No spark. Clean or replace spark plug. Reset spark plug Engine will not start gap. Refer to Spark Plug Replacement earlier in this manual. No fuel. Push primer bulb until bulb is full of fuel. If bulb does not fill, primary fuel delivery system is blocked.
Techtronic Industries North America, Inc. De remisage. Net toyer ou re mplacer la bougie. Voir Remplacement de la bougie plus haut dans ce manuel. Pas de carburant. Checks for understanding. Calls on random? A few students use hand gestures to demonstrate understanding on what y- and x-axes are.
Left a sheet of paper in your mailbox illustrating different ways to check for understanding CFU ; whole-class CFU from time to time in a lesson helps you pinpoint how much the students are progressing in a lesson and to keep them engaged too. Verbal and visual projector lesson. I like hand gestures that go hand-in-hand with certain math concepts e. Great that allusion to real-life examples is made, connecting math to relevant, meaningful examples that students can relate to. Im not particularly sure how much youd like to extend a discussion on such real-life examples although Im all for such discussion.
Yes, and students are productively working while teacher is monitoring around the room. Clear voice. Fast pace speech captures kids attention, which means at times slower pace might just capture their attention as well this is the teachers call.
Praises students for their participation. Teacher breaks main concept down into guiding questions, leading students toward mastery. Acknowledging, different from praising, kids for their participation, positive behavior, or hard work is another way to build a conducive class culture. Great group of kids learning with teacher leading the way. The recommendations in bold above would get them more active in their learning.
Walks around the room to check in on certain kids. Redirects nonthreateningly and students generally comply. I know some of them are like whiny babies, but thats okay, let them be, as long as they comply and re-focus on their learning or work.
I feel belonged to the class. They and the diphthongs below are, however, single phonemes meaningful units of sound in English, and generally found within one syllable, which is why they are perceived as one sound. I suspect that such words are pronounced with simple vowels in English accents other than the present Queen's English standard. This is borne out by a teachers' textbook that I have which advises south of England teachers to place extra emphasis on the "pure long vowel" of "lake", which to southern English ears does sound more like an accent from further north of the country.
There are no second place diphthong signs. No heavy versions. The first three never change angle, the last may be rotated when joined. The angle is adjusted slightly but this does not clash with the third place vowel "owl" because of the outline's position. Rotated when joined finally to horizontal strokes or upward ell. Shown by extending the diphthong sign with a tick. A vowel sign is placed to the side of the stroke, at the beginning, middle or end.
The vowels are therefore described as first, second and third place vowels. With strokes that can be written in either direction, the vowel placement will vary, and care should be taken when the stroke stands alone, both in writing and in transcription. Place outside of circle S, Sway, Stee and Ster loop: bees beast swan star stock stopper poster blister 3.
SES circle is deemed to include the vowel in "pen"; if it is a different vowel, write it inside the circle: success masses bases plural of base , basis, bases pronounced baseez, plural of basis emphasise emphasis exercise Dash vowel inside the circle — Books vary in showing at what angle it is written: census Colossus exhaust 4.
Shun hook — vocalise the stroke just as you would if the shun hook were not there, with the following exceptions: a Third place dots written inside the shun hook: fashion fission vision revision mission permission lesion In most cases the dot inside the hook is the vowel immediately before the Shun, but sometimes it is the vowel before that: remission television compare initiation b Third place dashes, diphones and diphthongs are written outside the shun hook when the hook is final because they need more room and inside when the hook is medial to avoid the sign being read as belonging to the next stroke.
A third place vowel before the stroke should be placed a little way inwards from the hook. The following illustrates two vowels on the hook side of stroke: apposition opposition imposition 5.
When Ell is written downwards, the vowels follow suit: like alike 6. After a halved stroke, the vowel should be written against the second stroke, as it is sounded after the T or D: cottage pottage bandage octopus potato written 8.
All dots and dashes should be just far enough away to be distinguishable as separate marks, so that they do not interfere with the recognition of the strokes themselves. This is because a third place vowel written after the first stroke could end up in an angle between strokes and therefore be ambiguous — you would not know whether it was a third place vowel after the first stroke, or a first place vowel against the next stroke: peel pull big beet book tick took deep jig cheap fig food video meal nil pip peep bib beep cook gig If the two strokes are separated by a circle S or S-plus-hook, then the vowel must remain with the first stroke, it cannot "jump" over the S, because it is sounded before.
The presence of the S or S-plus-hook enables the vowel to be written in its correct third place with less ambiguity: Dick disk, leap lisp, creep crisp, ping pinning A compound word is one that is made up of two other words.
In the outline for a compound word, the vowel often remains where it would be if the words were written separately, thus aiding legibility: headache book-end steam-engine Compound words are treated as one outline as regards to position unlike phrases where the first word is written in position and the others tag along.
Therefore the first up or down stroke might reside in the second of the two words, such as "steam-engine" above. The above does not apply to derivative words, where there is one word and one affix; these have the vowels placed normally according to the basic rules: unable inorganic inactive fewness steamer B coming between an initial hook and the stroke e. Although the R and L hooks are primarily used to represent the two consonants together, sometimes the hooked form is used even though a vowel is present, in order to avoid an awkward outline or obtain a better outline for very common words.
Most of such intervening vowels are only lightly or indistinctly sounded. If the vowel is "-er" as in "permit" it is not shown. It is however taken to be a second place light dot vowel and is in fact shown as such in other outlines that are not using a hook and so the outline takes second position, where this is the first vowel. Where a second place dash vowel is written through the stroke, the following vowel has to be written against the next stroke, as in "courage" and "occurrence" below: tolerable correspondence church George shovelful fulfil courage occurrence A diphone or diphthong may also be written through, or at the end of, a hooked stroke: healthier junior direct 2 pronunciations temperature mixture capture captures capturing The above use of R or L hook plus intervening vowel is not generally used for words of one syllable: pale pair tall tore jeer mare Some short words use the intervening vowel to gain a brief outline, where clashes are unlikely: nurse dark gnarl barm course Turk NOTE: The prefixes "self-" and "self-con-" also use a circle in this case representing the S sound , and the outline is always in second position to match the vowel in "self".
It might therefore look identical to a 2nd position intervening vowel, but the rules state that the short E vowel between stroke and hook is not shown whether accented or not , although all other vowels may be shown. Therefore no clash occurs. Position writing combined with the various choices of abbreviating methods combine to make it clear which word is signified, without guesswork, when the vowels are eventually omitted. Unlike omitting vowels, position writing is not optional and you should practise inserting vowels until you know their placement perfectly, for two reasons: you need to know what and where they go in order to write the outline in the correct position, and when you do need to insert them, you have to do it very rapidly.
Words beginning with the disjoined circle for "self-" or "selfcon-" are always written in second position, to accord with the vowel in the word "self".
As the second and subsequent up or downstrokes in the outline simply follow on from the first one, their position with regard to the ruled line carries no meaning. An outline that is written as part of a phrase may end up out of position and may need a vowel inserted to keep it readable. If the first up or downstroke is a doubled one, then the first half of it is placed in position: father curvature alter latter letter litter "Father" should be started at high up as possible, and the end of the stroke will probably run through the ruled line, unless your shorthand writing is very small.
With "latter" the end of the stroke may invade the ruled line above, but this is acceptable. You should not reduce the full double length in order to squeeze it within the ruled lines. You need the full length for clarity, so aim for longer rather than shorter. Inserting the vowel helps when there is only one stroke — the vowels are placed further apart on doubled strokes. Only a full up or downstroke can be written through the line, so if the first up or downstroke is halved, or there are only horizontal strokes in the outline, third position is also ON the line, sharing it with second position.
Although horizontal strokes and halved up or downstrokes have no third position, vowels still have a third place against the stroke. Although the beginner will write fully vocalised outlines, this is a temporary state of affairs while the vowels are being learned. At some point your textbook will encourage you to omit writing all the but the most necessary vowels. This does seem a great hurdle to the learner but once this step is taken, any perceived difficulties soon melt away.
After a very short while this will become second nature, and you will recognise instantly when a vowel needs to be inserted. Omitting vowels is the very first step in writing at speed, which is why it is introduced at an early stage.
This transition resembles writing separate letters of the alphabet and then going on to "joined-up" writing — you write lightly, flowingly and speedily, rather than slow drawing and pressing into the paper. This is the point in your learning when you realise that shorthand can be written fast, and eagerness takes over from frustration. The shorthand you read is generally what you have written yourself, therefore you are seeing it for the second time.
Reading matter provided by others tends to have more vowels inserted. Unusual words and names of people and places, at least on their first occurrence in the dictation, as context does not give you help with those. Words in phrases that end up out of position may need the help of a vowel. One or both of pairs of Distinguishing Outlines. If you know you have written an outline badly or wrongly, you may only have time to insert a vowel or two, rather than rewrite the outline.
All the horizontal and downstrokes are paired, thick and thin, to match the related sounds of voiced and unvoiced. No thick stroke is ever written upwards, Thick and thin refers to the width of the line and not the lightness or darkness of the colour, although the thick lines may end up being darker in colour because it takes pressure to form them.
The outlines here were written with blue ink in a shorthand pen with flexible nib, and therefore the thick strokes appear darker because of the pooling of the ink. Pencil outlines may also show variation between grey and black. Black ink should produce much less variation in shade. Some older books refer to shading which should not be taken literally but is a description of the overall appearance of the marks.
No basic stroke represents more than one sound. A stroke can have other consonants added to it by various means e. A vertical dash vowel, e. The only time the pen writes upwards is while completing a circle or hook. Some dash vowels may sometimes have an upward slant when written to curves. There is no stroke or sign that is written straight upwards in its basic form; however, the halved Ess is written upwards in certain situations being a halved stroke and therefore similar to writing half of a Circle Ses, part of which would necessarily have to be written upwards : educationist expressionist impressionist OUTLINE This is the shorthand form for a word, before the unattached vowel signs are added.
Write the strokes one after the other, joining them end to end, without stopping at the angles, lifting the pen or going back to thicken or correct any part. All the strokes must be completed before inserting any further dots, dashes, vowel signs or intersections. Each stroke must be written in its correct direction. A few strokes have alternative directions in which they may be written, in certain circumstances. Advanced writers often find other uses for proximity in their phrases, enabling them to leave out obvious words: I am confident, in control Packing your shorthand outlines tightly together along the line is not a good idea, as proximity is meaningful in certain circumstances.
The only time to do that is when you are running out of paper in an emergency or writing that time-honoured secret shorthand postcard that the postman cannot read!
Alternative methods are used in the following combinations: a Three similar straight strokes in succession — break up the outline, use the hyphen sign if it helps: pop-up cake-cutter Where a halved or doubled straight stroke would not make an angle with other strokes in the outline: popped Babette judged cooked dotted fact factor liked bonnet A succession of all up- or downstrokes: 3 is maximum, 4 should be avoided to prevent the outline invading the line below or above, causing delays and interference.
One might get away with 4 downstrokes if it started above the line, but these start already through the line. I would suggest breaking the words up — this gives the advantage that you can place both parts in position to indicate the vowel. This is also relevant for many words where it is not settled in usage whether it is one word, hyphenated or two words.
You should write a reliable and convenient outline, and make a separate decision on how it should be transcribed. An outline without its vowels is not considered incomplete.
Dictionaries always show all the vowels. Dot "con-", dot "-ing" and dash "-ings" are considered part of the outline, in the same way as joined diphthongs, and, unlike the unattached vowel signs, they should never be left out, except when using proximity for "con-".
Adding or omitting unattached vowels is a choice that is left to the writer. You should always include those vowels that you think will help you read the shorthand. If you always write in all the vowels, your speed will be severely hampered, and you should endeavour to omit all but the essential ones. When dictation slows right down or there is a breathing space, it is tempting to go back and put in all the vowels.
It is up to you how much to vocalise, and whether the extra time taken is working for or against you. If you think you might have to read back, having extra vowels in will reduce the stress. Putting them in at every opportunity is not a helpful habit if you wish to attain good shorthand speed — the two are incompatible. However, it is a good exercise to undertake periodically, so that you revise and consolidate your knowledge of them.
Position writing is dependent on knowing your vowels thoroughly and you should not leave them out because you do not know what they are or where they go.
You should make lists of such vocabularies in your line of work and decide where you need to consistently insert the vowels. Single outlines that have little or no context, such as headings or lists.
Proper names i. Context does not help with proper names. Such outlines should also be as full as possible and not make use of short forms. Clashing or very similar pairs see Distinguishing Outlines page. If the outlines are the same, you can generally omit the vowel in the common one and always put the vowel in the less common one, thus reducing your overall writing.
Compile your own lists as you come across them, and let none escape, considering the damage or embarrassment they are capable of. In the heat of rapid dictation, you may have to create an outline in an instant.
You know it is not the dictionary outline, but you must write something. The vowels will help you read it back, but the offending outline should be looked up and drilled to prevent a recurrence — keep a notebook so that you can practise them. Each pen lift approximates to writing a stroke, so avoiding a pen lift by phrasing saves time. Phrasing is generally for sets of words that are frequently found together, or is used to mirror the way words are naturally grouped in normal speech: Dear-Sirs Thank-you for-your-letter that-we-have- re ceived yest erday ev en ing yours-si n cerely Tick "the" is always joined and therefore it always makes a mini-phrase.
Phrasing is an extremely useful tool, with endless possibilities for time saving and many of its own abbreviation methods. The ink line forming the phrase was called a "phraseogram" in the early days of shorthand, out of a desire to give every new concept its own terminology, allowing the systems to be described and taught with exactitude.
It is normal nowadays to just use the word "outline" to cover any shorthand ink line, and "phrase" covers either the outline or the set of words being represented by it. They are also necessary to insure the system against the inevitable distortion of handwritten outlines versus the drawn perfection on the textbook pages.
The system is geared to having the best possible outlines for high-speed writing and reliability. Producing the minimum number of rules or the slimmest possible textbook is not a priority in New Era. Incorporate any abbreviating devices available and suitable. Insert the vowel signs. If the resultant outline violates "facility, legibility, lineality" then decide on a better outline.
Some outlines depart from the normal rules because of the extreme convenience and brevity gained. The rules are really just a way of describing how the outline choices were made, thus helping the student understand what is going on. Understanding requires intelligence but no great effort and is infinitely better than memorising, which is inefficient, painful and discouraging.
As long as the initial understanding is followed by lots of writing practice, memorising is totally unnecessary and redundant. Seeing a page thick with rules can be very daunting, but if you learn the example outlines thoroughly, they themselves will speak volumes to you and in far less time and space than the lengthy chapter they were presented in. They enable you to spot a bad combination simply by instant mental comparison with known good outlines.
Every shorthand writer does this when correcting a dubious outline that has been dashed off. If you have an understanding of why the choices of outline were originally made, you will be better informed to make your own choices when you need to decide on the outline for a new word without recourse to a dictionary — either it is not in there, or you do not have access to the book.
Until the publishers see fit to reprint Pitman's Shorthand dictionaries and bring them up to date, being able to do this is becoming ever more important for shorthand writers. You do not need to know all the niceties of the theory when first learning, but the more you know, the better you will be able to write new words, either ones not in the dictionary or when no dictionary is available. To aspiring high-speeders they are a never-ending toolbox for further creative abbreviation.
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