Present Study Clause Samples

Present Study. As a typical Bantu language, ▇▇▇▇▇▇▇ possesses a complex system of noun classes with an equally robust agreement system wherein the elements of a noun phrase agree with the noun class of the head noun. This agreement is evidenced in the form of noun class prefixes that are present on the head noun and on each of the elements that modify it – in Gitonga these elements can include demonstrative modifiers, adjectives, numerals, and genitive phrases. In this paper I provide an overview of these elements of the noun phrase, their agreement patterns with the head noun, and 1 Elsewhere in this study, where I make reference to a Bantu language, I indicate its classification in parentheses. The letter corresponds to the Bantu zone and the number to the sub-zone. See Nurse & ▇▇▇▇▇▇▇▇▇▇ (2003) for a complete classification. their interactions with other elements of the noun phrase from a semantic and morphosyntactic standpoint. I dedicate part two to a subtype of complex noun phrases, namely genitive phrases with nominal possessors. I survey three morphologically-distinct constructions that encode genitive relations with nominal possessors in Gitonga, the agreement patterns of these constructions, and the interactions of the head noun with other elements in the genitive noun phrase.
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Present Study. This study examined the effects of children’s bullying involvement and gender on empathy by considering the bullying role and gender of both the participant (the empathizing children) and the target (the objects of empathy). Whereas previous research on bullying and empathy focused on a broad range of targets, this study focuses on specific familiar peers (classmates). We first investigated whether child- ▇▇▇’s empathy for a specific classmate depended on children’s own bullying involvement. That is, we tested whether bullies, victims, bully/victims, and nonin- volved children differed in cognitive and affective empathy for these specific peers. Because previous research on this association yielded inconsistent results (see van Noorden et al., 2015), this test was exploratory. We did not expect an interaction between the bullying role and gender of the empathizing children as few gender dif- ferences have been found in the association between bullying involvement and empathy (▇▇▇ ▇▇▇▇▇▇▇ et al.). Previous research indicates that emotion-related processes depend on target characteristics (▇▇▇▇▇ et al., 2013; ▇▇▇▇▇▇▇ & ▇▇▇▇▇, 1992). Therefore, we hypothe- sized that the bullying role of the target plays a role in how much empathy children feel for him or her. Furthermore, we expected that the effect of target bullying role might depend on the empathizer’s own bullying role. Thus, we tested whether bul- lies, victims, bully/victims, and noninvolved children differed in their cognitive and affective empathy for other bullies, victims, bully/victims, and noninvolved children. Because denying oneself empathy for specific others may be a way to prevent nega- tive emotions after aggressing against them, we expected bullies to have less empa- thy for victims and bully/victims than for noninvolved children. We hypothesized that victims would have less empathy for bullies and bully/victims than noninvolved children, because victims might be less likely to understand and experience the emotions of children who are able to harm other children. Hypotheses regarding bully/victims were exploratory. On the one hand bully/victims may have less empa- thy for bullies and victims than for noninvolved children. They may show less empathy toward victims in order to feel less negative about their own bullying behavior; they may show less empathy toward bullies because these bullies may have hurt them, and they do not want to be emotionally connected to their bullies. On the other...
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Present Study. Only a small number of studies investigating parent-adolescent agreement about adolescents’ suicidal ideation and behaviors have been completed in a hospital setting, with few exceptions (eg. ▇▇▇▇▇▇▇▇▇, ▇▇▇ ▇▇▇ ▇▇▇▇ & ▇▇▇▇▇▇▇▇, 2006; ▇▇▇▇▇, ▇▇▇▇▇▇▇ & ▇▇▇▇, 2009). Moreover, a longitudinal study investigating the effect of parent-adolescent agreement about suicidal ideation, suicidal behaviors, and other outcomes such as depressive symptoms is still lacking. With the knowledge that adolescents hospitalized for the reason of suicidal ideation and attempts may have different clinical features compared to suicidal adolescents in the community, the present study examines the relationship between parent-adolescent baseline agreement regarding adolescent past year suicidal ideation and behavior, as well as several short-term and long-term adverse outcomes, in an inpatient sample. This study has four aims:
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Present Study. Participants Age Proficiency English Native Speaker (NS) controls (n=18) Undergraduates Range: 19-22 - Japanese L2 learners (n=16) TOEIC mean 872, SD 65 Range: 770 - 965 Thai L2 learners (n=21) TOEIC mean 777, SD 58 Range: 648 - 857 [RQ1]. Are Japanese and Thai L2 learners able to distinguish between past simple match and mismatch conditions in off-line and on-line tasks? [RQ2]. Are Japanese and Thai L2 learners able to distinguish between present perfect match and mismatch conditions in off-line and on-line tasks? • Comprehension questions, plus making judgements about each sentence (to keep readers ‘on task’).
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Present Study. In the present study, the functions served by autobiographical memories were assessed using three questionnaires: the Centrality of Events Scale (self function; ▇▇▇▇▇▇▇▇ & ▇▇▇▇▇, 2006), the Social Function Scale (Waters & Fivush, submitted), and the Directive Functions Scale (Waters & Fivush, submitted). In order to capture a representative sample of autobiographical memories we examined both single and recurring event memories. Previous research suggests that autobiographical contain multiple event types, and that the prevalence of self, social, and directive functions tends to vary by event type (▇▇▇▇▇▇▇▇, 1988; ▇▇▇▇▇▇ et al., submitted; ▇▇▇▇▇▇ & ▇▇▇▇▇▇, submitted). Because this was the first study to examine relations between memory functions and psychological well-being, we include a wide variety of psychological well- being measures. Following ▇▇▇▇▇ and Magyar-Moe (2003), we included psychological well-being measures assessing individual and social/relational aspects of well-being along two major dimensions, eudaimonic and hedonic well-being. The eudaimonic model of well-being (▇.▇. ▇▇▇▇▇, ▇▇▇▇▇▇▇, & ▇▇▇▇, 2008; ▇▇▇▇▇ & Magyar-Moe, 2003) focuses on one’s sense of purpose and positive functioning, while the hedonic model of well-being focuses on positive affect (▇▇▇▇▇ & ▇▇▇▇▇▇-▇▇▇, 2003; ▇▇▇▇ & ▇▇▇▇, 2001; ▇▇▇▇ & ▇▇▇▇▇▇, 1998). Following from ▇▇▇▇▇▇▇’ (e.g. 1993; 1996) arguments about the importance of
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Present Study. CALSTART will organize a presentation and deliver copies of the draft Plan to ▇▇▇▇▇▇ ▇▇▇▇▇▇▇ Region Transit Operators during a regular meeting.  Responsible Party: CALSTART Any comments received from the Cities of Pasadena, Glendale or Burbank, Caltrans, or other interested parties will be reviewed thoroughly and implemented into the Final Study if applicable.  Responsible Party: CALSTART
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  • Study An application for leave of absence for professional study must be supported by a written statement indicating what study or research is to be undertaken, or, if applicable, what subjects are to be studied and at what institutions.

  • Independent Study A sabbatical leave may be granted for a plan of independent study, research, writing, and/or travel equivalent in time and rigor to a sabbatical for formal study. A detailed, specific plan must be submitted by the applicant and approved by the Salary and Leaves Committee as likely to improve the applicant’s teaching effectiveness, strengthen the College’s academic program, or otherwise bring a clear benefit to students. In addition, sabbaticals for independent study must generate tangible products of use to students.

  • Feasibility Study Buyer is granted the right to conduct engineering and/or market and economic feasibility studies of the Property and a physical inspection of the Property, including studies or inspections to determine the existence of any environmental hazards or conditions (collectively, the “Feasibility Study”) during the period (the “Feasibility Period”) commencing on the Effective Date and ending at 5:00 p.m., Central Time, on the June 3, 2010. With Seller’s permission, after Seller has received advance notice sufficient to permit it to schedule in an orderly manner Buyer’s examination of the Property and to provide at least 24-hours’ advance written notice to any affected tenants, Buyer or its designated agents may enter upon the Property during normal business hours for purposes of analysis or other tests and inspections which may be deemed necessary by Buyer for the Feasibility Study. Buyer or its designated representative must be accompanied by a designated representative of Seller or have received Seller’s written permission prior to entering upon the Property in connection with Buyer’s Feasibility Study; provided, however, Buyer may not enter into any space leased by any tenant without being accompanied by a designated representative of Seller. Seller agrees to make its representative reasonably available during normal business hours. Buyer will not alter the physical condition of the Property or conduct invasive testing without notifying Seller of its requested tests, and obtaining the written consent of Seller to any physical alteration of the Property or invasive testing. Buyer will utilize commercially reasonable diligence to conduct or cause to be conducted all inspections and tests in a manner and at times which will not unreasonably interfere with any tenant’s use and occupancy of the Property. If Buyer determines, in its sole judgment, that the Property is not suitable for any reason for Buyer’s intended use or purpose, or is not in satisfactory condition, then Buyer may terminate this Contract by written notice to Seller prior to expiration of the Feasibility Period, in which case the ▇▇▇▇▇▇▇ Money (other than the Option Money) will be returned to Buyer, and neither party shall have any further right or obligation hereunder other than as set forth herein with respect to rights or obligations which survive termination. If this Contract is not terminated pursuant to this Section 5(a), then after expiration of the Feasibility Period, after Seller has received advance notice sufficient to permit it to schedule in an orderly manner Buyer’s examination of the Property and to provide at least 24-hours’ advance written notice to any affected tenants, Buyer or its designated agents may enter upon the Property during normal business hours. Buyer or its designated representative must be accompanied by a designated representative of Seller or have received Seller’s written permission prior to entering upon the Property; provided, however, Buyer may not enter into any space leased by any tenant without being accompanied by a designated representative of Seller. If this Contract is not timely terminated pursuant to this Section 5(a), Buyer’s right to terminate this Contract pursuant to this Section 5(a) and any and all objections with respect to the Feasibility Study will be deemed to have been waived by Buyer for all purposes.

  • Clinical Studies The animal and other preclinical studies and clinical trials conducted by the Company or on behalf of the Company were, and, if still pending are, to the Company’s knowledge, being conducted in all material respects in compliance with all Applicable Laws and in accordance with experimental protocols, procedures and controls generally used by qualified experts in the preclinical study and clinical trials of new drugs and biologics as applied to comparable products to those being developed by the Company; the descriptions of the results of such preclinical studies and clinical trials contained in the Registration Statement and the Prospectus are accurate and complete in all material respects, and, except as set forth in the Registration Statement and the Prospectus, the Company has no knowledge of any other clinical trials or preclinical studies, the results of which reasonably call into question the clinical trial or preclinical study results described or referred to in the Registration Statement and the Prospectus when viewed in the context in which such results are described; and the Company has not received any written notices or correspondence from the FDA, the EMA, or any other domestic or foreign governmental agency requiring the termination, suspension or modification of any preclinical studies or clinical trials conducted by or on behalf of the Company that are described in the Registration Statement and the Prospectus or the results of which are referred to in the Registration Statement and the Prospectus.

  • Development Plan document specifying the work program, schedule, and relevant investments required for the Development and the Production of a Discovery or set of Discoveries of Oil and Gas in the Contract Area, including its abandonment.