Get Thicker, Stronger Hair with Nioxin System Kits
Cleanse, Condition, and Treat Your Scalp with the 3-Month Supply
Nioxin System Kits provide a complete hair care solution for all types of thinning hair. The kit includes a scalp-optimizing cleanser, a scalp therapy conditioner, and a scalp treatment to promote thicker, stronger hair. Nioxin System Kits strengthen hair resilience against damage and breakage while providing moisture balance and control. The invigorating peppermint scent adds to the refreshing experience of using the kit. Try it now and see the results for yourself.
Order Now to Get Stronger Hair!
View All Products
Share this quote on your favorite Social Media. Click the buttons below!
Embed this Quote
Embed this quote text, quote image or both quote and text on your website, blog or BB Forums using the codes below.
Copy and paste the code showing below anywhere on your website where you want to show this quote.
Code to Embed Quote Image Only:
Code to Embed Quote Text Only:
Code to Embed Both Quote Image and Text:
Code to Embed Quote Image on BB Forums:
На основании Вашего запроса эти примеры могут содержать грубую лексику.
На основании Вашего запроса эти примеры могут содержать разговорную лексику.
каждое слово имеет
каждого слова есть
каждое слово должно
исковеркают
любое слово имеет
Каждое слово обладает
Every thought and every word has its own energy.
The main tool of interaction will be a fellowship where every word has its weight.
Основным инструментом взаимодействия станет общение, где каждое слово имеет свой вес.
Every word has given the synonyms and antonyms.
Every word has its purpose.
In the law, every word has meaning.
In common use almost every word has many shades of meaning, and therefore needs to be interpreted by the context.
В житейском обиходе почти каждое слово имеет много смысловых оттенков, и поэтому его следует понимать в контексте.
Because of this system of assigning numerical values to letters, every word has a numerical value.
Благодаря наличию системы присвоения цифр буквам, каждое слово имеет числовое значение.
In common use almost every word has many shades of meaning, and therefore needs to be interpreted by the context.
Почти каждое слово имеет множество оттенков смысла, и, следовательно, должно толковаться только в контексте.
Of course, every word has a meaning because we are talking about the possibility of bypassing interception boundaries.
Конечно, каждое слово имеет значение, потому что речь шла именно о возможности обхода рубежей перехвата.
In this picture of language we find the roots of the following idea: every word has a meaning.
В этой картине языка мы усматриваем корни такого представления: каждое слово имеет какое-то значение.
The problem, of course, is that every word has many possible meanings.
Проблема, конечно, в том, что каждое слово имеет несколько возможных значений.
Not every word has an antonym.
Nearly every word has various variations which you can then use while writing.
Почти каждое слово имеет несколько синонимов, которые затем можно использовать при написании.
Here you need to be very careful, every word has a meaning and is expressed in the revenues of the Federal budget, the Russian leader emphasized.
Здесь нужно быть очень аккуратным, каждое слово имеет значение и выражается в доходах федерального бюджета , — сказал Путин.
A word is the necessary condition of the origin and existence of a certain concept, but not every word has a concept in its basis, although every word is characterized by a meaning.
Слово является необходимым условием возникновения и существования понятия, но далеко не каждое слово имеет в своей основе понятие, хотя значение есть у каждого слова.
In the Chinese language, the characters of which may be read in any language, and which, as just said, is only a little less ancient than the Egyptian alphabet of Thoth, every word has its corresponding symbol in a pictorial form.
В китайском языке, знаки которого могут быть прочитаны на любом языке и который, как только что было сказано, лишь немногим менее древен, нежели египетский алфавит Тота, каждое слово имеет свой соответствующий символ в графической форме.
REIKO: Does that mean that every word has its own signature vibration or cluster that is unique to itself?
Рейко: Значит ли это, что каждое слово имеет свою подпись-вибрацию или кластер, который сам по себе уникален?
«A lot of the time people enjoy the production behind my music, but when I sing, I found a place where it feels powerful and every word has a complete and utter message to it.»
«В то время как люди наслаждаются музыкой, когда я пою, я нашел место, где можно чувствовать себя сильным, и каждое слово имеет свою правду».
So every word has a price.
Every word has a musical tone.
Результатов: 74. Точных совпадений: 74. Затраченное время: 143 мс
Documents
Корпоративные решения
Спряжение
Синонимы
Корректор
Справка и о нас
Индекс слова: 1-300, 301-600, 601-900
Индекс выражения: 1-400, 401-800, 801-1200
Индекс фразы: 1-400, 401-800, 801-1200
Вполне возможно,
вероятность изменения является различной для отдельных
слов
или выражений« каждое слово имеет свою собственную историю».
It is highly
likely that the chance of replacement is in fact different for every
word
or feature»each word has its own history»,
В китайском языке, знаки которого могут быть прочитаны на любом языке и который, как только что было сказано, лишь немногим менее древен,
нежели египетский алфавит Тота, каждое слово имеет свой соответствующий символ в графической форме.
In the Chinese language, the characters of which may be read in any language, and which, as just said, is only a little
less ancient than the Egyptian alphabet of Thoth, every word has its corresponding symbol in a pictorial form.
А вот то, что каждое слово имеет свой оттенок, свою роль в тексте и свое восприятие тем или иным человеком-
это знают только профессионалы в данной сфере.
But the fact that each word has its own color, its role in the text and their perception of this or that person- it
is known only to professionals in the field.
Каждое слово человеческое имеет свою ауру и пронзает пространство на дальние расстояния.
Every word human has its own aura and pierces the space over long distances.
Правильно подумать, что каждое слово человеческое имеет свою ауру и пронзает пространство на дальнее расстояние.
It is quite true that each human word has its own aura and pierces space to a great distance.
Every word is important, even the numbers of the verses.
Другие члены заявили,
что концепция» преступлений государств» не
имеет
имманентной уголовно-правовой коннотации;
каждое
слово имеет то значение, которое ему присвоено в конкретной правовой системе;
терминология не играет большей роли; и термин» преступление государств» можно заменить другим термином, если при этом будет сохранена идея, отраженная в пункте 2 статьи 19.
Other members were of the view that the concept of»State crime» did
not
have an
intrinsic penal connotation; a word had the meaning that was given to it in
a
particular legal system;
terminology was not
an
important issue; and the term»State crime» could be replaced by another term as long as the basic idea reflected in article 19, paragraph 2, was retained.
В пункте 2 раздела A слова<< in the context of>> и<< corresponding>> не отражают сбалансированности Договора, в котором каждое слово
имеет
значение.
In paragraph 2 of section A, the words«in
the
context of» and»corresponding» did not reflect
the
balance achieved in
the
Treaty, in which every word counted.
Результатов: 7461,
Время: 0.02
Русский
—
Английский
Английский
—
Русский
Don’t let the new grammar curriculum worry you or your class. Once you have the skills, the floodgates of creativity should open, writes Mark Jackson.
Illustrations by David Rooney.
If you are still only pushing 40 then you may never have had an English grammar lesson in your life. So how do you feel about teaching grammar to your junior pupils?
The question is, so to speak, academic. You are going to have to (prepositional ending, uncouth, but not a hanging offence). The new key stage 2 curriculum requires that pupils be taught a range of grammatical skills and any ignorance of these matters will not be an excuse for failing to teach them.
Are you happy about taking on this new obligation? Are you filled with a keen excitement at the chance to extend your pedagogic (the second “g” is soft, by the way) skills? Or are you wondering how many weeks of total immersion in arid textbooks (a bit of oxymoron there, or simply a hint of mixed metaphor?) you will need to master the fusty rules of pedantry.
Formal grammar teaching was dumped by most state sector schools in the Sixties or soon after because its concentration on rules and definitions derived from Latin was thought to have put generations of pupils off English as a subject. For many of the reformers, creativity was all, and anything which might obstruct its flow, such as grammar or spelling, or even comprehensibility, had to go.
That is how many adults today came to be sent into the higher spheres of learning, and even on to all-graduate professions, without knowing how to parse a sentence (that is, resolve it into its component parts and describe them) or to define a taxonomy of figures of speech, both of which are as vital to modern living as the mortarboard and gown.
Relax: no one expects, or wants, you to start learning all this stuff, let alone teach it. In fact, the grammatical skills that you will be required to develop in your pupils are for the most part ones that you already possess and use without necessarily being aware of them. They are largely based on the models you have derived from listening and reading over the years.
The grammar of National Curriculum 2000, which comes into force this term, is about as far removed from the traditional notion of grammar as a set of sacred rules and abstractions as New Labour is from classical Marxism. Whatever the reservations of some of yesterday’s reformers are, the new grammar lessons are intended to encourage and unlock creativity by providing the tools for its expression.
To make that plain, the teaching programme is called Grammar for Writing, and it is a further plank (metaphor and a cliche too?) in the national literacy strategy, to be built into the literacy hour. A guide called Grammar for Writing is going to every teacher of Years 3 to 6.
During the coming months, all Year 5 teachers, and many others, will receive training from the literacy consultants based in local education authorities in the grammar they will need to know and the methods required to each these practical grammatical skills and knowledge.
The approach is one teachers are already used to: it closely parallels the prescribed structure of the existing literacy hour, with elements of demonstration, shared work and teacher scribing. In fact, the idea is that you will simply modify and extend some of the work you already do on sentences to incorporate the grammar teaching.
A video produced by the National Centre for Literacy and Numeracy, which is to be part of the training pack, may give pause for thought: the demonstration lessons with classes of various groups from Year 3 to Year 6 suggest that the new lessons in grammar may be rather more demanding than the established elements of the literacy strategy. Whether it is or not will greatly depend on how teachers respond to opportunities in the classroom.
Teaching children the basic building blocks, the vocabulary of grammar, such as what a conjunction or a subordinate clause is or how to recognize personification or the passive mood, is not particularly difficult. But the purpose of the new programme isn’t simply to get pupils to name these correctly and describe their function: they need to understand just how language works so as to be able to use it effectively, be it for a poem or a letter of complaint. To do this they must not only be able to identify the elements in a text but also know how words, phrases, and the whole structure and pattern of a piece of writing can be chosen and manipulated to produce a desired effect. It is a bit like what used to be called developing style.
It means taking a lot of sentences to pieces in a process in which the teachers and children on the video seem to get very involved, tossing ideas to and fro. Textual analysis of this kind needs a lot of image-rich texts — and while the teachers could, of course, have read out standard passages, they used their imaginations instead. For some, a spinoff may well be a marked improvement in their own creativity.
It seems clear that the pupils and teachers in these videoed lessons are stimulating and stretching each other and enjoying a process of intellectual inquiry in a way which — albeit at another level — has until now been associated with the sixth form and beyond.
These were not children of middle class professionals, bred from toddlerhood to books and cognitive knockabout. Most of the demonstration classes were in schools with a mix of social and ability groups, including some heavily disadvantaged children. The teachers were clearly very able, but were not specially selected practitioners. Many others could soon find themselves and their pupils embarking on the same kind of mind-stretching exploration of the magic of words. It will confirm their suspicion that primary teaching is by far the most intellectually demanding job in education.
Oh, the glossary of grammatical terms that comes with the new programme does not include parse, but does define rap — “a form of oral poetry which has a very strong rhythm and rapid pace”.