simplified broadcastnews transcription task

... concen- tration s of the injected substrate decreases very slowly in time: it is this second phase that our simplified enzyme kinetics should describe accurately. Because the change in c is slow compared to ... (as is typically the case already for systems of any complexity), we used it to perform the same task in a numerical setting and for the PTS model (which has a total of nine state variables). Using ... et al. 5502 FEBS Journal 276 (2009) 5491–5506 ª 2009 The Authors Journal compilation ª 2009 FEBS Simplified yet highly accurate enzyme kinetics for cases of low substrate concentrations Hanna M....

... Liebermeister et al. 4040 FEBS Journal 272 (2005) 4034–4043 ª 2005 FEBS Biochemical network models simplified by balanced truncation Wolfram Liebermeister 1 , Ulrike Baur 2 and Edda Klipp 1 1 Max...

... (Chan- drasekar and Srinivas, 1997). We have generated a data set consisting of 137K aligned simplified/ unsimplified sentence pairs by pairing documents, then sentences from English Wikipedia 1 with ... 2011. c 2011 Association for Computational Linguistics Simple English Wikipedia: A New Text Simplification Task William Coster Computer Science Department Pomona College Claremont, CA 91711 wpc02009@pomona.edu David ... Department Pomona College Claremont, CA 91711 dkauchak@cs.pomona.edu Abstract In this paper we examine the task of sentence simplification which aims to reduce the read- ing complexity of a sentence by incorporat- ing...

... shorter task you can get yourself into your stride in writing. By the time you start Task 2, you will then be much more alert and perform Task 2 much more efficiently. ● Spend 20 minutes on this task. ... which candidates make is to spend longer on Task 2 and leave themselves 15 minutes or less to complete Task 1. ● Take Task 1 seriously, even though Task 2 carries double the marks. ● Skim the ... minutes. ● There are two tasks. Task 1 This takes about 20 minutes. You write a report about a graph, table, bar chart or diagram, using a minimum of 150 words. You are marked on task completion and...

... nor explored by more than 80,000 explorers on he last day of the report. Graph Sample 2 Band 9 Task 1 The graph shows changes in the gap between US energy consumption and production since 1950....

... (309 words instead of advised 250-265). Otherwise this work is a very good one; it covers the task, your position is clear, the ideas are well-organized, expressed, explained and supported. ... 250-265. Otherwise (except for some minor grammatical errors) it is a very nice work. It covers the task, has the right structure, the paragraphs are coherent and logically connected by elegantly ... with computers. The mere activity of touching and exploring this device constitutes an enjoyable task for a kid. This, accompanied with the relaxing attitude and software interactivity, usually...

... Khanh Street, District 1/ No 1/56 Lu Gia Street, District 11 6 .THREE TYPES OF IELTS WRITING TASK 2 QUESTIONS 1. The argumentative questions This question asks directly for the writer's ... Street, District 11 49 KEY FOR TEACHERS DISCUSSING OTHER PEOPLE'S OPINIONS Read the Task 2 question below and say which part of the question relates to: Some people believe that the...

... Sample task type 1  [Note: This is an extract from an Academic Reading passage on the subject of  government subsidies to farmers. The text preceding this extract explained how  subsidies can lead to activities which cause uneconomical and irreversible changes  to the environment.]  All these activities may have damaging environmental impacts.  For example, land clearing  for agriculture is the largest single cause of deforestation; chemical fertilisers and pesticides  may contaminate water supplies; more intensive farming and the abandonment of fallow  periods tend to exacerbate soil erosion; and the spread of monoculture and use of high­  yielding varieties of crops have been accompanied by the disappearance of old varieties of  food plants which might have provided some insurance against pests or diseases in future.  Soil erosion threatens the productivity of land in both rich and poor countries.  The United  States, where the most careful measurements have been done, discovered in 1982 that  about one­fifth of its farmland was losing topsoil at a rate likely to diminish the soil's  productivity.  The country subsequently embarked upon a program to convert 11 per cent of  its cropped land to meadow or forest.  Topsoil in India and China is vanishing much faster  than in America.  Government policies have frequently compounded the environmental damage that farming  can cause.  In the rich countries, subsidies for growing crops and price supports for farm  output drive up the price of land.  The annual value of these subsidies is immense: about  $250 billion, or more than all World Bank lending in the 1980s.  To increase the output of  crops per acre, a farmer's easiest option is to use more of the most readily available inputs:  fertilisers and pesticides.  Fertiliser use doubled in Denmark in the period 1960­1985 and  increased in The Netherlands by 150 per cent.  The quantity of pesticides applied has risen  too: by 69 per cent in 1975­1984 in Denmark, for example, with a rise of 115 per cent in the  frequency of application in the three years from 1981.  In the late 1980s and early 1990s some efforts were made to reduce farm subsidies.  The  most dramatic example was that of New Zealand, which scrapped most farm support in  1984.  A study of the environmental effects, conducted in 1993, found that the end of  fertiliser subsidies had been followed by a fall in fertiliser use (a fall compounded by the  decline in world commodity prices, which cut farm incomes).  The removal of subsidies also  stopped land­clearing and over­stocking, which in the past had been the principal causes of  erosion.  Farms began to diversify.  The one kind of subsidy whose removal appeared to  have been bad for the environment was the subsidy to manage soil erosion. Sample task type 1  Questions 10 – 12  Choose the appropriate letters A, B, C or D.  Write your answers in boxes 10­12 on your answer sheet.  10  ... Sample task type 1  [Note: This is an extract from an Academic Reading passage on the subject of  government subsidies to farmers. The text preceding this extract explained how  subsidies can lead to activities which cause uneconomical and irreversible changes  to the environment.]  All these activities may have damaging environmental impacts.  For example, land clearing  for agriculture is the largest single cause of deforestation; chemical fertilisers and pesticides  may contaminate water supplies; more intensive farming and the abandonment of fallow  periods tend to exacerbate soil erosion; and the spread of monoculture and use of high­  yielding varieties of crops have been accompanied by the disappearance of old varieties of  food plants which might have provided some insurance against pests or diseases in future.  Soil erosion threatens the productivity of land in both rich and poor countries.  The United  States, where the most careful measurements have been done, discovered in 1982 that  about one­fifth of its farmland was losing topsoil at a rate likely to diminish the soil's  productivity.  The country subsequently embarked upon a program to convert 11 per cent of  its cropped land to meadow or forest.  Topsoil in India and China is vanishing much faster  than in America.  Government policies have frequently compounded the environmental damage that farming  can cause.  In the rich countries, subsidies for growing crops and price supports for farm  output drive up the price of land.  The annual value of these subsidies is immense: about  $250 billion, or more than all World Bank lending in the 1980s.  To increase the output of  crops per acre, a farmer's easiest option is to use more of the most readily available inputs:  fertilisers and pesticides.  Fertiliser use doubled in Denmark in the period 1960­1985 and  increased in The Netherlands by 150 per cent.  The quantity of pesticides applied has risen  too: by 69 per cent in 1975­1984 in Denmark, for example, with a rise of 115 per cent in the  frequency of application in the three years from 1981.  In the late 1980s and early 1990s some efforts were made to reduce farm subsidies.  The  most dramatic example was that of New Zealand, which scrapped most farm support in  1984.  A study of the environmental effects, conducted in 1993, found that the end of  fertiliser subsidies had been followed by a fall in fertiliser use (a fall compounded by the  decline in world commodity prices, which cut farm incomes).  The removal of subsidies also  stopped land­clearing and over­stocking, which in the past had been the principal causes of  erosion.  Farms began to diversify.  The one kind of subsidy whose removal appeared to  have been bad for the environment was the subsidy to manage soil erosion. Sample task type 1  Questions 10 – 12  Choose the appropriate letters A, B, C or D.  Write your answers in boxes 10­12 on your answer sheet.  10 ...

... Sample task type 4  [Note: This is an extract from an Academic Reading passage on the subject of dung  beetles. The text preceding this extract gave some background facts about dung  beetles, and went on to describe a decision to introduce non­native varieties to  Australia.]...

... Page 1 of 2 IELTS Task 1 Writing band descriptors (public version) Band Task Achievement Coherence and Cohesion Lexical Resource Grammatical ... Lexical Resource Grammatical Range and Accuracy 9  fully satisfies all the requirements of the task  clearly presents a fully developed response  uses cohesion in such a way that it attracts ... and accuracy; rare minor errors occur only as ‘slips’ 8  covers all requirements of the task sufficiently  presents, highlights and illustrates key features / bullet points clearly...

... unrelated to the task  fails to communicate any message  can only use a few isolated words  cannot use sentence forms at all 0  does not attend  does not attempt the task in any ... uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task  has limited control of word formation and/or spelling; errors may cause strain for the ... predominate, and punctuation is often faulty 3  does not adequately address any part of the task  does not express a clear position  presents few ideas, which are largely undeveloped...