ( of ( 100 ( dollar bills ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (NP (PRP You)) (NP (JJ financial) (NN support)) (VP (MD can) (ADVP (RB only)) (VP (VB be) (VP (VBN accepted) (PP (IN in) (NP (NP (NNS donations)) (PP (IN of) (NP (CD 100) (NN dollar) (NNS bills)))))))) (. .)))

Kami memerlukan penyertaan anda dalam aktiviti kami dan sokongan kewangan anda untuk membantu mewujudkan matlamat kami.

Sokongan kewangan anda hanya boleh diterima dalam sumbangan 100 dolar bil.


( ( ( From Fiber ) ( to Cloth ) ) ( to ( Finished Product ) ) )

(ROOT (PP (PP (IN From) (NP (NNP Fiber))) (PP (TO to) (NP (NNP Cloth))) (PP (TO to) (NP (NNP Finished) (NNP Product)))))

The finished product from the beginning.

( ( ( The ( finished product ) ) ( from ( the beginning ) ) ) . )

(ROOT (NP (NP (DT The) (VBN finished) (NN product)) (PP (IN from) (NP (DT the) (NN beginning))) (. .)))

Dari Fiber ke Cloth hingga Produk Selesai


She will first analyze the historical data by separating the causes of past changes in demand into the following  (1) trend, (2) seasonality, (3) cyclicality, and (4) random fluctuation.

( She ( ( ( will first ) ( analyze ( ( ( ( ( ( the ( historical data ) ) ( by ( ( separating ( ( the causes ) ( of ( ( past changes ) ( in demand ) ) ) ) ) ( into ( ( ( ( the ( ( ( ( following ( ( -LRB- ( 1 -RRB- ) ) trend ) ) , ) ( -LRB- ( 2 -RRB- ) ) ) seasonality ) ) , ) ( -LRB- ( 3 -RRB- ) ) ) cyclicality ) ) ) ) ) , ) and ) ( -LRB- ( 4 -RRB- ) ) ) ( random fluctuation ) ) ) ) . ) )

(ROOT (S (NP (PRP She)) (VP (MD will) (ADVP (RB first)) (VP (VB analyze) (NP (NP (NP (DT the) (JJ historical) (NNS data)) (PP (IN by) (S (VP (VBG separating) (NP (NP (DT the) (NNS causes)) (PP (IN of) (NP (NP (JJ past) (NNS changes)) (PP (IN in) (NP (NN demand)))))) (PP (IN into) (NP (NP (NP (DT the) (NP (NP (JJ following) (PRN (-LRB- -LRB-) (NP (CD 1)) (-RRB- -RRB-)) (NN trend)) (, ,) (PRN (-LRB- -LRB-) (NP (CD 2)) (-RRB- -RRB-))) (NN seasonality)) (, ,) (PRN (-LRB- -LRB-) (NP (CD 3)) (-RRB- -RRB-))) (ADVP (RB cyclicality)))))))) (, ,) (CC and) (PRN (-LRB- -LRB-) (NP (CD 4)) (-RRB- -RRB-)) (NP (JJ random) (NN fluctuation))))) (. .)))

Of the 4, random fluctuation is the most problematic for analysts.

( ( Of ( the 4 ) ) ( , ( ( random fluctuation ) ( ( is ( ( the ( most problematic ) ) ( for analysts ) ) ) . ) ) ) )

(ROOT (S (PP (IN Of) (NP (DT the) (CD 4))) (, ,) (NP (JJ random) (NN fluctuation)) (VP (VBZ is) (NP (NP (DT the) (ADJP (RBS most) (JJ problematic))) (PP (IN for) (NP (NNS analysts))))) (. .)))

Beliau akan menganalisis data sejarah terlebih dahulu dengan memisahkan punca perubahan permintaan masa lalu ke dalam trend berikut (1), (2) bermusim, (3) kitaran, dan (4) turun naik rawak.

Daripada 4, turun naik rawak adalah yang paling bermasalah bagi penganalisis.


The natural line of development makes closer contact with its surrounding social context, merges with it, and is transformed by it.

( ( ( The ( natural line ) ) ( of development ) ) ( ( ( ( ( ( ( ( makes ( closer contact ) ) ( with ( its ( surrounding ( social context ) ) ) ) ) , ) ( merges ( with it ) ) ) , ) and ) ( is ( transformed ( by it ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (JJ natural) (NN line)) (PP (IN of) (NP (NN development)))) (VP (VP (VBZ makes) (NP (JJR closer) (NN contact)) (PP (IN with) (NP (PRP$ its) (VBG surrounding) (JJ social) (NN context)))) (, ,) (VP (VBZ merges) (PP (IN with) (NP (PRP it)))) (, ,) (CC and) (VP (VBZ is) (VP (VBN transformed) (PP (IN by) (NP (PRP it)))))) (. .)))

Social experiences can affect the way one develops. Even so these behaviors have been proven they can be changed.

( ( Social experiences ) ( ( can ( ( affect ( ( the way ) ( one ( develops . ) ) ) ) ( Even ( so ( ( these behaviors ) ( have ( been ( proven ( they ( can ( be changed ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Social) (NNS experiences)) (VP (MD can) (VP (VB affect) (NP (NP (DT the) (NN way)) (SBAR (S (NP (PRP one)) (VP (VBZ develops)) (. .)))) (SBAR (RB Even) (IN so) (S (NP (DT these) (NNS behaviors)) (VP (VBP have) (VP (VBN been) (VP (VBN proven) (SBAR (S (NP (PRP they)) (VP (MD can) (VP (VB be) (VP (VBN changed))))))))))))) (. .)))

Garis pembangunan semula jadi membuat hubungan yang lebih dekat dengan konteks sosial sekitarnya, bergabung dengannya, dan diubah olehnya.

Pengalaman sosial boleh mempengaruhi cara seseorang berkembang. Walaupun tingkah laku ini terbukti dapat diubah.


The so-called  hot cargo provisions of the statute

( ( The ( so-called ( hot cargo ) ) ) ( provisions ( of ( the statute ) ) ) )

(ROOT (NP (NP (DT The) (JJ so-called) (JJ hot) (NN cargo)) (NP (NP (NNS provisions)) (PP (IN of) (NP (DT the) (NN statute))))))

There was no hot cargo provision to the statute.

( There ( ( was ( ( no ( hot ( cargo provision ) ) ) ( to ( the statute ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBD was) (NP (NP (DT no) (JJ hot) (NN cargo) (NN provision)) (PP (TO to) (NP (DT the) (NN statute))))) (. .)))

Apa yang dipanggil peruntukan kargo panas statut

Tiada peruntukan kargo panas kepada statut.


contradiction entailment neutral neutral contradiction

Ricky alternately named the numbers he recognized and counted items as they passed through the checkout.

( Ricky ( alternately ( ( named ( ( the numbers ) ( he ( ( recognized and ) ( ( counted items ) ( as ( they ( passed ( through ( the checkout ) ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (NP (NNP Ricky)) (ADVP (RB alternately)) (VP (VBD named) (NP (NP (DT the) (NNS numbers)) (SBAR (S (NP (PRP he)) (VP (VP (VBD recognized)) (CC and) (VP (VBD counted) (NP (NNS items)) (SBAR (IN as) (S (NP (PRP they)) (VP (VBD passed) (PP (IN through) (NP (DT the) (NN checkout)))))))))))) (. .)))

Ricky picked up the items as they passed him.

( Ricky ( ( ( ( picked up ) ( the items ) ) ( as ( they ( passed him ) ) ) ) . ) )

(ROOT (S (NP (NNP Ricky)) (VP (VBD picked) (PRT (RP up)) (NP (DT the) (NNS items)) (SBAR (IN as) (S (NP (PRP they)) (VP (VBD passed) (NP (PRP him)))))) (. .)))

Ricky secara bergantian menamakan nombor yang dia kenal dan mengira item ketika mereka melalui pembayaran.

Ricky mengambil barang-barang itu semasa mereka melewatinya.


And, as a Palestinian, he saw Israel as the top priority for the next stage.

( And ( , ( ( as ( a Palestinian ) ) ( , ( he ( ( ( ( saw Israel ) ( as ( the ( top priority ) ) ) ) ( for ( the ( next stage ) ) ) ) . ) ) ) ) ) )

(ROOT (S (CC And) (, ,) (PP (IN as) (NP (DT a) (NN Palestinian))) (, ,) (NP (PRP he)) (VP (VBD saw) (NP (NNP Israel)) (PP (IN as) (NP (DT the) (JJ top) (NN priority))) (PP (IN for) (NP (DT the) (JJ next) (NN stage)))) (. .)))

(ROOT (S (NP (PRP He)) (VP (VBD was) (NP (DT an) (NNP American))) (. .)))

Sebagai seorang rakyat Palestin, beliau melihat Israel sebagai keutamaan untuk peringkat seterusnya.


neutral contradiction neutral neutral neutral

In the event, why not just say   lithe   under lento and the reverse under lithe ?  (This latter piece of information is unaccountably lacking.)

( In ( ( ( the event ) , ) ( ( ( why not ) just ) ( ( ( say ( lithe ( under ( ( lento and ) ( the reverse ) ) ) ) ) ( under ( lithe ? ) ) ) ( -LRB- ( ( ( ( ( This ( latter piece ) ) ( of information ) ) ( ( is unaccountably ) lacking ) ) . ) -RRB- ) ) ) ) ) )

(ROOT (PP (IN In) (NP (NP (DT the) (NN event)) (, ,) (SBAR (WHADVP (WRB why) (RB not) (RB just)) (S (VP (VBP say) (ADJP (JJ lithe) (PP (IN under) (NP (NP (NN lento)) (CC and) (NP (DT the) (NN reverse))))) (PP (IN under) (FRAG (ADJP (JJ lithe)) (. ?))) (PRN (-LRB- -LRB-) (S (NP (NP (DT This) (JJ latter) (NN piece)) (PP (IN of) (NP (NN information)))) (VP (VBZ is) (ADVP (RB unaccountably)) (VP (VBG lacking)))) (. .) (-RRB- -RRB-))))))))

This latter piece of information is unaccountably lacking, because someone stole it.

( ( ( This ( latter piece ) ) ( of information ) ) ( ( ( is unaccountably ) ( ( lacking , ) ( because ( someone ( stole it ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT This) (JJ latter) (NN piece)) (PP (IN of) (NP (NN information)))) (VP (VBZ is) (ADVP (RB unaccountably)) (VP (VBG lacking) (, ,) (SBAR (IN because) (S (NP (NN someone)) (VP (VBD stole) (NP (PRP it))))))) (. .)))

Sekiranya demikian, mengapa tidak hanya mengatakan lithe di bawah lento dan sebaliknya di bawah lithe? (Bahagian maklumat terakhir ini tidak dapat dipertikaikan.)

Maklumat terakhir ini tidak dapat dipertikaikan, kerana seseorang mencurinya.


bite the bullet If you visit a Revolutionary War battle site, like Fort Ticonderoga, you may see some gruesome artifacts in its museum'bullets with teeth marks in them.

( ( bite ( ( the bullet ) ( ( If ( you ( visit ( ( ( a ( Revolutionary ( War ( battle site ) ) ) ) , ) ( like ( Fort Ticonderoga ) ) ) ) ) ) ( , ( you ( may ( ( see ( some ( gruesome artifacts ) ) ) ( in ( ( its ( museum ( ` bullets ) ) ) ( with ( ( teeth marks ) ( in them ) ) ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (VP (VB bite) (NP (NP (DT the) (NN bullet)) (SBAR (S (SBAR (IN If) (S (NP (PRP you)) (VP (VBP visit) (NP (NP (DT a) (NNP Revolutionary) (NNP War) (NN battle) (NN site)) (, ,) (PP (IN like) (NP (NNP Fort) (NNP Ticonderoga))))))) (, ,) (NP (PRP you)) (VP (MD may) (VP (VB see) (NP (DT some) (JJ gruesome) (NNS artifacts)) (PP (IN in) (NP (NP (PRP$ its) (NN museum) (`` `) (NNS bullets)) (PP (IN with) (NP (NP (NNS teeth) (NNS marks)) (PP (IN in) (NP (PRP them))))))))))))) (. .)))

There are group tours available at the museum.

( There ( ( are ( ( group tours ) ( available ( at ( the museum ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBP are) (NP (NP (NN group) (NNS tours)) (ADJP (JJ available) (PP (IN at) (NP (DT the) (NN museum)))))) (. .)))

Jika anda melawat tapak pertempuran Perang Revolusi, seperti Fort Ticonderoga, anda mungkin melihat beberapa artifak mengerikan di muziumnya dengan tanda gigi di dalamnya.

Terdapat lawatan kumpulan yang terdapat di muzium.


entailment entailment entailment neutral entailment

They welcome the chance to belong, to become self- sufficient, to regain their self-esteem and confidence.

( They ( ( welcome ( ( the chance ) ( to ( ( belong , ) ( to ( ( become ( ( ( self - ) sufficient ) , ) ) ( to ( regain ( their ( ( self-esteem and ) confidence ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (VBP welcome) (S (NP (DT the) (NN chance)) (VP (TO to) (VP (VB belong) (, ,) (S (VP (TO to) (VP (VB become) (NP (NP (NN self)) (: -) (ADJP (JJ sufficient)) (, ,)) (S (VP (TO to) (VP (VB regain) (NP (PRP$ their) (NN self-esteem) (CC and) (NN confidence)))))))))))) (. .)))

( Self-sufficiency ( ( is ( desirable ( for some ) ) ) . ) )

(ROOT (S (NP (NN Self-sufficiency)) (VP (VBZ is) (ADJP (JJ desirable) (PP (IN for) (NP (DT some))))) (. .)))

Mereka mengalu-alukan peluang untuk menjadi milik, menjadi diri sendiri, untuk mendapatkan semula harga diri dan keyakinan mereka.

Kecukupan diri adalah wajar bagi sesetengah orang.


But Bin Ladin and his comrades had their own sources of support and training, and they received little or no assistance from the United States.

( But ( ( ( ( ( ( ( ( Bin Ladin ) and ) ( his comrades ) ) ( had ( ( their ( own sources ) ) ( of ( ( support and ) training ) ) ) ) ) , ) and ) ( they ( ( received ( ( little or ) ( no assistance ) ) ) ( from ( the ( United States ) ) ) ) ) ) . ) )

(ROOT (S (CC But) (S (NP (NP (NNP Bin) (NNP Ladin)) (CC and) (NP (PRP$ his) (NNS comrades))) (VP (VBD had) (NP (NP (PRP$ their) (JJ own) (NNS sources)) (PP (IN of) (NP (NN support) (CC and) (NN training)))))) (, ,) (CC and) (S (NP (PRP they)) (VP (VBD received) (NP (NP (RB little)) (CC or) (NP (DT no) (NN assistance))) (PP (IN from) (NP (DT the) (NNP United) (NNPS States))))) (. .)))

The United States provided little or no assistance to Bin Ladin.

( ( The ( United States ) ) ( ( ( provided ( ( little or ) ( no assistance ) ) ) ( to ( Bin Ladin ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP United) (NNPS States)) (VP (VBD provided) (NP (NP (RB little)) (CC or) (NP (DT no) (NN assistance))) (PP (TO to) (NP (NNP Bin) (NNP Ladin)))) (. .)))

Tetapi Bin Ladin dan rakan-rakannya mempunyai sumber sokongan dan latihan mereka sendiri, dan mereka menerima sedikit atau tiada bantuan dari Amerika Syarikat.

Amerika Syarikat memberikan sedikit atau tiada bantuan kepada Bin Ladin.


Within the system, there are others with similar mixed feelings, but by and large the system remains intact.

( ( ( ( ( ( Within ( the system ) ) ( , ( there ( are ( others ( with ( similar ( mixed feelings ) ) ) ) ) ) ) ) , ) but ) ( ( ( by and ) large ) ( ( the system ) ( remains intact ) ) ) ) . )

(ROOT (S (S (PP (IN Within) (NP (DT the) (NN system))) (, ,) (NP (EX there)) (VP (VBP are) (NP (NP (NNS others)) (PP (IN with) (NP (JJ similar) (VBN mixed) (NNS feelings)))))) (, ,) (CC but) (S (ADVP (IN by) (CC and) (JJ large)) (NP (DT the) (NN system)) (VP (VBZ remains) (ADJP (JJ intact)))) (. .)))

There are no others within the system with mixed feelings.

( There ( ( are ( ( no others ) ( within ( ( the system ) ( with ( mixed feelings ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBP are) (NP (NP (DT no) (NNS others)) (PP (IN within) (NP (NP (DT the) (NN system)) (PP (IN with) (NP (VBN mixed) (NNS feelings))))))) (. .)))

Dalam sistem, ada yang lain dengan perasaan bercampur yang sama, tetapi secara besar-besaran sistem tetap utuh.

Tiada orang lain dalam sistem dengan perasaan bercampur-campur.


(ROOT (S (NP (NNP Science)) (VP (VBZ fiction)) (. .)))

(ROOT (NP (NP (NNP Hard)) (NP (NN science) (NN fiction)) (. .)))

Fiksyen sains.
fiksyen sains yang sukar.


If approval was given, the orders would be transmitted down NORAD's chain of command.

( ( If ( approval ( was given ) ) ) ( , ( ( the orders ) ( ( would ( be ( ( transmitted down ) ( ( ( NORAD 's ) chain ) ( of command ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN If) (S (NP (NN approval)) (VP (VBD was) (VP (VBN given))))) (, ,) (NP (DT the) (NNS orders)) (VP (MD would) (VP (VB be) (VP (VBN transmitted) (PRT (RP down)) (NP (NP (NP (NNP NORAD) (POS 's)) (NN chain)) (PP (IN of) (NP (NN command))))))) (. .)))

( ( The orders ) ( never ( ( got approved ) . ) ) )

(ROOT (S (NP (DT The) (NNS orders)) (ADVP (RB never)) (VP (VBD got) (VP (VBN approved))) (. .)))

Sekiranya kelulusan diberikan, pesanan akan dihantar ke rantai perintah NORAD.


At 9:03, they would see another aircraft strike the World Trade Center.

( ( At 9:03 ) ( , ( they ( ( would ( see ( ( another aircraft ) ( strike ( the ( World ( Trade Center ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN At) (NP (CD 9:03))) (, ,) (NP (PRP they)) (VP (MD would) (VP (VB see) (S (NP (DT another) (NN aircraft)) (VP (VB strike) (NP (DT the) (NNP World) (NNP Trade) (NNP Center)))))) (. .)))

They saw another airplane hit the World Trade Center at 9:03.

( They ( ( saw ( ( another airplane ) ( ( hit ( the ( World ( Trade Center ) ) ) ) ( at 9:03 ) ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (VBD saw) (SBAR (S (NP (DT another) (NN airplane)) (VP (VBD hit) (NP (DT the) (NNP World) (NNP Trade) (NNP Center)) (PP (IN at) (NP (CD 9:03))))))) (. .)))

Pada pukul 9:03, mereka akan melihat satu lagi pesawat menyerang Pusat Dagangan Dunia.

Mereka melihat sebuah lagi kapal terbang yang melanda Pusat Dagangan Dunia pada pukul 9:03.


Your contribution will be used to recruit and retain quality volunteers.

( ( Your contribution ) ( ( will ( ( ( be ( used ( to recruit ) ) ) and ) ( retain ( quality volunteers ) ) ) ) . ) )

(ROOT (S (NP (PRP$ Your) (NN contribution)) (VP (MD will) (VP (VP (VB be) (VP (VBN used) (PP (TO to) (NP (NN recruit))))) (CC and) (VP (VB retain) (NP (NN quality) (NNS volunteers))))) (. .)))

All donations go directly to a scholarship fund.

( ( All donations ) ( ( ( go directly ) ( to ( a ( scholarship fund ) ) ) ) . ) )

(ROOT (S (NP (DT All) (NNS donations)) (VP (VBP go) (ADVP (RB directly)) (PP (TO to) (NP (DT a) (NN scholarship) (NN fund)))) (. .)))

Sumbangan anda akan digunakan untuk merekrut dan mengekalkan sukarelawan yang berkualiti.

Semua sumbangan disalurkan terus kepada dana biasiswa.


And uh, my parents and I had stopped many times in a little town called New Market, VA which was just a // little, // yeah it seemed like a halfway point.

( And ( ( uh ( , ( ( ( ( my parents ) and ) I ) ( had ( ( stopped ( many times ) ) ( in ( ( a ( little town ) ) ( called ( ( ( New Market ) , ) ( VA ( which ( was ( just ( a ( ( / ( / ( ( ( little , ) / ) / ) ) ) yeah ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ( it ( ( seemed ( like ( a ( halfway point ) ) ) ) . ) ) ) )

(ROOT (S (CC And) (S (INTJ (UH uh)) (, ,) (NP (NP (PRP$ my) (NNS parents)) (CC and) (NP (PRP I))) (VP (VBD had) (VP (VBN stopped) (NP (QP (JJ many) (NNS times))) (PP (IN in) (NP (NP (DT a) (JJ little) (NN town)) (VP (VBN called) (NP (NP (NNP New) (NNP Market)) (, ,) (NP (NP (NNP VA)) (SBAR (WHNP (WDT which)) (S (VP (VBD was) (NP (RB just) (DT a) (ADJP (ADJP (JJ /)) (PRN (: /) (ADVP (RB little)) (, ,) (ADVP (RB /)) (: /))) (NN yeah))))))))))))) (NP (PRP it)) (VP (VBD seemed) (PP (IN like) (NP (DT a) (JJ halfway) (NN point)))) (. .)))

New Market, VA was the halfway point of our trips.

( ( New ( Market ( , VA ) ) ) ( ( was ( ( the ( halfway point ) ) ( of ( our trips ) ) ) ) . ) )

(ROOT (S (NP (NNP New) (NNP Market) (, ,) (NNP VA)) (VP (VBD was) (NP (NP (DT the) (JJ halfway) (NN point)) (PP (IN of) (NP (PRP$ our) (NNS trips))))) (. .)))

Dan uh, ibu bapa saya dan saya telah berhenti berkali-kali di sebuah bandar kecil yang dipanggil Pasar Baru, VA yang hanya sedikit, // yeah ia kelihatan seperti titik separuh.

Pasar Baru, VA adalah titik separuh perjalanan kami.


contradiction contradiction entailment neutral contradiction

Throughout this book'and especially in Chapter 5, which addresses the development of children with physical and mental disabilities'we will see many more examples of these synergistic eects.

( ( Throughout ( ( ( ( this book ) ` ) and ) ( ( especially ( in Chapter ) ) 5 ) ) ) ( , ( ( which ( addresses ( ( the development ) ( of ( children ( with ( physical ( and ( mental disabilities ) ) ) ) ) ) ) ) ) ( ` ( we ( ( will ( see ( ( many ( more examples ) ) ( of ( these ( synergistic eects ) ) ) ) ) ) . ) ) ) ) ) )

(ROOT (S (PP (IN Throughout) (NP (NP (DT this) (NN book)) (`` `) (CC and) (NP (ADVP (RB especially) (PP (IN in) (NP (NN Chapter)))) (CD 5)))) (, ,) (SBAR (WHNP (WDT which)) (S (VP (VBZ addresses) (NP (NP (DT the) (NN development)) (PP (IN of) (NP (NP (NNS children)) (PP (IN with) (NP (JJ physical) (CC and) (JJ mental) (NNS disabilities))))))))) (`` `) (NP (PRP we)) (VP (MD will) (VP (VB see) (NP (NP (JJ many) (JJR more) (NNS examples)) (PP (IN of) (NP (DT these) (JJ synergistic) (NNS eects)))))) (. .)))

Children with disabilities develop in a way that is detailed in chapter 7.

( ( Children ( with disabilities ) ) ( ( develop ( in ( ( a way ) ( that ( is ( detailed ( in ( chapter 7 ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP Children)) (PP (IN with) (NP (NNS disabilities)))) (VP (VBP develop) (PP (IN in) (NP (NP (DT a) (NN way)) (SBAR (WHNP (WDT that)) (S (VP (VBZ is) (VP (VBN detailed) (PP (IN in) (NP (NN chapter) (CD 7)))))))))) (. .)))

Sepanjang buku ini dan terutamanya dalam Bab 5, yang menangani perkembangan kanak-kanak dengan kecacatan fizikal dan mental, kami akan melihat lebih banyak contoh sinergi ini.

Kanak-kanak dengan kecacatan berkembang dengan cara yang terperinci dalam bab 7.


Three minutes later, Sweeney was reconnected to the office and began relaying updates to the manager, Michael Woodward.

( ( Three ( minutes later ) ) ( , ( Sweeney ( ( ( ( was ( reconnected ( to ( the office ) ) ) ) and ) ( ( began ( relaying updates ) ) ( to ( ( ( the manager ) , ) ( Michael Woodward ) ) ) ) ) . ) ) ) )

(ROOT (S (NP (CD Three) (NNS minutes) (RB later)) (, ,) (NP (NNP Sweeney)) (VP (VP (VBD was) (VP (VBN reconnected) (PP (TO to) (NP (DT the) (NN office))))) (CC and) (VP (VBD began) (NP (VBG relaying) (NNS updates)) (PP (TO to) (NP (NP (DT the) (NN manager)) (, ,) (NP (NNP Michael) (NNP Woodward)))))) (. .)))

The manager was given updates by Sweeney.

( ( The manager ) ( ( was ( ( given updates ) ( by Sweeney ) ) ) . ) )

(ROOT (S (NP (DT The) (NN manager)) (VP (VBD was) (VP (VBN given) (NP (NNS updates)) (PP (IN by) (NP (NNP Sweeney))))) (. .)))

Tiga minit kemudian, Sweeney disambung semula ke pejabat dan mula menyampaikan kemas kini kepada pengurus, Michael Woodward.

Pengurus telah diberikan kemas kini oleh Sweeney.


contradiction contradiction contradiction contradiction contradiction

Within seconds, the Command Center received a visual report from another aircraft, and informed headquarters that the aircraft was 20 miles northwest of Johnstown.

( ( Within seconds ) ( , ( ( the ( Command Center ) ) ( ( ( ( ( ( received ( a ( visual report ) ) ) ( from ( another aircraft ) ) ) , ) and ) ( ( informed headquarters ) ( that ( ( the aircraft ) ( ( was ( ( 20 miles ) northwest ) ) ( of Johnstown ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN Within) (NP (NNS seconds))) (, ,) (NP (DT the) (NNP Command) (NNP Center)) (VP (VP (VBD received) (NP (DT a) (JJ visual) (NN report)) (PP (IN from) (NP (DT another) (NN aircraft)))) (, ,) (CC and) (VP (VBD informed) (NP (NN headquarters)) (SBAR (IN that) (S (NP (DT the) (NN aircraft)) (VP (VBD was) (ADVP (NP (CD 20) (NNS miles)) (RB northwest)) (PP (IN of) (NP (NNP Johnstown)))))))) (. .)))

The Command Center never got a visual report about the plane, so they relied on radar.

( ( ( ( ( ( The ( Command Center ) ) ( never ( ( got ( a ( visual report ) ) ) ( about ( the plane ) ) ) ) ) , ) so ) ( they ( relied ( on radar ) ) ) ) . )

(ROOT (S (S (NP (DT The) (NNP Command) (NNP Center)) (ADVP (RB never)) (VP (VBD got) (NP (DT a) (JJ visual) (NN report)) (PP (IN about) (NP (DT the) (NN plane))))) (, ,) (IN so) (S (NP (PRP they)) (VP (VBN relied) (PP (IN on) (NP (NN radar))))) (. .)))

Dalam beberapa saat, Pusat Komando menerima laporan visual dari pesawat lain, dan memaklumkan ibu pejabat bahawa pesawat itu berada 20 batu di barat laut Johnstown.

Pusat Komando tidak pernah mendapat laporan visual mengenai pesawat, jadi mereka bergantung pada radar.


It is appropriate, therefore, to reconsider whether United 93 would have been intercepted.

( It ( ( ( ( ( ( is appropriate ) , ) therefore ) , ) ( to ( reconsider ( whether ( ( United 93 ) ( would ( have ( been intercepted ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ is) (ADJP (JJ appropriate)) (, ,) (ADVP (RB therefore)) (, ,) (S (VP (TO to) (VP (VB reconsider) (SBAR (IN whether) (S (NP (NNP United) (CD 93)) (VP (MD would) (VP (VB have) (VP (VBN been) (VP (VBN intercepted))))))))))) (. .)))

It is not appropriate to suggest that United 93 would have been intercepted.

( It ( ( ( is not ) ( appropriate ( to ( suggest ( that ( ( United 93 ) ( would ( have ( been intercepted ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ is) (RB not) (ADJP (JJ appropriate) (S (VP (TO to) (VP (VB suggest) (SBAR (IN that) (S (NP (NNP United) (CD 93)) (VP (MD would) (VP (VB have) (VP (VBN been) (VP (VBN intercepted)))))))))))) (. .)))

Oleh itu, adalah wajar untuk mempertimbangkan semula sama ada United 93 akan dipintas.

Tidak wajar untuk mencadangkan bahawa United 93 akan dipintas.


entailment neutral entailment contradiction neutral

(ROOT (S (NP (NNP Allah)) (VP (VBZ is) (NP (DT the) (JJS greatest))) (. .)))

(ROOT (S (NP (NNP Allah)) (VP (VBZ is) (NP (NNP God))) (. .)))

Dan (ingatlah), Allah Maha Besar (kekuasaanNya).


-- After my infant son has done one of those cute things that portend a definitely-not-ordinary childhood, my mother-in-law asks,  What would Mr. [ sic ] Spock say?

( -- ( ( After ( ( my ( infant son ) ) ( has ( done ( one ( of ( ( those ( cute things ) ) ( that ( portend ( a ( definitely-not-ordinary childhood ) ) ) ) ) ) ) ) ) ) ) ( , ( ( my mother-in-law ) ( ( asks , ) ( What ( ( ( would ( Mr. -LSB- ) ) ( sic ( ( -RSB- Spock ) say ) ) ) ? ) ) ) ) ) ) )

(ROOT (S (: --) (SBAR (IN After) (S (NP (PRP$ my) (NN infant) (NN son)) (VP (VBZ has) (VP (VBN done) (NP (NP (CD one)) (PP (IN of) (NP (NP (DT those) (JJ cute) (NNS things)) (SBAR (WHNP (WDT that)) (S (VP (VB portend) (NP (DT a) (JJ definitely-not-ordinary) (NN childhood)))))))))))) (, ,) (NP (PRP$ my) (NN mother-in-law)) (VP (VBZ asks) (, ,) (SBAR (SBARQ (WHNP (WP What)) (SQ (MD would) (NP (NNP Mr.) (NNP -LSB-)) (VP (VB sic) (SBAR (S (NP (NNP -RSB-) (NNP Spock)) (VP (VBP say)))))) (. ?))))))

Mr. Spock was a highly-respected thinker in the field of parenting.

( ( Mr. Spock ) ( ( was ( ( a ( highly-respected thinker ) ) ( in ( ( the field ) ( of parenting ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Mr.) (NNP Spock)) (VP (VBD was) (NP (NP (DT a) (JJ highly-respected) (NN thinker)) (PP (IN in) (NP (NP (DT the) (NN field)) (PP (IN of) (NP (NN parenting))))))) (. .)))

-- Setelah anak saya telah melakukan salah satu perkara comel yang menggambarkan zaman kanak-kanak yang pasti tidak biasa, ibu mertua saya bertanya, Apa yang akan dikatakan oleh Mr. [sic] Spock?

Encik Spock adalah seorang pemikir yang sangat dihormati dalam bidang keibubapaan.


neutral neutral neutral entailment neutral

( How ( ( ( can parents ) ( beat ( the ( time bind ) ) ) ) ? ) )

(ROOT (SBARQ (WHADVP (WRB How)) (SQ (MD can) (NP (NNS parents)) (VP (VB beat) (NP (DT the) (NN time) (NN bind)))) (. ?)))

How can parents find more time for their children?

( How ( ( ( can parents ) ( ( find ( more time ) ) ( for ( their children ) ) ) ) ? ) )

(ROOT (SBARQ (WHADVP (WRB How)) (SQ (MD can) (NP (NNS parents)) (VP (VB find) (NP (JJR more) (NN time)) (PP (IN for) (NP (PRP$ their) (NNS children))))) (. ?)))

Bagaimana ibu bapa dapat mengalahkan masa yang mengikat?

Bagaimana ibu bapa boleh mencari lebih banyak masa untuk anak-anak mereka?


Nevertheless, mental representation is yet another feature that is not exclusive to play.

( Nevertheless ( , ( ( mental representation ) ( ( ( is yet ) ( ( another feature ) ( that ( ( is not ) ( exclusive ( to play ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Nevertheless)) (, ,) (NP (JJ mental) (NN representation)) (VP (VBZ is) (ADVP (RB yet)) (NP (NP (DT another) (NN feature)) (SBAR (WHNP (WDT that)) (S (VP (VBZ is) (RB not) (ADJP (JJ exclusive) (S (VP (TO to) (VP (VB play)))))))))) (. .)))

Mental representation is not exclusive to play for small kids.

( ( Mental representation ) ( ( ( is not ) ( exclusive ( to ( play ( for ( small kids ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Mental) (NN representation)) (VP (VBZ is) (RB not) (ADJP (JJ exclusive) (S (VP (TO to) (VP (VB play) (PP (IN for) (NP (JJ small) (NNS kids)))))))) (. .)))

Walau bagaimanapun, perwakilan mental adalah satu lagi ciri yang tidak eksklusif untuk dimainkan.

Perwakilan mental tidak eksklusif untuk bermain untuk kanak-kanak kecil.


Consider a study of the relationship of maternal employment to first graders' academic and social competence.

( ( ( Consider ( ( a study ) ( of ( ( the relationship ) ( of ( maternal employment ) ) ) ) ) ) ( to ( ( first ( graders ' ) ) ( ( ( academic and ) social ) competence ) ) ) ) . )

(ROOT (S (VP (VB Consider) (NP (NP (DT a) (NN study)) (PP (IN of) (NP (NP (DT the) (NN relationship)) (PP (IN of) (NP (JJ maternal) (NN employment)))))) (PP (TO to) (NP (NP (JJ first) (NNS graders) (POS ')) (ADJP (JJ academic) (CC and) (JJ social)) (NN competence)))) (. .)))

Consider a study of first graders' academic and social skills in relation to their mothers' employment.

( ( ( Consider ( ( a study ) ( of ( ( ( first ( graders ' ) ) ( ( ( academic and ) social ) skills ) ) ( in relation ) ) ) ) ) ( to ( ( their ( mothers ' ) ) employment ) ) ) . )

(ROOT (S (VP (VB Consider) (NP (NP (DT a) (NN study)) (PP (IN of) (NP (NP (NP (JJ first) (NNS graders) (POS ')) (ADJP (JJ academic) (CC and) (JJ social)) (NNS skills)) (PP (IN in) (NP (NN relation)))))) (PP (TO to) (NP (NP (PRP$ their) (NNS mothers) (POS ')) (NN employment)))) (. .)))

Pertimbangkan kajian hubungan pekerjaan ibu kepada kecekapan akademik dan sosial pelajar pertama.

Pertimbangkan kajian kemahiran akademik dan sosial pelajar pertama berhubung dengan pekerjaan ibu mereka.


neutral neutral contradiction neutral neutral

Two days a week, Kevin leaves his office 45 minutes early to take charge of his 2-year-old daughter, Sophie, while her mother, a university professor, teaches a late class.

( ( ( ( ( Two days ) ( a week ) ) , ) Kevin ) ( ( ( ( leaves ( his office ) ) ( ( 45 minutes ) early ) ) ( to ( ( take ( charge ( of ( ( ( ( his ( 2-year-old daughter ) ) , ) Sophie ) , ) ) ) ) ( while ( ( ( ( ( her mother ) , ) ( a ( university professor ) ) ) , ) ( teaches ( a ( late class ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NP (CD Two) (NNS days)) (NP (DT a) (NN week))) (, ,) (NP (NNP Kevin))) (VP (VBZ leaves) (NP (PRP$ his) (NN office)) (ADVP (NP (CD 45) (NNS minutes)) (RB early)) (S (VP (TO to) (VP (VB take) (NP (NP (NN charge)) (PP (IN of) (NP (NP (PRP$ his) (JJ 2-year-old) (NN daughter)) (, ,) (NP (NNP Sophie)) (, ,)))) (SBAR (IN while) (S (NP (NP (PRP$ her) (NN mother)) (, ,) (NP (DT a) (NN university) (NN professor)) (, ,)) (VP (VBZ teaches) (NP (DT a) (JJ late) (NN class))))))))) (. .)))

2-year-old Sophie's parents have been divorced for a year.

( ( ( 2-year-old ( Sophie 's ) ) parents ) ( ( have ( been ( divorced ( for ( a year ) ) ) ) ) . ) )

(ROOT (S (NP (NP (JJ 2-year-old) (NNP Sophie) (POS 's)) (NNS parents)) (VP (VBP have) (VP (VBN been) (VP (VBN divorced) (PP (IN for) (NP (DT a) (NN year)))))) (. .)))

Dua hari seminggu, Kevin meninggalkan pejabatnya 45 minit lebih awal untuk mengambil alih anak perempuannya yang berusia 2 tahun, Sophie, manakala ibunya, seorang profesor universiti, mengajar kelas lewat.

Ibu bapa Sophie yang berusia 2 tahun telah bercerai selama setahun.


entailment entailment entailment entailment entailment

In the 95 paper, I extend Tuleja my sympathies.

( ( In ( the ( 95 paper ) ) ) ( , ( I ( ( extend ( Tuleja ( my sympathies ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (DT the) (CD 95) (NN paper))) (, ,) (NP (PRP I)) (VP (VBP extend) (S (NP (NNP Tuleja)) (NP (PRP$ my) (NNS sympathies)))) (. .)))

( I ( ( am ( sorry ( for Tuleja ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP am) (ADJP (JJ sorry) (PP (IN for) (NP (NNP Tuleja))))) (. .)))

Dalam kertas 95, saya memanjangkan simpati saya Tuleja.


Do you feel like that's a Southern thing or a NC thing, or--

( ( Do ( you ( feel ( like ( that ( 's ( ( ( a ( Southern thing ) ) or ) ( ( ( a ( NC thing ) ) , ) or ) ) ) ) ) ) ) ) -- )

(ROOT (S (VP (VB Do) (SBAR (S (NP (PRP you)) (VP (VBP feel) (SBAR (IN like) (S (NP (DT that)) (VP (VBZ 's) (NP (NP (DT a) (JJ Southern) (NN thing)) (CC or) (NP (NP (DT a) (NNP NC) (NN thing)) (, ,) (ADVP (CC or))))))))))) (: --)))

I believe they practice it everywhere, not just the south.

( I ( ( believe ( they ( ( ( ( practice it ) everywhere ) , ) ( not ( just ( the south ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP believe) (S (NP (PRP they)) (VP (VB practice) (NP (PRP it)) (ADVP (RB everywhere)) (, ,) (ADVP (RB not) (NP (RB just) (DT the) (NN south)))))) (. .)))

Adakah anda rasa itu adalah perkara Selatan atau perkara NC, atau-

Saya percaya mereka mengamalkannya di mana-mana, bukan hanya di selatan.


The monkey on board ship was a lad employed to fetch supplies'powder and so forth'to the guns.

( ( ( The monkey ) ( on ( board ship ) ) ) ( ( was ( ( a lad ) ( employed ( to ( ( ( fetch ( ( supplies ` ) ( ( powder and ) ( so forth ) ) ) ) ` ) ( to ( the guns ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN monkey)) (PP (IN on) (NP (NN board) (NN ship)))) (VP (VBD was) (NP (NP (DT a) (NN lad)) (VP (VBN employed) (S (VP (TO to) (VP (VB fetch) (NP (NP (NNS supplies)) (`` `) (ADJP (ADJP (JJ powder)) (CC and) (ADJP (RB so) (JJ forth)))) (`` `) (PP (TO to) (NP (DT the) (NNS guns))))))))) (. .)))

The monkey was incredibly fast and thorough with his job.

( ( The monkey ) ( ( ( was ( incredibly ( ( fast and ) thorough ) ) ) ( with ( his job ) ) ) . ) )

(ROOT (S (NP (DT The) (NN monkey)) (VP (VBD was) (ADJP (RB incredibly) (JJ fast) (CC and) (JJ thorough)) (PP (IN with) (NP (PRP$ his) (NN job)))) (. .)))

Monyet di atas kapal adalah seorang pemuda yang bekerja untuk mengambil bekalan 'powder dan sebagainya' ke senjata.

"Pelancong itu sangat pantas dan teliti dengan kerjanya.


impregnable Non-English speakers have been known to think this means inconceivable.

( ( impregnable ( Non-English speakers ) ) ( ( have ( been ( known ( to ( think ( ( this means ) inconceivable ) ) ) ) ) ) . ) )

(ROOT (S (NP (JJ impregnable) (JJ Non-English) (NNS speakers)) (VP (VBP have) (VP (VBN been) (VP (VBN known) (S (VP (TO to) (VP (VB think) (S (NP (DT this) (NNS means)) (ADJP (JJ inconceivable))))))))) (. .)))

Some non-English speakers have misunderstood what it means.

( ( Some ( non-English speakers ) ) ( ( have ( misunderstood ( what ( it means ) ) ) ) . ) )

(ROOT (S (NP (DT Some) (JJ non-English) (NNS speakers)) (VP (VBP have) (VP (VBN misunderstood) (SBAR (WHNP (WP what)) (S (NP (PRP it)) (VP (VBZ means)))))) (. .)))

penutur bukan bahasa Inggeris yang tidak dapat ditembusi telah diketahui berfikir ini bermakna tidak dapat difahami.

Sesetengah penutur bukan bahasa Inggeris telah salah faham apa maksudnya.


At 9:42, the Command Center learned from news reports that a plane had struck the Pentagon.

( ( At 9:42 ) ( , ( ( the ( Command Center ) ) ( ( ( learned ( from ( news reports ) ) ) ( that ( ( a plane ) ( had ( struck ( the Pentagon ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN At) (NP (CD 9:42))) (, ,) (NP (DT the) (NNP Command) (NNP Center)) (VP (VBD learned) (PP (IN from) (NP (NN news) (NNS reports))) (SBAR (IN that) (S (NP (DT a) (NN plane)) (VP (VBD had) (VP (VBN struck) (NP (DT the) (NNP Pentagon))))))) (. .)))

The plane had damaged one block of the Pentagon.

( ( The plane ) ( ( had ( damaged ( ( one block ) ( of ( the Pentagon ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN plane)) (VP (VBD had) (VP (VBN damaged) (NP (NP (CD one) (NN block)) (PP (IN of) (NP (DT the) (NNP Pentagon)))))) (. .)))

Pada pukul 9:42, Pusat Komando mengetahui dari laporan berita bahawa sebuah pesawat telah menyerang Pentagon.

Pesawat itu telah merosakkan satu blok Pentagon.


(ROOT (S (NP (PRP I)) (VP (VBD said) (PP (TO to) (NP (PRP him))) (, ,) (ADVP (WRB Why))) (. ?)))

( I ( ( ( ( asked him ) , ) ( for ( what reason ) ) ) ? ) )

(ROOT (S (NP (PRP I)) (VP (VBD asked) (NP (PRP him)) (, ,) (PP (IN for) (NP (WDT what) (NN reason)))) (. ?)))

Saya bertanya kepada beliau, atas sebab apa?


The Army suspected him of malingering, and that didn't sit well with the 9th Infantry Division platoon sergeant.

( ( ( ( ( ( The Army ) ( ( suspected him ) ( of malingering ) ) ) , ) and ) ( that ( ( did n't ) ( ( sit well ) ( with ( the ( 9th ( Infantry ( Division ( platoon sergeant ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (DT The) (NNP Army)) (VP (VBD suspected) (NP (PRP him)) (PP (IN of) (NP (NN malingering))))) (, ,) (CC and) (S (NP (DT that)) (VP (VBD did) (RB n't) (VP (VB sit) (ADVP (RB well)) (PP (IN with) (NP (DT the) (JJ 9th) (NNP Infantry) (NNP Division) (NN platoon) (NN sergeant)))))) (. .)))

The platoon sergeant was from the 8th Infantry Division.

( ( The ( platoon sergeant ) ) ( ( was ( from ( the ( 8th ( Infantry Division ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN platoon) (NN sergeant)) (VP (VBD was) (PP (IN from) (NP (DT the) (JJ 8th) (NNP Infantry) (NNP Division)))) (. .)))

Tentera mengesyaki dia malingering, dan itu tidak duduk dengan baik dengan sarjan platun Bahagian Infantri ke-9.

Sarjan platun berasal dari Bahagian Infantri ke-8.


The controller continued to try to contact United 93, and asked whether the pilot could confirm that he had been hijacked.

( ( The controller ) ( ( ( ( ( continued ( to ( try ( to ( contact ( United 93 ) ) ) ) ) ) , ) and ) ( asked ( whether ( ( the pilot ) ( could ( confirm ( that ( he ( had ( been hijacked ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN controller)) (VP (VP (VBD continued) (S (VP (TO to) (VP (VB try) (S (VP (TO to) (VP (VB contact) (NP (NNP United) (CD 93))))))))) (, ,) (CC and) (VP (VBD asked) (SBAR (IN whether) (S (NP (DT the) (NN pilot)) (VP (MD could) (VP (VB confirm) (SBAR (IN that) (S (NP (PRP he)) (VP (VBD had) (VP (VBN been) (VP (VBN hijacked)))))))))))) (. .)))

The controller never got a response from the pilot of United 93.

( ( The controller ) ( never ( ( ( got ( a response ) ) ( from ( ( the pilot ) ( of ( United 93 ) ) ) ) ) . ) ) )

(ROOT (S (NP (DT The) (NN controller)) (ADVP (RB never)) (VP (VBD got) (NP (DT a) (NN response)) (PP (IN from) (NP (NP (DT the) (NN pilot)) (PP (IN of) (NP (NNP United) (CD 93)))))) (. .)))

Pengawal terus cuba menghubungi United 93, dan bertanya sama ada juruterbang itu boleh mengesahkan bahawa dia telah dirampas.

Pengawal tidak pernah mendapat sambutan daripada juruterbang United 93.


So we took a chance on it and started following the billboards.

( So ( we ( ( ( ( ( took ( a chance ) ) ( on it ) ) and ) ( started ( following ( the billboards ) ) ) ) . ) ) )

(ROOT (S (IN So) (NP (PRP we)) (VP (VP (VBD took) (NP (DT a) (NN chance)) (PP (IN on) (NP (PRP it)))) (CC and) (VP (VBD started) (PP (VBG following) (NP (DT the) (NNS billboards))))) (. .)))

( So ( we ( ( ( ( stayed there ) and ) ( stopped driving ) ) . ) ) )

(ROOT (S (IN So) (NP (PRP we)) (VP (VP (VBD stayed) (ADVP (RB there))) (CC and) (VP (VBD stopped) (NP (VBG driving)))) (. .)))

Jadi kami mengambil peluang di atasnya dan mula mengikuti papan iklan.

Kami singgah di situ dan berhenti memandu.


Still, the idea has caught on so well that most British newspapers now offer two crossword puzzles each day.

( Still ( , ( ( the idea ) ( ( has ( ( caught on ) ( ( so well ) ( that ( ( most ( British newspapers ) ) ( now ( offer ( ( two ( crossword puzzles ) ) ( each day ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Still)) (, ,) (NP (DT the) (NN idea)) (VP (VBZ has) (VP (VBN caught) (PRT (RP on)) (ADVP (ADVP (RB so) (RB well)) (SBAR (IN that) (S (NP (RBS most) (JJ British) (NNS newspapers)) (ADVP (RB now)) (VP (VBP offer) (NP (NP (CD two) (JJ crossword) (NNS puzzles)) (NP (DT each) (NN day))))))))) (. .)))

British papers never offer more than one crossword.

( ( British papers ) ( never ( ( offer ( ( more ( than one ) ) crossword ) ) . ) ) )

(ROOT (S (NP (JJ British) (NNS papers)) (ADVP (RB never)) (VP (VBP offer) (NP (NP (QP (JJR more) (IN than) (CD one))) (VP (VBN crossword)))) (. .)))

Namun, idea itu telah menarik perhatian sehingga kebanyakan akhbar British kini menawarkan dua teka-teki silang kata setiap hari.

Kertas British tidak pernah menawarkan lebih daripada satu kata silang.


Sixteen seconds after that transmission, ATC instructed the aircraft's pilots to climb to 35,000 feet.

( ( ( Sixteen seconds ) ( after ( that transmission ) ) ) ( , ( ATC ( ( instructed ( ( the ( aircraft 's ) ) ( pilots ( to ( climb ( to ( 35,000 feet ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (NP (NN Sixteen) (NNS seconds)) (IN after) (NP (DT that) (NN transmission))) (, ,) (NP (NNP ATC)) (VP (VBD instructed) (NP (NP (DT the) (NN aircraft) (POS 's)) (NNS pilots) (S (VP (TO to) (VP (VB climb) (PP (TO to) (NP (CD 35,000) (NNS feet)))))))) (. .)))

The aircraft's pilots immediately began their assent upwards.

( ( ( The ( aircraft 's ) ) pilots ) ( immediately ( ( began ( their ( assent upwards ) ) ) . ) ) )

(ROOT (S (NP (NP (DT The) (NN aircraft) (POS 's)) (NNS pilots)) (ADVP (RB immediately)) (VP (VBD began) (NP (PRP$ their) (NN assent) (NNS upwards))) (. .)))

Enam belas saat selepas penghantaran itu, ATC mengarahkan juruterbang pesawat untuk naik ke 35,000 kaki.

Juruterbang pesawat segera memulakan persetujuan mereka ke atas.


Of course you only had a thousand students through all those six grades.

( ( Of course ) ( you ( only ( ( had ( ( a ( thousand students ) ) ( through ( all ( those ( six grades ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN Of) (NP (NN course))) (NP (PRP you)) (ADVP (RB only)) (VP (VBD had) (NP (NP (DT a) (CD thousand) (NNS students)) (PP (IN through) (NP (PDT all) (DT those) (CD six) (NNS grades))))) (. .)))

They only had 100 students in the school.

( They ( only ( ( had ( ( 100 students ) ( in ( the school ) ) ) ) . ) ) )

(ROOT (S (NP (PRP They)) (ADVP (RB only)) (VP (VBD had) (NP (NP (CD 100) (NNS students)) (PP (IN in) (NP (DT the) (NN school))))) (. .)))

Sudah tentu anda hanya mempunyai seribu pelajar melalui semua enam gred itu.

Mereka hanya mempunyai 100 orang pelajar di sekolah ini.


The supervisor instructed the controller to follow standard procedures for handling a no radio aircraft.

( ( The supervisor ) ( ( instructed ( the ( controller ( to ( ( follow ( standard procedures ) ) ( for ( handling ( a ( no ( radio aircraft ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN supervisor)) (VP (VBD instructed) (NP (DT the) (NN controller) (S (VP (TO to) (VP (VB follow) (NP (JJ standard) (NNS procedures)) (PP (IN for) (S (VP (VBG handling) (NP (DT a) (DT no) (NN radio) (NN aircraft)))))))))) (. .)))

The controller was told to take abnormal steps for the aircraft.

( ( The controller ) ( ( was ( told ( to ( ( take ( abnormal steps ) ) ( for ( the aircraft ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN controller)) (VP (VBD was) (VP (VBN told) (S (VP (TO to) (VP (VB take) (NP (JJ abnormal) (NNS steps)) (PP (IN for) (NP (DT the) (NN aircraft)))))))) (. .)))

Penyelia mengarahkan pengawal untuk mengikuti prosedur standard untuk mengendalikan pesawat radio tanpa.

Pengawal itu diberitahu untuk mengambil langkah-langkah yang tidak normal untuk pesawat.


The child's mind, then, is a profoundly social organ.

( ( ( The ( child 's ) ) mind ) ( , ( then ( , ( ( is ( a ( ( profoundly social ) organ ) ) ) . ) ) ) ) )

(ROOT (S (NP (NP (DT The) (NN child) (POS 's)) (NN mind)) (, ,) (ADVP (RB then)) (, ,) (VP (VBZ is) (NP (DT a) (ADJP (RB profoundly) (JJ social)) (NN organ))) (. .)))

( ( ( The mind ) ( of ( the child ) ) ) ( ( ( is not ) social ) . ) )

(ROOT (S (NP (NP (DT The) (NN mind)) (PP (IN of) (NP (DT the) (NN child)))) (VP (VBZ is) (RB not) (ADJP (JJ social))) (. .)))

Fikiran kanak-kanak, maka, adalah organ sosial yang mendalam.