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V5 user manual 100%

1) Equipment 1 and 2 as pairs,3 and 4 as pairs, and make them paring as model A.


V4 user manual 94%

pairing successful 3) Press either equipment key A,can talk with each other 第一步:①号机和②号机为一组进行A模式配对,③号机和④号机为一组也进行A模式配对。 第二步:分别抽取②号机和③号机进行B模式配对。长按B模式键。约3-5秒后,两机进入红蓝交替闪烁状态, 再按一下②/③的B模式键,该机红灯灭,蓝灯闪烁时启动即进入搜寻配对状态。约5-7秒后,另一部v4红灯 灭,蓝灯进行闪烁状态。表示两机配对链接成功。再按一下②/③的B模式键,完成桥梁作用模式。 第三步:①和④号机再按一下A模式键,即可完成四机配对链接,进入对讲状态。 第四步:①和④号机长按B模式键,进入红蓝灯闪烁状态,可以进行和手机配对链接。 (PS 取消四机配对方法:同时按住A模式键和B模式键 ,约3秒后,红灯闪烁状态后,链接就会取消)4 parties pairing:1) Equipment 1 and 2 as pairs,3 and 4 as pairs, and make them paring as model A.


filet de soles sauce au champagne (English) 65%

Coat soles with this sauce and serve immediately Next time we present you our Champagne Rosé and a recipe for a food paring !!


Carte Bar Kléber 07-01-15 59%

“Le Kléber” 24 € Bourbon Maker’s Mark - sirop de lotus blanc - citron jaune - Angostura bitter Maker’s Mark Bourbon - white lotus syrup - lemon juice - Angostura bitters Vin Blanc Vietnam - Vang Dalat Excellence - Chardonnay 14cl 16€ 75cl 65€ 2011 17€ 80€ NV Vin Rouge USA - California - The Paring - Blend Ce cocktail et ces vins sont un hommage aux accords de paix entre les Etats-Unis d’Amériques et le Vietnam signés le 27 Janvier 1973 dans ce même lieu.


spéciaux tupperware 53%

Save over 80% with a $850 party and 2 datings* a Chef Series Pro Starter Knife Set Includes Paring Knife (3½”/9 cm), Utility Knife (4”/10 cm) and Chef’s Knife (8”/20 cm).


mid-october-2013-flyer-ca 47%

Includes Paring Knife (3½”/9 cm), Utility Knife (4”/10 cm) and Chef’s Knife (8”/20 cm).


compilation of important informations 41%



Perloff Conceptual Poetry 40%

In the words of James Joyce’s Stephen Dedalus, “The artist, like the God of the creation, remains within or behind or beyond or above his handiwork, invisible, refined out of existence, indifferent, paring his fingernails.”vii But however indirectly, a very particular set of motifs and values emerges from The Clock.


67-115 36%

2006 年6 月 第 29 卷 第3 期 中国英语教学 (双月刊) CELEA Journal(Bim onthly) Jun.2006 Vol. 29 No. 3 A NEW MODEL OF TEACHING COMPOSITION Gong Xueping Sichuan Nor m al University Abstract   The teaching of basic skills of a co m position could be a quartet involving a cluster of interactions by teacher and students :warming up ,new ite m of presentation ,developing it and case analysis.This m odel can be repeatedly performed in the process of teaching different skills. The rather unusual grading procedure is very hu manism ,w hich lessens the burden of teacher s correcting ,m ore im portantly ,it stim ulates learners responsibility and explores their initiative and creativity.In addition , this m odel reveals an accessible way to learn with initiative by the strategies of performing the individual- featured and interactive teaching and learning , also it entrusts students with confidence and freedo m . Key w ords co m position ; teaching ;m odel   This m odel is co m posed of three parts ,one is the teaching of basic skills ,the second is writing practice , the third is checking and evaluation.In other w ords , this m odel is a cluster of interactions by teacher and students that could be repeatedly perform ed in the process of teaching different contents. The teaching of basic skills m ainly refers to teacher s behavior thatinvolves four steps :warming up , new ite m of presentation ,developing the new ite m and case analysis. Take the teaching of writing a paragraph as an exa m ple , the four steps are the activity of warming up ,teaching a piece of gra m m ar & m echanics ,m ore sentence patterns concerned ,and the activity of case analysis. The following is the description in detail. Teacher organizes the activity of warming up.In warming up ,first ,teacher writes a topic on the blackboard and lets students contribute sentences freely w hich relate to the topic.So m e students surely m ake good sentences w orthy of teacher s praise and of popular use ;take care not to criticize the poor w ork done by so m e students so that teacher can successfully inspire the w hole class initiative in the teaching of every tim e. In sequence , it s now the high tim e for teacher to teach gra m m ar ,for exa m ple , the correct use of capitalization ,or the correct use of part of speech ,but with no m entioning of w ho s mistake.Students usually can be concentrated on listening to their teacher because the teaching of gra m m aris closely related to the difficulties they m et in free writing. After the tw o steps , teacher shall develop the teaching by contributing m ore sentence patterns of the topic w hich students failto give , but are useful for developing the topic ,and requiring students to imitate m ore sentences based on the patterns.This step is challenging ,but full of interesting. When students are writing ,teacher m ay gather so m e basic sentences faults to m ake case analysis , m ay choose the sentences lacking conciseness ,point out the a m biguous expressions or the twisted sentences ,or the sentences of Chinese- English expressions fro m students etc.Teacher s explanation and correction of the faulty sentences w ould w ork successfully ,and always can call students response directly. 115 A Ne w Model of Teaching Co m position   Gong Xueping Teaching basic skills in this way strategically transforms the dull knowledge- explanation into a co m petitive ga m e that not only puts knowledge across students ,but also stim ulates another eager try in the following teaching. This process involves tw o tim es of mistakes correction and one new ite m of presentation ,m ost im portantly , it e m bodies a continuable interaction between teaching and learning. The second part of the m odel is writing practice ,m ainly an exercise given to students.In the teaching of writing a paragraph ,the exercise is divided into tw o :polish of writing ,and focus arrange m ent of sentences. After the four- step procedure ,students are m ore conscious to re- write and refine their written sentences. They will take gra m m ar into consideration ,they will use patterns to express and they will try to write plain and distinct sentences w hile writing. Up to now ,the sentences they wrote are generally correct ,can convey sense.The closely followed exercise is the training of focus arrange m ent.Before re- arranging sentences , teacher m ay re mind students of the topic again , lead the m to have a sm all discussion by m aking everybody have a say. Around the topic ,students are inspired to increase or decrease so m e sentences they hope.Since the exercise focuses on the establish m ent of the m ain idea of a paragraph , it s not the tim e to correct the error of the new-written sentences if there is any.Only w hen students have a centered idea in their mind ,can they organize the sentences into a paragraph ,avoid redundancy and a m biguity. Though this paragraph is not written in a breath ,the training leads students to write fro m single sentences to a paragraph step by step.Sure they shall write a good paragraph after m any tim es of this training. The last part of the m odel is checking and evaluation w hich are interesting and inspiring.The new teaching m odel also calls for a m obilization of students initiative.Stressing the learner- centered pattern in the teaching and learning process ,Daniel A . Kister ,an Am erican professor ,teaches in Sichuan Norm al University ,he w orks as a good exa m ple.In his writing class ,seven or eight students good at writing serve as tutors for other students , they grade an assign m ent for other students ,not the teacher. Following the set norms , the tutors first give a tentative grade to the assign m ents of students w ho did not tutor.In the light of the tutor s grade ,each student then gives his/ her ow n grade and returns the assign m ent to the teacher.If this grade differs fro m the tutor s grade by m ore than three points(ten points for total), the student gives a one- sentence reason for altering it.The teacher reviews and gives the final grade ,usually accepting the students grades of their ow n w ork(Daniel ,2003) .Other teachers followed Daniel s suit or m ade so m e m ore try , for exa m ple , each tim e they chose seven of the class to be tutors , teacher corrected the tutors assign m ents one by one and face to face ,then ,each of the seven tutors graded the assign m ents of his group w ho did not tutor and returned the graded assign m ent to his fellow m en.His fellow m en w ould re- check it and evaluate his tutor s grading , then he ll grade his ow n assign m ent ,co m paring his tutor s grading with his ow n ,presenting his opinion m aybe ,returned the assign m ent to the teacher. Teacher keeps a record of each student s self- learning data to observe , evaluate and supervise the w hole process of each student s self- learning. This rather unusual grading procedure lessens the burden of teacher s correcting , m ore im portantly ,it stim ulates students responsibility in judging their ow n w ork ,they beco m e m ore interested and involved with analysis , speculation and criticism ,therefore ,the exploration in learning cultivates student s initiative and creativity.As for teacher ,he is always a guide and a designer in the w hole process of teaching and learning. Let s have a sim ple look at another exa m ple , the teaching of coherent paragraphs. In warming up ,students are required to organize w ords and phrases into a sentence and then put several sentences into a paragraph with logic ,paying attention to the linkage of sentences. The miscellaneous errors of writing a paragraph now lie in the use of conjunctions of sentences. Teacher will take the chance to teach the m echanics of using conjunctions. Taking the organized paragraphs fro m students as sa m ples ,teacher m ay present so m e proper conjunctions and ,at the sa m e tim e present so m e im proper or zero ones as well to co m pare , letting students discuss till they agree.This correction is done without m uch conspicuous notice ; it s also the presentation of a new ite m .This style of teaching is very arguing ,interactive and effective. Basing on the teaching ,teacher will contribute another paragraph to drill the use of conjunctions ,better repeat the sa m e conjunctions learnt above so that he can m ake students bear the use of conjunctions wellin mind. 116 CELEA Journal 67 The third step of teaching basic skills is spreading the technique , fro m the use of conjunctions to the use of other transitions ,a w ord or a phrase for instance ,by organizing ten disordered sentences or m ore into tw o or three paragraphs ,stressing that the tw o paragraphs are in the logic connection of a certain topic.Between paragraphs ,based on the m eaning of sentences or on the m ood of speaker ,a proper transition is needed.Only w hen students understand the function of a transition ,could they know w hat a transition is ,and know w hen and how to use a transition. As far as students roughly know the use of conjunctions and transitions , teacher m ay give another group of sentences , require students to link the m with conjunctions or transitions around a m ain idea that the sentences m ay convey. The last is case analysis.Students w ork m ay differ fro m each other ,so m e write sentences without logic , so m e m ay m ake an im proper shifting in focus of paragraphs ,others m ay present broken sentences in m eaning because of the wrong use of conjunctions. Teacher gathers faulty use of the m as m any as possible ,explains each error and corrects the m either by teacher himself or by students. For the second part , the writing practice teacher assigned for students as their ho m ew ork is writing a coherent paragraph.The exercise m ay include tw o ,one is organizing the given w ords and phrases into a paragraph by the correct use of conjunctions , the other is paragraph writing.Basing on the learning and practice of m echanics of conjunctions and transitions in class ,especially through the case analysis , students are eager to do the ho m ew ork by using conjunctions and transitions thatthey didn t know before. The last of the new m odelis checking and evaluation.Quite like the above , teacher first corrects the tutors assign m ents , then the student tutor grades for each of his group ,each student gives his/her ow n grade and returns the assign m ent to the teacher.The w orth m entioning is teacher s assign m ents to the student tutors. Each tim e ,seven students can have a chance to discuss with teacher ,the face- to- face co m m unication shortens the distance between teacher and students ,they feel dear to each other , therefore , teacher s guide can im press student unexpectedly. Within a se m ester , the w hole class can have tw o tim es of opportunities to get individual guide ,w hich is a great help for teacher to supervise his students self- learning. Face- to- face coach also e m bodies hu m anism that shows m ore concern for the individual difference and pays close attention to all sorts of students. At the sa m e tim e ,this m odel reveals an accessible way to learn with initiative by the strategies of performing the individual- featured and interactive teaching and learning ,entrusts students with confidence and freedo m .In checking and evaluation of the new m odel ,it shifts part of responsibility fro m teacher onto students. The circulation of initiative and responsibility turns out having aroused a bigger initiative and creativity fro m students. References Kister ,D .A .2003.The use of literature in teaching English co m m unication to Asian university students. Journal of Teaching English Literature 7 :118- 119. 117


10 33%

QUAD LOOPS Belcher, WA4JVE, Casper, K4HKX, (Ref 1128), and Dietrich, WAØRDX, (Ref 677), have published studies com­ paring the horizontally polarized vertical quad loop with a dipole.


Davallon Expert visitor concept 31%

(+33.1) paring content, style, positions and modes of mediation with the public?


2014 CRQ Article 1 20140219 27%

The C CRQ is prep paring to launcch this new program in n order to ad ddress a need that has be ecome incre easingly im mportant since last year.


diabete 2 article 23%

A meta-analysis focusing on patients without diabetes with moderate to severe OSA (apnoeahypopnoea index [AHI] ≥15 events per h, n=317) showed that 3–24 weeks of CPAP therapy (>4 h/day) was associated with a 0·55 lower homoeostatic model assessment insulin resistance value.60 Evidence suggests that CPAP, especially long-term (≥3 months) use for at least 4 h/night, improves clinical measures of glycaemic control in patients with type 2 diabetes.15,61 A randomised controlled trial62 com­ paring the effects of CPAP (≥4 h/night) for 6 months with no CPAP intervention on glucose metabolism in patients with type 2 diabetes and OSA (AHI ≥5 events per h, n=50) showed that CPAP resulted in a reduction in HbA1c (treatment difference –0·4%, 95% CI –0·7 to –0·1, adjusted for baseline HbA1c).