DOCSLIB.ORG

Afdnk Kz K‚ Jkkkkk Kj J J J J Afdn K Kz K‚J Kk Kkk Kk Kn Kk K K Jj Am

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Afdnk Kz K‚ Jkkkkk Kj J J J J Afdn K Kz K‚J Kk Kkk Kk Kn Kk K K Jj Am A Little Pretty Bonny Lass John Farmer f n ‚ J k j Cantus a D k kz k k k k k k j j j j A lit-tle pret-ty bon-ny lass was walk- ing in midst of f n J n Altus a D k kz k‚ k k k k k k k k k k k k j j A lit-tle pret-ty bon-ny lass was walk- ing, was walk-ing in midst of ‚ k k j j Tenor a f D n k kz k J k k k j k j j M A lit-tle pret-ty bon-ny lass was walk - ing in midst of k kz k k Bassus b f D n ‡ J k k k k k k j jz j j A lit-tle pret-ty bon-ny lass was walk- ing in midst of 6 1. 2. a f jz k kz k‚ k k i n k kz k‚J kz k‚ k k i May be- fore the sun 'gan rise. A lit-tle -fore the sun 'gan rise. f 1. J 2. a djz ek k k k k k k j k k k kz k‚ k k k k k k j k May be- fore the sun 'gan rise. A lit-tle -fore the sun 'gan 1. 2. f z k kz k k k z ‚ J k kz k k k a j k k ‡ k j k k k k k ‡ k j M May be- fore the sun 'gan rise. A lit-tle -fore the sun 'gan 1. k k kz k 2. b f j j j j j j ‡ J j j j j May be- fore the sun 'gan rise. A lit-tle -fore the sun 'gan 12 j k ‚ l a f n k j k k k k k k k kz k j m I took herbythe hand, I took herby the hand, a f k k j k k k k j k k k k kz k‚ i n k kz k‚ rise.I took herbythe hand,Itook herby the hand, and fell to j j fk k k k k k ‚ a f k k k j k k k kz k j k k M rise. Itook her bythe hand, I took herbythe hand,andfellto talk- ing, to j l k k k k k b f m m k jz k kz k‚ j rise. I took her by the hand, and fell to talk- 2 18 f n k z ‚ j k m a k k j j k j k kz k‚ k and fell to talk- ing Of this and that, of this and that, f ‚ m n a k k k kz k j j j k k j k kz k‚ talk- ing, and fell to talk- ing Of this and that, of this and f j k k z k‚ j m n k k k k kz k a k j k ‡ M talk- ing, and fell to talk- ing Of this and that, of this and l l k k k b f j m n k k kz k‚ - ing, Of this and that, of this and 23 z ‚ k k k fj k k a f k k k k j k k k j dk j m of this and that as best I could de- vise. f ‚ k k m a kz k‚ kz k j k k j k fk k j j that, of this and that as best I could de- vise. f kz k k k j k k k k j a ‡ k k j k k k k M that, of this and that as best I could de- vise, I could de-I vise. kz k‚ kz k k k k k fj j k j b f ‡ k j j that, of this and that as best I could de-I vise. 28 k a f J m n k k k k k m n I sworeIwould yet f J m m n a j k fk j k I swore Iwould yet a f J k k k k m n k k k k k M swore I would, I swore I would, b f J k fk j m j k fk j swore I would, I swore Iwould, 31 fk k k fk k a f k k k k m n k k k k stillshesaidIshouldnot, yet stillshesaidIshouldnot, a f k k k k dk k m n k k k k k dk k stillshesaidIshouldnot, yet stillshesaidIshouldnot, k fk k a f m n k k k k m n k M yet stillshesaidIshouldnot, Do k k k k k dk k k b f m n m n yet stillshesaidIshouldnot, Do 3 34 jz ‚ a f k k k k k k k k kz k k j ek Do what I would, do what I would, and yet for all I could f m a k k k k k k k k k kz k‚ k k j Do what I would, do what I would, and yet for all I could a f k k k j n k k k k k k k k k j M what I would, do what I would, and yet for all I could k k k j k k kz k k b f j k k ‡ k j what I would, do what I would, and yet for all I could 38 ‚ k 1. 2.y a f k k kz k k j j m J i not, and yet for all I could not. not. 1. 2.y f ‚ m J a k k kz k k j k j i not, and yet for all I could not. not. 1. 2.y f kz k k n J a k k ‡ k j j k i M not, and yet for all I could not. I not. k kz k k 1. 2.y b f k ‡ k j j j J i not, and yet for all I could not. I not..
Load more

Recommended publications
  • Speech Sound Programme for 'K' / 'C' at the Start of Words
    Speech Sound Programme for ‘k’ / ‘c’ at the start of words This programme is for children who are producing a ‘t’ sound in place of a ‘k’ / ‘c’ sound at the start of words. For example, ‘cat’ is produced ‘tat’ and ‘cup’ is produced ‘tup’. ‘k’ is the target sound. ‘t’ is the produced sound. Below are a set of stages to work through with the child. Start with Stage 1 and only move up to the next stage when you are confident that the child has achieved the current stage. It is recommended that the programme is carried out for 15 minutes three times a week. If you would like any advice or you feel that the child is not making progress, please contact the Speech and Language Therapy team on 0151 514 2334. Stage 1 - Listening for the target sound 1. See ‘Picture Set 1’ for sound cue pictures that represent the target sound ‘k’ and the produced sound ‘t’. 2. Place the two pictures (‘k’ and ‘t’) in front of the child. 3. Teach the child the sounds, not the letter names, e.g., say ‘k’ and not ‘k-uh’. 4. Say the two sounds at random and ask the child to point or place a counter on which sound they hear. 5. Repeat this activity a number of times until you are sure the child can consistently hear the difference between the two sounds. Stage 2 - Sorting pictures by their first sound. 1. Now that the child can hear the difference between the two sounds (‘k’ and ‘t’) on their own, try the same with words.
    [Show full text]
  • Changes in the Risk of Stroke in Dialysis Patients: a Retrospective Analysis Over the Last 40 Years
    toxins Article Changes in the Risk of Stroke in Dialysis Patients: A Retrospective Analysis over the Last 40 Years Toshiya Aono 1,†, Yuki Shinya 1,2,*,† , Satoru Miyawaki 2 , Takehiro Sugiyama 3,4, Isao Kumagai 5, Atsumi Takenobu 1, Masahiro Shin 2 , Nobuhito Saito 2 and Akira Teraoka 1 1 Department of Neurosurgery, Teraoka Memorial Hospital, Hiroshima 729-3103, Japan; [email protected] (T.A.); [email protected] (A.T.); [email protected] (A.T.) 2 Department of Neurosurgery, The University of Tokyo Hospital, Tokyo 113-8655, Japan; [email protected] (S.M.); [email protected] (M.S.); [email protected] (N.S.) 3 Diabetes and Metabolism Information Center, Research Institute, National Center for Global Health and Medicine, Tokyo 162-8655, Japan; [email protected] 4 Department of Health Services Research, Faculty of Medicine, University of Tsukuba, Ibaraki 305-8575, Japan 5 Department of Nephrology, Teraoka Memorial Hospital, Hiroshima 729-3103, Japan; [email protected] * Correspondence: [email protected]; Tel.: +81-3-5800-8853 † These two authors have contributed equally to this study and are thus co-first authors. Abstract: The stroke incidence in hemodialysis (HD) patients is high, but the associated factors remain largely unknown. This study aimed to analyze stroke incidence in HD patients and changes in risk factors. Data of 291 patients were retrospectively analyzed. The cumulative stroke incidences were 21.6% at 10 years and 31.5% at 20. Diabetic nephropathy (DN) significantly increased overall stroke (hazard ratio (HR), 2.24; 95% confidence interval (CI), 1.21–4.12; p = 0.001) and ischemic p stroke (HR, 2.16; 95% CI, 1.00–4.64; = 0.049).
    [Show full text]
  • Chemical Kinetics [A][B] [D] [C] [A][B] [B] [A] K R Dt D Dt D K R Dt D Dt D
    Chemical kinetics (Nazaroff & Alvarez-Cohen, Section 3.A.2) This is the answer to what happens when chemical equilibrium is not reached. For example, take the two-way reaction A + B ↔ C + D As A and B come into contact with each other, they start to react with each other, and the reaction rate can be expressed as Rforward = kf [A] [B]. This expression reflects the fact that the more of A and B there is, the more encounters occur, and the more reactions take place. This rate depletes the amounts of both A and B, and generates amounts of C and D: d[A] d[B] R k [A][B] dt dt forward f d[C] d[D] R k [A][B] dt dt forward f But, at the same time, C and D come in contact, too, and carry their own, reverse reaction, at a rate proportional to their amounts Rreverse = kr [C] [D] . This rate depletes the amounts of both C and D, and adds to the amounts of A and B: d[A] d[B] R k [C][D] dt dt reverse r d[C] d[D] R k [C][D] dt dt reverse r Because the two reactions occur simultaneously, we subtract the rate of one from the other: d[A] d[B] R R k [A][B] k [C][D] dt dt forward reverse f r d[C] d[D] R R k [A][B] k [C][D] dt dt forward reverse f r 1 Finally, in a system with open boundaries, we can add the imports and exports: d[A] V Qin [A]in Qout [A]out krV[C][D] kfV[A][B] dt inlets outlets d[B] V Qin [B]in Qout [B]out krV[C][D] kfV[A][B] dt inlets outlets d[C] V Qin [C]in Qout [C]out kfV[A][B] krV[C][D] dt inlets outlets d[D] V Qin [D]in Qout [D]out kfV[A][B] krV[C][D] dt inlets outlets imports exports sources sinks where V is the volume of the system for which the budget is written.
    [Show full text]
  • K .B. NO. 'K a BILL for AN
    .B. NO. ‘k K A BILL FOR AN ACT RELATING TO THE COMPACT FOR EDUCATION. BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAI’I: 1 SECTION 1. The guiding principle for the composition of 2 the membership on the Education Commission of the States from 3 each party state is that the members representing such state 4 shall, by virtue of their training, experience, knowledge, or 5 affiliations be in a position collectively to reflect broadly 6 the interests of the state government, higher education, the 7 state education system, local education, lay and professional, 8 and public and nonpublic educational leadership. In an effort 9 to follow the guiding principle and increase education expertise 10 on the Commission, the number of members appointed by the 11 Governor will increase and the Governor will be removed from the 12 Commission. The purpose of this act is to remove the Governor 13 from the Commission and replace the Governor with a fourth 14 member appointed by the Governor. 15 SECTION 2. Section 311—2(a), Hawaii Revised Statutes, is 16 amended to read as follows: 17 “311—2 State commissioners. (a) Notwithstanding section 18 A of Article III, of the Compact for Education, as enacted in GOV—02 (21) ______________________________ Page 2 .B. E\Jc. 1 section 311—1, Hawaii’s representatives to the Education 2 Commission of the States, hereinafter called the “commission”, 3 shall consist of seven members. [The govcrnor; two] Two members 4 of the legislature selected by its respective houses and serving 5 in such manner as the legislature may determine[*] and the head 6 of a state agency or institution, designated by the governor, 7 having one or more programs of public education, shall be ex 8 officio members of the commission.
    [Show full text]
  • The Alphabets of the Bible: Latin and English John Carder
    274 The Testimony, July 2004 The alphabets of the Bible: Latin and English John Carder N A PREVIOUS article we looked at the trans- • The first major change is in the third letter, formation of the Hebrew aleph-bet into the originally the Hebrew gimal and then the IGreek alphabet (Apr. 2004, p. 130). In turn Greek gamma. The Etruscan language had no the Greek was used as a basis for writing down G sound, so they changed that place in the many other languages. Always the spoken lan- alphabet to a K sound. guage came first and writing later. We complete The Greek symbol was rotated slightly our look at the alphabets of the Bible by briefly by the Romans and then rounded, like the B considering Latin, then our English alphabet in and D symbols. It became the Latin letter C which we normally read the Bible. and, incidentally, created the confusion which still exists in English. Our C can have a hard From Greek to Latin ‘k’ sound, as in ‘cold’, or a soft sound, as in The Greek alphabet spread to the Romans from ‘city’. the Greek colonies on the coast of Italy, espe- • In the sixth place, either the Etruscans or the cially Naples and district. (Naples, ‘Napoli’ in Romans revived the old Greek symbol di- Italian, is from the Greek ‘Neapolis’, meaning gamma, which had been dropped as a letter ‘new city’). There is evidence that the Etruscans but retained as a numeral. They gave it an ‘f’ were also involved in an intermediate stage.
    [Show full text]
  • Risk Factors for Incident Stroke Among Patients with End-Stage Renal Disease
    J Am Soc Nephrol 14: 2623–2631, 2003 Risk Factors for Incident Stroke among Patients with End-Stage Renal Disease STEPHEN L. SELIGER,* DANIEL L. GILLEN,† DAVID TIRSCHWELL,‡ HAIMANOT WASSE,* BRYAN R. KESTENBAUM,* and CATHERINE O. STEHMAN-BREEN§ *Division of Nephrology, University of Washington, Seattle, Washington; †Department of Biostatistics, University of Washington School of Public Health and Community Medicine, Seattle, Washington; ‡Department of Neurology, University of Washington, Seattle, Washington; and §Division of Nephrology, Veterans Affairs Puget Sound Health Care System, University of Washington, Seattle, Washington Abstract. Although patients with ESRD experience markedly were associated with the risk of stroke—serum albumin (per higher rates of stroke, no studies in the US have identified 1 g/dl decrease, hazard ratio [HR] ϭ 1.43), height-adjusted risk factors associated with stroke in this population. It was body weight (per 25% decrease, HR ϭ 1.09), and a subjec- hypothesized that black race, malnutrition, and elevated BP tive assessment of undernourishment (HR ϭ 1.27)—as was would be associated with the risk of stroke among patients higher mean BP (per 10 mmHg, HR ϭ 1.11). The associa- with ESRD. Data from the United States Renal Data Sys- tion between black race varied by cardiac disease status, tems were used. Adult Medicare-insured hemodialysis and with blacks estimated to be at lower risk than whites among peritoneal dialysis patients without a history of stroke or individuals with cardiac disease (HR ϭ 0.74), but at higher transient ischemic attack (TIA) were considered for analy- risk among individuals without cardiac disease (HR ϭ sis.
    [Show full text]
  • 1 Mol .08314 Bar L Mol K 298 K 12.2 Bar 2.03 L Nrt V P =
    University Chemistry Quiz 6 2015/01/08 1. (5%) Explain why the value of S° for graphite is greater than that for diamond at 298K (use table2). Would this inequality hold at 0 K? A diamond is essentially a macroscopic molecule with no internal rotational or translational states. Graphite consists of large sheets of carbon that are bound to each other via intermolecular interactions. Consequently, it also has no significant internal rotational or translational states. But, since the sheets in graphite are free to slide past one another with relative ease (graphite makes a fine dry-lubricant), it does exhibit modes that are less like vibrations and more like translations, and we expect then that 1 mol of graphite will have greater entropy than diamond at a fixed temperature and pressure. In the absence of frozen-in residual entropy, the molar entropies of the two substances will both approach zero as the temperature is lowered. 2. (10%) One mole of an ideal gas at 298K expands isothermally from 1.0 to 2.0 L (a) reversibly and (b) against a constant external pressure of 12.2 bar. Calculate ΔSsys, ΔSsurr, and ΔSuniv in both cases. Are your results consistent with the nature of the process? Sol. (a) Use equation 8.10: 푉2 −1 −1 2.0 퐿 −ퟏ ∆푆푠푦푠 = 푛푅 ln = 1 푚표푙 8.314 퐽 푚표푙 퐾 ln = ퟓ. ퟕퟔ 푱 푲 푉1 1.0 퐿 Since the process is reversible, Suniv = 0 and - 1 SSsurr= - sys = - 5.76 J K . (b) Use the ideal gas equation to find the volume of the final state: nRT V2 = P2 (1 mol)( .08314 bar L mol--11 K)( 298 K) = 12.2 bar = 2.03 L Next, use equation 8.10 to find the entropy change of the system: 푉2 −1 −1 2.03 퐿 −ퟏ ∆푆푠푦푠 = 푛푅 ln = 1 푚표푙 8.314 퐽 푚표푙 퐾 ln = ퟓ.
    [Show full text]
  • Rule 46. Admission to the Bar
    Rule 46. Admission to the Bar. (a) Committee on Admissions. (1) The court shall appoint a standing committee known as the Committee on Admissions (Committee) consisting of at least seven members of the Bar of this court, one of whom shall serve as counsel to the Committee. Each appointment shall be for a term of three years. In case of a vacancy arising before the end of a member’s term, the successor appointed shall serve the unexpired term of the predecessor member. When a member holds over after the expiration of the term for which that member was appointed, the time served after the expiration of that term shall be part of a new term. No member shall be appointed to serve longer than two consecutive regular three-year terms, unless an exception is made by the court. (2) Subject to the approval of the court, the Committee may adopt such rules and regulations as it deems necessary to implement the provisions of this rule. The members of the Committee shall receive such compensation and necessary expenses as the court may approve. (3) Members of the Committee and their lawfully appointed designees and staff are immune from civil suit for any conduct in the course of their official duties. (b) Admission to the Bar of this jurisdiction. Admission may be based on (1) examination in this jurisdiction; (2) transfer of a Uniform Bar Examination score attained in another jurisdiction; (3) the applicant’s qualifying score on the Multistate Bar Examination administered in another jurisdiction and membership in the bar of such other jurisdiction; or (4) membership in good standing in the bar of another jurisdiction for at least five years immediately prior to the application for admission.
    [Show full text]
  • Roman Numerals
    ROMAN NUMERALS Romans developed a different system of numeration about 2000 years ago Roman numerals. There are seven basic Roman numerals. These numerals and corresponding Hindu Arabic numerals are given below. Roman Numerals I V X L C D M Hindu- Arabic 1 5 10 50 100 500 1000 Numerals Writing Numbers in Roman Numerals You already know about the numerals I, V and X and the method to write numbers up to 39. Here, we will learn how to write large numbers using Roman numerals. Note! There is no symbol form in Roman system Rule 1 When a letter is used more than once, we add its value each time to get the number Examples: II= 1 + 1 = 2 XXX = 10 + 10 + 10 = 30 CCC = 100 + 100 + 100 MM = 1000 + 1000 = 2000 MMM = 1000 + 1000 + 1000 = 3000 Note! 1. The some symbol cannot be repeated more than 3 times together 2. The symbol V, L ond ore never repeated Rule 2 When a symbol of smaller value is written to the right of a symbol of larger value, add the two values. Examples: VII = 5 +1+1= 7 XXVII = 10 + 10 + 5 + 1 + 1 = 27 LXVI = 50 + 10 + 5+1 = 66 CLXV = 100 + 50 + 10 + 5 = 165 XII = 10 +1+1= 12 LVII = 50 + 5 + 1 + 1 = 57 CVII = 100 + 5 +1+1 = 107 DC = 500 + 100 = 600 MDCXVIII = 1000 + 500 + 100 + 10 + 5 +1+1 +1 = 1618 Rule 3 When a symbol of smaller value is written to the left of a symbol of larger value, the smaller value is subtracted from the larger value.
    [Show full text]
  • Faliscan the Alphabet
    W. D. C. de Melo Faliscan The alphabet General remarks The various alphabets of ancient Italy go back to a Western Greek alphabet, which in turn is derived from the Phoenician alphabet. The names of the letters make sense in Phoenician, but not in Greek: the second letter has the sound value b (Greek b¯eta) and is the word for ‘house’, a word which in Phoenician began with b (Hebrew bayit, st. constr. b¯et). In (most? all?) Semitic languages words cannot begin with a vowel; since the letter names are nouns in origin and the letters just stand for the first sound of these nouns, this may explain why ancient Semitic languages do not write vowels consistently. The great innovation in the Greek alphabets is that the old signs for pharyngeal and glottal consonants, for which Greek had no use, were redeployed as vowel signs. Learning the alphabet and the consequences The alphabet had a fixed order of letters. The names of the letters were learnt by heart in this fixed order and people also had tables with the letter forms, again in the same order, so that they could associate sound and shape. When people knew the alphabet, they could begin with simple syllables (con- sonant + vowel), after which they began to write more complex syllables, and finally words. Around 600BC, the Etruscans invented a teaching aid: simple syllables with a CV shape are left as they are, but around any letter that does not fit into this syllabe pattern dots are placed on either side. The speakers of Venetic adopted this system of syllabic punctuation (though not in their earliest inscriptions), which to us may seem bizarre: voto klutiiari.s.
    [Show full text]
  • K/ & /G/ ISOLATION & SYLLABLES /K/: to Produce the /K/ Sound, Open Your
    /k/ & /g/ ISOLATION & SYLLABLES /k/: To produce the /k/ sound, open your mouth, relax your tongue, and make a coughing sound as you push the air out of your mouth. The back of your tongue will come up as this happens and make contact with the roof of the mouth in the far back. Sometimes it is difficult to get little one’s to keep their tongue down to make a good /k/ sound. It often comes out sounding like a /t/ sound. I will use a tongue depressor to keep the front of their tongue down as we practice /k/ in isolation. If we still can’t get the sound, have them lie down on their backs and open their mouth. Their tongue falls in the back of their mouth naturally, which is the place for /k/. Add vowel sounds after the sound to produce syllables. (kay, key, kie, kou, coo) These still might have to be separated to get a good /k/ sound: ie. k—ay, k—ey) /g/: To produce the /g/ sound, repeat steps for /k/, but turn your voice on. You can put your fingers (or have them put their fingers) on their “adam’s apple” spot to feel their voice turn on for /g/ and off for /k/. Sometimes it is difficult to get little one’s to keep their tongue down to make a good /g/ sound. It often comes out sounding like a /d/ sound. I will use a tongue depressor to keep the front of their tongue down as we practice /g/ in isolation.
    [Show full text]
  • Efficient (K,R)-Core Computation on Social Networks
    When Engagement Meets Similarity: Efficient (k,r)-Core Computation on Social Networks Fan Zhang‡†, Ying Zhang†,LuQin†, Wenjie Zhang§, uXuemin Lin‡§ ‡East China Normal University, †CAI, University of Technology Sydney, §University of New South Wales [email protected], {ying.zhang, lu.qin}@uts.edu.au, {zhangw, lxue}@cse.unsw.edu.au ABSTRACT Engagement. It is a common practice to encourage the engage- In this paper, we investigate the problem of (k,r)-core which in- ment of the group members by using the positive influence from tends to find cohesive subgraphs on social networks considering their friends in the same group (e.g., [3, 11, 21, 22, 29]); that is, both user engagement and similarity perspectives. In particular, we ensure there are a considerable number of friends for each individ- adopt the popular concept of k-core to guarantee the engagement ual user (vertex) in the group (subgraph). In [3], Bhawalkar and of the users (vertices) in a group (subgraph) where each vertex in a Kleinberg et al. use the game-theory to formally demonstrate that (k,r)-core connects to at least k other vertices. Meanwhile, we con- the popular k-core model can lead to a stable group (i.e., a cohe- sider the pairwise similarity among users based on their attributes. sive subgraph regarding graph structure). In this paper, we adopt Efficient algorithms are proposed to enumerate all maximal (k,r)- the k-core model on the graph structure, where each vertex in the cores and find the maximum (k,r)-core, where both problems are subgraph has at least k neighbors (structure constraint).
    [Show full text]