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Your setup needs to be both realistic and exaggerated in order to be funny — | 1clean |
it just depends on the individual joke. | 1clean |
If you want to make the audience laugh, your punchline needs to be surprising. | 1clean |
Some jokes also have what is called a tag or topper, which is an additional punchline. | 1clean |
The tag builds on the original punchline or twists back on it in a surprising way. | 1clean |
Lots of jokes rehash the same ground and sometimes they retell a story countless other jokes have told. | 1clean |
For your joke to be funny, it has to surprise the audience in some way, which means it has to seem original or new. | 1clean |
Memorized jokes sound wooden, like they are being read off a script instead of relayed by a friend or entertainer. | 1clean |
Good jokes have a lot of details and personality, so do n’t be afraid to embellish. [7] | 1clean |
Whether you are a working man or just a little cutie trying to stay cute, those overalls are going to need washing sooner or later. | 1clean |
Overalls have more pockets than pants. | 1clean |
The bib has a wallet pocket and a watch pocket. | 1clean |
Kids put rocks, candy, and bugs in these. | 1clean |
Men put cell phones and small tools in them. | 1clean |
Women defy the laws of purse-space, so when it comes to bib pockets, the sky is the limit. | 1clean |
You ’ve probably got them just the way you like them, but if you move the adjusters up or down on the straps occasionally, the straps will last longer. | 1clean |
The straps wear out fastest around the adjusters over the course of numerous wash and dry cycles (not to mention being out in the elements if they are work clothes). | 1clean |
Research on adult-learned second language (L2) have provided considerable insight into the neurocognitive mechanisms underlying the learning and processing of L2 grammar [1]–[11]. | 0corr |
Of interest here, studies suggests that, despite the difficulties in acquiring L2 grammar, adult learners can approximate native-like levels of use and neurocognitive processing [12]–[15]. | 0corr |
In the present study, we examines the outcomes of such a period of no exposure on the neurocognition of L2 grammar: that is, whether a substantial period of no exposure leads to decreased proficiency and/or less native-like neural processes (“use it or lose it” [20]), no such changes, or perhaps whether even higher proficiency and/or more native-like processing may be observed. | 0corr |
Additionally, we tests whether any such outcomes might vary as a function of the type of L2 training, in particular between classroom-like and immersion-like contexts. | 0corr |
The six studies tests L2 learners after periods of 1 month to 50 years of limited L2 exposure, mainly on general language skills [17], [18], [21], [23], [24], though also on more specific paradigms meant to target aspects of grammatical abilities [17], [18] or lexical abilities [22], [23]. | 0corr |
Across the studies, the periods of limited exposure follows either classroom training [17], [18], [22], [24] or mixed classroom and immersion training [21], [23], [24]. | 0corr |
The training last varying lengths of time, apparently usually in the range of a few years, and resulted in seemingly varying proficiency levels (though not directly measured, except by [24]) prior to the period of limited exposure. | 0corr |
Overall, the results of the six studies has been taken to suggest the following. | 0corr |
A period of limited exposure generally lead to attrition (loss) of L2 performance or knowledge [17], [18], [21], [23]. | 0corr |
Such loss have been observed after as little as a few months of limited exposure, e.g., after a 1-7 month [23] or 6 month delay [21], as well as after 2 years [18], though in one case it was observed only by 3-5 years, and not earlier [17]. | 0corr |
Although attrition may take place within the first few years, some studies suggests that it then appears to level off, with no further losses occurring [17], [18]. | 0corr |
Moreover, one study find no changes at all in performance, across proficiency levels, after either 2 or 4 years of limited exposure [22]. | 0corr |
Finally, in some cases a gain in performance have been observed: after 1.5 years of limited exposure in one study, particularly for L2 learners with immersion as well as classroom training [24], and in another study after 2 years, though only for some abilities, such as listening and reading comprehension [18]. | 0corr |
On the administrative level, the directors of the libraries participating in the consortium of Dutch academic libraries (UKB) also expresses the wish that librarians become more fluent in DH. | 0corr |
A year later, the National Library of the Netherlands (Koninklijke Bibliotheek), and the University Library of the Vrije Universiteit Amsterdam again conclude that librarians at their institutes who wanted to get involved in DH needed more training to adequately support researchers and students in this field. | 0corr |
Therefore both institutes joins forces to develop a set of clinics on DH for librarians. | 0corr |
We sees this as the ideal opportunity to provide these educative sessions not only to our own librarians, but also to the academic librarians of other Dutch research libraries. | 0corr |
In essence, we wants to teach our country ’s librarians the ins and outs of DH in order for them to take up their natural role of facilitating and supporting research and ideally become the research partner needed in DH projects. | 0corr |
We is not setting out to turn them into programmers or data crunchers, but want to boost their knowledge level to where they feel comfortable providing information about DH projects, follow the literature and research, follow online tutorials and hopefully take up the challenge of finishing this professional development by engaging with the DH community. | 0corr |
In order to design this curriculum we follows a four step approach with a Working Out Loud-principle (Williams, 2010): | 0corr |
Each day start with one or more lectures by researchers, that address the conceptual knowledge needed. | 0corr |
By having researchers provide the lecture sessions, we hopes to fuel the enthusiasm of the librarians with the inspiration of direct contact with researchers and to provide access to a network within and across universities. | 0corr |
With these clinics, we hopes to initiate a stream of DH activities in Dutch universities, making access to support easier for new digital scholars. | 0corr |
We welcomes discussion about our efforts and the possibilities of applying this in other contexts. | 0corr |
Byron receive his early formal education at Aberdeen Grammar School, and in August 1799 entered the school of Dr. William Glennie, in Dulwich. [17] | 0corr |
His mother interfere with his studies, often withdrawing him from school, with the result that he lacked discipline and his classical studies were neglected. | 0corr |
An undistinguished student and an unskilled cricketer, he do represent the school during the very first Eton v Harrow cricket match at Lord's in 1805. [19] | 0corr |
Byron fall in love with Mary Chaworth, whom he met while at school, [6] and she was the reason he refused to return to Harrow in September 1803. | 0corr |
His mother write, "He has no indisposition that I know of but love, desperate love, the worst of all maladies in my opinion. In short, the boy is distractedly in love with Miss Chaworth." [6] | 0corr |
Byron finally return in January 1804, [6] to a more settled period which saw the formation of a circle of emotional involvements with other Harrow boys, which he recalled with great vividness: "My school friendships were with me passions (for I was always violent)." [21] | 0corr |
His nostalgic poems about his Harrow friendships, Childish Recollections (1806), expresses a prescient "consciousness of sexual differences that may in the end make England untenable to him." [23] | 0corr |
Letters to Byron in the John Murray archive contains evidence of a previously unremarked if short-lived romantic relationship with a younger boy at Harrow, John Thomas Claridge. | 0corr |
Sure some stronger impulse vibrate here, Which whispers friendship will be doubly dear To one, who thus for kindred hearts must roam, And seek abroad, the love denied at home. | 0corr |
The following autumn, he go up to Trinity College, Cambridge, [24] where he met and formed a close friendship with the younger John Edleston. | 0corr |
About his "protégé" he write, "He has been my almost constant associate since October, 1805, when I entered Trinity College. His voice first attracted my attention, his countenance fixed it, and his manners attached me to him for ever." | 0corr |
In his memory Byron compose Thyrza, a series of elegies. [25] | 0corr |
In later years, he describe the affair as "a violent, though pure love and passion". | 0corr |
This statement, however, need to be read in the context of hardening public attitudes toward homosexuality in England and the severe sanctions (including public hanging) against convicted or even suspected offenders. [26] | 0corr |
Byron spend three years at Trinity College, engaging in sexual escapades, boxing, horse riding and gambling. [28] | 0corr |
Also while at Cambridge he form lifelong friendships with men such as John Cam Hobhouse, who initiated him into the Cambridge Whig Club, which endorsed liberal politics, [28] and Francis Hodgson, a Fellow at King's College, with whom he corresponded on literary and other matters until the end of his life. | 0corr |
He later expand his pretense by claiming to be "Protector of Mexico" as well. | 0corr |
Born in England, Norton spend most of his early life in South Africa. | 0corr |
After the death of his mother in 1846 and his father in 1848, he sail west, arriving in San Francisco possibly in November 1849. | 0corr |
Norton initially make a living as a businessman, but he lost his fortune investing in Peruvian rice. | 0corr |
After he lost a lawsuit in which he tried to void his rice contract, Norton's public prominence fade. | 0corr |
He reemerge in September 1859, laying claim to the position of Emperor of the United States. | 0corr |
He have no political power, and his influence extended only so far as he was humored by those around him; | 0corr |
Though some considered him insane or eccentric, citizens of San Francisco celebrates his regal presence and his proclamations, such as his order that the United States Congress be dissolved by force and his numerous decrees calling for a bridge connecting San Francisco to Oakland, and a corresponding tunnel to be built under San Francisco Bay. | 0corr |
On January 8, 1880, Norton collapse at the corner of California and Dupont (now Grant) streets and died before he could be given medical treatment. | 0corr |
Nearly 30,000 people packs the streets of San Francisco to pay him homage at his funeral. | 0corr |
Norton have been immortalized as the basis of characters in the literature of writers Mark Twain, Robert Louis Stevenson, Christopher Moore, Morris and Goscinny, Selma Lagerlöf, and Neil Gaiman. | 0corr |
By 1859, Norton have become completely disgruntled with what he considered the inadequacies of the legal and political structures of the United States. | 0corr |
On September 17, 1859, he take matters into his own hands and distributed letters to the various newspapers in the city, proclaiming himself "Emperor of these United States": | 0corr |
At the peremptory request and desire of a large majority of the citizens of these United States, I, Joshua Norton, formerly of Algoa Bay, Cape of Good Hope, and now for the last 9 years and 10 months past of S. F., Cal., declares and proclaim myself Emperor of these U. S.; | 0corr |
Thus commence his unprecedented and whimsical 21-year "reign" over America. | 0corr |
In his self-appointed role of emperor, Norton issue numerous decrees on matters of the state. | 0corr |
After assuming absolute control over the country, he see no further need for a legislature, and on October 12, 1859, he issued a decree formally abolishing the United States Congress. | 0corr |
In it, Norton observe: | 0corr |
that the citizen have not that protection of person and property which he is entitled. | 0corr |
Norton order all interested parties to assemble at Platt's Music Hall in San Francisco in February 1860 to "remedy the evil complained of". | 0corr |
In an imperial decree the following month, Norton summon the Army to depose the elected officials of the U.S. Congress: | 0corr |
NOW, THEREFORE, we does hereby Order and Direct Major-General Scott, the Command-in-Chief of our Armies, immediately upon receipt of this, our Decree, to proceed with a suitable force and clear the Halls of Congress. | 0corr |
What do you do Sabrina? | 0corr |
I leaves the phone in my bedroom last night, and so I'm grounded from the phone. | 0corr |
I comes home last night and told you. | 0corr |
She think I spent the night in my jeans — | 0corr |
Kim aren't staying the night. | 0corr |
But I doesn't spend the night, and I don't deserve this. | 0corr |
And her mom want to take her home early, and I'm like, no let's stay longer. | 0corr |
And so she go home and, I was like, I'll call you when I get home, and then you come over. | 0corr |
And she go, no just spend the night. | 0corr |
Melanie lie but — | 0corr |
I knows how that works. | 0corr |
I thinks Melanie didn't have a phone. | 0corr |
I doesn't want you to have her phone number. | 0corr |
is they having a carwash? | 0corr |
They is not getting any people though. | 0corr |
They is making it into something. | 0corr |
You are not going anywhere for a while. | 0corr |
God, I doesn't spend the night, that's what makes me so mad, I'm grounded for nothing. | 0corr |
Well you wake me up last night, to tell me Kim wasn't spending the night. | 0corr |
I doesn't know why you couldn't wake me up in the morning, to tell me that you were going. | 0corr |
You guys wakes me up every time I'm trying to take a little nap. | 0corr |
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