In sociocultural theory, this joint, mutual focus is called intersubjectivity, or shared understanding.

( ( In ( sociocultural theory ) ) ( , ( ( this ( joint ( , ( mutual focus ) ) ) ) ( ( ( ( ( is ( called intersubjectivity ) ) , ) or ) ( shared understanding ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (JJ sociocultural) (NN theory))) (, ,) (NP (DT this) (JJ joint) (, ,) (JJ mutual) (NN focus)) (VP (VP (VBZ is) (VP (VBN called) (ADVP (RB intersubjectivity)))) (, ,) (CC or) (VP (VBD shared) (NP (NN understanding)))) (. .)))

Shared understanding is a focus shared by two or more people, according to sociocultural theory.

( ( Shared understanding ) ( ( is ( ( a focus ) ( ( ( shared ( by ( ( ( two or ) more ) people ) ) ) , ) ( according ( to ( sociocultural theory ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Shared) (NN understanding)) (VP (VBZ is) (NP (NP (DT a) (NN focus)) (VP (VBN shared) (PP (IN by) (NP (QP (CD two) (CC or) (JJR more)) (NNS people))) (, ,) (PP (VBG according) (PP (TO to) (NP (JJ sociocultural) (NN theory))))))) (. .)))

Dalam teori sosiokultur, tumpuan bersama ini dipanggil intersubjektiviti, atau pemahaman bersama.

Pemahaman bersama adalah tumpuan yang dikongsi oleh dua atau lebih orang, menurut teori sosiokultur.


contradiction contradiction contradiction contradiction contradiction

Young Parents  A key component in reduction of potential risk of child abuse, designed to decrease stress in the parent/child relationship enabling the parent to continue school attendance and achievement.

( Young ( ( Parents ( ( ( ( ( A ( key component ) ) ( in reduction ) ) ( of ( ( potential risk ) ( of ( child abuse ) ) ) ) ) , ) ( designed ( to ( ( decrease stress ) ( in ( ( the ( parent/child relationship ) ) ( enabling ( the ( parent ( to ( continue ( school ( ( attendance and ) achievement ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Young)) (VP (VBZ Parents) (NP (NP (DT A) (JJ key) (NN component)) (PP (IN in) (NP (NN reduction))) (PP (IN of) (NP (NP (JJ potential) (NN risk)) (PP (IN of) (NP (NN child) (NN abuse))))) (, ,) (VP (VBN designed) (S (VP (TO to) (VP (VB decrease) (NP (NN stress)) (PP (IN in) (NP (NP (DT the) (JJ parent/child) (NN relationship)) (VP (VBG enabling) (NP (DT the) (NN parent) (S (VP (TO to) (VP (VB continue) (NP (NN school) (NN attendance) (CC and) (NN achievement))))))))))))))) (. .)))

Designed to make parent/child relationships much more stressful.

( ( Designed ( to ( make ( ( parent/child relationships ) ( much ( more stressful ) ) ) ) ) ) . )

(ROOT (S (VP (VBN Designed) (S (VP (TO to) (VP (VB make) (S (NP (JJ parent/child) (NNS relationships)) (ADJP (RB much) (RBR more) (JJ stressful))))))) (. .)))

Ibu bapa muda Komponen utama dalam mengurangkan potensi risiko penderaan kanak-kanak, yang direka untuk mengurangkan tekanan dalam hubungan ibu bapa / anak yang membolehkan ibu bapa meneruskan kehadiran dan pencapaian sekolah.

Direka untuk menjadikan hubungan ibu bapa / anak lebih tertekan.


Although changes in how managers orchestrate production flow through the sewing room are starting to make a difference, shifts in the practices of shop-floor workers have more to do with new human resource policies than equipment.

( ( Although ( ( changes ( in ( how ( managers ( ( orchestrate ( production flow ) ) ( through ( the ( sewing room ) ) ) ) ) ) ) ) ( are ( starting ( to ( make ( a difference ) ) ) ) ) ) ) ( , ( ( shifts ( in ( ( the practices ) ( of ( shop-floor workers ) ) ) ) ) ( ( ( have more ) ( to ( do ( with ( ( new ( human ( resource policies ) ) ) ( than equipment ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN Although) (S (NP (NP (NNS changes)) (PP (IN in) (SBAR (WHADVP (WRB how)) (S (NP (NNS managers)) (VP (VBP orchestrate) (NP (NN production) (NN flow)) (PP (IN through) (NP (DT the) (VBG sewing) (NN room)))))))) (VP (VBP are) (VP (VBG starting) (S (VP (TO to) (VP (VB make) (NP (DT a) (NN difference))))))))) (, ,) (NP (NP (NNS shifts)) (PP (IN in) (NP (NP (DT the) (NNS practices)) (PP (IN of) (NP (JJ shop-floor) (NNS workers)))))) (VP (VBP have) (ADVP (RBR more)) (S (VP (TO to) (VP (VB do) (PP (IN with) (NP (NP (JJ new) (JJ human) (NN resource) (NNS policies)) (PP (IN than) (NP (NN equipment))))))))) (. .)))

Equipment is the biggest reason there have been shifts in the practices of shop-floor workers.

( Equipment ( ( is ( ( the ( biggest reason ) ) ( there ( have ( been ( shifts ( in ( ( the practices ) ( of ( shop-floor workers ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Equipment)) (VP (VBZ is) (NP (NP (DT the) (JJS biggest) (NN reason)) (SBAR (S (NP (EX there)) (VP (VBP have) (VP (VBN been) (NP (NP (NNS shifts)) (PP (IN in) (NP (NP (DT the) (NNS practices)) (PP (IN of) (NP (JJ shop-floor) (NNS workers)))))))))))) (. .)))

Walaupun perubahan dalam bagaimana pengurus mengatur aliran pengeluaran melalui bilik jahitan mula membuat perbezaan, pergeseran dalam amalan pekerja di tingkat kedai lebih berkaitan dengan dasar sumber manusia baru daripada peralatan.

Peralatan adalah sebab terbesar terdapat pergeseran dalam amalan pekerja di tingkat kedai.


contradiction contradiction contradiction neutral contradiction

Did you read this story itself, yourself, when you were young, or was it first told to you by someone?

( ( ( ( ( ( Did you ) ( ( ( ( ( ( read ( this story ) ) itself ) , ) yourself ) , ) ( when ( you ( were young ) ) ) ) ) , ) or ) ( ( was it ) ( first ( ( told ( to you ) ) ( by someone ) ) ) ) ) ? )

(ROOT (SQ (SQ (VBD Did) (NP (PRP you)) (VP (VP (VB read) (NP (DT this) (NN story)) (NP (PRP itself)) (, ,) (NP (PRP yourself))) (, ,) (SBAR (WHADVP (WRB when)) (S (NP (PRP you)) (VP (VBD were) (ADJP (JJ young))))))) (, ,) (CC or) (SQ (VBD was) (NP (PRP it)) (VP (ADVP (RB first)) (VBN told) (PP (TO to) (NP (PRP you))) (PP (IN by) (NP (NN someone))))) (. ?)))

Did your uncle destroy that story before you read it?

( ( ( Did ( your uncle ) ) ( ( destroy ( that story ) ) ( before ( you ( read it ) ) ) ) ) ? )

(ROOT (SQ (VBD Did) (NP (PRP$ your) (NN uncle)) (VP (VB destroy) (NP (DT that) (NN story)) (SBAR (IN before) (S (NP (PRP you)) (VP (VBP read) (NP (PRP it)))))) (. ?)))

Adakah anda membaca cerita ini sendiri, diri anda, ketika anda masih muda, atau adakah ia pertama kali diberitahu kepada anda oleh seseorang?

Adakah pakcik anda memusnahkan cerita itu sebelum anda membacanya?


entailment contradiction entailment entailment entailment

Lakeside city located inside the embankment or on top of it

( Lakeside ( city ( located ( ( ( inside ( the embankment ) ) or ) ( on ( top ( of it ) ) ) ) ) ) )

(ROOT (S (VP (VB Lakeside) (NP (NP (NN city)) (VP (VBN located) (PP (PP (IN inside) (NP (DT the) (NN embankment))) (CC or) (PP (IN on) (NP (NP (NN top)) (PP (IN of) (NP (PRP it)))))))))))

Uncertain whether Lakeside city is located inside or on top of the embankment.

( ( Uncertain ( whether ( ( Lakeside city ) ( is ( located ( ( ( inside or ) on ) ( top ( of ( the embankment ) ) ) ) ) ) ) ) ) . )

(ROOT (S (VP (VB Uncertain) (SBAR (IN whether) (S (NP (NNP Lakeside) (NN city)) (VP (VBZ is) (VP (VBN located) (PP (IN inside) (CC or) (IN on) (NP (NP (NN top)) (PP (IN of) (NP (DT the) (NN embankment)))))))))) (. .)))

Bandar Lakeside terletak di dalam tambak atau di atasnya

Tidak pasti sama ada bandar Lakeside terletak di dalam atau di atas tambak.


neutral entailment contradiction entailment entailment

But after September 1996, when first Jalalabad and then Kabul fell to the Taliban, Bin Ladin cemented his ties with them.

( But ( ( after ( September 1996 ) ) ( , ( ( when ( ( ( ( ( first Jalalabad ) and ) then ) Kabul ) ( fell ( to ( the Taliban ) ) ) ) ) ( , ( ( Bin Ladin ) ( ( ( cemented ( his ties ) ) ( with them ) ) . ) ) ) ) ) ) )

(ROOT (S (CC But) (PP (IN after) (NP (NNP September) (CD 1996))) (, ,) (SBAR (WHADVP (WRB when)) (S (NP (NP (JJ first) (NNS Jalalabad)) (CC and) (ADVP (RB then)) (NP (NNP Kabul))) (VP (VBD fell) (PP (TO to) (NP (DT the) (NNP Taliban)))))) (, ,) (NP (NNP Bin) (NNP Ladin)) (VP (VBD cemented) (NP (PRP$ his) (NNS ties)) (PP (IN with) (NP (PRP them)))) (. .)))

The Taliban cemented ties in Jalalabad and Kabul

( ( The Taliban ) ( ( cemented ties ) ( in ( ( Jalalabad and ) Kabul ) ) ) )

(ROOT (S (NP (DT The) (NNP Taliban)) (VP (VBD cemented) (NP (NNS ties)) (PP (IN in) (NP (NNP Jalalabad) (CC and) (NNP Kabul))))))

Tetapi selepas September 1996, ketika Jalalabad pertama dan Kabul jatuh ke Taliban, Bin Ladin mengukuhkan hubungannya dengan mereka.

Taliban kukuhkan hubungan di Jalalabad dan Kabul


entailment entailment entailment entailment entailment

When most people think of apparel design, they see fashion designers and models on runways.

( ( When ( ( most people ) ( think ( of ( apparel design ) ) ) ) ) ( , ( they ( ( ( see ( fashion ( ( designers and ) models ) ) ) ( on runways ) ) . ) ) ) )

(ROOT (S (SBAR (WHADVP (WRB When)) (S (NP (JJS most) (NNS people)) (VP (VBP think) (PP (IN of) (NP (NN apparel) (NN design)))))) (, ,) (NP (PRP they)) (VP (VBP see) (NP (NN fashion) (NNS designers) (CC and) (NNS models)) (PP (IN on) (NP (NNS runways)))) (. .)))

People imagine designers and models in fashion shows, when they think of apparel design.

( People ( ( ( imagine ( ( designers and ) models ) ) ( in ( ( ( fashion shows ) , ) ( when ( they ( think ( of ( apparel design ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNS People)) (VP (VBP imagine) (NP (NNS designers) (CC and) (NNS models)) (PP (IN in) (NP (NP (NN fashion) (NNS shows)) (, ,) (SBAR (WHADVP (WRB when)) (S (NP (PRP they)) (VP (VBP think) (PP (IN of) (NP (NN apparel) (NN design))))))))) (. .)))

Apabila kebanyakan orang memikirkan reka bentuk pakaian, mereka melihat pereka fesyen dan model di landasan.

Orang membayangkan pereka dan model dalam pertunjukan fesyen, apabila mereka memikirkan reka bentuk pakaian.


After an adult describes and demonstrates some activity (for example, putting a teddy bear to bed), 1-year-olds who as yet have little language can easily reproduce the main steps in correct sequence with toys.

( ( After ( ( an adult ) ( ( describes and ) ( demonstrates ( ( some activity ) ( -LRB- ( ( for ( ( example , ) ( ( putting ( a ( teddy bear ) ) ) ( to bed ) ) ) ) -RRB- ) ) ) ) ) ) ) ( , ( ( 1-year-olds ( who ( ( as yet ) ( have ( little language ) ) ) ) ) ( ( ( can easily ) ( ( reproduce ( ( the ( main steps ) ) ( in ( correct sequence ) ) ) ) ( with toys ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN After) (S (NP (DT an) (NN adult)) (VP (VP (VBZ describes)) (CC and) (VP (VBZ demonstrates) (NP (NP (DT some) (NN activity)) (PRN (-LRB- -LRB-) (PP (IN for) (NP (NP (NN example)) (, ,) (VP (VBG putting) (NP (DT a) (JJ teddy) (NN bear)) (PP (TO to) (NP (NN bed)))))) (-RRB- -RRB-))))))) (, ,) (NP (NP (JJ 1-year-olds)) (SBAR (WHNP (WP who)) (S (ADVP (RB as) (RB yet)) (VP (VBP have) (NP (JJ little) (NN language)))))) (VP (MD can) (ADVP (RB easily)) (VP (VB reproduce) (NP (NP (DT the) (JJ main) (NNS steps)) (PP (IN in) (NP (JJ correct) (NN sequence)))) (PP (IN with) (NP (NNS toys))))) (. .)))

Young children can reproduce the steps in correct sequence with toys after adults describes the activity.

( ( Young children ) ( ( can ( ( ( reproduce ( ( the steps ) ( in ( correct sequence ) ) ) ) ( with toys ) ) ( after ( adults ( describes ( the activity ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Young) (NNS children)) (VP (MD can) (VP (VB reproduce) (NP (NP (DT the) (NNS steps)) (PP (IN in) (NP (JJ correct) (NN sequence)))) (PP (IN with) (NP (NNS toys))) (SBAR (IN after) (S (NP (NNS adults)) (VP (VBZ describes) (NP (DT the) (NN activity))))))) (. .)))

Selepas orang dewasa menerangkan dan menunjukkan beberapa aktiviti (contohnya, meletakkan beruang teddy ke tempat tidur), kanak-kanak berusia 1 tahun yang masih mempunyai sedikit bahasa dapat dengan mudah menghasilkan semula langkah utama dalam urutan yang betul dengan mainan.

Kanak-kanak kecil boleh menghasilkan semula langkah-langkah dalam urutan yang betul dengan mainan selepas orang dewasa menerangkan aktiviti itu.


58 provides the cost for one boy or girl to participate in scouting activities for a year.

( 58 ( ( provides ( ( ( the cost ) ( for ( ( ( one boy ) or ) girl ) ) ) ( to ( participate ( in ( ( scouting activities ) ( for ( a year ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (CD 58)) (VP (VBZ provides) (S (NP (NP (DT the) (NN cost)) (PP (IN for) (NP (NP (CD one) (NN boy)) (CC or) (NP (NN girl))))) (VP (TO to) (VP (VB participate) (PP (IN in) (S (VP (VBG scouting) (NP (NNS activities)) (PP (IN for) (NP (DT a) (NN year)))))))))) (. .)))

Scouting activities for one boy or girl to participate costs 58

( ( ( Scouting ( activities ( for ( ( ( one boy ) or ) girl ) ) ) ) ( to ( participate costs ) ) ) 58 )

(ROOT (SINV (VP (VB Scouting) (NP (NP (NNS activities)) (PP (IN for) (NP (NP (CD one) (NN boy)) (CC or) (NP (NN girl))))) (S (VP (TO to) (VP (VB participate) (NP (NNS costs)))))) (NP (CD 58))))

58 menyediakan kos untuk seorang lelaki atau perempuan untuk menyertai aktiviti pengakap selama setahun.

Aktiviti pengakap untuk seorang lelaki atau perempuan untuk mengambil bahagian berharga 58


Um, she always kept all her bills and expenses at an absolute minimum ran everything very efficiently kept an extremely tidy house uh.

( Um ( , ( she ( always ( ( ( kept ( all ( her ( ( bills and ) expenses ) ) ) ) ( at ( ( an ( absolute minimum ) ) ( ran ( everything ( ( very efficiently ) ( kept ( an ( ( extremely tidy ) ( house uh ) ) ) ) ) ) ) ) ) ) . ) ) ) ) )

(ROOT (S (ADVP (RB Um)) (, ,) (NP (PRP she)) (ADVP (RB always)) (VP (VBD kept) (NP (PDT all) (PRP$ her) (NNS bills) (CC and) (NNS expenses)) (PP (IN at) (NP (NP (DT an) (JJ absolute) (NN minimum)) (SBAR (S (VP (VBD ran) (SBAR (S (NP (NN everything)) (VP (ADVP (RB very) (RB efficiently)) (VBD kept) (NP (DT an) (ADJP (RB extremely) (JJ tidy)) (NN house) (NN uh))))))))))) (. .)))

She was a germaphobe as well, and stepping foot into her house with shoes on made her have a mental breakdown.

( ( ( ( ( She ( ( was ( a germaphobe ) ) ( as well ) ) ) , ) and ) ( ( ( ( stepping foot ) ( into ( ( her house ) ( with shoes ) ) ) ) on ) ( made ( her ( have ( a ( mental breakdown ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP She)) (VP (VBD was) (NP (DT a) (NN germaphobe)) (ADVP (RB as) (RB well)))) (, ,) (CC and) (S (S (VP (VBG stepping) (NP (NN foot)) (PP (IN into) (NP (NP (PRP$ her) (NN house)) (PP (IN with) (NP (NNS shoes))))) (PP (IN on)))) (VP (VBD made) (SBAR (S (NP (PRP her)) (VP (VBP have) (NP (DT a) (JJ mental) (NN breakdown))))))) (. .)))

Um, dia selalu menyimpan semua bil dan perbelanjaannya pada minimum mutlak menjalankan semuanya dengan sangat cekap menyimpan rumah yang sangat kemas uh.

Dia juga seorang germaphobe, dan melangkah kaki ke rumahnya dengan kasut di atasnya menjadikannya mengalami kerosakan mental.


For example, students are provided both traditional classroom education, which emphasizes legal reasoning and analysis, and extensive training in fundamental lawyering skills.

( ( For example ) ( , ( students ( ( are ( provided ( ( ( ( ( ( both ( traditional ( classroom education ) ) ) , ) ( which ( emphasizes ( legal ( ( reasoning and ) analysis ) ) ) ) ) , ) and ) ( ( extensive training ) ( in ( fundamental ( lawyering skills ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN For) (NP (NN example))) (, ,) (NP (NNS students)) (VP (VBP are) (VP (VBN provided) (NP (NP (NP (DT both) (JJ traditional) (NN classroom) (NN education)) (, ,) (SBAR (WHNP (WDT which)) (S (VP (VBZ emphasizes) (NP (JJ legal) (NN reasoning) (CC and) (NN analysis)))))) (, ,) (CC and) (NP (NP (JJ extensive) (NN training)) (PP (IN in) (NP (JJ fundamental) (NN lawyering) (NNS skills))))))) (. .)))

Students are given a traditional education as well as extensive law training.

( Students ( ( are ( given ( ( ( a ( traditional education ) ) ( as ( well as ) ) ) ( extensive ( law training ) ) ) ) ) . ) )

(ROOT (S (NP (NNS Students)) (VP (VBP are) (VP (VBN given) (NP (NP (DT a) (JJ traditional) (NN education)) (CONJP (RB as) (RB well) (IN as)) (NP (JJ extensive) (NN law) (NN training))))) (. .)))

Sebagai contoh, pelajar diberikan pendidikan kelas tradisional, yang menekankan penalaran dan analisis undang-undang, dan latihan yang luas dalam kemahiran peguam asas.

Pelajar diberi pendidikan tradisional serta latihan undang-undang yang luas.


entailment entailment neutral entailment entailment

Gradually, the child takes increasing responsibility for attaining intersubjectivity, until both parties make similar contributions to the shared mental state that fuels children's learning in the  zone.

( Gradually ( , ( ( the child ) ( ( ( ( takes ( ( increasing responsibility ) ( for ( attaining intersubjectivity ) ) ) ) , ) ( until ( ( both parties ) ( ( ( make ( similar contributions ) ) ( to ( the ( shared ( mental state ) ) ) ) ) ( that ( ( fuels children ) ( 's ( learning ( in ( the zone ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Gradually)) (, ,) (NP (DT the) (NN child)) (VP (VBZ takes) (NP (NP (VBG increasing) (NN responsibility)) (PP (IN for) (S (VP (VBG attaining) (ADVP (RB intersubjectivity)))))) (, ,) (SBAR (IN until) (S (NP (DT both) (NNS parties)) (VP (VBP make) (NP (JJ similar) (NNS contributions)) (PP (TO to) (NP (DT the) (JJ shared) (JJ mental) (NN state))) (SBAR (IN that) (S (NP (NNS fuels) (NNS children)) (VP (VBZ 's) (VP (VBG learning) (PP (IN in) (NP (DT the) (NN zone))))))))))) (. .)))

The child is expected to eventually take more responsibility.

( ( The child ) ( ( is ( expected ( to ( eventually ( take ( more responsibility ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN child)) (VP (VBZ is) (VP (VBN expected) (S (VP (TO to) (VP (ADVP (RB eventually)) (VB take) (NP (JJR more) (NN responsibility))))))) (. .)))

Secara beransur-ansur, kanak-kanak mengambil tanggungjawab yang semakin meningkat untuk mencapai intersubjektiviti, sehingga kedua-dua pihak membuat sumbangan yang sama kepada keadaan mental yang dikongsi yang mendorong pembelajaran kanak-kanak di zon.

Kanak-kanak itu dijangka akhirnya mengambil lebih banyak tanggungjawab.


entailment entailment entailment entailment neutral

M and S also go out of their way to praise usages that neatly sidestep offensive usage.

( ( ( M and ) S ) ( ( also ( ( go out ) ( of ( ( their way ) ( to ( ( praise usages ) ( that ( neatly ( sidestep ( offensive usage ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP M) (CC and) (NNP S)) (VP (ADVP (RB also)) (VBP go) (PRT (RP out)) (PP (IN of) (NP (NP (PRP$ their) (NN way)) (PP (TO to) (NP (NP (NN praise) (NNS usages)) (SBAR (WHNP (WDT that)) (S (ADVP (RB neatly)) (VP (VB sidestep) (NP (JJ offensive) (NN usage)))))))))) (. .)))

M and S made great efforts to offer alternatives to offensive usages.

( ( ( M and ) S ) ( ( ( ( made ( great efforts ) ) ( to ( offer alternatives ) ) ) ( to ( offensive usages ) ) ) . ) )

(ROOT (S (NP (NNP M) (CC and) (NNP S)) (VP (VBD made) (NP (JJ great) (NNS efforts)) (PP (TO to) (NP (NN offer) (NNS alternatives))) (PP (TO to) (NP (JJ offensive) (NNS usages)))) (. .)))

M dan S juga keluar dari cara mereka untuk memuji penggunaan yang kemas sampingan penggunaan ofensif.

M dan S telah berusaha keras untuk menawarkan alternatif kepada penggunaan yang menyinggung perasaan.


contradiction contradiction contradiction entailment contradiction

I was, and still am, captivated by  Babies cry for liquor an' the birds sing bass,  and in the arrogance of my youth, I was certain that nobody else on the airfield either knew or cared who Bessie Smith was, nor would any other G.I. be enchanted by basso birds, so I turned thief.

( ( ( ( ( ( ( ( I ( ( ( was , ) and ) ( still ( ( am , ) ( captivated ( by ( ( ( ( ( Babies cry ) ( for liquor ) ) an ) ' ) ( ( the birds ) ( sing bass ) ) ) ) ) ) ) ) ) , ) and ) ( ( in ( ( the arrogance ) ( of ( my youth ) ) ) ) ( , ( I ( ( was certain ) ( that ( ( ( nobody else ) ( on ( the airfield ) ) ) ( either ( ( knew or ) ( cared ( who ( ( Bessie Smith ) was ) ) ) ) ) ) ) ) ) ) ) ) ( , ( ( nor ( ( would ( any ( other G.I. ) ) ) ( be ( enchanted ( by ( basso birds ) ) ) ) ) ) , ) ) ) so ) ( I ( turned thief ) ) ) . )

(ROOT (S (S (S (NP (PRP I)) (VP (VP (VBD was)) (, ,) (CC and) (VP (ADVP (RB still)) (VP (VBP am)) (, ,) (VP (VBD captivated) (PP (IN by) (NP (NP (JJ Babies) (NN cry)) (PP (IN for) (NP (NN liquor))) (, an) ('' ') (SBAR (S (NP (DT the) (NNS birds)) (VP (VBP sing) (NP (NN bass))))))))))) (, ,) (CC and) (S (PP (IN in) (NP (NP (DT the) (NN arrogance)) (PP (IN of) (NP (PRP$ my) (NN youth))))) (, ,) (NP (PRP I)) (VP (VBD was) (ADJP (JJ certain)) (SBAR (IN that) (S (NP (NP (NN nobody) (RB else)) (PP (IN on) (NP (DT the) (NN airfield)))) (VP (CC either) (VP (VBD knew)) (CC or) (VP (VBD cared) (SBAR (WHNP (WP who)) (S (NP (NNP Bessie) (NNP Smith)) (VP (VBD was))))))))))) (PRN (, ,) (SINV (CC nor) (MD would) (NP (DT any) (JJ other) (NNP G.I.)) (VP (VB be) (VP (VBN enchanted) (PP (IN by) (NP (NN basso) (NNS birds)))))) (, ,)) (IN so) (S (NP (PRP I)) (VP (VBD turned) (NP (NN thief)))) (. .)))

(ROOT (S (NP (PRP I)) (VP (VBZ hated) (NP (NNP Bessie) (NNP Smith)))))

Saya, dan masih saya, terpikat oleh Babies menangis untuk minuman keras dan 'burung menyanyi bass, dan dalam keangkuhan masa muda saya, saya yakin bahawa tiada siapa lagi di lapangan terbang sama ada tahu atau peduli siapa Bessie Smith, dan juga tidak akan ada G.I. lain terpesona oleh burung basso, jadi saya bertukar pencuri.


Miyares is a quick to share credit for his success with his business partner and long time friend Clay Chong (they own NUVENCO Group, a San Diego based product and business management firm where Chong is president and Miyares vice president); Chong's wife, Jan, administrative supervisor for the organization; and JoAnn.

( Miyares ( ( is ( ( ( ( ( ( ( ( ( a ( ( quick ( to share ) ) credit ) ) ( for ( ( his success ) ( with ( his ( business partner ) ) ) ) ) ) and ) ( ( long ( time ( friend ( Clay Chong ) ) ) ) ( -LRB- ( ( they ( own ( ( ( NUVENCO Group ) , ) ( ( a ( San Diego ) ) ( ( based ( product ( and ( business ( management firm ) ) ) ) ) ( where ( Chong ( is ( president ( and ( Miyares ( vice president ) ) ) ) ) ) ) ) ) ) ) ) -RRB- ) ) ) ) ; ) ( ( ( Chong 's ) ( wife ( , ( Jan ( , ( administrative supervisor ) ) ) ) ) ) ( for ( the organization ) ) ) ) ; ) and ) JoAnn ) ) . ) )

(ROOT (S (NP (NNS Miyares)) (VP (VBZ is) (NP (NP (NP (DT a) (ADJP (JJ quick) (PP (TO to) (NP (NN share)))) (NN credit)) (PP (IN for) (NP (NP (PRP$ his) (NN success)) (PP (IN with) (NP (PRP$ his) (NN business) (NN partner)))))) (CC and) (NP (NP (JJ long) (NN time) (NN friend) (NNP Clay) (NNP Chong)) (PRN (-LRB- -LRB-) (S (NP (PRP they)) (VP (VBP own) (NP (NP (NNP NUVENCO) (NNP Group)) (, ,) (NP (NP (DT a) (NNP San) (NNP Diego)) (VP (VBN based) (NP (NN product) (CC and) (NN business) (NN management) (NN firm)) (SBAR (WHADVP (WRB where)) (S (NP (NNP Chong)) (VP (VBZ is) (NP (NN president) (CC and) (NNP Miyares) (NN vice) (NN president)))))))))) (-RRB- -RRB-))) (: ;) (NP (NP (NP (NNP Chong) (POS 's)) (NN wife) (, ,) (NNP Jan) (, ,) (JJ administrative) (NN supervisor)) (PP (IN for) (NP (DT the) (NN organization)))) (: ;) (CC and) (NP (NNP JoAnn)))) (. .)))

Miyares and Clay Chong grew up and went to school together.

( ( ( Miyares and ) ( Clay Chong ) ) ( ( ( ( grew up ) and ) ( ( went ( to school ) ) together ) ) . ) )

(ROOT (S (NP (NP (NNS Miyares)) (CC and) (NP (NNP Clay) (NNP Chong))) (VP (VP (VBD grew) (PRT (RP up))) (CC and) (VP (VBD went) (PP (TO to) (NP (NN school))) (ADVP (RB together)))) (. .)))

Miyares adalah cepat untuk berkongsi kredit untuk kejayaannya dengan rakan perniagaannya dan rakan lama Clay Chong (mereka memiliki NUVENCO Group, sebuah firma pengurusan produk dan perniagaan yang berpusat di San Diego di mana Chong adalah presiden dan naib presiden Miyares); isteri Chong, Jan, penyelia pentadbiran untuk organisasi; dan JoAnn.

Miyares dan Clay Chong membesar dan bersekolah bersama.


The newly svelte lady surely had in mind an about-face, not a pirouette, and was lithely (as she might say) unaware that her expanded metaphor had canceled the sense of her loss (a moroxish pun?)

( ( ( The ( ( newly svelte ) lady ) ) surely ) ( ( ( ( ( had ( in ( ( ( ( ( mind ( an about-face ) ) , ) not ) ( a pirouette ) ) , ) ) ) and ) ( was lithely ) ) ( -LRB- ( ( as ( she ( might say ) ) ) -RRB- ) ) ) ( unaware ( that ( ( her ( expanded metaphor ) ) ( had ( ( canceled ( ( the sense ) ( of ( her loss ) ) ) ) ( -LRB- ( ( ( ( a moroxish ) pun ) ? ) -RRB- ) ) ) ) ) ) ) ) )

(ROOT (S (NP (NP (DT The) (ADJP (RB newly) (JJ svelte)) (NN lady)) (ADVP (RB surely))) (VP (VP (VBD had) (PP (IN in) (NP (NP (NP (NN mind)) (NP (DT an) (NN about-face))) (, ,) (RB not) (NP (DT a) (NN pirouette)) (, ,)))) (CC and) (VP (VBD was) (ADVP (RB lithely))) (PRN (-LRB- -LRB-) (SBAR (IN as) (S (NP (PRP she)) (VP (MD might) (VP (VB say))))) (-RRB- -RRB-)) (VP (VBN unaware) (SBAR (IN that) (S (NP (PRP$ her) (VBN expanded) (NN metaphor)) (VP (VBD had) (VP (VBN canceled) (NP (NP (DT the) (NN sense)) (PP (IN of) (NP (PRP$ her) (NN loss)))) (PRN (-LRB- -LRB-) (S (NP (DT a) (NN moroxish)) (VP (VBP pun))) (. ?) (-RRB- -RRB-))))))))))

The newly svelte lady did not have in mind a pirouette.

( ( The ( ( newly svelte ) lady ) ) ( ( ( did not ) ( have ( in ( mind ( a pirouette ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (ADJP (RB newly) (JJ svelte)) (NN lady)) (VP (VBD did) (RB not) (VP (VB have) (PP (IN in) (NP (NP (NN mind)) (NP (DT a) (NN pirouette)))))) (. .)))

Wanita yang baru svelte pasti mempunyai fikiran tentang muka, bukan pirouette, dan secara terang-terangan (seperti yang dia katakan) tidak menyedari bahawa metafora yang diperluas telah membatalkan rasa kehilangannya (pun moroxish?)

Wanita yang baru svelte tidak mempunyai dalam fikiran pirouette.


My memory is rickety, but I am sure my first recording was labeled MUSKRAT RAMBLE, and I think, though I am less sure, that it was played by the late  Muggsy  Spanier, who was, to my mind, one of the greatest of jazz trumpeters.

( ( ( ( ( ( My memory ) ( is rickety ) ) , ) but ) ( ( ( ( I ( am ( sure ( ( my ( first recording ) ) ( was ( labeled ( MUSKRAT RAMBLE ) ) ) ) ) ) ) , ) and ) ( I ( ( think ( , ( ( though ( I ( am ( less sure ) ) ) ) , ) ) ) ( that ( it ( was ( played ( by ( ( ( the ( late ( Muggsy Spanier ) ) ) , ) ( who ( ( ( ( was , ) ( to ( my mind ) ) ) , ) ( one ( of ( ( the greatest ) ( of ( jazz trumpeters ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP$ My) (NN memory)) (VP (VBZ is) (ADJP (JJ rickety)))) (, ,) (CC but) (S (S (NP (PRP I)) (VP (VBP am) (ADJP (JJ sure) (SBAR (S (NP (PRP$ my) (JJ first) (NN recording)) (VP (VBD was) (VP (VBN labeled) (NP (NNP MUSKRAT) (NNP RAMBLE))))))))) (, ,) (CC and) (S (NP (PRP I)) (VP (VBP think) (PRN (, ,) (SBAR (IN though) (S (NP (PRP I)) (VP (VBP am) (ADJP (RBR less) (JJ sure))))) (, ,)) (SBAR (IN that) (S (NP (PRP it)) (VP (VBD was) (VP (VBN played) (PP (IN by) (NP (NP (DT the) (JJ late) (NNP Muggsy) (NNP Spanier)) (, ,) (SBAR (WHNP (WP who)) (S (VP (VBD was) (, ,) (PP (TO to) (NP (PRP$ my) (NN mind))) (, ,) (NP (NP (CD one)) (PP (IN of) (NP (NP (DT the) (JJS greatest)) (PP (IN of) (NP (NN jazz) (NNS trumpeters)))))))))))))))))) (. .)))

I remember clearly, my first recording was Muscrat Ramble.

( ( I ( remember clearly ) ) ( , ( ( my ( first recording ) ) ( ( was ( Muscrat Ramble ) ) . ) ) ) )

(ROOT (S (S (NP (PRP I)) (VP (VBP remember) (ADVP (RB clearly)))) (, ,) (NP (PRP$ my) (JJ first) (NN recording)) (VP (VBD was) (NP (NNP Muscrat) (NNP Ramble))) (. .)))

Ingatan saya adalah riang, tetapi saya pasti rakaman pertama saya dilabel MUSKRAT RAMBLE, dan saya fikir, walaupun saya kurang pasti, bahawa ia dimainkan oleh mendiang Muggsy Spanier, yang, dalam fikiran saya, salah satu yang terhebat jazz trumpeters.

Saya ingat dengan jelas, rakaman pertama saya adalah Muscrat Ramble.


neutral entailment entailment entailment entailment

Instead, parents who warmly, but consistently and assertively, require their inhibited child to try new experiences and guide and support them in doing so actually reduce the child's physiological stress reactions, fostering a more adaptive style in the child.

( Instead ( , ( ( ( ( ( ( parents ( who warmly ) ) , ) but ) ( ( consistently and ) assertively ) ) , ) ( ( require ( ( their ( inhibited ( child ( to ( ( ( try ( new experiences ) ) and ) ( ( ( ( guide and ) support ) them ) ( in doing ) ) ) ) ) ) ) ( so ( actually ( reduce ( ( ( ( the ( child 's ) ) ( physiological ( stress reactions ) ) ) , ) ( fostering ( ( a ( ( more adaptive ) style ) ) ( in ( the child ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Instead)) (, ,) (NP (NP (NP (NNS parents)) (SBAR (WHNP (WP who)) (S (VP (VBZ warmly))))) (, ,) (IN but) (ADJP (JJ consistently) (CC and) (JJ assertively)) (, ,)) (VP (VBP require) (SBAR (S (NP (PRP$ their) (JJ inhibited) (NN child) (S (VP (TO to) (VP (VP (VB try) (NP (JJ new) (NNS experiences))) (CC and) (VP (VB guide) (CC and) (VB support) (NP (PRP them)) (PP (IN in) (S (VP (VBG doing))))))))) (RB so) (ADVP (RB actually)) (VP (VB reduce) (NP (NP (NP (DT the) (NN child) (POS 's)) (JJ physiological) (NN stress) (NNS reactions)) (, ,) (VP (VBG fostering) (NP (NP (DT a) (ADJP (RBR more) (JJ adaptive)) (NN style)) (PP (IN in) (NP (DT the) (NN child)))))))))) (. .)))

Parents who require their kids to experience new things while still being kind towards them encourage their kids to be more adaptive and then they turn sociabl.

( ( ( ( ( ( Parents ( who ( ( require ( their kids ) ) ( to ( ( experience ( new things ) ) ( while ( still ( being ( kind ( towards them ) ) ) ) ) ) ) ) ) ) ( ( encourage ( their kids ) ) ( to ( be ( more adaptive ) ) ) ) ) and ) then ) ( they ( turn sociabl ) ) ) . )

(ROOT (S (S (NP (NP (NNS Parents)) (SBAR (WHNP (WP who)) (S (VP (VBP require) (NP (PRP$ their) (NNS kids)) (S (VP (TO to) (VP (VB experience) (NP (JJ new) (NNS things)) (SBAR (IN while) (S (ADVP (RB still)) (VP (VBG being) (NP (NP (NN kind)) (PP (IN towards) (NP (PRP them)))))))))))))) (VP (VBP encourage) (NP (PRP$ their) (NNS kids)) (S (VP (TO to) (VP (VB be) (ADJP (RBR more) (JJ adaptive))))))) (CC and) (RB then) (S (NP (PRP they)) (VP (VBP turn) (ADJP (JJ sociabl)))) (. .)))

Sebaliknya, ibu bapa yang mesra, tetapi secara konsisten dan tegas, memerlukan anak mereka yang terhalang untuk mencuba pengalaman baru dan membimbing dan menyokong mereka dalam berbuat demikian sebenarnya mengurangkan tindak balas tekanan fisiologi kanak-kanak, memupuk gaya yang lebih adaptif dalam kanak-kanak.

Ibu bapa yang memerlukan anak-anak mereka untuk mengalami perkara-perkara baru sambil tetap bersikap baik terhadap mereka mendorong anak-anak mereka untuk lebih adaptif dan kemudian mereka berubah menjadi sociabl.


entailment neutral neutral entailment entailment

Um we always tended to stop somewhere scenic either going to or coming from.

( ( Um ( we ( always ( tended ( to ( stop ( ( somewhere scenic ) ( either ( ( ( going to ) or ) ( coming from ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (VP (VB Um) (SBAR (S (NP (PRP we)) (ADVP (RB always)) (VP (VBD tended) (S (VP (TO to) (VP (VB stop) (NP (NP (RB somewhere) (JJ scenic)) (PP (CC either) (S (VP (VP (VBG going) (PP (TO to))) (CC or) (VP (VBG coming) (PP (IN from)))))))))))))) (. .)))

We had a tendency to stay at the pretty places.

( We ( ( had ( a ( tendency ( to ( stay ( at ( the ( pretty places ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBD had) (NP (DT a) (NN tendency) (S (VP (TO to) (VP (VB stay) (PP (IN at) (NP (DT the) (JJ pretty) (NNS places)))))))) (. .)))

Um kami selalu cenderung berhenti di suatu tempat yang indah sama ada pergi atau datang dari.

Kami cenderung untuk tinggal di tempat-tempat yang selesa.


(ROOT (NP (NP (NNP Earth)) (PP (TO to) (NP (NNP Marvin))) (. .)))

(ROOT (NP (NP (NNP Mars)) (PP (TO to) (NP (NNP Marvin))) (. .)))

Bumi kepada Marvin.
Marikh kepada Marvin.


Instead, he underscores that children are avid, active learners, but adults must cultivate their drive toward mastery.

( ( ( ( ( Instead ( , ( he ( underscores ( that ( children ( are ( avid ( , ( active learners ) ) ) ) ) ) ) ) ) ) , ) but ) ( adults ( must ( ( cultivate ( their drive ) ) ( toward mastery ) ) ) ) ) . )

(ROOT (S (S (ADVP (RB Instead)) (, ,) (NP (PRP he)) (VP (VBZ underscores) (SBAR (IN that) (S (NP (NNS children)) (VP (VBP are) (NP (JJ avid) (, ,) (JJ active) (NNS learners))))))) (, ,) (CC but) (S (NP (NNS adults)) (VP (MD must) (VP (VB cultivate) (NP (PRP$ their) (NN drive)) (PP (IN toward) (NP (NN mastery)))))) (. .)))

He underscores that children will be driven towards mastery if adults cultivate their avid, active style of learning.

( He ( ( underscores ( that ( children ( will ( be ( ( driven ( towards mastery ) ) ( if ( adults ( cultivate ( ( their ( avid ( , ( active style ) ) ) ) ( of learning ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP He)) (VP (VBZ underscores) (SBAR (IN that) (S (NP (NNS children)) (VP (MD will) (VP (VB be) (VP (VBN driven) (PP (IN towards) (NP (NN mastery))) (SBAR (IN if) (S (NP (NNS adults)) (VP (VBP cultivate) (NP (NP (PRP$ their) (JJ avid) (, ,) (JJ active) (NN style)) (PP (IN of) (S (VP (VBG learning)))))))))))))) (. .)))

Sebaliknya, dia menekankan bahawa kanak-kanak adalah pelajar yang aktif dan aktif, tetapi orang dewasa mesti memupuk dorongan mereka ke arah penguasaan.

Beliau menekankan bahawa kanak-kanak akan didorong ke arah penguasaan jika orang dewasa memupuk gaya pembelajaran mereka yang aktif dan aktif.


Adjective, being before especially in time or arrangement

( ( Adjective , ) ( ( being ( before especially ) ) ( in ( ( time or ) arrangement ) ) ) )

(ROOT (VP (VB Adjective) (, ,) (S (VP (VBG being) (PP (IN before) (ADVP (RB especially))) (PP (IN in) (NP (NN time) (CC or) (NN arrangement)))))))

( ( A word ) ( ( form ( at ( a ( specific point ) ) ) ) . ) )

(ROOT (S (NP (DT A) (NN word)) (VP (VBP form) (PP (IN at) (NP (DT a) (JJ specific) (NN point)))) (. .)))

Adjektif, sebelum ini terutamanya dalam masa atau susunan


The Black Cane Society is named after the Black Cane award which is given annually by the law students to the professor who is voted to be the most outstanding classroom teacher.

( ( The ( Black ( Cane Society ) ) ) ( ( is ( named ( after ( ( the ( Black ( Cane award ) ) ) ( which ( is ( ( ( given annually ) ( by ( the ( law students ) ) ) ) ( to ( ( the professor ) ( who ( is ( voted ( to ( be ( the ( ( most outstanding ) ( classroom teacher ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP Black) (NNP Cane) (NNP Society)) (VP (VBZ is) (VP (VBN named) (PP (IN after) (NP (NP (DT the) (NNP Black) (NNP Cane) (NN award)) (SBAR (WHNP (WDT which)) (S (VP (VBZ is) (VP (VBN given) (ADVP (RB annually)) (PP (IN by) (NP (DT the) (NN law) (NNS students))) (PP (TO to) (NP (NP (DT the) (NN professor)) (SBAR (WHNP (WP who)) (S (VP (VBZ is) (VP (VBN voted) (S (VP (TO to) (VP (VB be) (NP (DT the) (ADJP (RBS most) (JJ outstanding)) (NN classroom) (NN teacher))))))))))))))))))) (. .)))

The Black Cane award goes to students and never professors.

( ( The ( Black ( Cane award ) ) ) ( ( goes ( to ( ( ( students and ) never ) professors ) ) ) . ) )

(ROOT (S (NP (DT The) (NNP Black) (NNP Cane) (NN award)) (VP (VBZ goes) (PP (TO to) (NP (UCP (NP (NNS students)) (CC and) (ADVP (RB never))) (NNS professors)))) (. .)))

Persatuan Black Cane dinamakan sempena anugerah Black Cane yang diberikan setiap tahun oleh pelajar undang-undang kepada profesor yang dipilih untuk menjadi guru kelas yang paling cemerlang.

Anugerah Black Cane diberikan kepada pelajar dan tidak pernah menjadi profesor.


neutral neutral contradiction neutral neutral

I had, had put in several weeks that were between 60 and 90 hours a week.

( ( I had ) ( , ( ( ( had ( put ( in ( ( several weeks ) ( that ( were ( ( ( ( between 60 ) and ) 90 ) hours ) ) ) ) ) ) ) ( a week ) ) . ) ) )

(ROOT (SINV (S (NP (PRP I)) (VP (VBD had))) (, ,) (VP (VBD had) (VP (VBN put) (PP (IN in) (NP (NP (JJ several) (NNS weeks)) (SBAR (WHNP (WDT that)) (S (VP (VBD were) (NP (QP (IN between) (CD 60) (CC and) (CD 90)) (NNS hours))))))))) (NP (DT a) (NN week)) (. .)))

I worked 90 hours a week for three weeks in a row.

( I ( ( ( ( worked ( 90 hours ) ) ( a week ) ) ( for ( ( three weeks ) ( in ( a row ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBD worked) (NP (CD 90) (NNS hours)) (NP (DT a) (NN week)) (PP (IN for) (NP (NP (CD three) (NNS weeks)) (PP (IN in) (NP (DT a) (NN row)))))) (. .)))

Saya telah, telah meletakkan dalam beberapa minggu yang antara 60 dan 90 jam seminggu.

Saya bekerja 90 jam seminggu selama tiga minggu berturut-turut.


entailment neutral entailment entailment entailment

( / ( ( / ( ( The ( fine county ) ) ( of Gaston ) ) ) . ) )

(ROOT (FRAG (: /) (VP (VBZ /) (NP (NP (DT The) (JJ fine) (NN county)) (PP (IN of) (NP (NNP Gaston))))) (. .)))

( The ( great ( Gaston ( county . ) ) ) )

(ROOT (NP (DT The) (JJ great) (JJ Gaston) (NN county) (. .)))


neutral entailment neutral neutral neutral

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

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

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

( It ( ( is ( a ( beautiful scene ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ is) (NP (DT a) (JJ beautiful) (NN scene))) (. .)))

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


entailment entailment entailment contradiction entailment

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

The answer given is irrelevant to their cause.

( ( ( The answer ) given ) ( ( is ( irrelevant ( to ( their cause ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN answer)) (VP (VBN given))) (VP (VBZ is) (ADJP (JJ irrelevant) (PP (TO to) (NP (PRP$ their) (NN cause))))) (. .)))

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.

Jawapan yang diberikan tidak relevan dengan tujuan mereka.


We're just, we just we don't know who he is.

( We ( ( ( ( 're just ) , ) ( we ( just ( we ( ( do n't ) ( know ( who ( he is ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP 're) (ADVP (RB just)) (, ,) (S (NP (PRP we)) (SBAR (RB just) (S (NP (PRP we)) (VP (VBP do) (RB n't) (VP (VB know) (SBAR (WHNP (WP who)) (S (NP (PRP he)) (VP (VBZ is)))))))))) (. .)))

( We ( ( ( do not ) ( know ( ( him or ) ( who ( he is ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP do) (RB not) (VP (VB know) (NP (NP (PRP him)) (CC or) (SBAR (WHNP (WP who)) (S (NP (PRP he)) (VP (VBZ is))))))) (. .)))

Kita tidak mengenali dia atau siapa dia.


You can't take it with you--neither can I, unfortunately.

( ( ( ( You ( ( ca n't ) ( ( take it ) ( with you ) ) ) ) -- ) ( neither ( ( ( can I ) , ) unfortunately ) ) ) . )

(ROOT (S (S (NP (PRP You)) (VP (MD ca) (RB n't) (VP (VB take) (NP (PRP it)) (PP (IN with) (NP (PRP you)))))) (: --) (S (NP (DT neither)) (VP (MD can) (VP (NP (PRP I)))) (, ,) (ADVP (RB unfortunately))) (. .)))

( You ( ( ( are not ) ( able ( to ( ( bring it ) ( with you ) ) ) ) ) . ) )

(ROOT (S (NP (PRP You)) (VP (VBP are) (RB not) (ADJP (JJ able) (S (VP (TO to) (VP (VB bring) (NP (PRP it)) (PP (IN with) (NP (PRP you)))))))) (. .)))

"Anda tidak boleh mengambilnya dengan anda - tidak boleh saya, malangnya.

Anda tidak boleh membawanya bersama anda.


( I ( ( have ( ( nobody here ) ( to ( guide me ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP have) (VP (VBN nobody) (ADVP (RB here)) (S (VP (TO to) (VP (VB guide) (NP (PRP me))))))) (. .)))

My great aunt has been helping me with getting around the city.

( ( My ( great aunt ) ) ( ( has ( been ( ( helping me ) ( with ( getting ( around ( the city ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP$ My) (JJ great) (NN aunt)) (VP (VBZ has) (VP (VBN been) (VP (VBG helping) (NP (PRP me)) (PP (IN with) (S (VP (VBG getting) (PP (IN around) (NP (DT the) (NN city))))))))) (. .)))

Tiada siapa di sini untuk membimbing saya.

Makcik saya yang hebat telah membantu saya untuk berkeliling bandar.


They need real-time information regarding what goods their plants have in finished, work-in-process, and material inventories.

( They ( ( need ( ( real-time information ) ( regarding ( what ( ( goods ( their plants ) ) ( have ( in ( finished ( , ( work-in-process ( , ( and ( material inventories ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP They)) (VP (VBP need) (NP (NP (JJ real-time) (NN information)) (PP (VBG regarding) (SBAR (WHNP (WP what)) (S (NP (NP (NNS goods)) (NP (PRP$ their) (NNS plants))) (VP (VBP have) (VP (PP (IN in) (NP (NNS finished) (, ,) (NNS work-in-process) (, ,) (CC and) (NN material) (NNS inventories)))))))))) (. .)))

The plants don't need inventory information in real-time.

( ( The plants ) ( ( ( do n't ) ( ( need ( inventory information ) ) ( in real-time ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS plants)) (VP (VBP do) (RB n't) (VP (VB need) (NP (NN inventory) (NN information)) (PP (IN in) (NP (NNP real-time))))) (. .)))

Mereka memerlukan maklumat masa nyata mengenai barang yang dimiliki oleh tanaman mereka dalam inventori siap, kerja dalam proses, dan bahan.

Tumbuhan tidak memerlukan maklumat inventori dalam masa nyata.


It is important to note also that this product was not promoted at retail with discounted prices at any time during this period, so the variation is not due to consumers preferring to purchase a product when it was  on sale.

( ( ( ( ( It ( is ( important ( to ( ( note also ) ( that ( ( this product ) ( ( was not ) ( ( ( promoted ( at ( retail ( with ( discounted prices ) ) ) ) ) ( at ( any time ) ) ) ( during ( this period ) ) ) ) ) ) ) ) ) ) ) , ) so ) ( ( the variation ) ( ( is not ) ( due ( to ( consumers ( preferring ( to ( ( purchase ( a product ) ) ( when ( it ( was ( on sale ) ) ) ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP It)) (VP (VBZ is) (ADJP (JJ important) (S (VP (TO to) (VP (VB note) (ADVP (RB also)) (SBAR (IN that) (S (NP (DT this) (NN product)) (VP (VBD was) (RB not) (VP (VBN promoted) (PP (IN at) (NP (NP (JJ retail)) (PP (IN with) (NP (JJ discounted) (NNS prices))))) (PP (IN at) (NP (DT any) (NN time))) (PP (IN during) (NP (DT this) (NN period))))))))))))) (, ,) (IN so) (S (NP (DT the) (NN variation)) (VP (VBZ is) (RB not) (ADJP (JJ due) (PP (TO to) (NP (NP (NNS consumers)) (VP (VBG preferring) (S (VP (TO to) (VP (VB purchase) (NP (DT a) (NN product)) (SBAR (WHADVP (WRB when)) (S (NP (PRP it)) (VP (VBD was) (PP (IN on) (NP (NN sale))))))))))))))) (. .)))

The product wasn't offered on sale at any point during the time in question.

( ( The product ) ( ( ( was n't ) ( ( ( offered ( on sale ) ) ( at ( any point ) ) ) ( during ( ( the time ) ( in question ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN product)) (VP (VBD was) (RB n't) (VP (VBN offered) (PP (IN on) (NP (NN sale))) (PP (IN at) (NP (DT any) (NN point))) (PP (IN during) (NP (NP (DT the) (NN time)) (PP (IN in) (NP (NN question))))))) (. .)))

Adalah penting untuk diperhatikan bahawa produk ini tidak dipromosikan secara runcit dengan harga diskaun pada bila-bila masa dalam tempoh ini, jadi variasinya tidak disebabkan oleh pengguna yang lebih suka membeli produk ketika dijual.

Produk ini tidak ditawarkan untuk dijual pada bila-bila masa semasa yang berkenaan.


Sometimes I gave up, as when pointing to my temples (white) brought shampoo rather than the desired bleach.

( Sometimes ( I ( ( ( ( gave up ) , ) ( as ( when ( ( pointing ( to ( ( my temples ) ( -LRB- ( white -RRB- ) ) ) ) ) ( ( brought shampoo ) ( rather ( than ( the ( desired bleach ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (ADVP (RB Sometimes)) (NP (PRP I)) (VP (VBD gave) (PRT (RP up)) (, ,) (PP (IN as) (SBAR (WHADVP (WRB when)) (S (S (VP (VBG pointing) (PP (TO to) (NP (NP (PRP$ my) (NNS temples)) (PRN (-LRB- -LRB-) (ADJP (JJ white)) (-RRB- -RRB-)))))) (VP (VBD brought) (NP (NN shampoo)) (PP (RB rather) (IN than) (NP (DT the) (VBN desired) (NN bleach)))))))) (. .)))

( I ( ( had ( lots ( of ( shampoo ( but ( no bleach ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBD had) (NP (NP (NNS lots)) (PP (IN of) (NP (NP (NN shampoo)) (PP (CC but) (NP (DT no) (NN bleach))))))) (. .)))

Kadang-kadang saya menyerah, seperti ketika menunjuk kuil saya (putih) membawa syampu dan bukannya pemutihan yang dikehendaki.

Saya mempunyai banyak syampu tetapi tidak ada peluntur.


( I ( ( liked ( those ( Disney ( World things ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBD liked) (NP (DT those) (NNP Disney) (NNP World) (NNS things))) (. .)))

I really liked those Mickey Mouse ears from Disney.

( I ( really ( ( ( liked ( those ( Mickey ( Mouse ears ) ) ) ) ( from Disney ) ) . ) ) )

(ROOT (S (NP (PRP I)) (ADVP (RB really)) (VP (VBD liked) (NP (DT those) (NNP Mickey) (NNP Mouse) (NNS ears)) (PP (IN from) (NP (NNP Disney)))) (. .)))

Saya suka perkara-perkara Disney World ini.

Saya sangat menyukai telinga Mickey Mouse dari Disney.


neutral neutral contradiction contradiction neutral

For the same time period, our alumni participation in similar firms was 31 percent to 67 percent.

( ( For ( the ( same ( time period ) ) ) ) ( , ( ( ( our ( alumni participation ) ) ( in ( similar firms ) ) ) ( ( was ( ( 31 percent ) ( to ( 67 percent ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN For) (NP (DT the) (JJ same) (NN time) (NN period))) (, ,) (NP (NP (PRP$ our) (NNS alumni) (NN participation)) (PP (IN in) (NP (JJ similar) (NNS firms)))) (VP (VBD was) (NP (NP (CD 31) (NN percent)) (PP (TO to) (NP (CD 67) (NN percent))))) (. .)))

The alumni didn't enjoy participating, they just did it for the credits.

( ( ( The alumni ) ( ( did n't ) ( enjoy participating ) ) ) ( , ( they ( just ( ( ( did it ) ( for ( the credits ) ) ) . ) ) ) ) )

(ROOT (S (S (NP (DT The) (NNS alumni)) (VP (VBD did) (RB n't) (VP (VB enjoy) (S (VP (VBG participating)))))) (, ,) (NP (PRP they)) (ADVP (RB just)) (VP (VBD did) (NP (PRP it)) (PP (IN for) (NP (DT the) (NNS credits)))) (. .)))

Untuk tempoh masa yang sama, penyertaan alumni kami dalam firma yang sama adalah 31 peratus hingga 67 peratus.

Mereka tidak suka mengambil bahagian, mereka hanya melakukannya untuk kredit.


contradiction contradiction contradiction contradiction neutral

Fewer were seen as involved in worthwhile activities that truly engaged them.

( Fewer ( ( were ( seen ( as ( ( involved ( in ( worthwhile activities ) ) ) ( that ( truly ( engaged them ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (JJR Fewer)) (VP (VBD were) (VP (VBN seen) (ADJP (RB as) (VBN involved) (PP (IN in) (NP (JJ worthwhile) (NNS activities))) (SBAR (WHNP (WDT that)) (S (ADVP (RB truly)) (VP (VBD engaged) (NP (PRP them)))))))) (. .)))

A large percentage of the participants were truly engaged with them.

( ( ( A ( large percentage ) ) ( of ( the participants ) ) ) ( ( ( were truly ) ( engaged ( with them ) ) ) . ) )

(ROOT (S (NP (NP (DT A) (JJ large) (NN percentage)) (PP (IN of) (NP (DT the) (NNS participants)))) (VP (VBD were) (ADVP (RB truly)) (VP (VBN engaged) (PP (IN with) (NP (PRP them))))) (. .)))

Kurang dilihat terlibat dalam aktiviti yang bermanfaat yang benar-benar melibatkan mereka.

Sebilangan besar peserta benar-benar terlibat dengan mereka.


It has been suggested that SF include only those stories which would be invalidated without their scientific content;  that fiction which concerns science, scientists, and the impact of science on humans;  that which explores alternate existences (whether future, extraterrestrial, or only in characters' minds) based on facts and logical progression via scientific method.

( It ( ( has ( been ( suggested ( that ( SF ( include ( ( ( ( ( ( ( ( only ( those stories ) ) ( which ( would ( be ( invalidated ( without ( their ( scientific content ) ) ) ) ) ) ) ) ; ) ( ( that fiction ) ( which ( ( concerns ( ( ( ( ( science , ) scientists ) , ) and ) ( ( the impact ) ( of science ) ) ) ) ( on humans ) ) ) ) ) ; ) ( that ( which ( ( ( explores ( alternate existences ) ) ( -LRB- ( ( ( ( ( ( ( whether future ) , ) extraterrestrial ) , ) or ) ( only ( in ( ( characters ' ) minds ) ) ) ) -RRB- ) ) ) ( based ( on facts ) ) ) ) ) ) and ) ( ( logical progression ) ( via ( scientific method ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP It)) (VP (VBZ has) (VP (VBN been) (VP (VBN suggested) (SBAR (IN that) (S (NP (NNP SF)) (VP (VBP include) (NP (NP (NP (RB only) (DT those) (NNS stories)) (SBAR (WHNP (WDT which)) (S (VP (MD would) (VP (VB be) (VP (VBN invalidated) (PP (IN without) (NP (PRP$ their) (JJ scientific) (NN content))))))))) (: ;) (NP (NP (DT that) (NN fiction)) (SBAR (WHNP (WDT which)) (S (VP (VBZ concerns) (NP (NP (NN science)) (, ,) (NP (NNS scientists)) (, ,) (CC and) (NP (NP (DT the) (NN impact)) (PP (IN of) (NP (NN science))))) (PP (IN on) (NP (NNS humans))))))) (: ;) (NP (NP (DT that)) (SBAR (WHNP (WDT which)) (S (VP (VBZ explores) (NP (JJ alternate) (NNS existences)) (PRN (-LRB- -LRB-) (NP (NP (IN whether) (JJ future)) (, ,) (NP (JJ extraterrestrial)) (, ,) (CC or) (NP (NP (JJ only)) (PP (IN in) (NP (NP (NNS characters) (POS ')) (NNS minds))))) (-RRB- -RRB-)) (PP (VBN based) (PP (IN on) (NP (NNS facts)))))))) (CC and) (NP (NP (JJ logical) (NN progression)) (PP (IN via) (NP (JJ scientific) (NN method))))))))))) (. .)))

Many Science Fiction stories are wholly unscientific and should instead be categorized as Fantasy.

( ( Many ( Science ( Fiction stories ) ) ) ( ( ( ( are ( wholly unscientific ) ) and ) ( ( should instead ) ( be ( categorized ( as Fantasy ) ) ) ) ) . ) )

(ROOT (S (NP (JJ Many) (NNP Science) (NNP Fiction) (NNS stories)) (VP (VP (VBP are) (ADJP (RB wholly) (JJ unscientific))) (CC and) (VP (MD should) (ADVP (RB instead)) (VP (VB be) (VP (VBN categorized) (PP (IN as) (NP (NNP Fantasy))))))) (. .)))

Telah dicadangkan bahawa SF hanya merangkumi cerita-cerita yang akan dibatalkan tanpa kandungan saintifik mereka; fiksyen yang menyangkut sains, saintis, dan kesan sains terhadap manusia; yang meneroka kewujudan alternatif (sama ada masa depan, luar angkasa, atau hanya dalam fikiran watak) berdasarkan fakta dan perkembangan logik melalui kaedah saintifik.

Banyak cerita fiksyen sains tidak saintifik dan sebaliknya harus dikategorikan sebagai Fantasi.


neutral neutral entailment neutral entailment

The Salvation Army received a note not long ago from a woman who makes contributions to our programs from time to time.

( ( The ( Salvation Army ) ) ( ( ( ( received ( a note ) ) ( not ( long ago ) ) ) ( from ( ( a woman ) ( who ( ( ( makes contributions ) ( to ( our programs ) ) ) ( from ( time ( to time ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NX (NNP Salvation) (NNP Army))) (VP (VBD received) (NP (DT a) (NN note)) (ADVP (RB not) (RB long) (RB ago)) (PP (IN from) (NP (NP (DT a) (NN woman)) (SBAR (WHNP (WP who)) (S (VP (VBZ makes) (NP (NNS contributions)) (PP (TO to) (NP (PRP$ our) (NNS programs))) (PP (IN from) (NP (NP (NN time)) (PP (TO to) (NP (NN time))))))))))) (. .)))

A woman who makes contributions from time to time sent a note to us here at the Salvation Army to praise our services.

( ( ( A woman ) ( who ( ( makes ( contributions ( from time ) ) ) ( to time ) ) ) ) ( ( ( ( ( sent ( a note ) ) ( to us ) ) ( here ( at ( the ( Salvation Army ) ) ) ) ) ( to ( praise ( our services ) ) ) ) . ) )

(ROOT (S (NP (NP (DT A) (NN woman)) (SBAR (WHNP (WP who)) (S (VP (VBZ makes) (NP (NP (NNS contributions)) (PP (IN from) (NP (NN time)))) (PP (TO to) (NP (NN time))))))) (VP (VBD sent) (NP (DT a) (NN note)) (PP (TO to) (NP (PRP us))) (PP (ADVP (RB here)) (IN at) (NP (DT the) (NX (NNP Salvation) (NNP Army)))) (S (VP (TO to) (VP (VB praise) (NP (PRP$ our) (NNS services)))))) (. .)))

Tentera Salvation menerima nota tidak lama dahulu daripada seorang wanita yang membuat sumbangan kepada program kami dari semasa ke semasa.

Seorang wanita yang membuat sumbangan dari semasa ke semasa menghantar nota kepada kami di sini di Salvation Army untuk memuji perkhidmatan kami.


However, its history has been maintained in the present law school building through the display of its stained glass windows and the old oak fireplace.

( However ( , ( ( its history ) ( ( has ( been ( ( maintained ( in ( the ( present ( law ( school building ) ) ) ) ) ) ( through ( ( the display ) ( of ( ( ( its ( stained ( glass windows ) ) ) and ) ( the ( old ( oak fireplace ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB However)) (, ,) (NP (PRP$ its) (NN history)) (VP (VBZ has) (VP (VBN been) (VP (VBN maintained) (PP (IN in) (NP (DT the) (JJ present) (NN law) (NN school) (NN building))) (PP (IN through) (NP (NP (DT the) (NN display)) (PP (IN of) (NP (NP (PRP$ its) (JJ stained) (NN glass) (NNS windows)) (CC and) (NP (DT the) (JJ old) (NN oak) (NN fireplace))))))))) (. .)))

The display of its stained glass window and the old oak fireplace show that history has been maintained in the present law school building.

( ( ( The display ) ( of ( ( ( its ( stained ( glass window ) ) ) and ) ( the ( old ( oak fireplace ) ) ) ) ) ) ( ( show ( that ( history ( has ( been ( maintained ( in ( the ( present ( law ( school building ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT The) (NN display)) (PP (IN of) (NP (NP (PRP$ its) (JJ stained) (NN glass) (NN window)) (CC and) (NP (DT the) (JJ old) (NN oak) (NN fireplace))))) (VP (VBP show) (SBAR (IN that) (S (NP (NN history)) (VP (VBZ has) (VP (VBN been) (VP (VBN maintained) (PP (IN in) (NP (DT the) (JJ present) (NN law) (NN school) (NN building))))))))) (. .)))

Walau bagaimanapun, sejarahnya telah dikekalkan di bangunan sekolah undang-undang sekarang melalui paparan tingkap kaca berwarna dan perapian oak lama.

Paparan tingkap kaca berwarna dan perapian oak lama menunjukkan bahawa sejarah telah dikekalkan di bangunan sekolah undang-undang sekarang.


Together, I believe that we can make a contribution which will be very meaningful for the students at the school.

( Together ( , ( I ( ( believe ( that ( we ( can ( make ( ( a contribution ) ( which ( will ( ( be ( very ( meaningful ( for ( the students ) ) ) ) ) ( at ( the school ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (ADVP (RB Together)) (, ,) (NP (PRP I)) (VP (VBP believe) (SBAR (IN that) (S (NP (PRP we)) (VP (MD can) (VP (VB make) (NP (NP (DT a) (NN contribution)) (SBAR (WHNP (WDT which)) (S (VP (MD will) (VP (VB be) (ADJP (RB very) (JJ meaningful) (PP (IN for) (NP (DT the) (NNS students)))) (PP (IN at) (NP (DT the) (NN school))))))))))))) (. .)))

We could make a meaningful contribution towards the students together.

( We ( ( could ( ( make ( ( a ( meaningful contribution ) ) ( towards ( the students ) ) ) ) together ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (MD could) (VP (VB make) (NP (NP (DT a) (JJ meaningful) (NN contribution)) (PP (IN towards) (NP (DT the) (NNS students)))) (ADVP (RB together)))) (. .)))

Bersama-sama, saya percaya bahawa kita boleh membuat sumbangan yang akan sangat bermakna untuk pelajar di sekolah.

Kita boleh memberi sumbangan yang bermakna kepada pelajar bersama-sama.


contradiction contradiction contradiction contradiction contradiction

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

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

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

Juvenal wrote during the twentieth century.

( Juvenal ( ( wrote ( during ( the ( twentieth century ) ) ) ) . ) )

(ROOT (S (NP (NNP Juvenal)) (VP (VBD wrote) (PP (IN during) (NP (DT the) (JJ twentieth) (NN century)))) (. .)))

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

Juvenal menulis semasa abad kedua puluh.


She recalled first telling the President it was a twin-engine aircraft-and then a commercial aircraft-that had struck the World Trade Center, adding that's all we know right now, Mr. President.

( She ( ( recalled ( first ( telling ( ( the President ) ( it ( was ( ( a ( twin-engine aircraft-and ) ) ( ( then ( a ( commercial aircraft-that ) ) ) ( had ( ( ( struck ( the ( World ( Trade Center ) ) ) ) , ) ( adding ( ( that ( 's ( all ( we ( know ( right now ) ) ) ) ) ) ( , ( Mr. President ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP She)) (VP (VBD recalled) (S (ADVP (RB first)) (VP (VBG telling) (NP (NP (DT the) (NNP President)) (SBAR (S (NP (PRP it)) (VP (VBD was) (NP (NP (DT a) (JJ twin-engine) (NN aircraft-and)) (SBAR (S (NP (RB then) (DT a) (JJ commercial) (NN aircraft-that)) (VP (VBD had) (VP (VBN struck) (S (NP (DT the) (NNP World) (NNP Trade) (NNP Center))) (, ,) (S (VP (VBG adding) (NP (SBAR (WHNP (WDT that)) (S (VP (VBZ 's) (NP (NP (DT all)) (SBAR (S (NP (PRP we)) (VP (VBP know) (ADVP (RB right) (RB now))))))))) (, ,) (NP (NNP Mr.) (NNP President))))))))))))))))) (. .)))

The information had come from error filled media reports.

( ( The information ) ( ( had ( come ( from ( error ( filled ( media reports ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN information)) (VP (VBD had) (VP (VBN come) (PP (IN from) (NP (NP (NN error)) (VP (VBN filled) (NP (NNS media) (NNS reports))))))) (. .)))

Dia teringat pertama kali memberitahu Presiden bahawa ia adalah pesawat enjin berkembar - dan kemudian pesawat komersial - yang telah melanda Pusat Perdagangan Dunia, sambil menambah itu sahaja yang kita tahu sekarang, Encik Presiden.

Maklumat itu datang dari laporan media yang diisi dengan kesilapan.


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

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

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

Don't kids struggle to find a quiet place to study, which means they have difficulty coping with school?

( ( ( ( Do n't ) kids ) ( struggle ( to ( ( find ( a ( quiet place ) ) ) ( to ( ( study , ) ( which ( means ( they ( have ( difficulty ( coping ( with school ) ) ) ) ) ) ) ) ) ) ) ) ) ? )

(ROOT (SQ (MD Do) (RB n't) (NP (NNS kids)) (VP (VB struggle) (S (VP (TO to) (VP (VB find) (NP (DT a) (JJ quiet) (NN place)) (PP (TO to) (NP (NP (NN study)) (, ,) (SBAR (WHNP (WDT which)) (S (VP (VBZ means) (SBAR (S (NP (PRP they)) (VP (VBP have) (NP (NP (NN difficulty)) (VP (VBG coping) (PP (IN with) (NP (NN school))))))))))))))))) (. ?)))

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

Tidakkah kanak-kanak berjuang untuk mencari tempat yang tenang untuk belajar, yang bermaksud mereka menghadapi kesukaran untuk menghadapi sekolah?


I'm enclosing some information on Children's Harbor which I hope you'll find interesting.

( I ( ( 'm ( ( enclosing ( some information ) ) ( on ( ( ( Children 's ) Harbor ) ( which ( I ( hope ( you ( 'll ( find interesting ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP I)) (VP (VBP 'm) (VP (VBG enclosing) (NP (DT some) (NN information)) (PP (IN on) (NP (NP (NP (NNP Children) (POS 's)) (NNP Harbor)) (SBAR (WHNP (WDT which)) (S (NP (PRP I)) (VP (VBP hope) (SBAR (S (NP (PRP you)) (VP (MD 'll) (VP (VB find) (ADJP (JJ interesting))))))))))))) (. .)))

If you have any more questions, feel free to call me.

( ( If ( you ( have ( any ( more questions ) ) ) ) ) ( , ( ( feel ( free ( to ( call me ) ) ) ) . ) ) )

(ROOT (S (SBAR (IN If) (S (NP (PRP you)) (VP (VBP have) (NP (DT any) (JJR more) (NNS questions))))) (, ,) (VP (VB feel) (ADJP (JJ free) (S (VP (TO to) (VP (VB call) (NP (PRP me))))))) (. .)))

Saya akan menyertakan beberapa maklumat mengenai Harbour Kanak-kanak yang saya harap anda akan menarik.

Jika anda mempunyai soalan lagi, sila hubungi saya.


On October 29th, a BBC Radio Scotland program was running a competition in which people calling in were asked to spell ventriloquist and kibbutz (among other words, presumably); several callers with  older  voices'they certainly were not children'were unable to do so; does that mean that the Scots are to be excepted from the QES campaign  to compel all children to study formal grammar up to the age of 16  or that the rot set in long ago?

( ( ( ( ( ( ( On ( October 29th ) ) ( , ( ( a ( BBC ( Radio ( Scotland program ) ) ) ) ( was ( running ( ( a competition ) ( ( in which ) ( ( people ( calling in ) ) ( were ( asked ( to ( ( spell ( ( ventriloquist and ) kibbutz ) ) ( -LRB- ( ( among ( ( ( other words ) , ) presumably ) ) -RRB- ) ) ) ) ) ) ) ) ) ) ) ) ) ) ; ) ( ( ( several callers ) ( with ( ( older voices ) ( ` ( they ( certainly ( ( were not ) children ) ) ) ) ) ) ) ( ` ( were ( unable ( to ( do so ) ) ) ) ) ) ) ; ) ( ( does that ) ( mean ( ( ( that ( ( the Scots ) ( are ( to ( be ( ( excepted ( from ( the ( QES campaign ) ) ) ) ( to ( compel ( ( all children ) ( to ( ( ( study ( formal grammar ) ) up ) ( to ( ( the age ) ( of 16 ) ) ) ) ) ) ) ) ) ) ) ) ) ) or ) ( that ( ( the rot ) ( ( set in ) ( long ago ) ) ) ) ) ) ) ) ? )

(ROOT (S (S (S (PP (IN On) (NP (NNP October) (CD 29th))) (, ,) (NP (DT a) (NNP BBC) (NNP Radio) (NNP Scotland) (NN program)) (VP (VBD was) (VP (VBG running) (NP (NP (DT a) (NN competition)) (SBAR (WHPP (IN in) (WHNP (WDT which))) (S (NP (NP (NNS people)) (VP (VBG calling) (PRT (RP in)))) (VP (VBD were) (VP (VBN asked) (S (VP (TO to) (VP (VB spell) (NP (NN ventriloquist) (CC and) (NN kibbutz)) (PRN (-LRB- -LRB-) (PP (IN among) (NP (NP (JJ other) (NNS words)) (, ,) (ADVP (RB presumably)))) (-RRB- -RRB-))))))))))))) (: ;) (S (NP (NP (JJ several) (NNS callers)) (PP (IN with) (NP (NP (JJR older) (NNS voices)) (`` `) (NX (S (NP (PRP they)) (ADVP (RB certainly)) (VP (VBD were) (RB not) (NP (NNS children)))))))) (`` `) (VP (VBD were) (ADJP (JJ unable) (S (VP (TO to) (VP (VB do) (ADVP (RB so))))))))) (: ;) (SQ (VBZ does) (NP (DT that)) (VP (VB mean) (SBAR (SBAR (IN that) (S (NP (DT the) (NNPS Scots)) (VP (VBP are) (S (VP (TO to) (VP (VB be) (VP (VBN excepted) (PP (IN from) (NP (DT the) (NNP QES) (NN campaign))) (S (VP (TO to) (VP (VB compel) (S (NP (DT all) (NNS children)) (VP (TO to) (VP (VB study) (NP (JJ formal) (NN grammar)) (PRT (RP up)) (PP (TO to) (NP (NP (DT the) (NN age)) (PP (IN of) (NP (CD 16)))))))))))))))))) (CC or) (SBAR (IN that) (S (NP (DT the) (NN rot)) (VP (VBD set) (PRT (RP in)) (ADVP (RB long) (RB ago)))))))) (. ?)))

The older Scots could spell al the words easily.

( ( The ( older Scots ) ) ( ( could ( spell ( ( al ( the words ) ) easily ) ) ) . ) )

(ROOT (S (NP (DT The) (JJR older) (NNS Scots)) (VP (MD could) (VP (VB spell) (S (VP (VBG al) (NP (DT the) (NNS words)) (ADVP (RB easily)))))) (. .)))

Pada 29 Oktober, program BBC Radio Scotland menjalankan pertandingan di mana orang yang memanggil diminta untuk mengeja ventriloquist dan kibbutz (antara lain, mungkin); beberapa pemanggil dengan suara yang lebih tua'mereka pasti bukan kanak-kanak' tidak dapat melakukannya; adakah itu bermakna bahawa orang Scots akan dikecualikan dari kempen QES untuk memaksa semua kanak-kanak untuk mempelajari tatabahasa formal sehingga usia 16 tahun atau bahawa reput yang ditetapkan sejak dulu?

Orang Scots yang lebih tua boleh mengeja perkataan dengan mudah.


In late October a young woman librarian at the college took me to a flower-arranging exhibition.

( ( In ( late October ) ) ( ( ( a ( young ( woman librarian ) ) ) ( at ( the college ) ) ) ( ( ( took me ) ( to ( a ( flower-arranging exhibition ) ) ) ) . ) ) )

(ROOT (S (PP (IN In) (NP (JJ late) (NNP October))) (NP (NP (DT a) (JJ young) (NN woman) (NN librarian)) (PP (IN at) (NP (DT the) (NN college)))) (VP (VBD took) (NP (PRP me)) (PP (TO to) (NP (DT a) (JJ flower-arranging) (NN exhibition)))) (. .)))

The young librarian woman was very pretty and wore glasses.

( ( The ( young ( librarian woman ) ) ) ( ( ( ( was ( very pretty ) ) and ) ( wore glasses ) ) . ) )

(ROOT (S (NP (DT The) (JJ young) (NN librarian) (NN woman)) (VP (VP (VBD was) (ADJP (RB very) (JJ pretty))) (CC and) (VP (VBD wore) (NP (NNS glasses)))) (. .)))

Pada akhir Oktober seorang pustakawan wanita muda di kolej membawa saya ke pameran yang mengatur bunga.

Wanita pustakawan muda itu sangat cantik dan memakai cermin mata.


Adjust the task to an appropriately challenging level, and tailor teaching and assistance to the child's changing needs.

( ( ( ( ( ( Adjust ( the task ) ) ( to ( an ( ( appropriately challenging ) level ) ) ) ) , ) and ) ( ( tailor ( ( teaching and ) assistance ) ) ( to ( ( the ( child 's ) ) ( changing needs ) ) ) ) ) . )

(ROOT (S (VP (VP (VB Adjust) (NP (DT the) (NN task)) (PP (TO to) (NP (DT an) (ADJP (RB appropriately) (JJ challenging)) (NN level)))) (, ,) (CC and) (VP (VB tailor) (NP (NN teaching) (CC and) (NN assistance)) (PP (TO to) (NP (NP (DT the) (NN child) (POS 's)) (VBG changing) (NNS needs))))) (. .)))

There are levels of challenge that are appropriate for kids.

( There ( ( are ( ( levels ( of challenge ) ) ( that ( are ( appropriate ( for kids ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBP are) (NP (NP (NNS levels)) (PP (IN of) (NP (NN challenge))) (SBAR (WHNP (WDT that)) (S (VP (VBP are) (ADJP (JJ appropriate) (PP (IN for) (NP (NNS kids))))))))) (. .)))

Laraskan tugas ke tahap yang mencabar, dan menyesuaikan pengajaran dan bantuan kepada keperluan kanak-kanak yang berubah.

Terdapat pelbagai cabaran yang sesuai untuk kanak-kanak.


contradiction contradiction neutral contradiction contradiction

Although few retailers have embraced the complete set of forecasting and inventory models described in this chapter, lean retailers are moving in that direction.

( ( Although ( ( few retailers ) ( have ( embraced ( ( the ( complete set ) ) ( of ( ( forecasting ( and ( inventory models ) ) ) ( described ( in ( this chapter ) ) ) ) ) ) ) ) ) ) ( , ( ( lean retailers ) ( ( are ( moving ( in ( that direction ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN Although) (S (NP (JJ few) (NNS retailers)) (VP (VBP have) (VP (VBN embraced) (NP (NP (DT the) (JJ complete) (NN set)) (PP (IN of) (NP (NP (NN forecasting) (CC and) (NN inventory) (NNS models)) (VP (VBN described) (PP (IN in) (NP (DT this) (NN chapter))))))))))) (, ,) (NP (JJ lean) (NNS retailers)) (VP (VBP are) (VP (VBG moving) (PP (IN in) (NP (DT that) (NN direction))))) (. .)))

Lean retailers are the least able to embrace forecasting and inventory models.

( ( Lean retailers ) ( ( are ( the ( ( least ( able ( to ( embrace ( ( forecasting and ) inventory ) ) ) ) ) models ) ) ) . ) )

(ROOT (S (NP (JJ Lean) (NNS retailers)) (VP (VBP are) (NP (DT the) (ADJP (JJS least) (JJ able) (S (VP (TO to) (VP (VB embrace) (NP (NN forecasting) (CC and) (NN inventory)))))) (NNS models))) (. .)))

Walaupun beberapa peruncit telah menerima set lengkap model ramalan dan inventori yang dijelaskan dalam bab ini, peruncit bersandar bergerak ke arah itu.

Peruncit kacang paling tidak dapat merangkul model ramalan dan inventori.


I'm all for Latin courses, but there's an easier way of building your English vocabulary then plowing through the intricacies of Latin morphology and syntax.

( ( ( ( ( I ( 'm ( all ( for ( Latin courses ) ) ) ) ) , ) but ) ( there ( 's ( ( an ( easier way ) ) ( of ( building ( ( your ( English vocabulary ) ) ( then ( plowing ( through ( ( the intricacies ) ( of ( Latin ( ( morphology and ) syntax ) ) ) ) ) ) ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP I)) (VP (VBP 'm) (NP (NP (DT all)) (PP (IN for) (NP (JJ Latin) (NNS courses)))))) (, ,) (CC but) (S (NP (EX there)) (VP (VBZ 's) (NP (NP (DT an) (JJR easier) (NN way)) (PP (IN of) (S (VP (VBG building) (NP (NP (PRP$ your) (JJ English) (NN vocabulary)) (VP (ADVP (RB then)) (VBG plowing) (PP (IN through) (NP (NP (DT the) (NNS intricacies)) (PP (IN of) (NP (JJ Latin) (NN morphology) (CC and) (NN syntax))))))))))))) (. .)))

There are simpler ways of building an English vocabulary besides studying Latin syntax.

( There ( ( are ( ( simpler ways ) ( of ( building ( ( an ( English vocabulary ) ) ( besides ( studying ( Latin syntax ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (EX There)) (VP (VBP are) (NP (NP (JJR simpler) (NNS ways)) (PP (IN of) (S (VP (VBG building) (NP (NP (DT an) (JJ English) (NN vocabulary)) (PP (IN besides) (S (VP (VBG studying) (NP (JJ Latin) (NN syntax))))))))))) (. .)))

Saya semua untuk kursus Latin, tetapi ada cara yang lebih mudah untuk membina perbendaharaan kata bahasa Inggeris anda kemudian membajak melalui selok-belok morfologi dan sintaks Latin.

Terdapat cara yang lebih mudah untuk membina perbendaharaan kata bahasa Inggeris selain mempelajari sintaks Latin.


( ( If ( I ( ( was n't ) ( working here ) ) ) ) . )

(ROOT (FRAG (SBAR (IN If) (S (NP (PRP I)) (VP (VBD was) (RB n't) (VP (VBG working) (ADVP (RB here)))))) (. .)))

( ( If ( I ( was ( working here ) ) ) ) . )

(ROOT (FRAG (SBAR (IN If) (S (NP (PRP I)) (VP (VBD was) (VP (VBG working) (ADVP (RB here)))))) (. .)))

Jika saya tidak bekerja di sini.
Jika saya bekerja di sini.


The items are then stored in a way that makes them easy to pick for an order about to be shipped.

( ( The items ) ( ( ( are then ) ( stored ( in ( ( a way ) ( that ( makes ( them ( easy ( to ( ( pick ( for ( an order ) ) ) ( about ( to ( be shipped ) ) ) ) ) ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS items)) (VP (VBP are) (ADVP (RB then)) (VP (VBN stored) (PP (IN in) (NP (NP (DT a) (NN way)) (SBAR (WHNP (WDT that)) (S (VP (VBZ makes) (S (NP (PRP them)) (ADJP (JJ easy) (S (VP (TO to) (VP (VP (VB pick) (PP (IN for) (NP (DT an) (NN order)))) (VP (IN about) (S (VP (TO to) (VP (VB be) (VP (VBN shipped)))))))))))))))))) (. .)))

The items are sort of thrown in whatever manner for storage.

( ( The items ) ( ( ( are ( sort of ) ) ( ( thrown ( in ( whatever manner ) ) ) ( for storage ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS items)) (VP (VBP are) (ADVP (NN sort) (IN of)) (VP (VBN thrown) (PP (IN in) (NP (WDT whatever) (NN manner))) (PP (IN for) (NP (NN storage))))) (. .)))

Barang-barang itu kemudian disimpan dengan cara yang memudahkan mereka memilih pesanan yang akan dihantar.

Barang-barang itu dilemparkan dengan cara apa pun untuk disimpan.


What were your least favorite parts of the story?

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

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

What portions of the story did you like the least?

( ( What ( portions ( of ( the story ) ) ) ) ( ( ( did you ) ( like ( the least ) ) ) ? ) )

(ROOT (SBARQ (WHNP (WDT What) (NP (NP (NNS portions)) (PP (IN of) (NP (DT the) (NN story))))) (SQ (VBD did) (NP (PRP you)) (VP (VB like) (NP (DT the) (JJS least)))) (. ?)))

Apakah bahagian cerita kegemaran anda yang paling tidak disukai?

Bahagian cerita apa yang paling anda sukai?


( ( The ( Vice President ) ) ( again ( ( said yes ) . ) ) )

(ROOT (S (NP (DT The) (NNP Vice) (NNP President)) (ADVP (RB again)) (VP (VBD said) (INTJ (UH yes))) (. .)))

( ( The ( Vice President ) ) ( ( refused again ) . ) )

(ROOT (S (NP (DT The) (NNP Vice) (NNP President)) (VP (VBD refused) (ADVP (RB again))) (. .)))

Naib Presiden sekali lagi berkata ya.
Naib Presiden menolak lagi.


entailment entailment neutral entailment neutral

Such requirements could arise either as a result of voluntary agreements among retailers and apparel suppliers or be mandated through regulation.

( ( Such requirements ) ( ( could ( ( ( ( arise either ) ( as ( ( a result ) ( of ( ( voluntary agreements ) ( among ( retailers ( and ( apparel suppliers ) ) ) ) ) ) ) ) ) or ) ( be ( mandated ( through regulation ) ) ) ) ) . ) )

(ROOT (S (NP (JJ Such) (NNS requirements)) (VP (MD could) (VP (VP (VB arise) (ADVP (RB either)) (PP (IN as) (NP (NP (DT a) (NN result)) (PP (IN of) (NP (NP (JJ voluntary) (NNS agreements)) (PP (IN among) (NP (NNS retailers) (CC and) (NN apparel) (NNS suppliers)))))))) (CC or) (VP (VB be) (VP (VBN mandated) (PP (IN through) (NP (NN regulation))))))) (. .)))

voluntary agreements among retailers can bring requirements about the market.

( ( ( voluntary agreements ) ( among retailers ) ) ( ( can ( ( bring requirements ) ( about ( the market ) ) ) ) . ) )

(ROOT (S (NP (NP (JJ voluntary) (NNS agreements)) (PP (IN among) (NP (NNS retailers)))) (VP (MD can) (VP (VB bring) (NP (NNS requirements)) (PP (IN about) (NP (DT the) (NN market))))) (. .)))

Keperluan sedemikian boleh timbul sama ada hasil perjanjian sukarela di kalangan peruncit dan pembekal pakaian atau diberi mandat melalui peraturan.

Perjanjian sukarela di kalangan peruncit boleh membawa keperluan mengenai pasaran.


entailment entailment entailment neutral entailment

In fact, our analysis of the HCTAR data shows that the probability of adopting shipping container markers and modular production significantly increases if both bar codes and EDI have already been implemented.

( ( In fact ) ( , ( ( ( our analysis ) ( of ( the ( HCTAR data ) ) ) ) ( ( shows ( that ( ( ( the probability ) ( of ( ( ( adopting ( shipping ( container markers ) ) ) and ) ( modular production ) ) ) ) ( significantly ( increases ( if ( ( ( ( both ( bar codes ) ) and ) EDI ) ( ( have already ) ( been implemented ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (NN fact))) (, ,) (NP (NP (PRP$ our) (NN analysis)) (PP (IN of) (NP (DT the) (JJ HCTAR) (NNS data)))) (VP (VBZ shows) (SBAR (IN that) (S (NP (NP (DT the) (NN probability)) (PP (IN of) (NP (NP (VBG adopting) (NN shipping) (NN container) (NNS markers)) (CC and) (NP (JJ modular) (NN production))))) (ADVP (RB significantly)) (VP (VBZ increases) (SBAR (IN if) (S (NP (NP (DT both) (NN bar) (NNS codes)) (CC and) (NP (NNP EDI))) (VP (VBP have) (ADVP (RB already)) (VP (VBN been) (VP (VBN implemented)))))))))) (. .)))

We analyzed HCTAR data to investigate the use of bar codes on containers.

( We ( ( ( analyzed ( HCTAR data ) ) ( to ( ( investigate ( ( the use ) ( of ( bar codes ) ) ) ) ( on containers ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBD analyzed) (NP (JJ HCTAR) (NNS data)) (S (VP (TO to) (VP (VB investigate) (NP (NP (DT the) (NN use)) (PP (IN of) (NP (NN bar) (NNS codes)))) (PP (IN on) (NP (NNS containers))))))) (. .)))

Malah, analisis kami terhadap data HCTAR menunjukkan bahawa kebarangkalian untuk menggunakan penanda kontena perkapalan dan pengeluaran modular meningkat dengan ketara jika kedua-dua kod bar dan EDI telah dilaksanakan.

Kami menganalisis data HCTAR untuk menyiasat penggunaan kod bar pada bekas.


If the sewing machine is correctly threaded, the operator then lifts the presser foot'a device that comes down on either side of the needle to hold the cloth'and, if the needle is in the up position, inserts the fabric.

( ( If ( ( the ( sewing machine ) ) ( ( is correctly ) threaded ) ) ) ( , ( ( the operator ) ( then ( ( lifts ( ( ( ( ( the ( presser foot ) ) ' ) ( ( a device ) ( that ( ( comes down ) ( on ( ( either side ) ( of ( the ( needle ( to ( ( ( hold ( the cloth ) ) ` ) and ) ) ) ) ) ) ) ) ) ) ) , ) ( if ( ( the needle ) ( is ( in ( ( ( the ( up position ) ) , ) ( inserts ( the fabric ) ) ) ) ) ) ) ) ) . ) ) ) ) )

(ROOT (S (SBAR (IN If) (S (NP (DT the) (VBG sewing) (NN machine)) (VP (VBZ is) (ADVP (RB correctly)) (ADJP (JJ threaded))))) (, ,) (NP (DT the) (NN operator)) (ADVP (RB then)) (VP (VBZ lifts) (NP (NP (DT the) (NN presser) (NN foot)) ('' ') (NP (NP (DT a) (NN device)) (SBAR (WHNP (WDT that)) (S (VP (VBZ comes) (PRT (RP down)) (PP (IN on) (NP (NP (DT either) (NN side)) (PP (IN of) (NP (DT the) (NN needle) (S (VP (TO to) (VP (VB hold) (NP (DT the) (NN cloth)) (`` `) (ADVP (CC and))))))))))))) (, ,) (SBAR (IN if) (S (NP (DT the) (NN needle)) (VP (VBZ is) (PP (IN in) (NP (NP (DT the) (ADJP (RB up)) (NN position)) (, ,) (NP (NP (NNS inserts)) (NP (DT the) (NN fabric)))))))))) (. .)))

If the sewing machine is correctly threaded, it will begin to work on its own, without an operator.

( ( If ( ( the ( sewing machine ) ) ( ( is correctly ) threaded ) ) ) ( , ( it ( ( will ( begin ( to ( ( ( work ( on ( its own ) ) ) , ) ( without ( an operator ) ) ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN If) (S (NP (DT the) (VBG sewing) (NN machine)) (VP (VBZ is) (ADVP (RB correctly)) (ADJP (JJ threaded))))) (, ,) (NP (PRP it)) (VP (MD will) (VP (VB begin) (S (VP (TO to) (VP (VB work) (PP (IN on) (NP (PRP$ its) (JJ own))) (, ,) (PP (IN without) (NP (DT an) (NN operator)))))))) (. .)))

Sekiranya mesin jahit dibenang dengan betul, pengendali kemudian mengangkat peranti kaki penekan yang turun di kedua-dua belah jarum untuk memegang kain dan, jika jarum berada dalam kedudukan atas, masukkan kain.

Sekiranya mesin jahit dibenang dengan betul, ia akan mula berfungsi sendiri, tanpa pengendali.


And as our discussion in Chapter 6 will reveal, on the whole, the quality of American child care'whether center-based or home-based'is mediocre to abysmal.

( And ( ( as ( ( ( our discussion ) ( in ( Chapter 6 ) ) ) ( will ( ( reveal , ) ( on ( the whole ) ) ) ) ) ) ( , ( ( ( the quality ) ( of ( American child ) ) ) ( ( ( care ` ) ( whether ( ( ( center-based or ) home-based ) ( ` ( is ( mediocre ( to abysmal ) ) ) ) ) ) ) . ) ) ) ) )

(ROOT (S (CC And) (SBAR (IN as) (S (NP (NP (PRP$ our) (NN discussion)) (PP (IN in) (NP (NNP Chapter) (CD 6)))) (VP (MD will) (VP (VB reveal) (, ,) (PP (IN on) (NP (DT the) (NN whole))))))) (, ,) (NP (NP (DT the) (NN quality)) (PP (IN of) (NP (JJ American) (NN child)))) (VP (VBP care) (`` `) (SBAR (IN whether) (S (NP (JJ center-based) (CC or) (NN home-based)) (`` `) (VP (VBZ is) (ADJP (JJ mediocre) (S (VP (TO to) (VP (VB abysmal))))))))) (. .)))

American child-care is typically anywhere from very good to excellent.

( ( American child-care ) ( ( ( is typically ) ( anywhere ( from ( ( very good ) ( to excellent ) ) ) ) ) . ) )

(ROOT (S (NP (JJ American) (NN child-care)) (VP (VBZ is) (ADVP (RB typically)) (ADVP (RB anywhere) (PP (IN from) (ADJP (ADJP (RB very) (JJ good)) (PP (TO to) (ADJP (JJ excellent))))))) (. .)))

Dan seperti yang dibincangkan dalam Bab 6 akan mendedahkan, secara keseluruhan, kualiti penjagaan kanak-kanak Amerika sama ada berasaskan pusat atau berasaskan rumah'adalah biasa-biasa saja.

Penjagaan kanak-kanak Amerika biasanya di mana sahaja dari yang sangat baik hingga yang sangat baik.


Please, consider renewing your support of these great kids today.

( Please ( , ( ( consider ( ( renewing ( ( your support ) ( of ( these ( great kids ) ) ) ) ) today ) ) . ) ) )

(ROOT (S (INTJ (UH Please)) (, ,) (VP (VB consider) (S (VP (VBG renewing) (NP (NP (PRP$ your) (NN support)) (PP (IN of) (NP (DT these) (JJ great) (NNS kids)))) (NP (NN today))))) (. .)))

( ( These kids ) ( ( no longer ) ( ( need ( your support ) ) . ) ) )

(ROOT (S (NP (DT These) (NNS kids)) (ADVP (RB no) (RB longer)) (VP (VBP need) (NP (PRP$ your) (NN support))) (. .)))

Sila, pertimbangkan untuk memperbaharui sokongan anda terhadap anak-anak hebat hari ini.

Anak-anak ini tidak lagi memerlukan sokongan anda.


No normal speaker of English encountering Man wants but little here below wonders'except facetiously'why women have been ignored.

( ( ( No ( normal speaker ) ) ( of ( English ( encountering Man ) ) ) ) ( ( ( ( wants but ) ( ( little here ) ( below ( ( ( wonders ` ) ( except facetiously ) ) ` ) ) ) ) ( why ( women ( have ( been ignored ) ) ) ) ) . ) )

(ROOT (S (NP (NP (DT No) (JJ normal) (NN speaker)) (PP (IN of) (NP (JJ English) (NN encountering) (NN Man)))) (VP (VP (VBZ wants)) (CC but) (ADVP (ADVP (RB little) (RB here)) (PP (IN below) (NP (NP (NNS wonders)) (`` `) (PP (IN except) (NP (NNP facetiously))) (`` `)))) (SBAR (WHADVP (WRB why)) (S (NP (NNS women)) (VP (VBP have) (VP (VBN been) (VP (VBN ignored))))))) (. .)))

( Women ( ( ( have never ) ( been ignored ) ) . ) )

(ROOT (S (NP (NNP Women)) (VP (VBP have) (ADVP (RB never)) (VP (VBN been) (VP (VBN ignored)))) (. .)))

Tiada penceramah biasa Inggeris yang bertemu lelaki mahu tetapi sedikit di sini di bawah keajaiban 'kecuali secara facetiously' mengapa wanita telah diabaikan.


In any event, it is hard to discern, from the arch style affected in an attempt to make dull facts interesting, just what is the origin of sow one's wild oats .  In many entries, Claiborne labors the obvious, offering little or nothing we do not already know, could easily imagine, or for which the author offers no explanation.

( ( In ( any event ) ) ( , ( it ( ( ( ( is ( hard ( to discern ) ) ) , ) ( from ( ( the ( arch style ) ) ( ( affected ( in ( an attempt ) ) ) ( to ( ( make ( ( dull facts ) ( interesting ( , ( ( ( just what ) ( is ( ( the origin ) ( of ( ( sow ( one 's ) ) ( wild oats ) ) ) ) ) ) . ) ) ) ) ) ( ( ( ( ( In ( many entries ) ) ( , ( Claiborne ( labors ( ( ( ( ( the obvious ) , ) ( ( ( offering little ) or ) ( nothing ( we ( ( ( do not ) already ) know ) ) ) ) ) , ) ( ( could easily ) imagine ) ) ) ) ) ) , ) or ) ( ( for which ) ( ( the author ) ( offers ( no explanation ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )

(ROOT (S (PP (IN In) (NP (DT any) (NN event))) (, ,) (NP (PRP it)) (VP (VBZ is) (ADJP (JJ hard) (S (VP (TO to) (VP (VB discern))))) (, ,) (PP (IN from) (NP (NP (DT the) (JJ arch) (NN style)) (VP (VBN affected) (PP (IN in) (NP (DT an) (NN attempt))) (S (VP (TO to) (VP (VB make) (NP (NP (JJ dull) (NNS facts)) (FRAG (ADJP (JJ interesting)) (, ,) (SBAR (WHNP (RB just) (WP what)) (S (VP (VBZ is) (NP (NP (DT the) (NN origin)) (PP (IN of) (NP (NP (NNP sow) (CD one) (POS 's)) (JJ wild) (NNS oats))))))) (. .))) (SBAR (SBAR (S (PP (IN In) (NP (JJ many) (NNS entries))) (, ,) (NP (NNP Claiborne)) (VP (VBD labors) (SBAR (S (NP (NP (DT the) (JJ obvious)) (, ,) (NP (NP (NN offering) (RB little)) (CC or) (NP (NP (NN nothing)) (SBAR (S (NP (PRP we)) (VP (VBP do) (RB not) (ADVP (RB already)) (VP (VB know))))))) (, ,)) (VP (MD could) (ADVP (RB easily)) (VP (VB imagine)))))))) (, ,) (CC or) (SBAR (WHPP (IN for) (WHNP (WDT which))) (S (NP (DT the) (NN author)) (VP (VBZ offers) (NP (DT no) (NN explanation))))))))))))) (. .)))

Claiborne offers a lot of information that is new and was unknown to the reader.

( Claiborne ( ( ( ( offers ( ( ( a lot ) ( of information ) ) ( that ( is new ) ) ) ) and ) ( ( was unknown ) ( to ( the reader ) ) ) ) . ) )

(ROOT (S (NP (NNP Claiborne)) (VP (VP (VBZ offers) (NP (NP (DT a) (NN lot)) (PP (IN of) (NP (NN information))) (SBAR (WHNP (WDT that)) (S (VP (VBZ is) (ADJP (JJ new))))))) (CC and) (VP (VBD was) (ADJP (JJ unknown)) (PP (TO to) (NP (DT the) (NN reader))))) (. .)))

Walau apa pun, sukar untuk membezakan, dari gaya lengkungan yang dipengaruhi dalam usaha untuk membuat fakta yang membosankan menarik, apakah asal-usul oat liar seseorang. Dalam banyak entri, Claiborne menghasilkan yang jelas, menawarkan sedikit atau tidak ada yang belum kita ketahui, dengan mudah dapat dibayangkan, atau yang mana pengarang tidak memberikan penjelasan.

Claiborne menawarkan banyak maklumat yang baru dan tidak diketahui oleh pembaca.


neutral neutral neutral contradiction neutral

It is far better for anyone to kill a single American soldier than to squander his efforts on other activities, he said.

( ( It ( ( ( is ( ( far better ) ( for anyone ) ) ) ( to ( kill ( a ( single ( American soldier ) ) ) ) ) ) ( than ( to ( ( squander ( his efforts ) ) ( on ( other activities ) ) ) ) ) ) ) ( , ( he ( said . ) ) ) )

(ROOT (S (S (NP (PRP It)) (VP (VBZ is) (ADJP (ADJP (RB far) (JJR better)) (PP (IN for) (NP (NN anyone)))) (S (VP (TO to) (VP (VB kill) (NP (DT a) (JJ single) (JJ American) (NN soldier))))) (SBAR (IN than) (S (VP (TO to) (VP (VB squander) (NP (PRP$ his) (NNS efforts)) (PP (IN on) (NP (JJ other) (NNS activities))))))))) (, ,) (NP (PRP he)) (VP (VBD said)) (. .)))

American soldiers are highly trained and difficult to kill.

( ( American soldiers ) ( ( are ( highly ( ( ( trained and ) difficult ) ( to kill ) ) ) ) . ) )

(ROOT (S (NP (JJ American) (NNS soldiers)) (VP (VBP are) (ADJP (RB highly) (JJ trained) (CC and) (JJ difficult) (S (VP (TO to) (VP (VB kill)))))) (. .)))

Lebih baik sesiapa sahaja membunuh seorang askar Amerika daripada mensia-siakan usahanya terhadap aktiviti lain, katanya.

Tentera Amerika sangat terlatih dan sukar untuk dibunuh.


I was asleep, but Luigi was awake, and he thought he detected a vague form nearing the bed.

( ( ( ( ( I ( was asleep ) ) , ) but ) ( ( ( ( Luigi ( was awake ) ) , ) and ) ( he ( thought ( he ( ( detected ( a ( vague form ) ) ) ( nearing ( the bed ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (PRP I)) (VP (VBD was) (ADJP (RB asleep)))) (, ,) (CC but) (S (S (NP (NNP Luigi)) (VP (VBD was) (ADJP (RB awake)))) (, ,) (CC and) (S (NP (PRP he)) (VP (VBD thought) (SBAR (S (NP (PRP he)) (VP (VBD detected) (NP (DT a) (JJ vague) (NN form)) (S (VP (VBG nearing) (NP (DT the) (NN bed)))))))))) (. .)))

Luigi thought that he saw a ghost and was going crazy.

( Luigi ( ( thought ( that ( he ( ( ( saw ( a ghost ) ) and ) ( was ( going crazy ) ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Luigi)) (VP (VBD thought) (SBAR (IN that) (S (NP (PRP he)) (VP (VP (VBD saw) (NP (DT a) (NN ghost))) (CC and) (VP (VBD was) (VP (VBG going) (ADJP (JJ crazy)))))))) (. .)))

Saya sedang tidur, tetapi Luigi terjaga, dan dia fikir dia mengesan bentuk yang samar-samar berhampiran katil.

Luigi menyangka bahawa dia melihat hantu dan menjadi gila.


Uh Asimov, he died about 8 years ago but I still find one or two of his that I hadn't read yet.

( ( ( ( ( Uh Asimov ) ( , ( he ( died ( ( ( about 8 ) years ) ago ) ) ) ) ) but ) ( I ( still ( ( find ( ( ( one or ) two ) ( of his ) ) ) ( that ( I ( ( had n't ) ( read yet ) ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (NNP Uh) (NNP Asimov)) (, ,) (NP (PRP he)) (VP (VBD died) (ADVP (NP (QP (RB about) (CD 8)) (NNS years)) (RB ago)))) (CC but) (S (NP (PRP I)) (ADVP (RB still)) (VP (VBP find) (NP (NP (CD one) (CC or) (CD two)) (PP (IN of) (NP (PRP$ his)))) (SBAR (IN that) (S (NP (PRP I)) (VP (VBD had) (RB n't) (VP (VBN read) (ADVP (RB yet)))))))) (. .)))

( Asimov ( ( is ( one ( of ( my ( favorite writers ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Asimov)) (VP (VBZ is) (NP (NP (CD one)) (PP (IN of) (NP (PRP$ my) (JJ favorite) (NNS writers))))) (. .)))

Uh Asimov, dia meninggal kira-kira 8 tahun yang lalu tetapi saya masih menemui satu atau dua daripadanya yang belum saya baca.

Asimov adalah salah satu penulis kegemaran saya.


entailment neutral entailment entailment neutral

Talia, mother of a 7-year- My son Anselmo, a first grader, constantly asks us to help him with his homework.

( ( ( ( Talia , ) ( ( ( mother ( of ( a 7-year ) ) ) - ) ( ( ( My ( son Anselmo ) ) , ) ( a ( first grader ) ) ) ) ) , ) ( constantly ( ( asks ( us ( to ( ( help him ) ( with ( his homework ) ) ) ) ) ) . ) ) )

(ROOT (S (NP (NP (NNP Talia)) (, ,) (NP (NP (NP (NN mother)) (PP (IN of) (NP (DT a) (JJ 7-year)))) (: -) (NP (NP (PRP$ My) (NN son) (NNP Anselmo)) (, ,) (NP (DT a) (JJ first) (NNS grader)))) (, ,)) (ADVP (RB constantly)) (VP (VBZ asks) (S (NP (PRP us)) (VP (TO to) (VP (VB help) (NP (PRP him)) (PP (IN with) (NP (PRP$ his) (NN homework))))))) (. .)))

Anselmo is 7 years old and he always wants help with his homework.

( ( ( ( Anselmo ( is ( ( 7 years ) old ) ) ) and ) ( he ( always ( wants ( help ( with ( his homework ) ) ) ) ) ) ) . )

(ROOT (S (S (NP (NNP Anselmo)) (VP (VBZ is) (ADJP (NP (CD 7) (NNS years)) (JJ old)))) (CC and) (S (NP (PRP he)) (ADVP (RB always)) (VP (VBZ wants) (VP (VB help) (PP (IN with) (NP (PRP$ his) (NN homework)))))) (. .)))

Talia, ibu kepada seorang anak lelaki saya Anselmo, seorang pelajar kelas satu, sentiasa meminta kami untuk membantunya dengan kerja rumahnya.

Anselmo berusia 7 tahun dan dia sentiasa mahu membantu dengan kerja rumahnya.


The second radio transmission, 35 seconds later, indicated that the fight was continuing.

( ( The ( second ( radio transmission ) ) ) ( , ( ( ( 35 seconds ) later ) ( , ( ( indicated ( that ( ( the fight ) ( was continuing ) ) ) ) . ) ) ) ) )

(ROOT (S (NP (DT The) (JJ second) (NN radio) (NN transmission)) (, ,) (ADVP (NP (CD 35) (NNS seconds)) (RB later)) (, ,) (VP (VBD indicated) (SBAR (IN that) (S (NP (DT the) (NN fight)) (VP (VBD was) (VP (VBG continuing)))))) (. .)))

No transmission indicating the flights continuance was given.

( ( ( No transmission ) ( indicating ( the ( flights continuance ) ) ) ) ( ( was given ) . ) )

(ROOT (S (NP (NP (DT No) (NN transmission)) (VP (VBG indicating) (NP (DT the) (NNS flights) (NN continuance)))) (VP (VBD was) (VP (VBN given))) (. .)))

Penghantaran radio kedua, 35 saat kemudian, menunjukkan bahawa pertarungan itu berterusan.

Tiada penghantaran yang menunjukkan kesinambungan penerbangan diberikan.


He notified his supervisor, who passed the notice up the chain of command.

( He ( ( notified ( ( ( his supervisor ) , ) ( who ( ( passed ( the notice ) ) ( up ( ( the chain ) ( of command ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP He)) (VP (VBD notified) (NP (NP (PRP$ his) (NN supervisor)) (, ,) (SBAR (WHNP (WP who)) (S (VP (VBD passed) (NP (DT the) (NN notice)) (PP (IN up) (NP (NP (DT the) (NN chain)) (PP (IN of) (NP (NN command)))))))))) (. .)))

The notice was completely ignored by the supervisor and never reached chain of command.

( ( The notice ) ( ( ( was completely ) ( ( ( ( ignored ( by ( the supervisor ) ) ) and ) never ) ( reached ( chain ( of command ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NN notice)) (VP (VBD was) (ADVP (RB completely)) (VP (VP (VBN ignored) (PP (IN by) (NP (DT the) (NN supervisor)))) (CC and) (ADVP (RB never)) (VP (VBN reached) (NP (NP (NN chain)) (PP (IN of) (NP (NN command))))))) (. .)))

Beliau memberitahu penyelianya, yang meluluskan notis itu sehingga rantaian perintah.

Notis itu diabaikan sepenuhnya oleh penyelia dan tidak pernah mencapai rantaian perintah.


entailment entailment entailment entailment entailment

We are the only statewide not-for-profit organization whose primary mission is child abuse prevention.

( We ( ( are ( ( the ( only ( statewide ( not-for-profit organization ) ) ) ) ( ( ( whose primary ) mission ) ( is ( child ( abuse prevention ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP are) (NP (NP (DT the) (RB only) (JJ statewide) (JJ not-for-profit) (NN organization)) (SBAR (WHNP (WP$ whose) (JJ primary) (NN mission)) (S (VP (VBZ is) (NP (NN child) (NN abuse) (NN prevention))))))) (. .)))

We're an organization who deals with child abuse prevention above all else.

( We ( ( 're ( ( an organization ) ( who ( deals ( with ( ( child ( abuse prevention ) ) ( above ( all else ) ) ) ) ) ) ) ) . ) )

(ROOT (S (NP (PRP We)) (VP (VBP 're) (NP (NP (DT an) (NN organization)) (SBAR (WHNP (WP who)) (S (VP (VBZ deals) (PP (IN with) (NP (NP (NN child) (NN abuse) (NN prevention)) (PP (IN above) (NP (DT all) (NN else)))))))))) (. .)))

Kami adalah satu-satunya organisasi bukan keuntungan di seluruh negara yang misi utamanya adalah pencegahan penderaan kanak-kanak.

Kami adalah organisasi yang menangani pencegahan penderaan kanak-kanak di atas segalanya.


As the Soviets began their withdrawal, the jihad's leaders debated what to do next.

( ( As ( ( the Soviets ) ( began ( their withdrawal ) ) ) ) ( , ( ( ( the ( jihad 's ) ) leaders ) ( ( debated ( what ( to ( do next ) ) ) ) . ) ) ) )

(ROOT (S (SBAR (IN As) (S (NP (DT the) (NNPS Soviets)) (VP (VBD began) (NP (PRP$ their) (NN withdrawal))))) (, ,) (NP (NP (DT the) (NN jihad) (POS 's)) (NNS leaders)) (VP (VBN debated) (SBAR (WHNP (WP what)) (S (VP (TO to) (VP (VB do) (ADVP (JJ next))))))) (. .)))

The jihads knew exactly what to do when the soviets withdrew.

( ( The jihads ) ( ( knew ( ( exactly what ) ( to ( do ( when ( ( the soviets ) withdrew ) ) ) ) ) ) . ) )

(ROOT (S (NP (DT The) (NNS jihads)) (VP (VBD knew) (SBAR (WHNP (RB exactly) (WP what)) (S (VP (TO to) (VP (VB do) (SBAR (WHADVP (WRB when)) (S (NP (DT the) (NNS soviets)) (VP (VBD withdrew))))))))) (. .)))

Ketika Soviet memulakan pengunduran mereka, para pemimpin jihad membahaskan apa yang perlu dilakukan seterusnya.

Jihad tahu apa yang perlu dilakukan apabila soviets menarik diri.


Bin Ladin apparently kept his options open, maintaining contacts with Gulbuddin Hekmatyar, who, though an Islamic extremist, was also one of the Taliban's most militant opponents.

( ( Bin Ladin ) ( apparently ( ( ( ( kept ( ( his options ) open ) ) , ) ( ( maintaining contacts ) ( with ( ( ( Gulbuddin Hekmatyar ) , ) ( who ( , ( ( though ( an ( Islamic extremist ) ) ) ( , ( ( was also ) ( one ( of ( ( the ( Taliban 's ) ) ( most ( militant opponents ) ) ) ) ) ) ) ) ) ) ) ) ) ) . ) ) )

(ROOT (S (NP (NNP Bin) (NNP Ladin)) (ADVP (RB apparently)) (VP (VBD kept) (S (NP (PRP$ his) (NNS options)) (ADJP (JJ open))) (, ,) (S (VP (VBG maintaining) (NP (NNS contacts)) (PP (IN with) (NP (NP (NNP Gulbuddin) (NNP Hekmatyar)) (, ,) (SBAR (WHNP (WP who)) (S (, ,) (PP (IN though) (NP (DT an) (JJ Islamic) (NN extremist))) (, ,) (VP (VBD was) (ADVP (RB also)) (NP (NP (CD one)) (PP (IN of) (NP (NP (DT the) (NNP Taliban) (POS 's)) (JJS most) (JJ militant) (NNS opponents)))))))))))) (. .)))

Bin Ladin refused to work with anyone else.

( ( Bin Ladin ) ( ( refused ( to ( work ( with ( anyone else ) ) ) ) ) . ) )

(ROOT (S (NP (NNP Bin) (NNP Ladin)) (VP (VBD refused) (S (VP (TO to) (VP (VB work) (PP (IN with) (NP (NN anyone) (RB else))))))) (. .)))

Bin Ladin nampaknya mengekalkan pilihannya terbuka, mengekalkan hubungan dengan Gulbuddin Hekmatyar, yang, walaupun pelampau Islam, juga merupakan salah satu penentang Taliban yang paling militan.

Bin Ladin enggan bekerja dengan orang lain.