bird by bird- some instructions on writing and life - anne lamott

... emotional acre all our own. Youget one, your awful Uncle Phil gets one, I get one, Tricia Nixon gets one, everyone gets one. And aslong as you don’t hurt anyone, you really get to do with your ... have one hand on this rock here, one hand on that one, and each bigtoe seeking out firm if temporary footing, and while we’re scaling that rock face, there’s no time forbubbles, champagne, and ... agent, Chuck Verrill, is just wonderful as is Nancy Palmer Jones, who copy-editedthis book (and the last) with enormous skill and warmth and precision.I want to mention once again that I do not think...

... will be the well-known one of functional subroutiniza- tion: the program will contain a set of self-contained and interchangeable subroutines designed to perform individual functions. The subroutines ... translation of natural languages. a) Since the table will tend to be increasingly com- plex because of the requirement of high context-sensi- tivity, a dictionary-type binary lookup may no longer ... the separation of grammar and algorithm. These ques- tions are pertinent in the case of a grammar having sufficient context-sensitivity to serve the needs of syn- tactic recognition adequate...

... front of which I long stood in astonishment and ignorance of such a thing. I bent my back into an arch and rested my left hand on my knee, and with my right hand shaded my downcast eyes and ... [animal] life, desiring only continual reproduction, and as, by the logical demonstration you adduce, effects often resemble their causes, animals are the image of the life of the world. Life& apos;s ... infinite ramification in the skin, which encloses the limbs of the body and the entrails. The nerves convey volition and sensation to the muscles, and these nerves and the tendons which lie between...

... #(Ü< ;- -9 Ü#<-M-₫Ü7 -+ 0-2 Ý #-: -I-/7 -+ 0-2 Ý #-+ $-   8 ,-: #-# -+ 0-2 Ý #- #(Ü< ;-+ $- ë-I-/7 -+ 0-2 Ý #-/ rá $-2 ß :-, ÜÊ  I-P¨ $-+ $-] ë 0- ë7Ü-P¨ $-/ -F0< ;-( Ü ,-: ,- #<ß 0-0 2 ,-: ,-# <ß0-Y -+ ã<-lá #- -9 $-{ æ +-: -e³ $-0 -e³ $-/ D#< ;-) è-W -/ i$-e< ;-, < ;- e³ $-7 +ã #-, -7 bë +- -l #- ë<-dÜ 9-7 &ë< ;- -+ $-   ... I-P¨ $-+ $-] ë 0- ë7Ü-P¨ $-/ -F0< ;-( Ü ,-: ,- #<ß 0-0 2 ,-: ,-# <ß0-Y -+ ã<-lá #- -9 $-{ æ +-: -e³ $-0 -e³ $-/ D#< ;-) è-W -/ i$-e< ;-, < ;- e³ $-7 +ã #-, -7 bë +- -l #- ë<-dÜ 9-7 &ë< ;- -+ $-   e³ $-0 -7 +ã #-, -+ # 7-/ -/ Vë 0-5 Ü $- dÜ ,-& amp;+-rë #-: -/ /< ;-` $-0 -7 e³ $-/ - :-7 / +- 9-e-+#ë< ;-) èÊ +ã<-lá #- -+ è 9-# $-9 ß $- #%Ü #-: -+ è-P 9-0 -e< ;-, -8 $Ê  ... karma


:< ;-+ $-( ë ,-0 ë$< ;- 7 - Ü /- -# (Ü< ;-: <-T #- 9-: < ;-` - Ü /- - ë $-/ -# , +-& amp; -/ < ;-, Ê +ã< ;-{ æ ,- â-Dè,-bÜ-Yë/< ;-+ $-   <ß ,-7 eÜ ,- 7Ü-Yë/<Ê  y9-Që #- 7Ü-Yë/<Ê #(è ,- - à ,- - ë +- 7Ü-Yë/< ;-) è-Yë/< ;-/ 5Ü7 -/ ;#<-Zë 0-2 $-/ 9-/ Yè ,- 9-# %è< ;-& lt;ëÊ 
Có
hai
loại
trở
ngại
có
thể
ngăn
chận
chúng
ta
đạt
mục
đích.
Hai
loại
này
là
nghiệp
xấu
(ác
nghiệp)
cũ
(mà
chúng
ta
đã
tạo)
và
những
tình
cảm
tiêu
cực.

Điều
quan
trọng
nhất
chúng
ta
phải
làm
là
tẩy
sạch
những
trở
ngại
tạo
ra
bởi
nghiệp
xấu
cũ
của
chúng
ta.


Để
làm
điều
này,
chúng
ta
phải
luôn
thực
hành
bốn
năng
lực.



Bốn
năng
lực
ấy
là:

1)

Năng
lực
căn
bản
(xây
dựng):
Hãy
xem
lại
chúng
ta
hiểu
về
thể
cách
vận
hành
của
các
sự
việc,
về
thể
cách
bạn
quan
tâm
đối
với
những
người
khác.
2)

Năng
lực
phá
hủy:
Hãy
hiểu
rằng
bằng
cách
tạo
nghiệp
xấu,
bạn
đã
làm
phương
hại
đến
các
mục
đích
của
bạn
và
của
những
người
khác.
3)

Năng
lực
ngăn
chận:
Hãy
quyết
định
rằng
bạn
sẽ
ngăn
chận
lại
nghiệp
xấu
(tiêu
cực)
này,
mãi
mãi
hoặc
trong
một
thời
điểm
đặc
biệt.
4)

Năng
lực
giải
độc:
Hãy
đảm
nhiệm
một
vài
loại
hành
động
thiện
để
xóa
bỏ
nghiệp
xấu
và
hãy
nhằm
ngăn
chận
nghiệp
xấu
này
(không
cho
nó
xảy
ra
hay
tiếp
tục
diễn
tiến)
...

... mainly controlled by absorption of XUV radiation [28] and additionally by energy depos-ited in the upper atmospheres by large impacts [29]. By knowing the evolution of the solar XUV radiation with ... dictated by the interplay of estimated losses with impact ero-sion, carbonate precipitation, additions by outgassing and carbonate recycling, and perhaps also by the feedback stabilisation under ... pre-3.5 Ga period, heavy noble gases like non-radiogenic Xe isotopes may have been hydrodynamically fractionated to their pre-sent composition, with corresponding depletions and fractionations...

... spoken and sometimes written as the contraction “don‟t) as in: Don’t be silly! Don’t sleep too late. (http://languagestudy.suite101.com/article.cfm/what-is-the-imperative-mood-of-english-verbs-in-english-grammar) ... concerns: - Providing definition of mood and imperative mood. - Demonstrating structure and usage of imperative mood - Analyzing some errors made by Vietnamese learners. - Giving suggestions ... to the sales and marketing department. Kindly send me two copies of your brochure. Kindly lend me some money. (http://www.english-at-home.com/grammar/using-the-imperative-form/) 7....

... orders and instructions : E.g. - Go home! - Come and see me! - Forget it! - Come here ! - Sit down ! - Don‟t be a fool ! (http://tailieu.vn/xem-tai-lieu/subjunctive-mood.39337.html) ... wedding (should) be held last month. 2.2. In the past and past perfect subjunctive mood 2.2.1. In the second type conditional In the second type conditional, the past subjunctive mood ... 23 E.g. - She urged that he write and accept the post. - I demand that I be allowed to call my lawyer. - He demanded that he be given the right to express his opinion. - I ask that I...

... +& -  -         ... !"#$$%&'()+            , - ,  . /          ...           24  4 - 724...

... organization, etc.Re -writing: Students write out the final version and teachers have to decide to givethe final correction and responses to the students’ writings. I.1.4 Principles of teaching writing 13Content ... need to know some writings’ conventions such as punctuation, paragraphconstruction, forms of paragraph. I.1.3. Approaches to writing teaching In the field of writing, product and process approaches ... pictures and readings. Besides suggestionsof teaching strategies and various exercises, the checklists to aid peer-correction and self-correction are provided to deal with the common errors. In conclusion,...