No government can go against [the laws of economics] with impunity and get away with it.

( ( No government ) ( ( can ( ( ( go ( against ( -LSB- ( ( the laws ) ( of ( economics ( -RSB- ( with impunity ) ) ) ) ) ) ) ) and ) ( ( get away ) ( with it ) ) ) ) . ) )

(ROOT (S (NP (DT No) (NN government)) (VP (MD can) (VP (VP (VB go) (PP (IN against) (S (VP (VBG -LSB-) (NP (NP (DT the) (NNS laws)) (PP (IN of) (NP (NP (NNS economics)) (VP (VBN -RSB-) (PP (IN with) (NP (NN impunity))))))))))) (CC and) (VP (VB get) (PRT (RP away)) (PP (IN with) (NP (PRP it)))))) (. .)))

Several governments have tried to go against the laws of economics.

( ( Several governments ) ( ( have ( tried ( to ( go ( against ( ( the laws ) ( of economics ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (JJ Several) (NNS governments)) (VP (VBP have) (VP (VBN tried) (S (VP (TO to) (VP (VB go) (PP (IN against) (NP (NP (DT the) (NNS laws)) (PP (IN of) (NP (NNS economics)))))))))) (. .)))

Tiada kerajaan yang boleh menentang [undang-undang ekonomi] dengan tidak berdosa dan melepaskannya.

Beberapa kerajaan telah cuba menentang undang-undang ekonomi.


With rue and the beautiful Puritan pansies.

( ( With ( ( rue and ) ( the beautiful ) ) ) ( Puritan ( pansies . ) ) )

(ROOT (S (PP (IN With) (NP (NP (NN rue)) (CC and) (NP (DT the) (JJ beautiful)))) (NP (NNP Puritan)) (VP (VBZ pansies)) (. .)))

There are beautiful pansies in the field.

( There ( ( are ( ( beautiful pansies ) ( in ( the field ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBP are) (NP (NP (JJ beautiful) (NNS pansies)) (PP (IN in) (NP (DT the) (NN field))))) (. .)))

Dengan rue dan pansies Puritan yang indah.

Terdapat pansies yang cantik di lapangan.


contradiction contradiction contradiction contradiction contradiction

Onomatoplazia struck a delightful chord for me.

( Onomatoplazia ( ( ( struck ( a ( delightful chord ) ) ) ( for me ) ) . ) )

(ROOT (S (NP (NNP Onomatoplazia)) (VP (VBD struck) (NP (DT a) (JJ delightful) (NN chord)) (PP (IN for) (NP (PRP me)))) (. .)))

( I ( ( did not ) ( enjoy onomatoplazia ) ) )

(ROOT (S (NP (PRP I)) (VP (VBD did) (RB not) (VP (VB enjoy) (NP (NN onomatoplazia))))))

Onomatoplazia melanda kord yang menggembirakan untuk saya.


( It ( ( was ( ( ( about ( ( seven or ) eight ) ) feet ) tall ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD was) (ADJP (NP (QP (RB about) (CD seven) (CC or) (CD eight)) (NNS feet)) (JJ tall))) (. .)))

( It ( ( was ( ( twenty feet ) tall ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD was) (ADJP (NP (CD twenty) (NNS feet)) (JJ tall))) (. .)))

Tingginya sekitar tujuh atau lapan kaki.


Clearly, true quality time for children is quantity time and more!

( Clearly ( , ( ( ( true ( quality time ) ) ( for children ) ) ( ( is ( ( ( quantity time ) and ) more ) ) ! ) ) ) )

(ROOT (S (ADVP (RB Clearly)) (, ,) (NP (NP (JJ true) (NN quality) (NN time)) (PP (IN for) (NP (NNS children)))) (VP (VBZ is) (NP (NP (NN quantity) (NN time)) (CC and) (NP (JJR more)))) (. !)))

Spending time making lasting memories with your children is what makes it quality time.

( ( ( Spending time ) ( ( making ( lasting memories ) ) ( with ( your children ) ) ) ) ( ( is ( what ( ( makes it ) ( quality time ) ) ) ) . ) )

(ROOT (S (NP (NP (VBG Spending) (NN time)) (VP (VBG making) (NP (JJ lasting) (NNS memories)) (PP (IN with) (NP (PRP$ your) (NNS children))))) (VP (VBZ is) (SBAR (WHNP (WP what)) (S (VP (VBZ makes) (NP (PRP it)) (NP (JJ quality) (NN time)))))) (. .)))

Jelas, masa berkualiti sebenar untuk kanak-kanak adalah masa kuantiti dan banyak lagi!

Menghabiskan masa membuat kenangan yang berkekalan dengan anak-anak anda adalah apa yang menjadikannya masa yang berkualiti.


entailment entailment entailment entailment entailment

From the start, she draws Kevin into the activity, explains her pretend actions so he can build on them, and responds cooperatively and appropriately to Kevin's suggestions, as he does to hers.

( ( From ( the start ) ) ( , ( she ( ( ( ( ( ( ( ( draws Kevin ) ( into ( the activity ) ) ) , ) ( ( explains ( her ( pretend actions ) ) ) ( so ( he ( can ( build ( on them ) ) ) ) ) ) ) , ) and ) ( ( ( responds ( ( cooperatively and ) ( appropriately ( to ( ( Kevin 's ) suggestions ) ) ) ) ) , ) ( as ( he ( does ( to hers ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN From) (NP (DT the) (NN start))) (, ,) (NP (PRP she)) (VP (VP (VBZ draws) (NP (NNP Kevin)) (PP (IN into) (NP (DT the) (NN activity)))) (, ,) (VP (VBZ explains) (NP (PRP$ her) (JJ pretend) (NNS actions)) (SBAR (IN so) (S (NP (PRP he)) (VP (MD can) (VP (VB build) (PP (IN on) (NP (PRP them)))))))) (, ,) (CC and) (VP (VBZ responds) (ADVP (ADVP (RB cooperatively)) (CC and) (ADVP (RB appropriately) (PP (TO to) (NP (NP (NNP Kevin) (POS 's)) (NNS suggestions))))) (, ,) (SBAR (IN as) (S (NP (PRP he)) (VP (VBZ does) (PP (TO to) (NP (NNS hers)))))))) (. .)))

She and Kevin respond to each other's suggestions.

( ( ( She and ) Kevin ) ( ( respond ( to ( ( each ( other 's ) ) suggestions ) ) ) . ) )

(ROOT (S (NP (PRP She) (CC and) (NNP Kevin)) (VP (VBP respond) (PP (TO to) (NP (NP (DT each) (JJ other) (POS 's)) (NNS suggestions)))) (. .)))

Dari awal, dia menarik Kevin ke dalam aktiviti, menjelaskan tindakan berpura-pura supaya dia dapat membina mereka, dan bertindak balas secara koperasi dan sesuai dengan cadangan Kevin, seperti yang dilakukannya kepadanya.

Dia dan Kevin saling memberi maklum balas.


They call it, he said, The Committee of Forsaken Mothers.

( ( They ( call it ) ) ( , ( he ( ( ( said , ) ( ( The Committee ) ( of ( Forsaken Mothers ) ) ) ) . ) ) ) )

(ROOT (S (S (NP (PRP They)) (VP (VBP call) (NP (PRP it)))) (, ,) (NP (PRP he)) (VP (VBD said) (, ,) (NP (NP (DT The) (NNP Committee)) (PP (IN of) (NP (NNP Forsaken) (NNP Mothers))))) (. .)))

He said, they call it, The committee of Foresaken Mothers.

( He ( ( ( said ( , ( ( they ( call it ) ) , ) ) ) ( ( The committee ) ( of ( Foresaken Mothers ) ) ) ) . ) )

(ROOT (S (NP (PRP He)) (VP (VBD said) (PRN (, ,) (S (NP (PRP they)) (VP (VBP call) (NP (PRP it)))) (, ,)) (NP (NP (DT The) (NN committee)) (PP (IN of) (NP (NNP Foresaken) (NNP Mothers))))) (. .)))

Beliau menjawab, "Mereka yang menyembah sembahyang (meninggalkan) ibu-ibu yang telah mati."

Beliau berkata, mereka memanggilnya, Jawatankuasa Ibu Foresaken.


( Do ( you ( ( ( still ( want ( to ( be ( a ( nurse or ) ) ) ) ) ) -- ) ? ) ) )

(ROOT (S (ADVP (RB Do)) (NP (PRP you)) (VP (ADVP (RB still)) (VBP want) (S (VP (TO to) (VP (VB be) (NP (DT a) (NX (NX (NNS nurse)) (CC or))))))) (: --) (. ?)))

Are you still physically able to handle a nursing career?

( ( ( Are you ) ( ( still ( physically able ) ) ( to ( handle ( a ( nursing career ) ) ) ) ) ) ? )

(ROOT (SQ (VBP Are) (NP (PRP you)) (ADJP (ADJP (RB still) (RB physically) (JJ able)) (PP (TO to) (S (VP (VB handle) (NP (DT a) (NN nursing) (NN career)))))) (. ?)))

Adakah anda masih mahu menjadi jururawat atau -?

Adakah anda masih boleh mengendalikan kerjaya kejururawatan secara fizikal?


neutral neutral contradiction neutral neutral

Do you remember the combination of elation and apprehension you felt when you first left home?

( ( ( Do you ) ( remember ( ( ( the combination ) ( of ( ( elation and ) apprehension ) ) ) ( you ( felt ( when ( you ( first ( left home ) ) ) ) ) ) ) ) ) ? )

(ROOT (SQ (VBP Do) (NP (PRP you)) (VP (VB remember) (NP (NP (DT the) (NN combination)) (PP (IN of) (NP (NN elation) (CC and) (NN apprehension))) (SBAR (S (NP (PRP you)) (VP (VBD felt) (SBAR (WHADVP (WRB when)) (S (NP (PRP you)) (ADVP (RB first)) (VP (VBD left) (NP (NN home)))))))))) (. ?)))

After a time, both feelings abated and leaving home did not feel as adventurous.

( ( After ( a time ) ) ( , ( ( ( ( ( both feelings ) abated ) and ) ( ( leaving home ) ( ( did not ) ( feel ( as adventurous ) ) ) ) ) . ) ) )

(ROOT (S (PP (IN After) (NP (DT a) (NN time))) (, ,) (S (NP (DT both) (NNS feelings)) (VP (VBD abated))) (CC and) (S (S (VP (VBG leaving) (NP (NN home)))) (VP (VBD did) (RB not) (VP (VB feel) (PP (IN as) (NP (NNS adventurous)))))) (. .)))

Adakah anda ingat kombinasi kegembiraan dan ketakutan yang anda rasakan ketika pertama kali meninggalkan rumah?

Selepas beberapa ketika, kedua-dua perasaan itu mereda dan meninggalkan rumah tidak terasa seperti petualangan.


Contributing members of the winning class will receive an added bonus of a tuition-waived registration to a non-restricted C.E.

( ( ( Contributing ( members ( of ( the ( winning class ) ) ) ) ) ( will receive ) ) ( ( ( an ( added bonus ) ) ( of ( a ( tuition-waived registration ) ) ) ) ( to ( a ( non-restricted C.E. ) ) ) ) )

(ROOT (SINV (VP (VBG Contributing) (NP (NP (NNS members)) (PP (IN of) (NP (DT the) (VBG winning) (NN class))))) (VP (MD will) (VP (VB receive))) (NP (NP (DT an) (VBN added) (NN bonus)) (PP (IN of) (NP (DT a) (JJ tuition-waived) (NN registration))) (PP (TO to) (NP (DT a) (JJ non-restricted) (NN C.E.))))))

Contributing members of the winning class will get a bonus.

( ( ( Contributing members ) ( of ( the ( winning class ) ) ) ) ( ( will ( get ( a bonus ) ) ) . ) )

(ROOT (S (NP (NP (JJ Contributing) (NNS members)) (PP (IN of) (NP (DT the) (VBG winning) (NN class)))) (VP (MD will) (VP (VB get) (NP (DT a) (NN bonus)))) (. .)))

Ahli-ahli yang menyumbang kelas yang menang akan menerima bonus tambahan pendaftaran tuisyen yang dikecualikan kepada C.E. yang tidak terhad.

Menyumbang ahli kelas yang menang akan mendapat bonus.


This letter is to ask for your support in remembering your fellow classmate.

( ( This letter ) ( ( is ( to ( ( ask ( for ( your support ) ) ) ( in ( remembering ( your ( fellow classmate ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT This) (NN letter)) (VP (VBZ is) (S (VP (TO to) (VP (VB ask) (PP (IN for) (NP (PRP$ your) (NN support))) (PP (IN in) (S (VP (VBG remembering) (NP (PRP$ your) (JJ fellow) (NN classmate))))))))) (. .)))

The purpose of the letter is to ask for support in remembering your classmate.

( ( ( The purpose ) ( of ( the letter ) ) ) ( ( is ( to ( ( ask ( for support ) ) ( in ( remembering ( your classmate ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN purpose)) (PP (IN of) (NP (DT the) (NN letter)))) (VP (VBZ is) (S (VP (TO to) (VP (VB ask) (PP (IN for) (NP (NN support))) (PP (IN in) (S (VP (VBG remembering) (NP (PRP$ your) (NN classmate))))))))) (. .)))

Surat ini adalah untuk meminta sokongan anda dalam mengingati rakan sekelas anda.

Tujuan surat itu adalah untuk meminta sokongan dalam mengingati rakan sekelas anda.


neutral contradiction contradiction contradiction contradiction

Here is a commonsense style book, useful to those who have the education and common sense to be in doubt about questions of English usage.

( Here ( ( ( is ( a ( commonsense style ) ) ) ( ( book , ) ( useful ( to ( those ( who ( have ( ( the ( ( ( education and ) common ) sense ) ) ( to ( ( be ( in doubt ) ) ( about ( questions ( of ( English usage ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (SINV (ADVP (RB Here)) (VBZ is) (NP (DT a) (JJ commonsense) (NN style)) (NP (NP (NN book)) (, ,) (ADJP (JJ useful) (PP (TO to) (NP (NP (DT those)) (SBAR (WHNP (WP who)) (S (VP (VBP have) (S (NP (DT the) (UCP (NN education) (CC and) (JJ common)) (NN sense)) (VP (TO to) (VP (VB be) (PP (IN in) (NP (NN doubt))) (PP (IN about) (NP (NP (NNS questions)) (PP (IN of) (NP (JJ English) (NN usage))))))))))))))) (. .)))

Commonsense style books are useless, everyone should know.

( ( ( Commonsense ( style books ) ) ( are useless ) ) ( , ( everyone ( ( should know ) . ) ) ) )

(ROOT (S (S (NP (JJ Commonsense) (NN style) (NNS books)) (VP (VBP are) (ADJP (JJ useless)))) (, ,) (NP (NN everyone)) (VP (MD should) (VP (VB know))) (. .)))

Berikut adalah buku gaya akal sehat, berguna bagi mereka yang mempunyai pendidikan dan akal sehat untuk ragu-ragu mengenai persoalan penggunaan bahasa Inggeris.

Buku gaya Commonsense tidak berguna, semua orang harus tahu.


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))))))))) (. .)))

The British people are much more adept at crosswords.

( ( The ( British people ) ) ( ( are ( ( much ( more adept ) ) ( at crosswords ) ) ) . ) )

(ROOT (S (NP (DT The) (JJ British) (NNS people)) (VP (VBP are) (ADJP (ADJP (RB much) (RBR more) (JJ adept)) (PP (IN at) (NP (NNS crosswords))))) (. .)))

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

Orang Inggeris lebih mahir dalam crosswords.


contradiction contradiction neutral contradiction contradiction

The measurements must still be transmitted to a CAD system that will automatically alter the pattern to conform to specific body measurements.

( ( The measurements ) ( ( ( must still ) ( be ( transmitted ( to ( ( a ( CAD system ) ) ( that ( ( will automatically ) ( alter ( the ( pattern ( to ( conform ( to ( specific ( body measurements ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS measurements)) (VP (MD must) (ADVP (RB still)) (VP (VB be) (VP (VBN transmitted) (PP (TO to) (NP (NP (DT a) (NNP CAD) (NN system)) (SBAR (WHNP (WDT that)) (S (VP (MD will) (ADVP (RB automatically)) (VP (VB alter) (NP (DT the) (NN pattern) (S (VP (TO to) (VP (VB conform) (PP (TO to) (NP (JJ specific) (NN body) (NNS measurements)))))))))))))))) (. .)))

Transmitting the data to a CAD system would go against the intentions of the scientists for this experiment.

( ( ( Transmitting ( the data ) ) ( to ( a ( CAD system ) ) ) ) ( ( would ( go ( against ( ( the intentions ) ( of ( ( the scientists ) ( for ( this experiment ) ) ) ) ) ) ) ) . ) )

(ROOT (S (S (VP (VBG Transmitting) (NP (DT the) (NNS data)) (PP (TO to) (NP (DT a) (NNP CAD) (NN system))))) (VP (MD would) (VP (VB go) (PP (IN against) (NP (NP (DT the) (NNS intentions)) (PP (IN of) (NP (NP (DT the) (NNS scientists)) (PP (IN for) (NP (DT this) (NN experiment))))))))) (. .)))

Pengukuran masih perlu dihantar ke sistem CAD yang secara automatik akan mengubah corak untuk mematuhi pengukuran badan tertentu.

Menghantar data ke sistem CAD akan bertentangan dengan niat saintis untuk eksperimen ini.


Because you are an organization that cares, you are invited to become an integral part of this fabulous event by becoming a corporate sponsor for JCC Auction '99.

( ( Because ( you ( are ( ( an organization ) ( that cares ) ) ) ) ) ( , ( you ( ( are ( invited ( to ( ( become ( ( an ( integral part ) ) ( of ( this ( fabulous event ) ) ) ) ) ( by ( becoming ( ( a ( corporate sponsor ) ) ( for ( ( JCC ( Auction ' ) ) 99 ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN Because) (S (NP (PRP you)) (VP (VBP are) (NP (NP (DT an) (NN organization)) (SBAR (WHNP (WDT that)) (S (VP (VBZ cares)))))))) (, ,) (NP (PRP you)) (VP (VBP are) (VP (VBN invited) (S (VP (TO to) (VP (VB become) (NP (NP (DT an) (JJ integral) (NN part)) (PP (IN of) (NP (DT this) (JJ fabulous) (NN event)))) (PP (IN by) (S (VP (VBG becoming) (NP (NP (DT a) (JJ corporate) (NN sponsor)) (PP (IN for) (NP (NP (NNP JCC) (NNP Auction) (POS ')) (CD 99)))))))))))) (. .)))

An organization was being invited to be a sponsor.

( ( An organization ) ( ( was ( being ( invited ( to ( be ( a sponsor ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT An) (NN organization)) (VP (VBD was) (VP (VBG being) (VP (VBN invited) (S (VP (TO to) (VP (VB be) (NP (DT a) (NN sponsor)))))))) (. .)))

Kerana anda adalah organisasi yang mengambil berat, anda dijemput untuk menjadi sebahagian daripada acara hebat ini dengan menjadi penaja korporat untuk JCC Auction '99.

Sebuah organisasi dijemput untuk menjadi penaja.


These are challenging times for public institutions of higher education, with legislative appropriations unable to fund schools to the level they have in the past.

( These ( ( are ( ( ( challenging ( times ( for ( ( public institutions ) ( of ( higher education ) ) ) ) ) ) , ) ( with ( ( legislative appropriations ) ( unable ( to ( ( fund schools ) ( to ( ( the level ) ( they ( have ( in ( the past ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT These)) (VP (VBP are) (VP (VBG challenging) (NP (NP (NNS times)) (PP (IN for) (NP (NP (JJ public) (NNS institutions)) (PP (IN of) (NP (JJR higher) (NN education)))))) (, ,) (PP (IN with) (NP (NP (JJ legislative) (NNS appropriations)) (ADJP (JJ unable) (S (VP (TO to) (VP (VB fund) (NP (NNS schools)) (PP (TO to) (NP (NP (DT the) (NN level)) (SBAR (S (NP (PRP they)) (VP (VBP have) (VP (PP (IN in) (NP (DT the) (NN past))))))))))))))))) (. .)))

Legislative appropriations can't fund schools as well as they could in the past.

( ( Legislative appropriations ) ( ( ( ca n't ) ( ( fund schools ) ( ( as well ) ( as ( they ( could ( in ( the past ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (JJ Legislative) (NNS appropriations)) (VP (MD ca) (RB n't) (VP (VB fund) (NP (NNS schools)) (ADVP (ADVP (RB as) (RB well)) (SBAR (IN as) (S (NP (PRP they)) (VP (MD could) (PP (IN in) (NP (DT the) (NN past))))))))) (. .)))

Ini adalah masa yang mencabar untuk institusi awam pendidikan tinggi, dengan peruntukan perundangan tidak dapat membiayai sekolah ke tahap yang mereka ada pada masa lalu.

Peruntukan perundangan tidak boleh membiayai sekolah dan juga mereka pada masa lalu.


neutral entailment entailment entailment entailment

These dialogues occur frequently and spontaneously as adults and children spend time together'in everyday situations such as household chores, mealtimes, play, storybook reading, outings in the community, and children's eorts to acquire all sorts of skills.

( ( ( ( ( ( These dialogues ) ( ( occur ( ( frequently and ) spontaneously ) ) ( as ( ( ( adults and ) children ) ( ( ( spend ( time together ) ) ` ) ( in ( ( everyday situations ) ( such ( as ( ( ( ( ( ( ( ( ( household chores ) , ) mealtimes ) , ) play ) , ) ( storybook reading ) ) , ) ( outings ( in ( the community ) ) ) ) ) ) ) ) ) ) ) ) ) , ) and ) ( children ( 's ( eorts ( to ( acquire ( ( all sorts ) ( of skills ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (DT These) (NNS dialogues)) (VP (VBP occur) (ADVP (ADVP (RB frequently)) (CC and) (ADVP (RB spontaneously))) (SBAR (IN as) (S (NP (NNS adults) (CC and) (NNS children)) (VP (VB spend) (NP (NP (NN time)) (ADVP (RB together))) (`` `) (PP (IN in) (NP (NP (JJ everyday) (NNS situations)) (PP (JJ such) (IN as) (NP (NP (NN household) (NNS chores)) (, ,) (NP (NNS mealtimes)) (, ,) (NP (NN play)) (, ,) (NP (NN storybook) (NN reading)) (, ,) (NP (NP (NNS outings)) (PP (IN in) (NP (DT the) (NN community))))))))))))) (, ,) (CC and) (S (NP (NNS children)) (VP (VBZ 's) (ADJP (JJ eorts) (S (VP (TO to) (VP (VB acquire) (NP (NP (DT all) (NNS sorts)) (PP (IN of) (NP (NNS skills)))))))))) (. .)))

These dialogues happen often because kids and adults spend time together every day.

( ( These dialogues ) ( ( ( happen often ) ( because ( ( ( kids and ) adults ) ( ( ( spend time ) together ) ( every day ) ) ) ) ) . ) )

(ROOT (S (NP (DT These) (NNS dialogues)) (VP (VBP happen) (ADVP (RB often)) (SBAR (IN because) (S (NP (NNS kids) (CC and) (NNS adults)) (VP (VB spend) (NP (NN time)) (PRT (RP together)) (NP (DT every) (NN day)))))) (. .)))

Dialog ini sering berlaku dan spontan kerana orang dewasa dan kanak-kanak menghabiskan masa bersama dalam situasi seharian seperti tugas rumah tangga, waktu makan, bermain, membaca buku cerita, acara dalam komuniti, dan anak-anak untuk memperoleh pelbagai kemahiran.

Ini sering berlaku kerana kanak-kanak dan orang dewasa menghabiskan masa bersama setiap hari.


The alumni and friends of the graduate periodontics program at Indiana University School of Dentistry are establishing an endowment fund.

( ( ( The ( ( alumni and ) friends ) ) ( of ( ( the ( graduate ( periodontics program ) ) ) ( at ( ( Indiana ( University School ) ) ( of Dentistry ) ) ) ) ) ) ( ( are ( establishing ( an ( endowment fund ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NNS alumni) (CC and) (NNS friends)) (PP (IN of) (NP (NP (DT the) (JJ graduate) (NNS periodontics) (NN program)) (PP (IN at) (NP (NP (NNP Indiana) (NNP University) (NNP School)) (PP (IN of) (NP (NNP Dentistry)))))))) (VP (VBP are) (VP (VBG establishing) (NP (DT an) (NN endowment) (NN fund)))) (. .)))

Alumni and friends of the graduate periodontics program are creating an endowment fund.

( ( ( Alumni and ) ( friends ( of ( the ( graduate ( periodontics program ) ) ) ) ) ) ( ( are ( creating ( an ( endowment fund ) ) ) ) . ) )

(ROOT (S (NP (NP (NNP Alumni)) (CC and) (NP (NP (NNS friends)) (PP (IN of) (NP (DT the) (JJ graduate) (NNS periodontics) (NN program))))) (VP (VBP are) (VP (VBG creating) (NP (DT an) (NN endowment) (NN fund)))) (. .)))

Alumni dan rakan-rakan program periodontik siswazah di Indiana University School of Dentistry menubuhkan dana endowmen.

Alumni dan rakan-rakan program periodontik siswazah mewujudkan dana endowmen.


For instance, in 1995, the Labor Department sponsored the Apparel Industry Partnership, in which a number of U.S. apparel manufacturers, UNITE!, the National Consumers League, the Interfaith Center on Corporate Responsibility and others agreed to monitor compliance with labor standards of contractors.

( ( For instance ) ( , ( ( in 1995 ) ( , ( ( the ( Labor Department ) ) ( ( sponsored ( ( ( the ( Apparel ( Industry Partnership ) ) ) , ) ( ( in which ) ( ( ( a number ) ( of ( ( ( U.S. ( apparel manufacturers ) ) , ) ( ( ( ( ( ( ( UNITE ! ) , ) ( the ( National ( Consumers League ) ) ) ) , ) ( ( the ( Interfaith Center ) ) ( on ( Corporate Responsibility ) ) ) ) and ) others ) ) ) ) ( agreed ( to ( ( monitor compliance ) ( with ( ( labor standards ) ( of contractors ) ) ) ) ) ) ) ) ) ) . ) ) ) ) ) )

(ROOT (S (PP (IN For) (NP (NN instance))) (, ,) (PP (IN in) (NP (CD 1995))) (, ,) (NP (DT the) (NNP Labor) (NNP Department)) (VP (VBD sponsored) (NP (NP (DT the) (NNP Apparel) (NNP Industry) (NNP Partnership)) (, ,) (SBAR (WHPP (IN in) (WHNP (WDT which))) (S (NP (NP (DT a) (NN number)) (PP (IN of) (NP (NP (NNP U.S.) (NN apparel) (NNS manufacturers)) (, ,) (NP (NP (NNP UNITE) (. !)) (, ,) (NP (DT the) (NNP National) (NNPS Consumers) (NNP League)) (, ,) (NP (NP (DT the) (NNP Interfaith) (NNP Center)) (PP (IN on) (NP (NNP Corporate) (NNP Responsibility)))) (CC and) (NP (NNS others)))))) (VP (VBD agreed) (S (VP (TO to) (VP (VB monitor) (NP (NN compliance)) (PP (IN with) (NP (NP (NN labor) (NNS standards)) (PP (IN of) (NP (NNS contractors))))))))))))) (. .)))

In 1995 the Labor Department sponsored the Apparel Industry Partnership which caused many U.S. apparel manufacturers to agree to monitor compliance with labor standards of contractors.

( ( In 1995 ) ( ( the ( Labor Department ) ) ( ( sponsored ( ( the ( Apparel ( Industry Partnership ) ) ) ( which ( caused ( ( many ( U.S. ( apparel manufacturers ) ) ) ( to ( agree ( to ( ( monitor compliance ) ( with ( ( labor standards ) ( of contractors ) ) ) ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (PP (IN In) (NP (CD 1995))) (NP (DT the) (NNP Labor) (NNP Department)) (VP (VBD sponsored) (NP (NP (DT the) (NNP Apparel) (NNP Industry) (NNP Partnership)) (SBAR (WHNP (WDT which)) (S (VP (VBD caused) (S (NP (JJ many) (NNP U.S.) (NN apparel) (NNS manufacturers)) (VP (TO to) (VP (VB agree) (S (VP (TO to) (VP (VB monitor) (NP (NN compliance)) (PP (IN with) (NP (NP (NN labor) (NNS standards)) (PP (IN of) (NP (NNS contractors)))))))))))))))) (. .)))

Sebagai contoh, pada tahun 1995, Jabatan Tenaga Kerja menaja Perkongsian Industri Pakaian, di mana beberapa pengeluar pakaian AS, UNITE!, Liga Pengguna Nasional, Pusat Antara Agama mengenai Tanggungjawab Korporat dan lain-lain bersetuju untuk memantau pematuhan dengan standard buruh kontraktor.

Pada tahun 1995 Jabatan Buruh menaja Perkongsian Industri Pakaian yang menyebabkan banyak pengeluar pakaian AS bersetuju untuk memantau pematuhan dengan standard buruh kontraktor.


The emergence of textile, apparel, and retail enterprises in the United States is full of fascinating twists.

( ( ( The emergence ) ( of ( ( ( ( ( textile , ) apparel ) , ) and ) ( ( retail enterprises ) ( in ( the ( United States ) ) ) ) ) ) ) ( ( is ( full ( of ( fascinating twists ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN emergence)) (PP (IN of) (NP (NP (NN textile)) (, ,) (NP (NN apparel)) (, ,) (CC and) (NP (NP (JJ retail) (NNS enterprises)) (PP (IN in) (NP (DT the) (NNP United) (NNPS States))))))) (VP (VBZ is) (ADJP (JJ full) (PP (IN of) (NP (JJ fascinating) (NNS twists))))) (. .)))

Textile, apparel, and retail enterprises have emerged in America.

( ( ( ( ( ( Textile , ) apparel ) , ) and ) ( retail enterprises ) ) ( ( have ( emerged ( in America ) ) ) . ) )

(ROOT (S (NP (NP (NNP Textile)) (, ,) (NP (NN apparel)) (, ,) (CC and) (NP (JJ retail) (NNS enterprises))) (VP (VBP have) (VP (VBN emerged) (PP (IN in) (NP (NNP America))))) (. .)))

Kemunculan perusahaan tekstil, pakaian, dan runcit di Amerika Syarikat penuh dengan kelainan yang menarik.

Syarikat tekstil, pakaian, dan runcit telah muncul di Amerika.


neutral neutral neutral contradiction contradiction

pediculosis Not as foot disease nor the bad breath of children, but just plain (and literally) lousiness.

( ( pediculosis ( ( Not as ) ( ( ( ( ( ( foot disease ) nor ) ( ( the ( bad breath ) ) ( of children ) ) ) , ) ( but just ) ) ( ( plain ( -LRB- ( ( and literally ) -RRB- ) ) ) lousiness ) ) ) ) . )

(ROOT (S (VP (VBZ pediculosis) (NP (CONJP (RB Not) (IN as)) (NP (NP (NN foot) (NN disease)) (CC nor) (NP (NP (DT the) (JJ bad) (NN breath)) (PP (IN of) (NP (NNS children))))) (, ,) (CONJP (CC but) (RB just)) (NP (ADJP (ADJP (JJ plain)) (PRN (-LRB- -LRB-) (CC and) (VB literally) (-RRB- -RRB-))) (NNS lousiness)))) (. .)))

Kids who show signs of being unwell are described to have pediculosis.

( ( Kids ( who ( show ( signs ( of ( being unwell ) ) ) ) ) ) ( ( are ( described ( to ( have pediculosis ) ) ) ) . ) )

(ROOT (S (NP (NP (NNS Kids)) (SBAR (WHNP (WP who)) (S (VP (VBP show) (NP (NP (NNS signs)) (PP (IN of) (S (VP (VBG being) (ADJP (JJ unwell)))))))))) (VP (VBP are) (VP (VBN described) (S (VP (TO to) (VP (VB have) (NP (NNS pediculosis))))))) (. .)))

Pediculosis Bukan sebagai penyakit kaki atau nafas kanak-kanak yang buruk, tetapi hanya biasa (dan secara harfiah) lousiness.

Kanak-kanak yang menunjukkan tanda-tanda tidak sihat digambarkan mempunyai pedikulosis.


Rosentraub Associate Dean of SPEA at Indianapolis

( ( Rosentraub ( ( Associate Dean ) ( of SPEA ) ) ) ( at Indianapolis ) )

(ROOT (S (VP (VB Rosentraub) (NP (NP (NNP Associate) (NNP Dean)) (PP (IN of) (NP (NNP SPEA)))) (PP (IN at) (NP (NNP Indianapolis))))))

Rosentraub was appointed as the Associate Dean recently.

( Rosentraub ( ( was ( ( appointed ( as ( the ( Associate Dean ) ) ) ) recently ) ) . ) )

(ROOT (S (NP (NNP Rosentraub)) (VP (VBD was) (VP (VBN appointed) (PP (IN as) (NP (DT the) (JJ Associate) (NNP Dean))) (ADVP (RB recently)))) (. .)))

Dekan Bersekutu Rosentraub dari SPEA di Indianapolis

Rosentraub dilantik sebagai Dekan Bersekutu baru-baru ini.


The Command Center executed the request and, a minute later, Cleveland Center reported that United 93 may have a bomb on board.

( ( ( ( ( ( The ( Command Center ) ) ( executed ( the request ) ) ) and ) , ) ( ( ( a minute ) later ) ( , ( ( Cleveland Center ) ( reported ( that ( ( United 93 ) ( may ( have ( ( a bomb ) ( on board ) ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (DT The) (NNP Command) (NNP Center)) (VP (VBD executed) (NP (DT the) (NN request)))) (CC and) (, ,) (S (ADVP (NP (DT a) (NN minute)) (RB later)) (, ,) (NP (NNP Cleveland) (NNP Center)) (VP (VBD reported) (SBAR (IN that) (S (NP (NNP United) (CD 93)) (VP (MD may) (VP (VB have) (NP (NP (DT a) (NN bomb)) (PP (IN on) (NP (NN board)))))))))) (. .)))

An hour after the Command Center executed the request the Cleveland Center reported that flight of United 93 may have a bomb on board.

( ( ( An hour ) ( after ( the ( Command Center ) ) ) ) ( ( executed ( ( the request ) ( ( the ( Cleveland Center ) ) ( reported ( that ( ( flight ( of ( United 93 ) ) ) ( may ( have ( ( a bomb ) ( on board ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT An) (NN hour)) (PP (IN after) (NP (DT the) (NNP Command) (NNP Center)))) (VP (VBD executed) (NP (NP (DT the) (NN request)) (SBAR (S (NP (DT the) (NNP Cleveland) (NNP Center)) (VP (VBD reported) (SBAR (IN that) (S (NP (NP (NN flight)) (PP (IN of) (NP (NNP United) (CD 93)))) (VP (MD may) (VP (VB have) (NP (NP (DT a) (NN bomb)) (PP (IN on) (NP (NN board))))))))))))) (. .)))

Pusat Komando melaksanakan permintaan itu dan, seminit kemudian, Cleveland Center melaporkan bahawa United 93 mungkin mempunyai bom di atas kapal.

Sejam selepas Pusat Komando melaksanakan permintaan Pusat Cleveland melaporkan bahawa penerbangan United 93 mungkin mempunyai bom di atas kapal.


neutral neutral neutral entailment neutral

( It ( ( was ( ( winter and ) ( bitterly cold ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD was) (UCP (NP (NN winter)) (CC and) (ADJP (RB bitterly) (JJ cold)))) (. .)))

( It ( ( was ( ( freezing and ) snowing ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD was) (ADJP (JJ freezing) (CC and) (JJ snowing))) (. .)))

Ia adalah musim sejuk dan sejuk.
Ia membeku dan salji.


Projects such as this touch the lives of others and enhance the education of the students.

( ( Projects ( such ( as this ) ) ) ( ( ( ( touch ( ( the lives ) ( of others ) ) ) and ) ( enhance ( ( the education ) ( of ( the students ) ) ) ) ) . ) )

(ROOT (S (NP (NP (NNS Projects)) (PP (JJ such) (IN as) (NP (DT this)))) (VP (VP (VB touch) (NP (NP (DT the) (NNS lives)) (PP (IN of) (NP (NNS others))))) (CC and) (VP (VB enhance) (NP (NP (DT the) (NN education)) (PP (IN of) (NP (DT the) (NNS students)))))) (. .)))

The students' education is bettered by the availability of such projects.

( ( ( The ( students ' ) ) education ) ( ( is ( bettered ( by ( ( the availability ) ( of ( such projects ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NNS students) (POS ')) (NN education)) (VP (VBZ is) (VP (VBN bettered) (PP (IN by) (NP (NP (DT the) (NN availability)) (PP (IN of) (NP (JJ such) (NNS projects))))))) (. .)))

Projek seperti ini menyentuh kehidupan orang lain dan meningkatkan pendidikan pelajar.

Pendidikan pelajar lebih baik dengan ketersediaan projek-projek tersebut.


neutral neutral neutral neutral entailment

Oh yeah, superheroes like Captain Marvel, Superman, Batman and all of them.

( Oh ( ( ( yeah , ) ( superheroes ( like ( ( ( ( ( ( ( Captain Marvel ) , ) Superman ) , ) Batman ) and ) ( all ( of them ) ) ) ) ) ) . ) )

(ROOT (S (INTJ (UH Oh)) (VP (VB yeah) (, ,) (S (NP (NNS superheroes)) (VP (VB like) (NP (NP (NNP Captain) (NNP Marvel)) (, ,) (NP (NNP Superman)) (, ,) (NP (NNP Batman)) (CC and) (NP (NP (DT all)) (PP (IN of) (NP (PRP them)))))))) (. .)))

I really enjoy reading comics about superheroes.

( I ( really ( ( enjoy ( ( reading comics ) ( about superheroes ) ) ) . ) ) )

(ROOT (S (NP (PRP I)) (ADVP (RB really)) (VP (VBP enjoy) (S (VP (VBG reading) (NP (NNS comics)) (PP (IN about) (NP (NNS superheroes)))))) (. .)))

Oh ya, superhero seperti Captain Marvel, Superman, Batman dan semuanya.

Saya sangat gemar membaca komik mengenai superhero.


contradiction neutral contradiction contradiction contradiction

True, there is an occasional mention in his column of a point raised by a correspondent, and the Letters section of the Magazine prints a comment from time to time, but an important feature of the books is their inclusion of far more writer-reader interaction than one might suspect from reading the column alone.

( ( ( ( ( True ( , ( ( ( ( there ( is ( ( an ( occasional mention ) ) ( in ( ( his column ) ( of ( ( a point ) ( raised ( by ( a correspondent ) ) ) ) ) ) ) ) ) ) , ) and ) ( ( ( the ( Letters section ) ) ( of ( the Magazine ) ) ) ( ( prints ( ( a comment ) ( from time ) ) ) ( to time ) ) ) ) ) ) , ) but ) ( ( ( an ( important feature ) ) ( of ( the books ) ) ) ( ( is ( ( their inclusion ) ( of ( ( far ( more writer-reader ) ) interaction ) ) ) ) ( than ( one ( might ( suspect ( from ( ( reading ( the column ) ) alone ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (INTJ (UH True)) (, ,) (S (NP (EX there)) (VP (VBZ is) (NP (NP (DT an) (JJ occasional) (NN mention)) (PP (IN in) (NP (NP (PRP$ his) (NN column)) (PP (IN of) (NP (NP (DT a) (NN point)) (VP (VBN raised) (PP (IN by) (NP (DT a) (NN correspondent))))))))))) (, ,) (CC and) (S (NP (NP (DT the) (NNP Letters) (NN section)) (PP (IN of) (NP (DT the) (NNP Magazine)))) (VP (VBZ prints) (NP (NP (DT a) (NN comment)) (PP (IN from) (NP (NN time)))) (PP (TO to) (NP (NN time)))))) (, ,) (CC but) (S (NP (NP (DT an) (JJ important) (NN feature)) (PP (IN of) (NP (DT the) (NNS books)))) (VP (VBZ is) (NP (NP (PRP$ their) (NN inclusion)) (PP (IN of) (NP (ADJP (RB far) (RBR more) (JJ writer-reader)) (NN interaction)))) (SBAR (IN than) (S (NP (PRP one)) (VP (MD might) (VP (VB suspect) (PP (IN from) (S (VP (VBG reading) (NP (DT the) (NN column)) (ADVP (RB alone))))))))))) (. .)))

There is much more writer-reader interactions in the column then there is in the books.

( There ( ( ( ( ( is ( much more ) ) ( ( writer-reader interactions ) ( in ( the column ) ) ) ) then ) ( there ( is ( in ( the books ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBZ is) (ADVP (RB much) (RBR more)) (NP (NP (JJ writer-reader) (NNS interactions)) (PP (IN in) (NP (DT the) (NN column)))) (ADVP (RB then)) (SBAR (S (NP (EX there)) (VP (VBZ is) (PP (IN in) (NP (DT the) (NNS books))))))) (. .)))

Benar, terdapat sebutan sekali-sekala dalam lajurnya mengenai titik yang dibangkitkan oleh seorang wartawan, dan bahagian Surat Majalah mencetak komen dari semasa ke semasa, tetapi ciri penting buku adalah kemasukan mereka jauh lebih banyak interaksi penulis-pembaca daripada yang mungkin disyaki daripada membaca lajur sahaja.

Terdapat lebih banyak interaksi penulis-pembaca dalam lajur maka terdapat dalam buku-buku.


Army, and became an instructor at Fort Bragg.

( ( Army ( , and ) ) ( ( ( became ( an instructor ) ) ( at ( Fort Bragg ) ) ) . ) )

(ROOT (S (NP (NNP Army) (, ,) (NNP and)) (VP (VBD became) (NP (DT an) (NN instructor)) (PP (IN at) (NP (NNP Fort) (NNP Bragg)))) (. .)))

They became an instructor at Fort Bragg.

( They ( ( ( became ( an instructor ) ) ( at ( Fort Bragg ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (VBD became) (NP (DT an) (NN instructor)) (PP (IN at) (NP (NNP Fort) (NNP Bragg)))) (. .)))

Tentera, dan menjadi pengajar di Fort Bragg.


Mr. Delaney is a victim of the confusion so often experienced by Latin students between the gerund, which is a neuter noun, active in meaning, and the gerundive, which is an adjective of similar form, but passive in meaning.

( ( Mr. Delaney ) ( ( is ( ( ( ( a victim ) ( of ( the confusion ) ) ) ( ( so often ) ( experienced ( by ( ( Latin students ) ( between ( ( ( the gerund ) , ) ( which ( is ( ( ( ( ( ( a ( neuter noun ) ) , ) ( active ( in meaning ) ) ) , ) and ) ( ( ( the gerundive ) , ) ( which ( is ( ( an adjective ) ( of ( similar form ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ( , ( but ( passive ( in meaning ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Mr.) (NNP Delaney)) (VP (VBZ is) (NP (NP (NP (DT a) (NN victim)) (PP (IN of) (NP (DT the) (NN confusion)))) (VP (ADVP (RB so) (RB often)) (VBN experienced) (PP (IN by) (NP (NP (JJ Latin) (NNS students)) (PP (IN between) (NP (NP (DT the) (NN gerund)) (, ,) (SBAR (WHNP (WDT which)) (S (VP (VBZ is) (NP (NP (DT a) (NN neuter) (NN noun)) (, ,) (ADJP (JJ active) (PP (IN in) (NP (NN meaning)))) (, ,) (CC and) (NP (NP (DT the) (NN gerundive)) (, ,) (SBAR (WHNP (WDT which)) (S (VP (VBZ is) (NP (NP (DT an) (NN adjective)) (PP (IN of) (NP (JJ similar) (NN form))))))))))))))))) (PRN (, ,) (CC but) (ADJP (JJ passive) (PP (IN in) (S (VP (VBG meaning)))))))) (. .)))

( Latin ( ( is ( a ( ( very hard ) ( language ( to learn ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Latin)) (VP (VBZ is) (NP (DT a) (ADJP (RB very) (JJ hard)) (NN language) (S (VP (TO to) (VP (VB learn)))))) (. .)))

Delaney adalah mangsa kekeliruan yang sering dialami oleh pelajar Latin antara gerund, yang merupakan kata nama neuter, aktif dalam makna, dan gerundive, yang merupakan kata sifat bentuk yang serupa, tetapi pasif dalam makna.

Bahasa Latin adalah bahasa yang sukar untuk dipelajari.


The opportunities presented by the Ruth Lilly Outdoor Center offer these kids learning experiences not available in the inner-city environment.

( ( ( The opportunities ) ( presented ( by ( the ( Ruth ( Lilly ( Outdoor Center ) ) ) ) ) ) ) ( ( offer ( ( these kids ) ( learning ( experiences ( not ( available ( in ( the ( inner-city environment ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NNS opportunities)) (VP (VBN presented) (PP (IN by) (NP (DT the) (NNP Ruth) (NNP Lilly) (NNP Outdoor) (NNP Center))))) (VP (VBP offer) (S (NP (DT these) (NNS kids)) (VP (VBG learning) (S (NP (NNS experiences)) (ADJP (RB not) (JJ available) (PP (IN in) (NP (DT the) (JJ inner-city) (NN environment)))))))) (. .)))

Kids can learn everything in the inner-city environment.

( Kids ( ( can ( ( learn everything ) ( in ( the ( inner-city environment ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Kids)) (VP (MD can) (VP (VB learn) (NP (NN everything)) (PP (IN in) (NP (DT the) (JJ inner-city) (NN environment))))) (. .)))

Peluang yang diberikan oleh Ruth Lilly Outdoor Center menawarkan pengalaman pembelajaran kanak-kanak ini yang tidak terdapat dalam persekitaran bandar dalaman.

Kanak-kanak boleh belajar segala-galanya dalam persekitaran dalaman.


Nine months earlier (before the child could talk), the family had taken the same walk.

( ( ( Nine months ) earlier ) ( ( -LRB- ( ( before ( ( the child ) ( could talk ) ) ) -RRB- ) ) ( , ( ( the family ) ( ( had ( taken ( the ( same walk ) ) ) ) . ) ) ) ) )

(ROOT (S (ADVP (NP (CD Nine) (NNS months)) (RBR earlier)) (PRN (-LRB- -LRB-) (SBAR (IN before) (S (NP (DT the) (NN child)) (VP (MD could) (VP (VB talk))))) (-RRB- -RRB-)) (, ,) (NP (DT the) (NN family)) (VP (VBD had) (VP (VBN taken) (NP (DT the) (JJ same) (NN walk)))) (. .)))

The family had gone on the same walk before the child was capable of speech.

( ( The family ) ( ( had ( ( gone ( on ( the ( same walk ) ) ) ) ( before ( ( the child ) ( was ( capable ( of speech ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN family)) (VP (VBD had) (VP (VBN gone) (PP (IN on) (NP (DT the) (JJ same) (NN walk))) (SBAR (IN before) (S (NP (DT the) (NN child)) (VP (VBD was) (ADJP (JJ capable) (PP (IN of) (NP (NN speech))))))))) (. .)))

Sembilan bulan sebelumnya (sebelum anak itu dapat bercakap), keluarga itu telah berjalan kaki yang sama.

Keluarga itu berjalan kaki sama sebelum kanak-kanak itu mampu bercakap.


( ( Your donations ) ( ( go ( ( toward it ) all ) ) . ) )

(ROOT (S (NP (PRP$ Your) (NNS donations)) (VP (VBP go) (PP (IN toward) (NP (PRP it)) (ADVP (DT all)))) (. .)))

( ( Your money ) ( ( is ( used ( for ( all ( of it ) ) ) ) ) . ) )

(ROOT (S (NP (PRP$ Your) (NN money)) (VP (VBZ is) (VP (VBN used) (PP (IN for) (NP (NP (DT all)) (PP (IN of) (NP (PRP it))))))) (. .)))

Sumbangan anda akan disalurkan kepada semua.


The ability to keep learning, to keep discovering, and to keep inventing becomes even more important if we are to compete in tomorrow's world.

( ( The ( ability ( ( ( ( ( ( to ( keep learning ) ) , ) ( to ( keep discovering ) ) ) , ) and ) ( to ( keep inventing ) ) ) ) ) ( ( becomes ( ( even ( more important ) ) ( if ( we ( are ( to ( compete ( in ( ( tomorrow 's ) world ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN ability) (S (VP (VP (TO to) (VP (VB keep) (S (VP (VBG learning))))) (, ,) (VP (TO to) (VP (VB keep) (S (VP (VBG discovering))))) (, ,) (CC and) (VP (TO to) (VP (VB keep) (S (VP (VBG inventing)))))))) (VP (VBZ becomes) (ADJP (ADJP (RB even) (RBR more) (JJ important)) (SBAR (IN if) (S (NP (PRP we)) (VP (VBP are) (S (VP (TO to) (VP (VB compete) (PP (IN in) (NP (NP (NN tomorrow) (POS 's)) (NN world))))))))))) (. .)))

In order to stay competitive today we must keep learning and discovering and inventing.

( ( ( In order ) ( to ( stay ( competitive today ) ) ) ) ( we ( ( must ( keep ( ( learning and ) ( ( discovering and ) inventing ) ) ) ) . ) ) )

(ROOT (S (SBAR (IN In) (NN order) (S (VP (TO to) (VP (VB stay) (NP (JJ competitive) (NN today)))))) (NP (PRP we)) (VP (MD must) (VP (VB keep) (S (VP (VP (VBG learning)) (CC and) (VP (VBG discovering) (CC and) (VBG inventing)))))) (. .)))

Keupayaan untuk terus belajar, terus menemui, dan terus mencipta menjadi lebih penting jika kita bersaing di dunia esok.

Untuk kekal berdaya saing hari ini kita mesti terus belajar dan menemui dan mencipta.


When they learned a second plane had struck the World Trade Center, nearly everyone in the White House told us, they immediately knew it was not an accident.

( ( ( When ( they ( learned ( ( a ( second plane ) ) ( had ( struck ( the ( World ( Trade Center ) ) ) ) ) ) ) ) ) ( , ( ( ( nearly everyone ) ( in ( the ( White House ) ) ) ) ( told us ) ) ) ) ( , ( they ( immediately ( ( knew ( it ( ( was not ) ( an accident ) ) ) ) . ) ) ) ) )

(ROOT (S (S (SBAR (WHADVP (WRB When)) (S (NP (PRP they)) (VP (VBD learned) (SBAR (S (NP (DT a) (JJ second) (NN plane)) (VP (VBD had) (VP (VBN struck) (NP (DT the) (NNP World) (NNP Trade) (NNP Center))))))))) (, ,) (NP (NP (RB nearly) (NN everyone)) (PP (IN in) (NP (DT the) (NNP White) (NNP House)))) (VP (VBD told) (NP (PRP us)))) (, ,) (NP (PRP they)) (ADVP (RB immediately)) (VP (VBD knew) (SBAR (S (NP (PRP it)) (VP (VBD was) (RB not) (NP (DT an) (NN accident)))))) (. .)))

People mostly believed that the second plane crash was another accident.

( People ( mostly ( ( believed ( that ( ( the ( second ( plane crash ) ) ) ( was ( another accident ) ) ) ) ) . ) ) )

(ROOT (S (NP (NNS People)) (ADVP (RB mostly)) (VP (VBD believed) (SBAR (IN that) (S (NP (DT the) (JJ second) (NN plane) (NN crash)) (VP (VBD was) (NP (DT another) (NN accident)))))) (. .)))

Apabila mereka mengetahui pesawat kedua telah melanda Pusat Dagangan Dunia, hampir semua orang di Rumah Putih memberitahu kami, mereka segera tahu ia bukan kemalangan.

Kebanyakan orang percaya bahawa kemalangan pesawat kedua adalah kemalangan lain.


entailment neutral entailment entailment entailment

How about I used to read you stories a lot.

( ( How ( ( about I ) ( used ( to ( ( read you ) ( stories ( a lot ) ) ) ) ) ) ) . )

(ROOT (FRAG (SBAR (WHADVP (WRB How)) (S (NP (RB about) (PRP I)) (VP (VBD used) (S (VP (TO to) (VP (VB read) (NP (PRP you)) (NP (NP (NNS stories)) (NP (DT a) (NN lot))))))))) (. .)))

I used to read stories to you a fair bit.

( I ( ( used ( to ( ( read stories ) ( to ( you ( a ( fair bit ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBD used) (S (VP (TO to) (VP (VB read) (NP (NNS stories)) (PP (TO to) (NP (NP (PRP you)) (NP (DT a) (JJ fair) (NN bit)))))))) (. .)))

Bagaimana dengan saya yang pernah membaca anda cerita banyak.

Saya pernah membaca cerita kepada anda sedikit.


They were scary, throwing a child in the oven and all that sort of thing!

( They ( ( ( ( were scary ) , ) ( throwing ( ( ( ( a child ) ( in ( the oven ) ) ) and ) ( ( all ( that sort ) ) ( of thing ) ) ) ) ) ! ) )

(ROOT (S (NP (PRP They)) (VP (VBD were) (ADJP (JJ scary)) (, ,) (S (VP (VBG throwing) (NP (NP (NP (DT a) (NN child)) (PP (IN in) (NP (DT the) (NN oven)))) (CC and) (NP (NP (PDT all) (DT that) (NN sort)) (PP (IN of) (NP (NN thing)))))))) (. !)))

The child being thrown in the pond was so silly.

( ( ( The child ) ( being ( thrown ( in ( the pond ) ) ) ) ) ( ( was ( so silly ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN child)) (VP (VBG being) (VP (VBN thrown) (PP (IN in) (NP (DT the) (NN pond)))))) (VP (VBD was) (ADJP (RB so) (JJ silly))) (. .)))

Mereka menakutkan, membuang anak di dalam ketuhar dan semua perkara seperti itu!

Anak yang dicampakkan ke dalam kolam itu sangat bodoh.


contradiction neutral contradiction neutral contradiction

)The word and concept are Jack Williamson's, from a 1942 story,  Seetee Ship.

( -RRB- ( ( The ( ( word and ) concept ) ) ( ( are ( ( Jack Williamson ) ( ( ( ( 's , ) ( from ( a ( 1942 story ) ) ) ) , ) ( Seetee Ship ) ) ) ) . ) ) )

(ROOT (S (ADVP (RB -RRB-)) (NP (DT The) (NN word) (CC and) (NN concept)) (VP (VBP are) (NP (NP (NNP Jack) (NNP Williamson)) (SBAR (S (VP (VBZ 's) (, ,) (PP (IN from) (NP (DT a) (CD 1942) (NN story))) (, ,) (NP (NNP Seetee) (NNP Ship))))))) (. .)))

( ( The concept ) ( ( is ( entirely original ) ) . ) )

(ROOT (S (NP (DT The) (NN concept)) (VP (VBZ is) (ADJP (RB entirely) (JJ original))) (. .)))

) Perkataan dan konsepnya adalah Jack Williamson, dari kisah 1942, Seetee Ship.


There seems little point in going any further, except to say that this is the  Revised Edition ; one shudders to think of what might have been in the first edition.

( There ( ( ( ( ( seems ( little point ) ) ( in ( going ( any further ) ) ) ) ( , ( except ( to ( say ( that ( this ( is ( ( ( the ( Revised Edition ) ) ; ) ( one shudders ) ) ) ) ) ) ) ) ) ) ( to ( think ( of ( what ( might ( have ( been ( in ( the ( first edition ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VP (VBZ seems) (NP (JJ little) (NN point)) (PP (IN in) (S (VP (VBG going) (NP (DT any) (JJ further)))))) (PRN (, ,) (IN except) (S (VP (TO to) (VP (VB say) (SBAR (IN that) (S (NP (DT this)) (VP (VBZ is) (NP (NP (DT the) (VBN Revised) (NN Edition)) (: ;) (NP (CD one) (NNS shudders)))))))))) (S (VP (TO to) (VP (VB think) (PP (IN of) (SBAR (WHNP (WP what)) (S (VP (MD might) (VP (VB have) (VP (VBN been) (PP (IN in) (NP (DT the) (JJ first) (NN edition))))))))))))) (. .)))

There isn't a point in continuing on because it's a stupid book.

( There ( ( ( is n't ) ( ( a point ) ( in ( ( continuing on ) ( because ( it ( 's ( a ( stupid book ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBZ is) (RB n't) (NP (NP (DT a) (NN point)) (PP (IN in) (S (VP (VBG continuing) (PRT (RP on)) (SBAR (IN because) (S (NP (PRP it)) (VP (VBZ 's) (NP (DT a) (JJ stupid) (NN book)))))))))) (. .)))

Nampaknya tidak ada gunanya pergi lebih jauh, kecuali untuk mengatakan bahawa ini adalah Edisi Terjemahan; satu shudders untuk memikirkan apa yang mungkin ada dalam edisi pertama.

Tiada gunanya meneruskan kerana ia adalah buku bodoh.


I know most of you will find it hard to believe, but we are about to celebrate our 35th Anniversary.

( ( ( ( ( I ( know ( ( most ( of you ) ) ( will ( find ( it ( hard ( to believe ) ) ) ) ) ) ) ) , ) but ) ( we ( are ( about ( to ( celebrate ( our ( 35th Anniversary ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP I)) (VP (VBP know) (SBAR (S (NP (NP (JJS most)) (PP (IN of) (NP (PRP you)))) (VP (MD will) (VP (VB find) (S (NP (PRP it)) (ADJP (JJ hard) (S (VP (TO to) (VP (VB believe)))))))))))) (, ,) (CC but) (S (NP (PRP we)) (VP (VBP are) (VP (IN about) (S (VP (TO to) (VP (VB celebrate) (NP (PRP$ our) (JJ 35th) (NN Anniversary)))))))) (. .)))

( It ( ( 's ( about ( to ( be ( the ( 35th anniversary ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ 's) (VP (IN about) (S (VP (TO to) (VP (VB be) (NP (DT the) (JJ 35th) (NN anniversary))))))) (. .)))

Saya tahu kebanyakan daripada anda akan merasa sukar untuk mempercayai, tetapi kami akan meraikan ulang tahun ke-35 kami.


neutral neutral contradiction neutral contradiction

We would like to announce the success of this year's campaign at the Annual Meeting on April 27, so please return you pledge or gift within the next 30 days.

( ( ( ( ( We ( would ( like ( to ( ( announce ( ( the success ) ( of ( ( this ( year 's ) ) campaign ) ) ) ) ( at ( ( the ( Annual Meeting ) ) ( on ( April 27 ) ) ) ) ) ) ) ) ) , ) so ) ( please ( return ( you ( ( ( pledge or ) gift ) ( within ( the ( next ( 30 days ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP We)) (VP (MD would) (VP (VB like) (S (VP (TO to) (VP (VB announce) (NP (NP (DT the) (NN success)) (PP (IN of) (NP (NP (DT this) (NN year) (POS 's)) (NN campaign)))) (PP (IN at) (NP (NP (DT the) (JJ Annual) (NN Meeting)) (PP (IN on) (NP (NNP April) (CD 27))))))))))) (, ,) (CC so) (S (INTJ (VB please)) (VP (VB return) (S (NP (PRP you)) (NP (NP (NN pledge) (CC or) (NN gift)) (PP (IN within) (NP (DT the) (JJ next) (CD 30) (NNS days))))))) (. .)))

This year's campaign at the Annual Meeting on April 27, 2008 was successful.

( ( ( ( This ( year 's ) ) campaign ) ( at ( ( the ( Annual Meeting ) ) ( on ( ( ( April 27 ) , ) 2008 ) ) ) ) ) ( ( was successful ) . ) )

(ROOT (S (NP (NP (NP (DT This) (NN year) (POS 's)) (NN campaign)) (PP (IN at) (NP (NP (DT the) (JJ Annual) (NN Meeting)) (PP (IN on) (NP (NNP April) (CD 27) (, ,) (CD 2008)))))) (VP (VBD was) (ADJP (JJ successful))) (. .)))

Kami ingin mengumumkan kejayaan kempen tahun ini pada Mesyuarat Tahunan pada 27 April, jadi sila kembalikan ikrar atau hadiah anda dalam tempoh 30 hari akan datang.

Kempen tahun ini pada Mesyuarat Tahunan pada 27 April 2008 berjaya.


Which is really a story from beginning to end, I suppose.

( ( Which ( ( is really ) ( ( a story ) ( from ( beginning ( to end ) ) ) ) ) ) ( , ( I ( suppose . ) ) ) )

(ROOT (S (SBAR (WHNP (WDT Which)) (S (VP (VBZ is) (ADVP (RB really)) (NP (NP (DT a) (NN story)) (PP (IN from) (S (VP (VBG beginning) (S (VP (TO to) (VP (VB end))))))))))) (, ,) (NP (PRP I)) (VP (VBP suppose)) (. .)))

It is only a piece of a story without a real ending.

( It ( ( ( ( is only ) ( ( a piece ) ( of ( a story ) ) ) ) ( without ( a ( real ending ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ is) (ADVP (RB only)) (NP (NP (DT a) (NN piece)) (PP (IN of) (NP (DT a) (NN story)))) (PP (IN without) (NP (DT a) (JJ real) (NN ending)))) (. .)))

Ini cerita dari awal hingga hujung, saya rasa.

Ia hanya sekeping cerita tanpa penghujung sebenar.


contradiction neutral neutral contradiction contradiction

Excessive stimulation also causes them to withdraw as they try to shield themselves from a stimulus deluge, thereby creating conditions that, paradoxically, are much like stimulus deprivation!

( ( Excessive stimulation ) ( also ( ( causes ( them ( to ( withdraw ( as ( they ( ( ( try ( to ( ( shield themselves ) ( from ( a ( stimulus deluge ) ) ) ) ) ) , ) ( thereby ( creating ( conditions ( that ( , ( paradoxically ( , ( are ( much ( like ( stimulus deprivation ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ! ) ) )

(ROOT (S (NP (JJ Excessive) (NN stimulation)) (ADVP (RB also)) (VP (VBZ causes) (S (NP (PRP them)) (VP (TO to) (VP (VB withdraw) (SBAR (IN as) (S (NP (PRP they)) (VP (VBP try) (S (VP (TO to) (VP (VB shield) (NP (PRP themselves)) (PP (IN from) (NP (DT a) (NN stimulus) (NN deluge)))))) (, ,) (S (ADVP (RB thereby)) (VP (VBG creating) (NP (NP (NNS conditions)) (SBAR (WHNP (WDT that)) (S (, ,) (ADVP (RB paradoxically)) (, ,) (VP (VBP are) (ADJP (JJ much) (PP (IN like) (NP (NN stimulus) (NN deprivation))))))))))))))))) (. !)))

Stimulation is a great source of learning.

( Stimulation ( ( is ( ( a ( great source ) ) ( of learning ) ) ) . ) )

(ROOT (S (NP (NNP Stimulation)) (VP (VBZ is) (NP (NP (DT a) (JJ great) (NN source)) (PP (IN of) (S (VP (VBG learning)))))) (. .)))

Rangsangan yang berlebihan juga menyebabkan mereka menarik diri kerana mereka cuba melindungi diri mereka dari banjir rangsangan, dengan itu mewujudkan keadaan yang, secara paradoks, seperti kekurangan rangsangan!

Stimulasi merupakan sumber pembelajaran yang hebat.


For example, sketches or photos can be draped with material of different colors and patterns.

( ( For example ) ( , ( ( ( sketches or ) photos ) ( ( can ( be ( draped ( with ( material ( of ( different ( ( colors and ) patterns ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN For) (NP (NN example))) (, ,) (NP (NNS sketches) (CC or) (NNS photos)) (VP (MD can) (VP (VB be) (VP (VBN draped) (PP (IN with) (NP (NP (NN material)) (PP (IN of) (NP (JJ different) (NNS colors) (CC and) (NNS patterns)))))))) (. .)))

Different patterned material can be draped around photos.

( ( Different ( patterned material ) ) ( ( can ( be ( draped ( around photos ) ) ) ) . ) )

(ROOT (S (NP (JJ Different) (JJ patterned) (NN material)) (VP (MD can) (VP (VB be) (VP (VBN draped) (PP (IN around) (NP (NNS photos)))))) (. .)))

Sebagai contoh, lakaran atau gambar boleh dibalut dengan bahan warna dan corak yang berbeza.

Bahan bercorak yang berbeza boleh dibalut di sekitar foto.


contradiction contradiction contradiction neutral contradiction

( ( ( Do you ) ( think ( that ( 's ( what ( it was ) ) ) ) ) ) ? )

(ROOT (SQ (VBP Do) (NP (PRP you)) (VP (VB think) (SBAR (IN that) (S (VP (VBZ 's) (SBAR (WHNP (WP what)) (S (NP (PRP it)) (VP (VBD was)))))))) (. ?)))

(ROOT (S (SBAR (IN That) (S (VP (MD ca) (RB n't) (VP (VB be) (NP (PRP it)))))) (, ,) (NP (PRP you)) (VP (VBP do) (RB n't) (VP (VB think) (NP (NNS ?!))))))

Adakah anda fikir itu apa yang ia adalah?


neutral neutral entailment neutral entailment

As a part of this inspection and repair, a detailed map is made that locates any remaining defects; the minimum width of the bolt is measured along with the overall length of the unstretched material.

( ( ( ( ( As ( ( a part ) ( of ( this ( ( inspection and ) repair ) ) ) ) ) ( , ( ( a ( detailed map ) ) ( is ( made ( that ( locates ( any ( remaining defects ) ) ) ) ) ) ) ) ) ; ) ( ( ( the ( minimum width ) ) ( of ( the bolt ) ) ) ( is ( ( measured along ) ( with ( ( the ( overall length ) ) ( of ( the ( unstretched material ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (PP (IN As) (NP (NP (DT a) (NN part)) (PP (IN of) (NP (DT this) (NN inspection) (CC and) (NN repair))))) (, ,) (NP (DT a) (JJ detailed) (NN map)) (VP (VBZ is) (VP (VBN made) (SBAR (IN that) (S (VP (VBZ locates) (NP (DT any) (VBG remaining) (NNS defects)))))))) (: ;) (S (NP (NP (DT the) (JJ minimum) (NN width)) (PP (IN of) (NP (DT the) (NN bolt)))) (VP (VBZ is) (VP (VBN measured) (PRT (RP along)) (PP (IN with) (NP (NP (DT the) (JJ overall) (NN length)) (PP (IN of) (NP (DT the) (JJ unstretched) (NN material)))))))) (. .)))

A detailed map of nearly the entire area is made that locates any remaining defects.

( ( ( A ( detailed map ) ) ( of ( nearly ( the ( entire area ) ) ) ) ) ( ( is ( made ( that ( locates ( any ( remaining defects ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT A) (JJ detailed) (NN map)) (PP (IN of) (NP (RB nearly) (DT the) (JJ entire) (NN area)))) (VP (VBZ is) (VP (VBN made) (SBAR (IN that) (S (VP (VBZ locates) (NP (DT any) (VBG remaining) (NNS defects))))))) (. .)))

Sebagai sebahagian daripada pemeriksaan dan pembaikan ini, peta terperinci dibuat yang mengesan sebarang kecacatan yang tinggal; lebar minimum bolt diukur bersama dengan panjang keseluruhan bahan yang tidak tertandingi.

Peta terperinci hampir seluruh kawasan dibuat yang mengesan sebarang kecacatan yang tinggal.


When he came home, it was harder controlling diabetes.

( ( When ( he ( came home ) ) ) ( , ( it ( ( ( was harder ) ( controlling diabetes ) ) . ) ) ) )

(ROOT (S (SBAR (WHADVP (WRB When)) (S (NP (PRP he)) (VP (VBD came) (NP (NN home))))) (, ,) (NP (PRP it)) (VP (VBD was) (ADVP (RBR harder)) (VP (VBG controlling) (NP (NN diabetes)))) (. .)))

It became harder to control his diabetes once he was home.

( It ( ( ( became harder ) ( to ( ( control ( his diabetes ) ) ( once ( he ( was home ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD became) (ADVP (RBR harder)) (S (VP (TO to) (VP (VB control) (NP (PRP$ his) (NN diabetes)) (SBAR (IN once) (S (NP (PRP he)) (VP (VBD was) (ADVP (RB home))))))))) (. .)))

Apabila dia pulang, lebih sukar untuk mengawal diabetes.

Ia menjadi lebih sukar untuk mengawal diabetesnya apabila dia berada di rumah.


Earlier, on page 49, we learnt about Agnodice,  who lived to become the world's first known woman gynaecologist,  in the fourth century BC.

( Earlier ( , ( ( on ( page 49 ) ) ( , ( we ( ( learnt ( about ( ( Agnodice , ) ( who ( lived ( to ( become ( ( ( ( the ( world 's ) ) ( first ( known ( woman gynaecologist ) ) ) ) , ) ( in ( the ( fourth ( century BC ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) ) ) )

(ROOT (S (ADVP (RB Earlier)) (, ,) (PP (IN on) (NP (NN page) (CD 49))) (, ,) (NP (PRP we)) (VP (VBD learnt) (PP (IN about) (NP (NP (NNP Agnodice)) (, ,) (SBAR (WHNP (WP who)) (S (VP (VBD lived) (S (VP (TO to) (VP (VB become) (NP (NP (NP (DT the) (NN world) (POS 's)) (JJ first) (JJ known) (NN woman) (NN gynaecologist)) (, ,) (PP (IN in) (NP (DT the) (JJ fourth) (NN century) (NN BC))))))))))))) (. .)))

We have already read about the world's first known woman gynecologist, Agnodice.

( We ( ( ( have already ) ( read ( about ( ( ( ( the ( world 's ) ) ( first ( known ( woman gynecologist ) ) ) ) , ) Agnodice ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP have) (ADVP (RB already)) (VP (VBN read) (PP (IN about) (NP (NP (NP (DT the) (NN world) (POS 's)) (JJ first) (JJ known) (NN woman) (NN gynecologist)) (, ,) (NP (NNP Agnodice)))))) (. .)))

Sebelum ini, di halaman 49, kita belajar tentang Agnodice, yang hidup untuk menjadi ahli ginekologi wanita pertama yang dikenali di dunia, pada abad keempat SM.

Kami telah membaca tentang pakar sakit puan wanita pertama yang dikenali di dunia, Agnodice.


entailment entailment entailment entailment neutral

When my students and I approached the heart of the course'talking the English language'nothing seemed to work for me until I closed all the books and compelled two or three students at a time to put themselves in commonplace situations in which they had to speak English.

( ( When ( ( ( ( my students ) and ) I ) ( approached ( ( the heart ) ( of ( ( ( the course ) ` ) ( talking ( ( ( the ( English language ) ) ` ) nothing ) ) ) ) ) ) ) ) ( ( seemed ( to ( ( work ( for me ) ) ( until ( I ( ( ( closed ( all ( the books ) ) ) and ) ( ( compelled ( ( ( two or ) three ) students ) ) ( at ( a ( time ( to ( ( put themselves ) ( in ( ( commonplace situations ) ( ( in which ) ( they ( had ( to ( speak English ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (SBAR (WHADVP (WRB When)) (S (NP (NP (PRP$ my) (NNS students)) (CC and) (NP (PRP I))) (VP (VBD approached) (NP (NP (DT the) (NN heart)) (PP (IN of) (NP (NP (DT the) (NN course)) (`` `) (VP (VBG talking) (NP (NP (DT the) (JJ English) (NN language)) (`` `) (NP (NN nothing)))))))))) (VP (VBD seemed) (S (VP (TO to) (VP (VB work) (PP (IN for) (NP (PRP me))) (SBAR (IN until) (S (NP (PRP I)) (VP (VP (VBD closed) (NP (PDT all) (DT the) (NNS books))) (CC and) (VP (VBN compelled) (NP (QP (CD two) (CC or) (CD three)) (NNS students)) (PP (IN at) (NP (DT a) (NN time) (S (VP (TO to) (VP (VB put) (NP (PRP themselves)) (PP (IN in) (NP (NP (JJ commonplace) (NNS situations)) (SBAR (WHPP (IN in) (WHNP (WDT which))) (S (NP (PRP they)) (VP (VBD had) (S (VP (TO to) (VP (VB speak) (NP (NNP English))))))))))))))))))))))) (. .)))

I asked the students to put themselves in everyday events where they would have to speak English to help them better understand.

( I ( ( ( asked ( the students ) ) ( to ( ( ( put themselves ) ( in ( everyday events ) ) ) ( where ( they ( would ( have ( to ( speak ( English ( to ( help ( them ( better understand ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBD asked) (NP (DT the) (NNS students)) (S (VP (TO to) (VP (VB put) (NP (PRP themselves)) (PP (IN in) (NP (JJ everyday) (NNS events))) (SBAR (WHADVP (WRB where)) (S (NP (PRP they)) (VP (MD would) (VP (VB have) (S (VP (TO to) (VP (VB speak) (S (NP (NNP English)) (VP (TO to) (VP (VB help) (S (NP (PRP them)) (ADJP (JJR better)) (S (VP (VB understand)))))))))))))))))) (. .)))

Apabila pelajar saya dan saya mendekati hati kursus 'bercakap bahasa Inggeris' tidak ada yang berfungsi untuk saya sehingga saya menutup semua buku dan memaksa dua atau tiga pelajar pada satu masa untuk meletakkan diri mereka dalam situasi biasa di mana mereka terpaksa bercakap bahasa Inggeris.

Saya meminta pelajar untuk meletakkan diri mereka dalam acara harian di mana mereka perlu bercakap bahasa Inggeris untuk membantu mereka memahami dengan lebih baik.


Those in Egypt, Libya, Iraq, and Yemen were eventually overthrown by secular nationalist revolutionaries.

( ( Those ( in ( Egypt ( , ( Libya ( , ( Iraq ( , ( and Yemen ) ) ) ) ) ) ) ) ) ( ( ( were eventually ) ( overthrown ( by ( secular ( nationalist revolutionaries ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT Those)) (PP (IN in) (NP (NNP Egypt) (, ,) (NNS Libya) (, ,) (NNP Iraq) (, ,) (CC and) (NNP Yemen)))) (VP (VBD were) (ADVP (RB eventually)) (VP (VBN overthrown) (PP (IN by) (NP (JJ secular) (JJ nationalist) (NNS revolutionaries))))) (. .)))

Secular nationalist revolutionaries eventually overthrew them in Egypt and Libya.

( ( Secular ( nationalist revolutionaries ) ) ( eventually ( ( ( overthrew them ) ( in ( ( Egypt and ) Libya ) ) ) . ) ) )

(ROOT (S (NP (JJ Secular) (JJ nationalist) (NNS revolutionaries)) (ADVP (RB eventually)) (VP (VBD overthrew) (NP (PRP them)) (PP (IN in) (NP (NNP Egypt) (CC and) (NNP Libya)))) (. .)))

Mereka yang berada di Mesir, Libya, Iraq, dan Yaman akhirnya digulingkan oleh revolusi nasionalis sekular.

Revolusioner nasionalis sekular akhirnya menggulingkan mereka di Mesir dan Libya.


Human needs are on the rise in central Indiana and we have to meet the challenge.

( ( ( ( ( Human needs ) ( are ( on ( ( the rise ) ( in ( central Indiana ) ) ) ) ) ) and ) ( we ( have ( to ( meet ( the challenge ) ) ) ) ) ) . )

(ROOT (S (S (NP (NNP Human) (NNS needs)) (VP (VBP are) (PP (IN on) (NP (NP (DT the) (NN rise)) (PP (IN in) (NP (JJ central) (NNP Indiana))))))) (CC and) (S (NP (PRP we)) (VP (VBP have) (S (VP (TO to) (VP (VB meet) (NP (DT the) (NN challenge))))))) (. .)))

Human needs have steadily been on the rise over the past 10 years.

( ( Human needs ) ( ( ( have steadily ) ( ( been ( on ( the rise ) ) ) ( over ( the ( past ( 10 years ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Human) (NNS needs)) (VP (VBP have) (ADVP (RB steadily)) (VP (VBN been) (PP (IN on) (NP (DT the) (NN rise))) (PP (IN over) (NP (DT the) (JJ past) (CD 10) (NNS years))))) (. .)))

Keperluan manusia semakin meningkat di Indiana tengah dan kita perlu menghadapi cabaran.

Keperluan manusia semakin meningkat sejak 10 tahun yang lalu.


They must induce children to develop talents, skills, good values, and a sense of accomplishment through engagement not just in activities that are easy and fun, but in ones that are meaningful and challenging'that help them sustain eort in the face of diculty, overcome obstacles, and advance to greater heights.

( They ( ( must ( induce ( children ( to ( ( ( develop ( ( ( ( ( ( ( talents , ) skills ) , ) ( good values ) ) , ) and ) ( ( a sense ) ( of accomplishment ) ) ) ) ( through engagement ) ) ( ( not just ) ( ( ( ( in ( activities ( that ( are ( ( easy and ) fun ) ) ) ) ) , ) but ) ( in ( ones ( that ( are ( ( meaningful and ) ( ( challenging ` ) ( that ( help ( them ( ( ( ( ( ( ( sustain eort ) ( in ( ( the face ) ( of diculty ) ) ) ) , ) ( overcome obstacles ) ) , ) and ) ( advance ( to ( greater heights ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (MD must) (VP (VB induce) (S (NP (NNS children)) (VP (TO to) (VP (VB develop) (NP (NP (NNS talents)) (, ,) (NP (NNS skills)) (, ,) (NP (JJ good) (NNS values)) (, ,) (CC and) (NP (NP (DT a) (NN sense)) (PP (IN of) (NP (NN accomplishment))))) (PP (IN through) (NP (NN engagement))) (PP (CONJP (RB not) (RB just)) (PP (IN in) (NP (NP (NNS activities)) (SBAR (WHNP (WDT that)) (S (VP (VBP are) (ADJP (JJ easy) (CC and) (JJ fun))))))) (, ,) (CC but) (PP (IN in) (NP (NP (NNS ones)) (SBAR (WHNP (WDT that)) (S (VP (VBP are) (UCP (ADJP (JJ meaningful)) (CC and) (VP (VBG challenging) (`` `) (S (NP (DT that)) (VP (VB help) (S (NP (PRP them)) (VP (VP (VB sustain) (NP (NN eort)) (PP (IN in) (NP (NP (DT the) (NN face)) (PP (IN of) (NP (NN diculty)))))) (, ,) (VP (VB overcome) (NP (NNS obstacles))) (, ,) (CC and) (VP (VB advance) (PP (TO to) (NP (JJR greater) (NNS heights))))))))))))))))))))) (. .)))

They have to encourage kids to develop values.

( They ( ( have ( to ( encourage ( kids ( to ( develop values ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (VBP have) (S (VP (TO to) (VP (VB encourage) (S (NP (NNS kids)) (VP (TO to) (VP (VB develop) (NP (NNS values))))))))) (. .)))

Mereka mesti mendorong kanak-kanak untuk membangunkan bakat, kemahiran, nilai-nilai yang baik, dan rasa pencapaian melalui penglibatan bukan sahaja dalam aktiviti yang mudah dan menyeronokkan, tetapi dalam aktiviti yang bermakna dan mencabar 'yang membantu mereka mengekalkan eort dalam menghadapi kekufuran, mengatasi halangan, dan maju ke ketinggian yang lebih tinggi.

Mereka perlu menggalakkan anak-anak untuk membangunkan nilai-nilai.


neutral contradiction neutral neutral neutral

At 8:48, while the controller was still trying to locate American 11, a New York Center manager provided the following report on a Command Center teleconference about American 11:

( ( At 8:48 ) ( , ( ( while ( ( the controller ) ( ( was still ) ( trying ( to ( locate ( American 11 ) ) ) ) ) ) ) ( , ( ( a ( New ( York ( Center manager ) ) ) ) ( ( ( ( provided ( the ( following report ) ) ) ( on ( a ( Command ( Center teleconference ) ) ) ) ) ( about ( American 11 ) ) ) : ) ) ) ) ) )

(ROOT (S (PP (IN At) (NP (CD 8:48))) (, ,) (SBAR (IN while) (S (NP (DT the) (NN controller)) (VP (VBD was) (ADVP (RB still)) (VP (VBG trying) (S (VP (TO to) (VP (VB locate) (NP (NNP American) (CD 11))))))))) (, ,) (NP (DT a) (NNP New) (NNP York) (NNP Center) (NN manager)) (VP (VBD provided) (NP (DT the) (JJ following) (NN report)) (PP (IN on) (NP (DT a) (NNP Command) (NNP Center) (NN teleconference))) (PP (IN about) (NP (NNP American) (CD 11)))) (: :)))

American 11 was visually seen by the New York Center while the controller was not.

( ( American 11 ) ( ( ( was visually ) ( ( seen ( by ( the ( New ( York Center ) ) ) ) ) ( while ( ( the controller ) ( was not ) ) ) ) ) . ) )

(ROOT (S (NP (NNP American) (CD 11)) (VP (VBD was) (ADVP (RB visually)) (VP (VBN seen) (PP (IN by) (NP (DT the) (NNP New) (NNP York) (NNP Center))) (SBAR (IN while) (S (NP (DT the) (NN controller)) (VP (VBD was) (RB not)))))) (. .)))

Pada 8:48, sementara pengawal masih cuba mencari American 11, seorang pengurus New York Center menyediakan laporan berikut mengenai telekonferensi Pusat Komando mengenai American 11:

American 11 dilihat secara visual oleh Pusat New York sementara pengawal tidak.


( ( Counting definitions ) ( ( is ( a start ) ) . ) )

(ROOT (S (NP (JJ Counting) (NNS definitions)) (VP (VBZ is) (NP (DT a) (NN start))) (. .)))

Counting definitions is a terrible start.

( ( Counting definitions ) ( ( is ( a ( terrible start ) ) ) . ) )

(ROOT (S (NP (JJ Counting) (NNS definitions)) (VP (VBZ is) (NP (DT a) (JJ terrible) (NN start))) (. .)))

Mengira definisi adalah permulaan yang dahsyat.


entailment entailment contradiction entailment entailment

Turning a corner of the Mazza Gallerie into a women's tennis store, I was startled to see ...

( ( ( Turning ( ( a corner ) ( of ( the ( Mazza Gallerie ) ) ) ) ) ( into ( ( a ( women 's ) ) ( tennis store ) ) ) ) ( , ( I ( ( was ( startled ( to see ) ) ) ... ) ) ) )

(ROOT (S (S (VP (VBG Turning) (NP (NP (DT a) (NN corner)) (PP (IN of) (NP (DT the) (NNP Mazza) (NNP Gallerie)))) (PP (IN into) (NP (NP (DT a) (NNS women) (POS 's)) (NN tennis) (NN store))))) (, ,) (NP (PRP I)) (VP (VBD was) (VP (VBN startled) (S (VP (TO to) (VP (VB see)))))) (: ...)))

I turned the corner from the Maxxa Gallierie and walked into a tennis store.

( I ( ( ( ( ( turned ( the corner ) ) ( from ( the ( Maxxa Gallierie ) ) ) ) and ) ( walked ( into ( a ( tennis store ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VP (VBD turned) (NP (DT the) (NN corner)) (PP (IN from) (NP (DT the) (NNP Maxxa) (NNP Gallierie)))) (CC and) (VP (VBD walked) (PP (IN into) (NP (DT a) (NN tennis) (NN store))))) (. .)))

Mengalihkan sudut Mazza Gallerie ke kedai tenis wanita, saya terkejut melihat...

Saya berpaling dari Maxxa Gallierie dan berjalan ke kedai tenis.


Before she died and she crashed on that curve.

( ( ( ( Before ( she died ) ) and ) ( she ( crashed ( on ( that curve ) ) ) ) ) . )

(ROOT (S (S (ADVP (IN Before)) (NP (PRP she)) (VP (VBD died))) (CC and) (S (NP (PRP she)) (VP (VBD crashed) (PP (IN on) (NP (DT that) (NN curve))))) (. .)))

We had a lot of good times together before she died.

( We ( ( ( had ( ( a lot ) ( of ( good times ) ) ) ) ( together ( before ( she died ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBD had) (NP (NP (DT a) (NN lot)) (PP (IN of) (NP (JJ good) (NNS times)))) (SBAR (ADVP (RB together)) (IN before) (S (NP (PRP she)) (VP (VBD died))))) (. .)))

Sebelum dia meninggal dunia dan dia jatuh pada lengkung itu.

Kami mempunyai banyak masa yang baik bersama-sama sebelum dia meninggal dunia.


Notice how Alison's imagination ranges far beyond the immediate play props before her'a tea set, a toy truck, and an ambulance.

( Notice ( ( how ( ( ( Alison 's ) imagination ) ( ranges ( ( far ( beyond ( the ( immediate play ) ) ) ) ( ( ( props ( before her ) ) ' ) ( ( ( ( ( ( a ( tea set ) ) , ) ( a ( toy truck ) ) ) , ) and ) ( an ambulance ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Notice)) (SBAR (WHADVP (WRB how)) (S (NP (NP (NNP Alison) (POS 's)) (NN imagination)) (VP (VBZ ranges) (NP (ADVP (RB far) (PP (IN beyond) (NP (DT the) (JJ immediate) (NN play)))) (NP (NNS props)) (PP (IN before) (NP (PRP her))) ('' ') (NP (NP (DT a) (NN tea) (NN set)) (, ,) (NP (DT a) (NN toy) (NN truck)) (, ,) (CC and) (NP (DT an) (NN ambulance))))))) (. .)))

Notice how Alison's imagination involves abstract concepts.

( Notice ( ( how ( ( ( Alison 's ) imagination ) ( involves ( abstract concepts ) ) ) ) . ) )

(ROOT (S (NP (NNP Notice)) (SBAR (WHADVP (WRB how)) (S (NP (NP (NNP Alison) (POS 's)) (NN imagination)) (VP (VBZ involves) (NP (JJ abstract) (NNS concepts))))) (. .)))

Perhatikan bagaimana imaginasi Alison jauh melebihi alat permainan segera sebelum set tehnya, trak mainan, dan ambulans.

Perhatikan bagaimana imaginasi Alison melibatkan konsep abstrak.


contradiction contradiction contradiction contradiction contradiction

Our answer to that is, we stay focused on our mission of empowerment of women and their families.

( ( ( Our answer ) ( to that ) ) ( ( ( is , ) ( we ( stay ( focused ( on ( ( our mission ) ( of ( empowerment ( of ( ( women and ) ( their families ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (PRP$ Our) (NN answer)) (PP (TO to) (NP (DT that)))) (VP (VBZ is) (, ,) (S (NP (PRP we)) (VP (VB stay) (VP (VBN focused) (PP (IN on) (NP (NP (PRP$ our) (NN mission)) (PP (IN of) (NP (NP (NN empowerment)) (PP (IN of) (NP (NP (NNS women)) (CC and) (NP (PRP$ their) (NNS families)))))))))))) (. .)))

We have strayed from our mission and no longer help out families in need.

( We ( ( have ( ( ( ( strayed ( from ( our mission ) ) ) and ) ( no longer ) ) ( ( help out ) ( families ( in need ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP have) (VP (VP (VBN strayed) (PP (IN from) (NP (PRP$ our) (NN mission)))) (CC and) (ADVP (RB no) (RB longer)) (VP (VB help) (PRT (RP out)) (NP (NP (NNS families)) (PP (IN in) (NP (NN need))))))) (. .)))

Jawapannya ialah, kami tetap fokus pada misi pemberdayaan wanita dan keluarga mereka.

Kami telah tersasar dari misi kami dan tidak lagi membantu keluarga yang memerlukan.


entailment entailment entailment entailment entailment

He was ready to strike at the head of the snake.

( He ( ( was ( ready ( to ( strike ( at ( ( the head ) ( of ( the snake ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP He)) (VP (VBD was) (ADJP (JJ ready) (S (VP (TO to) (VP (VB strike) (PP (IN at) (NP (NP (DT the) (NN head)) (PP (IN of) (NP (DT the) (NN snake)))))))))) (. .)))

( ( The snake ) ( ( had ( a head ) ) . ) )

(ROOT (S (NP (DT The) (NN snake)) (VP (VBD had) (NP (DT a) (NN head))) (. .)))

Dia bersedia untuk menyerang kepala ular itu.


None is the combined Old English ne `not' + on `one.

( None ( ( is ( ( the ( combined ( ( Old ( English ne ) ) ( ` ( not ( ' + ) ) ) ) ) ) ( ( on ` ) one ) ) ) . ) )

(ROOT (S (NP (NN None)) (VP (VBZ is) (NP (NP (DT the) (JJ combined) (ADJP (NNP Old) (NNP English) (JJ ne)) (`` `) (INTJ (RB not)) ('' ') (NN +)) (PP (IN on) (`` `) (NP (CD one))))) (. .)))

( ( Old ( English words ) ) ( are ( compounded ( a lot ) ) ) )

(ROOT (S (NP (NNP Old) (NNP English) (NNS words)) (VP (VBP are) (VP (VBN compounded) (NP (DT a) (NN lot))))))

Tiada satu pun gabungan Bahasa Inggeris Lama ne `not' + pada `one.

Perkataan Inggeris lama banyak dikompaun


hydrox It is wildly improbable that this is the name of a cookie and not a many-headed, bovine monster.

( hydrox ( It ( ( ( is ( wildly improbable ) ) ( that ( this ( is ( ( the name ) ( of ( ( ( a cookie ) and ) ( not ( a ( ( many-headed ( , bovine ) ) monster ) ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (ADVP (RB hydrox)) (NP (PRP It)) (VP (VBZ is) (ADJP (RB wildly) (JJ improbable)) (SBAR (IN that) (S (NP (DT this)) (VP (VBZ is) (NP (NP (DT the) (NN name)) (PP (IN of) (NP (NP (DT a) (NN cookie)) (CC and) (NP (RB not) (DT a) (ADJP (JJ many-headed) (, ,) (JJ bovine)) (NN monster))))))))) (. .)))

The name of the cookie reminds me of a movie about monsters I once watched.

( ( ( The name ) ( of ( the cookie ) ) ) ( ( ( reminds me ) ( of ( ( a movie ) ( about ( monsters ( I ( once watched ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN name)) (PP (IN of) (NP (DT the) (NN cookie)))) (VP (VBZ reminds) (NP (PRP me)) (PP (IN of) (NP (NP (DT a) (NN movie)) (PP (IN about) (NP (NP (NNS monsters)) (SBAR (S (NP (PRP I)) (ADVP (RB once)) (VP (VBD watched))))))))) (. .)))

Ia sangat mustahil bahawa ini adalah nama cookie dan bukan raksasa bovine yang berkepala banyak.

Nama cookie mengingatkan saya tentang filem mengenai raksasa yang pernah saya tonton.


contradiction neutral contradiction entailment contradiction

The pilots knew their mission was to divert aircraft, but did not know that the threat came from hijacked airliners.

( ( The pilots ) ( ( ( ( ( knew ( ( their mission ) ( was ( to ( divert aircraft ) ) ) ) ) , ) but ) ( ( did not ) ( know ( that ( ( the threat ) ( came ( from ( hijacked airliners ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS pilots)) (VP (VP (VBD knew) (SBAR (S (NP (PRP$ their) (NN mission)) (VP (VBD was) (S (VP (TO to) (VP (VB divert) (NP (NN aircraft))))))))) (, ,) (CC but) (VP (VBD did) (RB not) (VP (VB know) (SBAR (IN that) (S (NP (DT the) (NN threat)) (VP (VBD came) (PP (IN from) (NP (JJ hijacked) (NNS airliners))))))))) (. .)))

The pilots were on high alert, due to the hijacked aircraft.

( ( The pilots ) ( ( were ( ( ( on ( high alert ) ) ( , due ) ) ( to ( the ( hijacked aircraft ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS pilots)) (VP (VBD were) (ADJP (ADJP (PP (IN on) (NP (JJ high) (NN alert))) (, ,) (JJ due)) (PP (TO to) (NP (DT the) (JJ hijacked) (NN aircraft))))) (. .)))

Juruterbang tahu misi mereka adalah untuk mengalihkan pesawat, tetapi tidak tahu bahawa ancaman itu datang dari pesawat yang dirampas.

Juruterbang berjaga-jaga tinggi, kerana pesawat yang dirampas.


contradiction entailment contradiction entailment contradiction

It was impossible not to remain humble in these circumstances.

( It ( ( was ( impossible ( not ( to ( ( remain humble ) ( in ( these circumstances ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBD was) (ADJP (JJ impossible) (S (RB not) (VP (TO to) (VP (VB remain) (ADJP (JJ humble)) (PP (IN in) (NP (DT these) (NNS circumstances)))))))) (. .)))

We were not humble given these circumstances.

( We ( ( ( ( were not ) humble ) ( given ( these circumstances ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBD were) (RB not) (ADJP (JJ humble)) (PP (VBN given) (NP (DT these) (NNS circumstances)))) (. .)))

Tidak mustahil untuk kekal rendah diri dalam keadaan ini.

Kami tidak berasa rendah diri kerana keadaan ini.


If a retail customer pays a premium for a custom pair of jeans, dress shirt, or suit, that customer will expect the item to be delivered to her home within days, not weeks or months.

( ( If ( ( a ( retail customer ) ) ( pays ( ( a premium ) ( for ( ( a ( custom pair ) ) ( of ( ( ( ( ( jeans , ) ( dress shirt ) ) , ) or ) suit ) ) ) ) ) ) ) ) ( , ( ( that customer ) ( ( will ( expect ( the ( item ( to ( be ( ( delivered ( to ( her home ) ) ) ( within ( ( days , ) ( not ( ( weeks or ) months ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN If) (S (NP (DT a) (JJ retail) (NN customer)) (VP (VBZ pays) (NP (NP (DT a) (NN premium)) (PP (IN for) (NP (NP (DT a) (NN custom) (NN pair)) (PP (IN of) (NP (NP (NNS jeans)) (, ,) (NP (NN dress) (NN shirt)) (, ,) (CC or) (NP (NN suit)))))))))) (, ,) (NP (DT that) (NN customer)) (VP (MD will) (VP (VB expect) (NP (DT the) (NN item) (S (VP (TO to) (VP (VB be) (VP (VBN delivered) (PP (TO to) (NP (PRP$ her) (NN home))) (PP (IN within) (NP (NP (NNS days)) (, ,) (NP (RB not) (NNS weeks) (CC or) (NNS months))))))))))) (. .)))

Customers can expect to receive the items they pay for in months rather than days.

( Customers ( ( can ( expect ( to ( receive ( ( the items ) ( they ( pay ( for ( in ( ( months ( rather than ) ) days ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNS Customers)) (VP (MD can) (VP (VB expect) (S (VP (TO to) (VP (VB receive) (NP (NP (DT the) (NNS items)) (SBAR (S (NP (PRP they)) (VP (VBP pay) (PP (IN for) (IN in) (NP (NP (NNS months)) (CONJP (RB rather) (IN than)) (NP (NNS days))))))))))))) (. .)))

Jika pelanggan runcit membayar premium untuk sepasang seluar jeans, baju, atau pakaian, pelanggan itu akan mengharapkan item itu dihantar ke rumahnya dalam beberapa hari, bukan minggu atau bulan.

Pelanggan boleh mengharapkan untuk menerima barangan yang mereka bayar dalam bulan dan bukannya hari.


They may at least begin to suggest the considerable language barrier between my hosts and me.

( They ( ( ( may ( at least ) ) ( begin ( to ( suggest ( ( the ( considerable ( language barrier ) ) ) ( between ( ( ( my hosts ) and ) me ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (MD may) (ADVP (IN at) (JJS least)) (VP (VB begin) (S (VP (TO to) (VP (VB suggest) (NP (NP (DT the) (JJ considerable) (NN language) (NN barrier)) (PP (IN between) (NP (NP (PRP$ my) (NNS hosts)) (CC and) (NP (PRP me)))))))))) (. .)))

( ( ( ( My host ) and ) I ) ( ( ( do not ) ( get along ) ) . ) )

(ROOT (S (NP (NP (PRP$ My) (NN host)) (CC and) (NP (PRP I))) (VP (VBP do) (RB not) (VP (VB get) (PRT (RP along)))) (. .)))

Mereka mungkin mula mencadangkan halangan bahasa yang besar antara tuan rumah saya dan saya.


Campbell held that the ancient mythologies and religions are allegorical and that there was no real distinction between gods and goddesses, who were given sexual identity when in human form only to make them more meaningful.

( Campbell ( ( held ( ( ( that ( ( ( ( the ( ancient mythologies ) ) and ) religions ) ( are allegorical ) ) ) and ) ( that ( there ( was ( ( ( no ( real distinction ) ) ( between ( ( ( ( gods and ) goddesses ) , ) ( who ( were ( ( ( given ( sexual identity ) ) when ) ( in ( human form ) ) ) ) ) ) ) ) ( only ( to ( make ( them ( more meaningful ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Campbell)) (VP (VBD held) (SBAR (SBAR (IN that) (S (NP (NP (DT the) (JJ ancient) (NNS mythologies)) (CC and) (NP (NNS religions))) (VP (VBP are) (ADJP (JJ allegorical))))) (CC and) (SBAR (IN that) (S (NP (EX there)) (VP (VBD was) (NP (NP (DT no) (JJ real) (NN distinction)) (PP (IN between) (NP (NP (NNS gods) (CC and) (NNS goddesses)) (, ,) (SBAR (WHNP (WP who)) (S (VP (VBD were) (VP (VBN given) (NP (JJ sexual) (NN identity)) (NP (WRB when)) (PP (IN in) (NP (JJ human) (NN form))))))))) (S (RB only) (VP (TO to) (VP (VB make) (S (NP (PRP them)) (ADJP (RBR more) (JJ meaningful)))))))))))) (. .)))

Ancient mythologies and religions are allegory.

( ( Ancient ( ( mythologies and ) religions ) ) ( ( are allegory ) . ) )

(ROOT (S (NP (JJ Ancient) (NNS mythologies) (CC and) (NNS religions)) (VP (VBP are) (NP (NN allegory))) (. .)))

Campbell berpendapat bahawa mitos dan agama kuno adalah kiasan dan tidak ada perbezaan yang nyata antara dewa dan dewi, yang diberi identiti seksual ketika dalam bentuk manusia hanya untuk menjadikannya lebih bermakna.

Mitologi dan agama purba adalah alegori.


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))))) (. .)))

Volunteer recruitment will be supported by your donation.

( ( Volunteer recruitment ) ( ( will ( be ( supported ( by ( your donation ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Volunteer) (NNP recruitment)) (VP (MD will) (VP (VB be) (VP (VBN supported) (PP (IN by) (NP (PRP$ your) (NN donation)))))) (. .)))

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

Rekreasi sukarelawan akan disokong oleh sumbangan anda.


neutral neutral neutral contradiction contradiction

With higher values of inventory carrying costs, it is more profitable to shift more production to the quick-line plant to allow reduction in work-in-process and finished goods inventory.

( ( With ( ( higher values ) ( of ( inventory ( carrying costs ) ) ) ) ) ( , ( it ( ( is ( more ( profitable ( to ( ( ( shift ( more production ) ) ( to ( the ( quick-line plant ) ) ) ) ( to ( ( allow reduction ) ( in ( work-in-process ( and ( finished ( goods inventory ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN With) (NP (NP (JJR higher) (NNS values)) (PP (IN of) (NP (NN inventory) (VBG carrying) (NNS costs))))) (, ,) (NP (PRP it)) (VP (VBZ is) (ADJP (RBR more) (JJ profitable) (S (VP (TO to) (VP (VB shift) (NP (JJR more) (NN production)) (PP (TO to) (NP (DT the) (JJ quick-line) (NN plant))) (S (VP (TO to) (VP (VB allow) (NP (NN reduction)) (PP (IN in) (NP (NNS work-in-process) (CC and) (JJ finished) (NNS goods) (NN inventory))))))))))) (. .)))

Production can be shifted to multiple alternative methods depending on the situation.

( Production ( ( can ( be ( ( shifted ( to ( multiple ( alternative methods ) ) ) ) ( depending ( on ( the situation ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Production)) (VP (MD can) (VP (VB be) (VP (VBN shifted) (PP (TO to) (NP (JJ multiple) (NN alternative) (NNS methods))) (PP (VBG depending) (PP (IN on) (NP (DT the) (NN situation))))))) (. .)))

Dengan nilai inventori yang lebih tinggi yang membawa kos, lebih menguntungkan untuk mengalihkan lebih banyak pengeluaran ke kilang cepat untuk membolehkan pengurangan inventori barang kerja dan siap.

Pengeluaran boleh beralih kepada pelbagai kaedah alternatif bergantung kepada keadaan.


entailment neutral entailment entailment neutral

Do you remember any stories about Grandma Mackton, your mom's a little bit?

( ( ( Do you ) ( ( remember ( any stories ) ) ( about ( ( ( Grandma Mackton ) , ) ( ( your ( mom 's ) ) ( a ( little bit ) ) ) ) ) ) ) ? )

(ROOT (SQ (VBP Do) (NP (PRP you)) (VP (VB remember) (NP (DT any) (NNS stories)) (PP (IN about) (NP (NP (NNP Grandma) (NNP Mackton)) (, ,) (NP (NP (PRP$ your) (NN mom) (POS 's)) (QP (DT a) (JJ little) (NN bit)))))) (. ?)))

Have any memories of stories about Grandma Mackton that you want to share?

( ( ( Have ( ( any memories ) ( of ( stories ( about Grandma ) ) ) ) ) ( Mackton ( that ( you ( want ( to share ) ) ) ) ) ) ? )

(ROOT (SQ (VBP Have) (NP (NP (DT any) (NNS memories)) (PP (IN of) (NP (NP (NNS stories)) (PP (IN about) (NP (NNP Grandma)))))) (VP (VBN Mackton) (SBAR (IN that) (S (NP (PRP you)) (VP (VBP want) (S (VP (TO to) (VP (VB share)))))))) (. ?)))

Ingat mak cik ni dah sambung cerita ni, mak cik dah sikit?

Ada kenangan tentang Grandma Mackton yang anda mahu kongsi?


entailment neutral neutral neutral entailment

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

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

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

We never had much trouble in our middle class family, alas--

( We ( never ( ( ( ( ( had ( much trouble ) ) ( in ( our ( middle ( class family ) ) ) ) ) , ) alas ) -- ) ) )

(ROOT (S (NP (PRP We)) (ADVP (RB never)) (VP (VBD had) (NP (JJ much) (NN trouble)) (PP (IN in) (NP (PRP$ our) (JJ middle) (NN class) (NN family))) (, ,) (ADVP (RB alas))) (: --)))

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

Kami tidak pernah mempunyai banyak masalah dalam keluarga kelas menengah kami, malangnya -


The school received 1,437 applications to seat 260 students in the 1992 entering class.

( ( The school ) ( ( ( ( received ( 1,437 applications ) ) ( to ( seat ( 260 students ) ) ) ) ( in ( the ( 1992 ( entering class ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN school)) (VP (VBD received) (NP (CD 1,437) (NNS applications)) (PP (TO to) (NP (NN seat) (CD 260) (NNS students))) (PP (IN in) (NP (DT the) (CD 1992) (JJ entering) (NN class)))) (. .)))

There were 260 seats to fill in the 1992 entering class.

( There ( ( were ( ( 260 seats ) ( to ( fill ( in ( the ( 1992 ( entering class ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBD were) (NP (NP (CD 260) (NNS seats)) (SBAR (S (VP (TO to) (VP (VB fill) (PP (IN in) (NP (DT the) (CD 1992) (JJ entering) (NN class))))))))) (. .)))

Sekolah ini menerima 1,437 permohonan untuk menempatkan 260 orang pelajar pada tahun 1992 memasuki kelas.

Terdapat 260 kerusi untuk mengisi kelas memasuki 1992.


These examples of onomatoplazia are a personal set, words that have led me astray.

( ( ( These examples ) ( of onomatoplazia ) ) ( ( are ( ( ( a ( personal set ) ) , ) ( words ( that ( have ( led ( me astray ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT These) (NNS examples)) (PP (IN of) (NP (NN onomatoplazia)))) (VP (VBP are) (NP (NP (DT a) (JJ personal) (NN set)) (, ,) (NP (NP (NNS words)) (SBAR (WHNP (WDT that)) (S (VP (VBP have) (VP (VBN led) (S (NP (PRP me)) (ADVP (RB astray)))))))))) (. .)))

( There ( ( are ( examples ( of onomatoplazia ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBP are) (NP (NP (NNS examples)) (PP (IN of) (NP (NN onomatoplazia))))) (. .)))

Contoh onomatoplazia ini adalah set peribadi, kata-kata yang telah menyesatkan saya.


The answer has nothing to do with their cause, however, but with the simple fact that dictionaries are not exercises in bi-unique substitutability; in other words, if one of the senses of run is `operate' (as in She runs an engine factory ), that does not make it valid to assume that one can substitute operate for run in We run in the marathon every year .  Although recognizing this as a shortcoming of dictionaries and assigning it arbitrarily to what, for lack of a better term, we might call the  genius  of the language, might seem trivial to the casual observer, it is a valid matter for concern in the realm of lexicology.

( ( ( ( ( ( The answer ) ( ( ( ( has nothing ) ( to ( do ( with ( their cause ) ) ) ) ) , ) however ) ) , ) but ) ( ( with ( ( ( ( ( ( ( ( the ( simple fact ) ) ( that ( dictionaries ( ( are not ) ( exercises ( in ( bi-unique substitutability ) ) ) ) ) ) ) ; ) ( in ( ( ( other words ) , ) ( if ( ( one ( of ( ( the senses ) ( of run ) ) ) ) ( ( is ` ) ( ( ( ( operate ' ) -LRB- ) ( as ( in ( She ( runs ( an ( engine factory ) ) ) ) ) ) ) -RRB- ) ) ) ) ) ) ) , ) ( that ( ( does not ) ( ( make it ) ( ( valid ( to ( assume ( that ( one ( can ( substitute ( ( operate ( for run ) ) ( in ( We ( ( run ( in ( ( the marathon ) ( every year ) ) ) ) . ) ) ) ) ) ) ) ) ) ) ) ( Although ( ( ( ( recognizing this ) ( as ( ( a shortcoming ) ( of dictionaries ) ) ) ) and ) ( ( ( assigning it ) arbitrarily ) ( to ( what ( , ( ( for ( lack ( of ( a ( better term ) ) ) ) ) ( , ( we ( might ( call ( ( the genius ) ( of ( the language ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) , ) ( might ( seem ( trivial ( to ( the ( casual observer ) ) ) ) ) ) ) ) ( , ( it ( is ( ( a ( valid matter ) ) ( for ( concern ( in ( ( the realm ) ( of lexicology ) ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (DT The) (NN answer)) (VP (VBZ has) (ADVP (NN nothing)) (S (VP (TO to) (VP (VB do) (PP (IN with) (NP (PRP$ their) (NN cause)))))) (, ,) (ADVP (RB however)))) (, ,) (CC but) (S (SBAR (IN with) (S (NP (NP (DT the) (JJ simple) (NN fact)) (SBAR (IN that) (S (NP (NNS dictionaries)) (VP (VBP are) (RB not) (NP (NP (NNS exercises)) (PP (IN in) (NP (JJ bi-unique) (NN substitutability))))))) (: ;) (PP (IN in) (NP (NP (JJ other) (NNS words)) (, ,) (SBAR (IN if) (S (NP (NP (CD one)) (PP (IN of) (NP (NP (DT the) (NNS senses)) (PP (IN of) (NP (NN run)))))) (VP (VBZ is) (`` `) (VP (VB operate) ('' ') (-LRB- -LRB-) (SBAR (RB as) (IN in) (S (NP (PRP She)) (VP (VBZ runs) (NP (DT an) (NN engine) (NN factory))))) (-RRB- -RRB-))))))) (, ,) (SBAR (WHNP (WDT that)) (S (VP (VBZ does) (RB not) (VP (VB make) (NP (PRP it)) (S (ADJP (JJ valid) (S (VP (TO to) (VP (VB assume) (SBAR (IN that) (S (NP (PRP one)) (VP (MD can) (VP (VB substitute) (VP (VB operate) (PP (IN for) (NP (NN run))) (SBAR (IN in) (S (NP (PRP We)) (VP (VB run) (PP (IN in) (NP (NP (DT the) (NN marathon)) (NP (DT every) (NN year)))) (. .))))))))))))) (SBAR (IN Although) (S (S (VP (VBG recognizing) (NP (DT this)) (PP (IN as) (NP (NP (DT a) (NN shortcoming)) (PP (IN of) (NP (NNS dictionaries))))))) (CC and) (S (VP (VBG assigning) (NP (PRP it)) (ADVP (RB arbitrarily)) (PP (TO to) (SBAR (WHNP (WP what)) (S (, ,) (PP (IN for) (NP (NP (NN lack)) (PP (IN of) (NP (DT a) (JJR better) (NN term))))) (, ,) (NP (PRP we)) (VP (MD might) (VP (VB call) (NP (NP (DT the) (NN genius)) (PP (IN of) (NP (DT the) (NN language)))))))))))))))))) (, ,)) (VP (MD might) (VP (VB seem) (ADJP (JJ trivial) (PP (TO to) (NP (DT the) (JJ casual) (NN observer)))))))) (, ,) (NP (PRP it)) (VP (VBZ is) (NP (NP (DT a) (JJ valid) (NN matter)) (PP (IN for) (NP (NP (NN concern)) (PP (IN in) (NP (NP (DT the) (NN realm)) (PP (IN of) (NP (NN lexicology)))))))))) (. .)))

Although one can assume that one can substitute operate for run in "We run in the marathon every year", many people do not

( ( Although ( one ( can ( assume ( that ( one ( can ( substitute ( ( operate ( for run ) ) ( ( ( in `` ) ( We ( run ( in ( ( the marathon ) ( every year ) ) ) ) ) ) '' ) ) ) ) ) ) ) ) ) ) ( , ( ( many people ) ( do not ) ) ) )

(ROOT (S (SBAR (IN Although) (S (NP (PRP one)) (VP (MD can) (VP (VB assume) (SBAR (IN that) (S (NP (PRP one)) (VP (MD can) (VP (VB substitute) (VP (VB operate) (PP (IN for) (NP (NN run))) (PP (IN in) (`` ``) (NP (NP (PRP We)) (VP (VBN run) (PP (IN in) (NP (NP (DT the) (NN marathon)) (NP (DT every) (NN year)))))) ('' ''))))))))))) (, ,) (NP (JJ many) (NNS people)) (VP (VBP do) (RB not))))

Jawapannya tidak ada kaitan dengan tujuannya, bagaimanapun, tetapi dengan fakta sederhana bahawa kamus bukan latihan dalam penggantian bi-unik; dengan kata lain, jika salah satu deria berlari adalah 'beroperasi' (seperti di She menjalankan kilang mesin), itu tidak menjadikannya sah untuk menganggap bahawa seseorang boleh menggantikan operasi untuk berlari di We run dalam maraton setiap tahun. Walaupun menyedari ini sebagai kekurangan kamus dan menetapkannya sewenang-wenangnya dengan apa, kerana kekurangan istilah yang lebih baik, kita mungkin memanggil genius bahasa, mungkin kelihatan remeh bagi pemerhati kasual, ini adalah perkara yang sah untuk dikhawatirkan dalam bidang leksikologi.

Walaupun seseorang boleh menganggap bahawa seseorang boleh menggantikan operasi untuk berlari dalam "Kami berlari dalam maraton setiap tahun", banyak orang tidak


contradiction contradiction contradiction contradiction neutral

Woolf identified but did not describe  a woman's sentence  and, in the same text, wrote of women ancestors (for example, Shakespeare's putative sister) who was silent, silenced by a society dominated by men.

( ( Woolf ( ( identified but ) ( ( did not ) ( describe ( ( ( ( ( a ( woman 's ) ) sentence ) and ) , ) ( in ( the ( same text ) ) ) ) ) ) ) ) ( , ( ( ( wrote ( of women ) ) ( ( ancestors ( -LRB- ( ( for ( ( example , ) ( ( Shakespeare 's ) ( putative sister ) ) ) ) -RRB- ) ) ) ( who ( ( ( was silent ) , ) ( silenced ( by ( ( a society ) ( dominated ( by men ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (SINV (S (NP (NNP Woolf)) (VP (VP (VBD identified)) (CC but) (VP (VBD did) (RB not) (VP (VB describe) (NP (NP (NP (DT a) (NN woman) (POS 's)) (NN sentence)) (CC and) (, ,) (PP (IN in) (NP (DT the) (JJ same) (NN text)))))))) (, ,) (VP (VBD wrote) (PP (IN of) (NP (NNS women)))) (NP (NP (NNS ancestors)) (PRN (-LRB- -LRB-) (PP (IN for) (NP (NP (NN example)) (, ,) (NP (NP (NNP Shakespeare) (POS 's)) (JJ putative) (NN sister)))) (-RRB- -RRB-)) (SBAR (WHNP (WP who)) (S (VP (VBD was) (ADJP (JJ silent)) (, ,) (S (VP (VBN silenced) (PP (IN by) (NP (NP (DT a) (NN society)) (VP (VBN dominated) (PP (IN by) (NP (NNS men)))))))))))) (. .)))

Shakespeare wrote about women's dominance in human society.

( Shakespeare ( ( ( wrote ( about ( ( women 's ) dominance ) ) ) ( in ( human society ) ) ) . ) )

(ROOT (S (NP (NNP Shakespeare)) (VP (VBD wrote) (PP (IN about) (NP (NP (NNS women) (POS 's)) (NN dominance))) (PP (IN in) (NP (JJ human) (NN society)))) (. .)))

Woolf mengenal pasti tetapi tidak menggambarkan ayat seorang wanita dan, dalam teks yang sama, menulis tentang nenek moyang wanita (contohnya, kakak putatif Shakespeare) yang diam, dibungkam oleh masyarakat yang dikuasai oleh lelaki.

Shakespeare menulis tentang dominasi wanita dalam masyarakat manusia.


( The ( Coming ( Competitive Landscape ) ) )

(ROOT (NP (NNP The) (NNP Coming) (NNP Competitive) (NNP Landscape)))

( The ( Past ( Non-Competitive Landscape ) ) )

(ROOT (FRAG (NP (DT The) (JJ Past) (NNP Non-Competitive) (NNP Landscape))))

Landskap Kompetitif yang Datang
Landskap Non Kompetisi Masa Lalu


contradiction neutral contradiction contradiction contradiction

The city is going to explode with Herron's artistic contributions!

( ( The city ) ( ( is ( going ( to ( explode ( with ( ( Herron 's ) ( artistic contributions ) ) ) ) ) ) ) ! ) )

(ROOT (S (NP (DT The) (NN city)) (VP (VBZ is) (VP (VBG going) (S (VP (TO to) (VP (VB explode) (PP (IN with) (NP (NP (NNP Herron) (POS 's)) (JJ artistic) (NNS contributions)))))))) (. !)))

There is no room for artistic contributions in the city.

( There ( ( is ( ( no room ) ( for ( ( artistic contributions ) ( in ( the city ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBZ is) (NP (NP (DT no) (NN room)) (PP (IN for) (NP (NP (JJ artistic) (NNS contributions)) (PP (IN in) (NP (DT the) (NN city))))))) (. .)))

Bandar ini akan meletup dengan sumbangan artistik Herron!

Tiada ruang untuk sumbangan seni di bandar.


This organization's structure included as its operating arms an intelligence component, a military committee, a financial committee, a political committee, and a committee in charge of media affairs and propaganda.

( ( ( This ( organization 's ) ) structure ) ( ( ( included ( as ( its ( operating arms ) ) ) ) ( ( ( ( ( ( ( ( ( ( an ( intelligence component ) ) , ) ( a ( military committee ) ) ) , ) ( a ( financial committee ) ) ) , ) ( a ( political committee ) ) ) , ) and ) ( ( a committee ) ( in ( charge ( of ( ( ( media affairs ) and ) propaganda ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT This) (NN organization) (POS 's)) (NN structure)) (VP (VBD included) (PP (IN as) (NP (PRP$ its) (NN operating) (NNS arms))) (NP (NP (DT an) (NN intelligence) (NN component)) (, ,) (NP (DT a) (JJ military) (NN committee)) (, ,) (NP (DT a) (JJ financial) (NN committee)) (, ,) (NP (DT a) (JJ political) (NN committee)) (, ,) (CC and) (NP (NP (DT a) (NN committee)) (PP (IN in) (NP (NP (NN charge)) (PP (IN of) (NP (NP (NNS media) (NNS affairs)) (CC and) (NP (NN propaganda))))))))) (. .)))

This organization had only a military branch.

( ( This organization ) ( ( had ( only ( a ( military branch ) ) ) ) . ) )

(ROOT (S (NP (DT This) (NN organization)) (VP (VBD had) (NP (RB only) (DT a) (JJ military) (NN branch))) (. .)))

Struktur organisasi ini termasuk sebagai senjata operasi komponen perisikan, jawatankuasa tentera, jawatankuasa kewangan, jawatankuasa politik, dan jawatankuasa yang bertanggungjawab dalam hal ehwal media dan propaganda.

Organisasi ini hanya mempunyai cawangan tentera.


contradiction contradiction neutral contradiction contradiction

Furthermore, although educational programming for children is highly sensitive to issues of equity and diversity, entertainment programming often conveys ethnic and gender stereotypes'minorities as villains and victims of violence and in subservient roles; men as dominant, powerful, and competent and women as attractive, emotional, and submissive.

( Furthermore ( , ( ( although ( ( ( educational programming ) ( for children ) ) ( is ( highly ( sensitive ( to ( issues ( of ( ( equity and ) diversity ) ) ) ) ) ) ) ) ) ( , ( ( entertainment programming ) ( often ( ( conveys ( ( ( ethnic ( and ( gender stereotypes ) ) ) ` ) ( ( ( ( ( minorities ( ( ( as ( ( ( villains and ) victims ) ( of violence ) ) ) and ) ( in ( subservient roles ) ) ) ) ; ) ( men ( as ( ( ( ( ( dominant , ) powerful ) , ) and ) competent ) ) ) ) and ) ( women ( as ( ( ( ( ( attractive , ) emotional ) , ) and ) submissive ) ) ) ) ) ) . ) ) ) ) ) ) )

(ROOT (S (ADVP (RB Furthermore)) (, ,) (SBAR (IN although) (S (NP (NP (JJ educational) (NN programming)) (PP (IN for) (NP (NNS children)))) (VP (VBZ is) (ADJP (RB highly) (JJ sensitive) (PP (TO to) (NP (NP (NNS issues)) (PP (IN of) (NP (NN equity) (CC and) (NN diversity))))))))) (, ,) (NP (NN entertainment) (NN programming)) (ADVP (RB often)) (VP (VBZ conveys) (S (NP (JJ ethnic) (CC and) (NN gender) (NNS stereotypes)) (`` `) (NP (NP (NP (NNS minorities)) (PP (PP (IN as) (NP (NP (NNS villains) (CC and) (NNS victims)) (PP (IN of) (NP (NN violence))))) (CC and) (PP (IN in) (NP (JJ subservient) (NNS roles))))) (: ;) (NP (NP (NNS men)) (PP (IN as) (ADJP (ADJP (JJ dominant)) (, ,) (ADJP (JJ powerful)) (, ,) (CC and) (ADJP (JJ competent))))) (CC and) (NP (NP (NNS women)) (PP (IN as) (ADJP (ADJP (JJ attractive)) (, ,) (ADJP (JJ emotional)) (, ,) (CC and) (ADJP (JJ submissive)))))))) (. .)))

Children can even be programmed through education to fly and walk through walls.

( Children ( ( ( can even ) ( be ( ( programmed ( through education ) ) ( to ( ( ( fly and ) walk ) ( through walls ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Children)) (VP (MD can) (ADVP (RB even)) (VP (VB be) (VP (VBN programmed) (PP (IN through) (NP (NN education))) (S (VP (TO to) (VP (VB fly) (CC and) (VB walk) (PP (IN through) (NP (NNS walls))))))))) (. .)))

Tambahan pula, walaupun pengaturcaraan pendidikan untuk kanak-kanak sangat sensitif terhadap isu-isu ekuiti dan kepelbagaian, pengaturcaraan hiburan sering menyampaikan minoriti stereotaip etnik dan jantina sebagai penjahat dan mangsa keganasan dan dalam peranan yang tunduk; lelaki sebagai dominan, berkuasa, dan kompeten dan wanita sebagai menarik, emosi, dan tunduk.

Kanak-kanak juga boleh diprogramkan melalui pendidikan untuk terbang dan berjalan melalui dinding.