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Object Pronouns. Traduction. Moi, me, m' Toi, te, t' Lui, le, l' Elle, lui, la, l' Elle, lui, le, la, l', cela, ça
- Henry Hubbard
- 2 years ago
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1 59 Pronouns Les object pronouns sont des pronoms toujours placés en complément, c'est-à-dire après le verbe. pronouns Traduction Exemples I Me Moi, me, m' They played with me. She called me. You gave it to me. You You Toi, te, t' I like to play with you. She called you. I gave it to you. He Him Lui, le, l' She goes out with him. Do you meet him on Friday? She Her Elle, lui, la, l' They know her very well. Give her a chance. Follow her! It It Elle, lui, le, la, l', cela, ça I'll bring it home. Take it now. They knew it. We Us Nous She told us. They will come with us. You You Vous I like you. I'll go with you. They Them Eux, elles, les, leur I told them. We know them. She'll go with them. Toujours complément (après le verbe) Toujours sujet (avant le verbe)
2 A. Fill in the blanks with an appropriate personal pronoun or object pronoun I* walked with her*. 2. You* called me*. 3. She* will play computer with him*. 4. He/she talks to me* every day. 5. They* sent us* a letter. 6. I came to Montreal with them*. 7. We* watched T.V. with him*. 8. He* waited for us two hours. 9. They* gave it to me. 10. He/She eats with me every night. *Answers may vary B. Translate these sentences into English. 1. Je l'ai vu. I saw it/him/her. 2. Elles étudient toujours avec nous. They always study with us. 3. Il vous a parlé. He talked to you. 4. Nous avons joué avec eux tout l'après-midi. We played with them all the afternoon. 5. Vous irez au cinéma avec elle. You'll go to cinema with h.er 6. Elle m'a appelé. She called me. 7. Ils sont venus avec nous à Montréal. They came to Montréal with us. 8. Tu ne mangeras pas avec eux. You won't eat with them. 9. Nous travaillons avec elle. We work with her. 10. Je n'ai pas chanté pour toi. I didn't sing for you.
3 61 Simple Conditional Modes Simple Progressive Perfect Perfect Progressive Tenses Present Past Future Conditional Present Past Future Conditional Present Past Future Conditional Present Past Future Conditional Utilisation du simple conditional Le Simple conditional exprime: a) Un fait imaginaire. Ex: I would recognize her anywhere. She would like to be an engineer. b) Une improbabilité avec si (if). Une partie de la phrase est au simple past. Ex: If I had money, I would buy a sport car. If I told you the truth would you be angry? If I were you, I wouldn't do that. Dans ces exemples, la partie au passé se traduit logiquement par l'imparfait comme dans toutes les phrases utilisant le conditionnel: Nous avons vu qu'à la 1 re et 3 e personne du singulier le verbe "to be" au passé s'écrivait: Was. Par contre, lorsque que le verbe être est précédé de "if" il peut se conjuguer comme "were" à toutes les personnes. c) Une façon polie de demander, d'offrir ou d'exprimer ce que l'on veut. Ex: I would like to have some information please. Would you like a cup of tea? Would you please wait in line? N.B. Le simple conditional se traduit en français par le conditionnel présent. Ex: Je me baignerais si j'avais mon maillot de bain.
4 62 Subject Would Verb (infinitive) Contraction Affirmations I You He She It We You They I'd You'd He'd She'd - We'd You'd They'd would like be go to be an actor. present to Montreal. Subject Would Not Verb (infinitive) Negations I You He They would Contraction wouldn't not like be go to be an actor. present to Montreal. Auxiliary Subject Verb (infinitive) Yes/no questions Would you he like be to be an actor? present? they go to Montreal? Question word Auxiliary Subject Verb (infinitive) Information questions Where would you like to go?
5 63 A. Conjugate the verbs in the simple conditional using the subject in brackets. 1. To sing (she) would sing 2. To obtain (they) would obtain 3. To fire (I) would fire 4. To reject (you) would reject 5. To abandon (he) would abandon 6. To show (they) would show 7. To express (I) would express 8. To disappear (we) would disappear 9. To swallow (it) would swallow 10. To hurt (you) would hurt 11. To vanish (he) would vanish 12. To feed (we) would feed 13. To grow (they) would grow 14. To blow (She) would blow 15. To capture (we) would capture 16. To swim (it) would swim 17. To travel (you) would travel 18. To water (she) would water 19. To care (you) would care 20. To whistle (I) would B. Conjugate the verbs in the simple conditional.
6 64 1. They (to go, negation) wouldn't go to Florida without Michael. 2. Would you (to take) take the plane? 3. She (to have) would have good marks if she studied more. 4. Would you please (to leave) alone me alone? 5. The wall (to look) would look better in white. 6. Would your sister (to come) comme to the party? 7. I (to be) Would be happy to meet you. 8. William (to like, negation) wouldn't like this movie. 9. Would you (to go) go to the grocery store for me? 10. If we had more money, we (to go) would go shopping. 11. I (to go, negation) wouldn't go without you. 12. I (to do) would do the laundry, if I had time. 13. Would she (to help) help you, if she knew the answer? 14. If they ran, they (to feel) would feel better. 15. Would you (to be) be happy? 16. It (to be) would be important. 17. If I could sing, I (to sing) would sing. 18. I (to like) would like to see you. 19. They (to sleep, negation) wouldn't sleep in a car. 20. If she were happy, we (to know) would know it.
7 65 C. Translate the following sentences into French or English. 1. Je pleurerais. I would cry. 2. Dormirait-elle? Would she cry? 3. Would you sleep? Dormirais-tu?/Dormiriez-vous? 4. She'd run. Elle courrait. 5. Would you watch me? Me regarderais-tu?/est-ce que vous me regarderiez? 6. Tu ne mangerais pas. You wouldn't eat. 7. Nous l'attraperions. We would catch it. 8. You would not cry. Tu ne pleurerais pas./vous ne pleureriez pas. 9. Would you throw it? Le/la lancerais-tu?/lanceriez-vous? 10. Est-ce qu'elles pleureraient? Would they cry? 11. Would he run? Courrait-il? 12. Il ne l'attraperait pas (le chien). It wouldn't catch it. 13. I would throw it. Je la/le lancerais. 14. Est-ce qu'elle la lancerait? Would she throw it? 15. Would you cry? Est-ce que tu pleurerais?/vous pleureriez? 16. Elle ne dormirait pas. She wouldn't sleep. 17. We would drive. Nous conduirions. 18. Dormirait-il? Would he sleep? 19. Would he sleep? Dormirait-il?/Est-ce qu'il dormirait? 20. Elle ne volerait pas. She wouldn't steal.
8 Je ne conduirais pas. I wouldn't drive. 22. J'aurais 13 ans. I would be 13 years old. 23. Dormiriez-vous? Would you sleep? 24. We wouldn't go to cinema. Nous n'irions pas au cinéma. 25. It would not bite. Il ne mordrait pas. 26. J'aimerais avoir une bicyclette. I would like to have a bike. 27. Would you have lunch with us? Mangerais-tu/Mangeriez-vous avec nous? 28. Nous n'achèterions pas ce livre. We wouldn't by this book. 29. Si tu m'aidais, je finirais plus tôt. If you helped me, I would finish earlier. 30. He said he'd wash the car. Il a dit qu'il laverait la voiture. 31. Nous n'aimerions pas être en prison. We wouldn't like to be in jail. 32. She wouldn't lend her dress. Elle ne passerair pas sa robe. 33. Préféreriez-vous apprendre l'espagnol? Would you prefer to learn Spanish? 34. He would eat if it were possible. Il mangerait si c'était possible. 35. Tu ne ferais pas ça! You wouldn't do that! 36. Elles n'iraient pas à l'école. They wouldn't go to school. 37. They wouldn't sleep well. Ils/Elles ne dormiraient pas bien. 38. Nous chanterions partout. We'd sing everywhere. 39. Would you leave me please? Me laisserais-tu/laisseriez-vous? 40. Je serais content de partir. I'd be happy to leave.
9 67 There would be There would be est la formule utilisée pour exprimer il y aurait. There Verb to be (conditional) Affirmations There would be a book on the table. two books on the table. Negations Questions There Verb to be (conditional) No There would be no no Would There Verb to be Would there be no book on the table. books on the table. a book on the table? books on the table? A. Use the correct form of there would be. 1. Would there be someone at the door if you were absent? 2. There would be many policemen in our city if we were 100 people. 3. Would there be flowers on the table if it wasn't Mother's Day? 4. There would be many mistakes in your text if you had not studied. 5. There would be two million people around you if you were a star.
10 68 B. This is the house you would build if you had money. Describe this picture using there would be. Use negations too. 1. There would be 2 trees. 2. There would be a door Answers will vary C. Translate these sentences into French or English. 1. Y aurait-il un cd que tu aimerais avoir? Would there a cd you'd like to have? 2. There would be 35 students in my group if I were in secondary 2. Il y aurait 35 élèves dans ma classe si j'étais en secondaire There would be a pool in my backyard if I had enough money. Il y aurait une piscine dans ma cour si j'avais assez d'argent. 4. Il n'y aurait pas d'école si c'était samedi. There would be no school if it was/were Saturday. 5. There would be no animals at the zoo if it were winter. Il n'y aurait pas d'animaux au zoo si c'était l'hiver.
11 69 Possessive Adjectives/Form Traduction et utilisation Exemples My Your His Her Its Our Your Mon, ma, mes Ton, ta, tes Son, sa, ses Propriétaire masculin Son, sa, ses Propriétaire féminin Son, sa, ses (Propriétaire impersonnel) Notre, nos Votre, vos My car is blue. I brought my keys. Is it your pencil? She gave me your letter. I want to play with your video games. This is his shoes. His car is red? Her favorite flowers are roses. She saw her friend. My cat always plays with its tail. Its bone is white. The car is pink.. Its colour is ugly. We went to cinema with our car. Our friends are in secondary 1. I like your video games. Your children are very nice. Their Leur, leurs Their dog is black. They never go out without their friends. Possessive form ('s) La forme possessive ('s) peut aussi être utilisée pour indiquer la possession. On ajoute 's au possesseur. Le possesseur peut seulement être une personne, un animal, une ville ou un pays. Lorsque le possesseur se termine avec s, on ajoute ' Brian's marks are good. The marks of Brian are good. His marks are good. My mother's name is Louise. Gribouille's kittens are beautiful. Montreal's hockey team is great. The Jones' children are very nice. Charles' car is blue.
12 70 A. Complete the following sentences with an appropriate possessive adjective or with the possessive form. 1. Nadia 's pencil is beautiful. Her pencil is blue. 2. My dog 's tail is furry. Its tail is very long too. 3. The children of Mr Stewart are nice. His children are 5 and 7 years old. 4. My mother is 45 years old. My dad married her when she was His parents ' house is very big. Their house is very old too. 6. Our teacher is nice. We like him very much. 7. Her marks are great because she studies a lot. 8. Rick 's video games are new. His games are really fun. 9. Your t-shirts are all dirty! I told you not to go there! 10. Bruno and Christian 's friends are nice. Their friends are in sec 2. B. Translate these sentences into French or English. Use the possessive form when possible. 1. Leur maison est blanche, noire et rouge. Their house is white, black and red. 2. Les chats de Diana sont charmants. Diana's cats are charming. 3. My dog finds its toys amusing. Mon chien trouve ses jouets amusants. 4. Nos fleurs seront très belles cette année. Our flowers are very beautiful this year. 5. Her parents are very proud of her. Ses parents sont très fiers d'elle. 6. Mon sac était vide. My bag was empty. 7. Your parents are nice. Tes parents sont gentils. 8. Ses parents seront absents la semaine prochaine. His/Her parents will be absent next week. 9. Les enfants de Kent sont très énervés aujourd'hui. Kent's children are very excited today. 10. Vos enfants étaient très énervés hier. Our kids were very excited yesterday.
13 71 Possessive Pronouns Mine Traduction et utilisation Le mien, la mienne, les miens, les miennes Exemples Do not drink this milk, it is mine. Those shoes are mine. Yours Le tien, la tienne, les tiens, les tiennes I gave you my watch, now it's yours. His Hers Le sien, la sienne, les siens, les siennes (propriétaire masculin) Le sien, la sienne, les siens, les siennes (propriétaire féminin) He bought my bicycle, now it is his. These keys are his. Your house is big, but hers is even bigger. Our room is smaller than hers. Its Ours Le sien, la sienne, les siens, les siennes (propriétaire impersonnel) Le nôtre, la nôtre, les nôtres This bone is its. The dog took my shoe, now it's its. We bought their house. Now, it is ours. His dog is more intelligent than ours. Yours Le vôtre, la vôtre, les vôtres My car is less expensive than yours. I don't share my pencils. Take yours! Theirs Le leur, la leur, les leurs We have beautiful utensils but theirs are greater. Pronouns Possessive Adjectives Possessive Pronouns I You He She It We You They Me My Mine You Your Yours Him His His Her Her Hers It Its Its Us Our Ours You Your Yours Them Their Theirs
14 72 A. Complete these sentences with a personal pronoun, an object pronoun, a possessive pronoun or a possessive adjective. 1. I have an eraser. It's my eraser. So, it is mine. 2. They have a new house. It's their house. So it's theirs. 3. He gave me* five tennis balls. They're his tennis balls. So, they're his. 4. She has a baby. It's her baby. So, it's hers. 5. We have farm animals. They're our animals. So, they're ours. 6. I have a car. It's my car. So, it's mine. 7. You lent him* a bicycle. It's your bicycle. So, it's yours. 8. I have a tape recorder. It's my tape. So, it's mine. 9. We have a computer. It's our computer. So, it's ours. 10. I have two cats. They are my cats. So, they're mine. 11. He has a desk. It's his desk. So, it's his. 12. She has a motorcycle. It's her motorcycle. So, it's hers. 13. They told us* it was their car. So, It is theirs. 14. Andrew took my coat. She told him it was mine. * Answers may vary 15. We lend our car. But, it's still ours. 16. I have two books. They are my books. So, they're mine. 17. My dog has a bone. It's its bone. So, it's its. 18. He has a car. It's his car. So, it's his. 19. I told them* it was my book. So, It is mine. 20. Brian took my bike. I told him it was mine.
15 73 Comparatives Les comparatives sont utilisés pour comparer 2 choses entre elles. Subject Adjective + er Than Adjectifs de 2 syllabes et - Simon is Sylvie is taller prettier than than Bruno. Josée. Adjectifs de 3 syllabes et + Adj finissant par ful Subject More + Adj Than English is more interesting than Dictionaries are more useful than French. video games. Superlatives Les superlatives sont utilisés pour comparer une chose à plusieurs. Subject The Adjective + est object Adjectifs de 2 syllabes et - John is Jupiter is the the tallest biggest boy of the class. planet. Adjectifs de 3 syllabes et + Adj finissant par ful Subject The Most + Adj Vanessa is the most beautiful Computers are the most useful girl of the group. house items. Exceptions: Adjective Comparative Superlative Good Better than The best Bad worse than The worst
16 74 A. Complete the following sentences using the adjective in brackets. 1. The CN Tower is the (high) highest tower in the world. 2. The Olympic Tower is (low) lower than the CN tower. 3. My parents are (old) older than me. 4. I am the (intelligent) most intelligent person in the world. 5. The Confederation Bridge is the (long) longest bridge in the world. 6. English is (important) more important than French. 7. BMW's go (fast) faster than Ladas. 8. Eric Lindros is one of the (good) best hockey players. 9. Wayne Gretzky was a (good) better hockey player than Eric Lindros is. 10. During summer, days last (long) longer than nights. 11. Canada is the second (big) biggest country in the world. 12. Snow melts (fast) faster than ice. 13. That is what I like the (good) best. 14. Rabbits run (fast) faster than turtles. 15. I am (intelligent) more intelligent than you are! 16. December 21 st is the (short) shortest day of the year. 17. Right now, boy groups are (popular) more popular than girl groups. 18. The sun is the (bright) brightest object of the sky. 19. Planes are the (good) best transportation means. 20. My English teacher is the (good) best English teacher in the world.
17 75 Review of Simple Mode Auxiliaires Present Past Future Do/does Am/is/are Did Was/were Will Conditional Would Affirmations I work You work He works She works It goes We go You go They go I worked You worked He worked She worked It went We went You went They went I'll work You'll work He'll no work She'll work It will go We will go You will go They will go I'd work You'd work He'd work She'd work It would go We would go You would go They would go Négations I don't go You don't go He doesn't go She doesn't go It doesn't go We don't go You don't go They don't go I didn't go You didn't go He didn't go She didn't go It didn't go We didn't go You didn't go They didn't go I won't go You won't go He won't go She won't go It won't go We won't go You won't go They won't go I wouldn't go You wouldn't go He wouldn't go She wouldn't go It wouldn't go We wouldn't go You wouldn't go They wouldn't go Questions Do I go? Do you go? Does he go? Does she go? Does it go? Do we go? Do you go? Do they go? Did I go? Did you go? Did he go? Did she go? Did it go? Did we go? Did you go? Did they go? Will I go? Will you go? Will he go? Will she go? Will it go? Will we go? Will you go? Will they go? Would I go? Would you go? Would he go? Would she go? Would it go? Would we go? Would you go? Would they go? Utilisation -Situation permanente -Fait habituel ou répétitif -Action rapide -Futur planifié -État d'esprit -Vérité -Sens, émotions - Action terminée -Décision sur le vif -Prédiction -Probabilité (if) -Certitude (To be going to) -Fait imaginaire -Improbabilité (if) -Politesse
18 76 A. Conjugate the following sentences. 1. I (to drive) will drive you to the camp tomorrow. 2. She (to be) would be a star if she had more talent. 3. We (to eat) ate seafood last night at the restaurant. 4. Usually, people (to eat) eat three meals a day. 5. If you (not to brush) don't brush your teeth, you (to have) will have cavities. 6. The Earth (to rotate) rotates around the sun. 7. My dog (to bite) bit the mailman last week. 8. It (to be) will be sunny tomorrow with scattered showers. 9. When I was young, I (to travel) travelled to many places. 10. If my grand-mother was younger, she (to go) would go back to school. 11. The race (to start) will start tomorrow at 8: Mary (not to like) doesn't like hockey, she (to prefer) prefers baseball. 13. Your mother (to punish) would punish you if she knew the truth. 14. Andrew, wake up! you (to be) will be late for school. 15. I'm sure Joe (to prefer) would prefer/prefers the blue coat. 16. Where will you go tomorrow? (go) 17. Who did you see at the party yesterday? (see) 18. Was she present present at school today? (be) 19. What Would you do if you had a million dollars? (do) 20. When will he turn 18 years old? (turn)
What about me and you? We can also be objects, and here it gets really easy,
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subset: commoncrawl


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Diarna is working to digitally preserve the physical remnants of Jewish history throughout the region. We are in a race against time to capture site data and record place-based oral histories before even the memories of these communities are lost. Diarna pioneers the synthesis of digital mapping technology, traditional scholarship, and field research, as well as a trove of multimedia documentation. All of these combine to lend a virtual presence and guarantee untrammeled access to Jewish historical sites lest they be forgotten or erased.
Diarna's digital preservation of sites and memories may be the only way to ensure untrammeled access to endangered Jewish sites (schools, cemeteries, synagogues, shrines, and other structures) across the Middle East and North Africa.
There is, however, a limited amount of time to document as many as possible of the sites and memories that are still extant, decades after communities have completely disbanded or atrophied, structures have decayed or been destroyed, and political strife has stymied physical preservation efforts.
What remains is in danger of being irrevocably lost.
Our team members, inspired by the project's purpose, give generously of their time and talents, allowing for a most efficient operating budget.
The Slingshot Fund's evaluators, in recognizing us for the second time as amongst the 50 most innovative Jewish projects in North America (2011-2012), praised how Diarna returns "a huge impact for each dollar invested."
Whatever form your help may take, thank you, in advance, for your support.


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Amidst a three-hour outage faced by its online services like the App Store, Apple Music and the iTunes Store, Apple unveiled its latest quarterly results which, despite concerns, uncovered several new records that it achieved in the third quarter.
Here are some details of Apple's Q3 revelations compared to Q3 of last year in facts and figures:
112% Revenue increase in Greater China
85% Increase in iPhone sales in China and India
59% Increase in iPhone revenues over 2014
1.5m Apple Pay locations by end of 2015
$51bn Q4 revenue prediction
64% Revenue share from international sales
The last quarter also saw the largest ever migration taking place from Android to iOS devices, encouraging Apple to open far more retail stores worldwide this year than they ever did. Apple will open 40 new retail stores in China alone.
It's party time for Apple's shareholders as well. Following Q3 results, they are set to receive $13bn in return from Apple in terms of their share in overall revenues.
However, Apple was largely silent when it came to revenues and profits from Apple Watch sales. 9to5Mac believes Apple generated over $1.4bn in revenues from sales of over 3 million units in Q3. It quoted Tim Coook to reveal that Apple Watch sales exceeded Apple's own estimates and it sold better in its initial days than the original iPhone or iPad did.
With iPad sales falling consistently despite the launch of the best-ever iPads in recent months, Apple will need to devise a new strategy to keep iPad business afloat in the coming years.


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EaseUS Todo Backup Workstation is a handy and reliable application designed to help users recover their files quickly and backup their partitions. As long as you have corresponding image file created by EaseUS Todo Backup, all these problems will be easily solved, saving your hours of hard work to reinstall computer and getting system running again in no time.
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Backs up email in Outlook in a safe way.
One click to backup files under Windows 7 Libraries.
Back up files to tape and restore to specified location.
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Add Network-attached Storage (NAS) as destination.
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Directly recover individual files from disk/partition backup image.
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Champions League T20 2012 (CL T20 2012) live match cricket score online updates results about every game here with match start here stay connect to enjoy CLT20 2012 live score ball by ball cricket score card live commentary online.Champions League T20 Schedule cricket Tournament will start on Oct 9, 2012 in South Africa. The last match of the tournament will be held on Oct 28, 2012.Four teams from the Indian Premier League 2012 Mumbai Indians, Kolkata Knight Riders, Chennai Super Kings and Delhi Daredevils will play the fourth edition of the Champions League T20 in South Africa.The CLT20, the most lucrative club-cricket tournament in the world, is now in its fourth year, and it will be the second time that it is held in South Africa.
Mostly players are perform well in their home pitches but that time to prove their self in international event matches.fans expected a real action time in cricket game after watch T20 world cup 2012 and IPL 5 2012 this time to watch live action again on TV Computers Laptops Iphone and mobile to see favorite players extra ordinary shots moments.get ready for some special coverage of CL T20 2012 live score and actions from this page.
Apart from finalizing the host venues, the governing council has also confirmed the teams.The teams which have made it to the tournament are Kolkata Knight Riders, Chennai Super Kings, Delhi Daredevils, defending champions Mumbai Indians (from India), Auckland Aces (New Zealand), Trinidad & Tobago (West Indies), Sydney Sixers, Perth Scorchers (Australia) Titans, Highveld Lions (South Africa).
Winners will go home with a prize money of $2.5 million, the highest in the history of club cricket tournament. The total prize money of the tournament is $6 million.
Johannesburg and Cape Town were among the four venues finalised for the fourth edition of the Champions League Twenty20 tournament, which will be held from October 9 to 28.Eight top teams from India, Australia and South Africa have directly qualified to play in the league. Top T20 teams from New Zealand, England, Pakistan and West Indies will have to battle it out in the Qualifiers from where only two teams will go trough.
Chennai super Kings and Mumbai Indians have won the previous two editions of the tournament.
Pakistan will be represented for the first time ever by Sialkot Stallions.The six teams to play in the qualifying stage are Sialkot Stallions, Auckland Aces, Trinidad and Tobago and one team from Sri Lanka and two from England.
Champions League T20 2012 Live Score
CL T20 Live Match Score 2012
09 October to 28 Oct 2012
Venue: South Africa
CLT20 live score 2012 online updates here with match start times just stay connected.
Watch Champions league T20 2012 live matches score online full cricket scorecard here with CLt20 2012 every match start on shortly time.we hope cricket fans must enjoy T20 Champions League 2012 tournament live matches results updates online for free.this year Champions league most watch able because new teams in full hope to take trophy and make some thing special to their fans for enjoyable.so don't miss any match live actions and results.


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The pleasant Eden Garden Apartments sit at the foot of the mountains that backdrop the resort in a quiet and relaxing area approximately one and a half miles from the beach and resort centre. Icmeler has a nice beach where days can be spent relaxing, taking boat trips around the bay or exploring Marmaris.
Distance from Airport:
70 miles - Dalaman
1 bedroom apartments sleep between 2 and 4 people
All have * bathroom/shower * WC * hairdryer * balcony/terrace * air conditioning payable locally * kitchenette * 2 cooking rings * fridge * kettle * toaster * (certain amenities may be payable locally)
Transfer time:
90 minutes
Location and Resort:
The 18 apartments sleep between 2 and 4 people and are just a short stroll from a selection of bars and a supermarket. The complex is surrounded by its own attractive gardens with plenty of places to sit, soak up the sun and relax. For even more shopping and nightlife choice, visit the nearby centre of Marmaris where after dark there are a good selection of restaurants, bars and discos.
Eating and Drinking:
The apartments have a poolside bar and a snack bar.
Swimming pools:
The apartments have a swimming pool with a section for children.
Right choice:
The Eden Garden Apartments are in a tranquil location and will appeal to couples and families looking for self contained family friendly accommodation in Turkey.
Suitable for:
Couples and Families


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Wooden Tape Measure With Artwork
The personalised mini tape measure is a quirky treat for all those DIY enthusiasts and sewing bees!
Our most popular phrase engraving is 'Daddy's little helper' or could easily be changed for Grandma to fit in her sewing box!
They are perfect for showing off favourite children's drawings or meaningful personalised art!
The ideal gift for Daddy, Mummy or special Grandparent, can be engraved with the option of one side or two...
The artwork can be created on the wood on it's own or you can add your words (up to 40 characters) to accompany your artwork.
Ordering Process:
Please select the options above and then click on "add to cart". Options with a red * are required in order to complete your order.
Please use the Artwork Upload" button to include your drawing when ordering. If you cannot do this online, you can send your artwork to us in the post or via email but please remember to include your order details if doing so.
We'll get to work on your order as soon as possible after receiving your artwork. See our delivery information for more details - if you do have a special deadline, please contact us after ordering.
Product Sizes:
Tape Measure : 45mm wide x 55mm length plus keyring fob
Please note the overall length of the actual measure is 99cms.


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Lorde Posts Acne Photo, Tells Fans It's Okay to Have Flaws
ProActiv, don't come knocking. Singer Lorde is fine with her blemishes. The 17-year old "Royals" singer kept it real on Twitter as she shared two photos: one showing her acne, and one seemingly photoshopped to make her skin look perfect. … More »


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The rivalry between Florida and Tennessee continues to be one of the Southeastern Conference's best. Saturday's contest has plenty on the line.
Both teams rank in the top 25 and the last two matchups have been decided by a total of two points.
Find out more about how the Volunteers stack up by getting the viewpoint out of Gainesville from FightinGators.com's Bob Redman.
InsideTennessee: How important is Antonio Callaway to the Florida offense? Sounds like he's a go for the Tennessee game.
Bob Redman: While Florida has vastly improved the receiver talent on the field from a year ago, Callaway is the biggest home run threat the Gators have at any position. Practices are closed and Jim McElwain says Callaway is still hobbling a bit, but I believe he is doing well and will be at or close to 100 percent for the game on Saturday.
IT: Does Florida feel disrespected by the media with Tennessee being tabbed in the preseason to win the SEC East with the Gators owning an 11-game winning streak between the two?
Redman: I think this is where most of the angst comes from the Gators with all the media and social media stuff we have seen in the summer and this week. The Gators beat Tennessee last year and won 10 games during the regular season. So yes, they have felt disrespected by the media for picking Tennessee. By the way, I was one of those that picked the Vols to win the East back at SEC Media Days.
IT: The numbers are impressive for Geoff Collins' defense. Seems like we ask this yearly, but where does the 2016 defense in Gainesville rank among the program's best ever?
Redman: To be honest, I thought they would take a step back this year, just a minor one. But, there are a couple of factors here that have led to them playing even better in my opinion. The first factor is linebacker Alex Anzalone. Antonio Morrison did a lot of great things for the Gators last year but his lateral movement was really limited because of a major knee injury. He was a major part of the issues against the Vols. Anzalone is playing like an all-conference player and it would be hard to argue against he and Jarrad Davis being the best linebacker duo in the country right now. I think the other one is along the same lines. Vernon Hargreaves played hurt a lot last year and a healthy Quincy Wilson and Jalen Tabor is better than a hurt Hargreaves and one of them. They have more depth than I have seen on the defensive line, yet maybe no superstars. It is a very talented, fast and ferocious defense.http://www.scout.com/college/tennessee/story/1709246-debord-ready-to-put...
IT: Who takes up the slack for Florida with guys like Demarcus Robinson and Kelvin Taylor gone on to the NFL? Who generates the "splash" plays?
Redman: The running game has improved even though Taylor accounted for 70 percent of the running back carries a year ago. Nobody worked harder than Taylor on the entire team, but the four guys that lead in carries this year are all more physically talented than Fred Taylor's son. I'm a big Kelvin fan so it is hard to say that about the kid. Two freshmen have picked up a lot of the slack for Demarcus Robinson's absence, but look for junior C.J. Worton to break out any time after finally healing from injury that kept him out of a lot of fall drills and the opener. Freshman Tyrie Cleveland will also make a big move, but has missed a lot of time with injury.
IT: What can Tennessee do to score on Florida? Seems like a dynamic combination of experience and talent on all three levels of its defense.
Redman: To me, the best unit on the field Saturday is going to be the Florida defense. I thought it would be the Tennessee offense before the season, but things have changed. The Vols were very crafty a year ago with double passes and jump passes and the like and a throw-back to Dobbs. The Gators are a big pursuit team and very aggressive, so I think they have to catch them that way. Collins will bring the linebackers a lot, so the Vols have a chance to work the short to mid level of the field if they gameplan right. There is also that question of, what will they do against a quality team like Tennessee, they certainly haven't seen one yet.null


text:
CCK Octapeptide, sulfated
Cat. No. 1166
Price and AvailabilityBy clicking submit you agree to accept a cookie from Tocris Bioscience. For details, please read our privacy and cookie policy.
Alternative Names: Cholecystokinin Octapeptide, sulfated, CCK-8
Biological ActivityEndogenous C-terminal octapeptide of CCK found in the central nervous system and gastrointestinal tract. Non-sulfated CCK Octapeptide (Cat. No. 1150) also available.
Technical DataM.Wt:
(Modifications: Tyr-2 = SO3H, Phe-8 = C-terminal amide)
The technical data provided above is for guidance only. For batch specific data refer to the Certificate of Analysis.
All Tocris products are intended for laboratory research use only.
Certificate of Analysis / Product Datasheet / Safety Datasheet
References are publications that support the products' biological activity.
Wank (1998) G-protein-coupled receptors in gastrointestinal physiology. I. CCK receptors: an exemplary family. Am.J.Physiol. 274 G607. PMID: 9575840.
Beinfel (1997) CCK biosynthesis and processing: recent progress and future challenges. Life Sci. 61 2359. PMID: 9399627.
Gaw et al (1995) Characterization of the receptors and mechanisms involved in the cardiovascular actions of sCCK-8 in the pithed rat. Br.J.Pharmacol. 115 660. PMID: 7582487.
Heinemann et al (1995) Mediation by CCKB receptors of the CCK-evoked hyperaemia in rat gastric mucosa. Br.J.Pharmacol. 116 2274. PMID: 8564259.
If you know of a relevant reference for CCK Octapeptide, sulfated please let us know.
Citations are publications that use Tocris products. Selected citations for CCK Octapeptide, sulfated include:
D'Agostino et al (2016) Appetite controlled by a cholecystokinin nucleus of the solitary tract to hypothalamus neurocircuit. Regul Pept 5. PMID: 26974347.
Reidelberger et al (2014) Role of capsaicin-sensitive peripheral sensory neurons in anorexic responses to intravenous infusions of cholecystokinin, peptide YY-(3-36), and glucagon-like peptide-1 in rats. Am J Physiol Endocrinol Metab 307 E619. PMID: 25117406.
Wu et al (2014) Role of cholecystokinin in anorexia induction following oral exposure to the 8-ketotrichothecenes deoxynivalenol, 15-acetyldeoxynivalenol, 3-acetyldeoxynivalenol, fusarenon X, and nivalenol. Toxicol Sci 138 278. PMID: 24385417.
Gamble et al (2013) Plasminogen activator inhibitor (PAI)-1 suppresses inhibition of gastric emptying by cholecystokinin (CCK) in mice. J Neuroendocrinol 185 41518. PMID: 23816469.
Caquineau et al (2010) Effects of cholecystokinin in the supraoptic nucleus and paraventricular nucleus are negatively modulated by leptin in 24-h fasted lean male rats. Autophagy 22 446. PMID: 20163516.
Do you know of a great paper that uses CCK Octapeptide, sulfated from Tocris? If so please let us know.show all ▼show less ▲
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Keywords: CCK Octapeptide, sulfated, supplier, C-terminal, octapeptide, CCK, Cholecystokinin, Non-Selective, Receptors, agonists, CCK-8, CCK8, Tocris Bioscience, Non-selective CCK Agonist products
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Forum indexFujifilm X System / SLR TalkChange forum
X-E1 two thumbs up...
Started May 31, 2013 | Discussions thread
The differences between cameras within the same class is not big. I am sure there are pros and cons, but you will enjoy the X-E1 controls. I especially like the compensation dial to be placed in the prominent place, and it turns out to be the most used.
Like any other camera, it is not perfect. I wish it has better flash system like Nikon, better panorama like Sony, better EVF then itself...
svx94's gear list:svx94's gear list
Nikon Coolpix 4500 Nikon D700 Fujifilm X-M1 Nikon AF-S Micro-Nikkor 105mm f/2.8G IF-ED VR Nikon PC-E Nikkor 24mm f/3.5D ED +9 more
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■ product: ceramic products
■ producer: Arita, Saga Prefecture
■ size: diameter 9.2 cmx height: 89 cm
With handle parts including widths up to 122 mm
■ gift box: private box
■ gift wrapping free service (paid packaging ¥ 80 and put Ribbon packaging + flower and will be wrapping up these cute)
■ sculpture: swap select characters from a specified design
◎ We realized that narrow the price to a minimum, reducing the work process allows you to change only the characters portion refine the design to offer at a lower price! Will be offered in most of our designer featured character and design. Not that characters such as changing designs were chosen from
Name Arita Mineros mug only
Arita pottery appeared in introducing the rose motif! Table I-cum and brightened me like a beautiful design is a push this year!
This product cannot be shipped to United States from the store.
Please contact the store for further information.


text:
Why Foreign Businesses Aren't Panicking–Yet–About Martial Law in Thailand
Thailand's slow creep toward something that may – or may not – be a move by the military to replace the country's government, is provoking a similarly wary response from the many foreign corporations there, as they scramble to figure out what's going on, and whether it'll be bad or good for business.
On Tuesday morning, the Thai military declared martial law and censored some media, moves it said were aimed at halting an increasingly violent tug of war between pro-government and opposition demonstrators that's already stretched for seven months and pummeled the economy.
Many foreign businesses said operations were largely unaffected, though experts said companies were rushing to put crisis-management teams on standby.


text:
Multi-Body Airfoil simulation problems
1 Attachment(s)
Hi Foamers,
I'm trying to simulate the flow around a 2D high lift configuration airfoil (slat - main - flap), Re=6x10^6, Ma=0.2, AoA = 12.2°, with simpleFoam, k-Omega SST turbulence. I tryied both high Re mesh type, so yPlusMin > 30, and Low Re mesh type, so yPlusMax < 1, as in OF 1.6 it's possible to switch off the wall-functions in SSt model.
My boundary condition are:
Far field:
U - inletOutlet
p - inletOutlet
k - turbulentIntensityKineticEnergyInlet
Omega - turbulentMixingLengthFrequencyInlet
Walls with yPlus > 30
U - fixedValue (0 0 0)
p - zeroGradient
k - kqRWallFunction
Omega - omegaWallFunction
Walls with yPlus < 1
U - fixedValue (0 0 0)
p - zeroGradient
k - fixedValue 0
Omega - omegaWallFunction
I used the standard best-practise to get the solution, so starting with upwind schemes at the beginning and then 2° order Gamma schemes, playing with the relaxation factors to make it converge, and I get a stable solution. My fvSchemes and fvSolution are attached.
The results are like this:
The cp values are completely incorrect, as the reference solution for this case has a negative peak of around -4 near the main, and a cp of about -2 / -2.5 on the main upper surface.
Does anyone have some idea to get better results? I'm struggling on it from weeks...
Have a nice day!
Dear Ivan,
I couldn't see the Cp plot so don't really know how far you are, still I couldn't find anything obviously wrong in your fvSchemes and fvSolution files.
If you agree, I would be interested in trying computing this case (I was looking for multi -airfoil test cases) and share with you the results if you could give me the geometry (best would be your own grid and the full OF case, but would be nice to have the airfoil coordinates so that I could optionally generate a new mesh as well).
To be fair, I would ask you a reference to the experimental results only after having done the computations..
Your pressure is ~3 times atmospheric...
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Greenville Center for Creative Arts
Summer ART Camp
Summer Art Camps at GCCA inspire creative learning for kids ages 5–8 and 9–12. Register by week for 8 weeks of art themed programming beginning the week of June 12.
Studio Artists
16 studio artists work in their studios on the second floor of GCCA. You can meet them on First Fridays from 6–9 pm and MAC Open Studios.
The GCCA gallery provides approximately 4,000 square feet of exhibition space and features the work of local, regional, and national artists from all disciplines in 6–8 shows per year.
The mission of Greenville Center for Creative Arts is to enrich the cultural fabric of our community through visual arts promotion, education and inspiration.
GCCA serves the visual arts needs for people of all ages, ethnic diversities, and economic circumstances in the Upstate through collaboration with our local communities. We provide classes, exhibitions, and opportunities to cultivate art appreciation while experiencing Greenville's growing art community.


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Childhood clumsiness and peer victimization: a case–control study of psychiatric patients
Poor motor and social skills as well as peer victimization are commonly reported in both ADHD and autism spectrum disorder. Positive relationships between poor motor and poor social skills, and between poor social skills and peer victimization, are well documented, but the relationship between poor motor skills and peer victimization has not been studied in psychiatric populations.
277 patients (133 males, 144 females), mean age 31 years, investigated for ADHD or autism spectrum disorder in adulthood and with normal intelligence, were interviewed about childhood peer victimization and examined for gross motor skills. The parents completed a comprehensive questionnaire on childhood problems, the Five to Fifteen. The Five to Fifteen is a validated questionnaire with 181 statements that covers various symptoms in childhood across eight different domains, one of them targeting motor skills. Regression models were used to evaluate the relationship between motor skills and the risk and duration of peer victimization, adjusted for sex and diagnosis.
Victims were described as more clumsy in childhood than their non-victimized counterparts. A significant independent association was found between reportedly poor childhood gross motor skills and peer victimization (adjusted odds ratio: 2.97 [95% confidence interval: 1.46-6.07],
Poor gross motor skills constitute a strong and independent risk factor for peer victimization in childhood, regardless of sex, childhood psychiatric care and diagnosis.
Peer victimization
Children with autism spectrum disorder (ASD) or attention-deficit hyperactivity disorder (ADHD) are at increased risk for being victimized by peers
Children with emotional, behavioral, and pervasive developmental disorders often exhibit gross motor problems
In healthy subjects, an association between poor motor skills and peer victimization has been reported. However, these studies were based on retrospective reports from individuals at low risk for peer victimization and motor problems (i.e., healthcare workers across Sweden
In the present study, psychiatric patients assessed for ASD or ADHD, disorders known to have a high prevalence of both motor and social skill problems in addition to peer victimization, were examined to explore the relationships between these factors. We hypothesized that there would be a positive association between peer victimization and poor motor skills, independent of psychiatric diagnosis and established risk factors for peer victimization.
All participants in this study were consecutive admissions referred to a specialized ASD and ADHD outpatient psychiatric clinic for diagnosing and treating adult ADHD or ASD at St. Göran Hospital, Stockholm, Sweden. Almost all of the patients were tertiary referrals from licensed psychiatrists or psychologists and almost half of the patients had received psychiatric care in childhood. No exclusion criteria were used but patients with obvious alcohol or drug dependence were referred elsewhere. Various treatment programs, including cognitive-behavioral therapy, support groups, medication, and courses about ADHD and ASD were provided to patients and their family members at the unit. A semi-structured protocol, including questions on civil status, educational level, employment status, current medication, psychiatric care in childhood and adulthood, and peer victimization, was utilized in the assessment of the patients. In 277 patients (133 males and 144 females, age range 18–57 years), information about peer victimization was available. In a subset of 235 individuals, a questionnaire on childhood symptoms was completed by a parent, and a motor function examination was performed in 206 patients (Figure
Figure 1
Flow chart of participants in the study
Flow chart of participants in the study.
Neurodevelopmental assessment
All of the patients were assessed with a standardized research protocol to collect data on various aspects of adults with neurodevelopmental disorders. This included a diagnostic interview completed by a board-certified psychiatrist and psychologist. The assessment procedure took 12–18 h to complete over a period of 2–3 weeks. A parent, or in a few cases a significant other, was interviewed in person about early signs of ASD and ADHD based on the instrument Five to Fifteen (FTF)
Assessment of peer victimization
Peer victimization was assessed using a specific question: "Have you ever been bullied?" If the answer was "Yes," then the patient was asked whether the peer victimization was regarded as "a little" (i.e., notable to the patient but not necessarily known all over school) or "a lot" (i.e., clearly notable to people around) and during which time span it occurred (i.e., in nursery school, primary school [7–9 years old, 10–12 years old, 13–15 years old], or upper secondary school [16–19 years old]).
Neuromotor examination
The psychiatrist conducted a physical examination that included motor function prior to determining the diagnosis of the patient. Gross motor coordination was observed during hopping with alternating vertical jumps and swinging the arms forward on the contralateral side. This was scored as "normal" (= 0; i.e., no difficulty accomplishing the task), "slightly abnormal" (= 1; i.e., difficulty coordinating the arms and legs), or "clearly abnormal" (= 2; i.e., great difficulty and only able to do at most three dis-coordinated hops). A score of 1 or 2 on this test was defined as "abnormal."
Diagnose specific assessments
A number of assessments were used for assisting in the diagnostic procedures for ASD and ADHD. The Autism Spectrum Screening Questionnaire (ASSQ), a 27-items screening tool for detecting high functioning children with ASD, was completed by a parent
In addition, general functioning was assessed using the Global Assessment of Functioning (GAF) ranging from 0 to 100
The diagnosis of ADHD or ASD was made after a consensus was reached between psychiatrist and psychologist according to the criteria of the
Data from this cohort on the outcome of central stimulant treatment in ADHD patients
Statistical analysis
The peer victimized group consisted of all participants who reported having been bullied in nursery school or school, regardless of severity and duration of the peer victimization. Dichotomous variables were analyzed using the Pearson
A bivariate logistic regression analysis, with peer victimization as the dependent variable, was used to screen the subdomains of the FTF (Table
Peer victimization rates
Of the total sample, 64% (68% of the males and 60% of the females) reported that peers had victimized them in childhood. Most afflicted were individuals diagnosed with ASD, 83% of whom had been victimized. This rate was markedly higher than the rate among those with ADHD (53%) or those with other psychiatric diagnoses (57%). Of those who were victimized at any time period, 69% were also victimized during at least one additional period, confirming the repetitiveness of the experience.
In our sample, education, civil status, employment status, GAF, Body Mass Index in adulthood, Intelligence Quotient, current depressive symptoms, antidepressant treatment, and history of childhood psychiatric care did not differ between the victims and non-victims groups. However, those with a history of being victimized were lonelier compared with the non-victimized group (Table
Risk for peer victimization in relation to childhood neuropsychiatric symptoms
In 235 participants, information on childhood symptoms was retrospectively obtained from a parent. Sixty-eight patients were reported to not have had any gross motor skill problems in childhood, whereas in 167 patients clumsiness was reported. Seventy per cent of the individuals with reportedly poor gross motor skills had been victimized by peers compared with 47% of those with normal motor skills in childhood, corresponding to an unadjusted odds ratio of 2.63 (95% confidence interval: 1.47-4.70). Girls who were reported to have poor motor skills had the highest risk for being victimized by peers at 10–12 years of age compared with a peak risk at 13–15 years of age for boys with poor motor skills (data not shown). Peer victimization at the different age spans is presented in Figure
Figure 2
Peer victimization among 235 psychiatric patients during consecutive time periods in childhood separated by gross motor skills, according to retrospective reports by parents
Peer victimization among 235 psychiatric patients during consecutive time periods in childhood, separated by gross motor skills according to retrospective reports by parents. *
Impaired visual perception was similarly associated with an increased risk for peer victimization (unadjusted odds ratio 2.00, 95% confidence interval: 1.10-3.63); however, none of the other domains of the FTF was associated with an increased odds ratio for peer victimization in the bivariate regression. In this particular cohort, externalizing and attention problems reported on the FTF, suggesting ADHD, seemingly decreased the risk of being victimized. In Table
In an ordinal logistic regression model, with the number of time spans of peer victimization as the dependent variable, poor gross motor skills in childhood remained an independent risk factor when sex, diagnosis (i.e., ADHD, ASD, and other), and sex × diagnosis interactions (which turned out non-significant) were introduced in the model. The association between poor gross motor skills in childhood and number of peer victimization periods had an odds ratio of 1.78 (95% confidence interval: 1.13-2.79;
Correlations between motor problems, visual perception and other childhood symptoms, as measured with the Five to Fifteen
Strong correlations were found between gross motor skills in childhood and body perception (
Gross motor dysfunction in relation to peer victimization and diagnosis
Of those with impaired gross motor function (i.e., poor vertical jump performance), 75% had been victimized by peers in childhood compared with 59% of those with normal performance (
A larger proportion of patients with ASD performed poorly on vertical jumps compared with those with ADHD or other diagnoses (
Figure 3
Association between diagnostic group, gross motor skills and per cent peer victimization
Association between diagnostic group, gross motor skills and per cent peer victimization. *
In this study, we showed that childhood motor clumsiness, reported by parents, and poor performance in a simple motor test, assessed in adulthood, are strongly associated with childhood peer victimization, as reported by adult psychiatric patients. This association remained when diagnosis was controlled for. The present study extends previous findings to psychiatric patients at substantial risk for social and motor skills problems and peer victimization. Additionally, the clumsiness retrospectively reported by the parents was often observable in adulthood as poor vertical jump performance, suggesting deviant cerebellar development. Moreover, impaired visual perception, but none of the other domains of the FTF, was similarly associated with increased odds for peer victimization. A strong link between motor and visuospatial deficits exists both in the general population and in clumsy children
Cerebellar dysfunction in neurodevelopmental disorders
Motor deficits in children with ADHD and ASD are well documented
Although motor abnormalities are common in ADHD and ASD and pivotal for the diagnosis of developmental coordination disorder, the underlying neurophysiologic impairments and type and persistence of motor problems appear to vary between the diagnostic groups and subgroups. Research in adults with ASD suggests a combination of cerebellar and basal ganglia deficits
In this study, the parents reported poor social skills in the majority of the cases (victims and non-victims), consistent with the social deficits related to ASD and to some extent to ADHD. However, poor gross motor skills in childhood but not poor social skills predicted peer victimization in the present study. Because poor social skills are frequent in both ADHD and ASD
Another possible explanation for our findings could be the close association between poor motor skills and visual perceptual dysfunction. Visual perceptual dysfunction has been shown to be associated with the number of co-occurring disorders in children with developmental coordination disorder
Associated risk factors
None of the established factors previously shown to be associated with peer victimization (e.g., education level, civil status, employment, general functioning, overweight, intelligence, reported social skills, internalization, depression, and antidepressant treatment) were implicated in this study. Notably, however, childhood Body Mass Index data were not obtained. By studying a sample at high risk for peer victimization, risk factors beyond the expected may be revealed, such as poor gross motor skills. Hence, our lack of findings about the established risk factors cannot be generalized to normally developing children.
Clinical implications
Psychiatric patients are often targets of peer victimization in childhood. Bullying amongst normally developing children peaks in the pre teens, but children with both poor gross motor skills and psychiatric problems have often been bullied for a prolonged period of time. Prolonged peer rejection tends to result in poor self-esteem and may decrease the ability to appeal to others. In adult psychiatric patients a history of poor gross motor skills and peer victimization in childhood may indicate a severe and pervasive neuropsychiatric disorder with social skills deficits. In such cases the clinician should be aware that a range of support and treatments often are indicated.
Simple assessments of motor skills in pre school children should be helpful for identifying children at risk. Furthermore, the possibility should be explored whether early intervention programs using specialized physical education adapted for 'clumsy' children (e.g.
Study limitations
The patient group studied here may be perceived as marginal; on the other hand ADHD is not by any means a rare disorder in adults. ADHD has a chronic course in approximately 4% of the adult population
Nevertheless, this study has several limitations, partially due to lack of relevant instruments and the naturalistic setting. First, our retrospective use of FTF could interfere with the results, as the FTF was designed to be filled out by parents, when evaluating their children. Consequently, since parents may forget earlier signs of problematic behavior, false-negative responses may constitute a problem. However, false positive results seem less likely. In our experience, the parents recalled signs of atypical development remarkably well and our results are consistent with a previous report on children with ASD and ADHD that used the FTF
Some children are persistently victimized during childhood, which is associated with poor mental health. Risk factors for peer victimization need to be identified to protect the most vulnerable children from feeling rejected, offended, and increasingly marginalized. In this study, poor gross motor skills in childhood predicted peer victimization among psychiatric patients assessed for ADHD or ASD in adulthood. We propose that poor motor functioning constitutes an independent and strong risk factor for peer victimization. Conceivably, subclinical cerebellar dysfunctions are perceived by others at a subliminal level. Subtle dys-coordinated behaviors may then give the impression of "awkwardness" and not fitting in, leading to peer rejection.
These findings may be useful for developing methods to protect and empower vulnerable children, which is a challenge for future research emphasizing the need for longitudinal intervention studies.
Five to Fifteen (FTF)
Difficulty acquiring new motor skills
Difficulty throwing and catching a ball
Difficulty running fast and smoothly
Difficulty/does not like to participate in game sports
Has balance problems
Often trips and falls
Has clumsy movements
Has difficulty drawing
Difficulty manipulating small objects
Difficulty pouring water into a glass
Often spills food onto clothes when eating
Difficulty using knife and fork
Difficulty buttoning buttons/tying shoe-laces
Difficulty using a pen
Has not developed clear hand-dominance
Writing is slow and awkward
Has immature pen-grip
Competing interests
The authors have no competing interests to declare in relation to the manuscript.
Authors' contributions
SB designed the study. SB and MH together drafted the manuscript. Both authors approved the final manuscript.
This study was founded through the regional agreement for support for research between Stockholm County Council (ALF) and Karolinska Institutet, Stockholm, Sweden and The Swedish Medical Research Council (Grant No 523-2011-3646). The funders did not interfere with the study design, the data collection, data analysis or manuscript preparation or decisions on the manuscript. We thank the staff at the former neuropsychiatric unit at the St. Göran hospital, Jan Kowalski for statistical support and Eva Hesselmark and Christina Arlinde for technical support. We also want to express our gratitude towards all patients who agreed to sign up for the study.
Twenty years' research on peer victimization and psychosocial maladjustment: a meta-analytic review of cross-sectional studies
Perceptions and correlates of peer-victimization and bullying
Physical and mental health issues related to bullying in school
Weight status as a predictor of being bullied in third through sixth grades
Bullying victimization in youths and mental health problems: 'much ado about nothing'?
Do bullied children get ill, or do ill children get bullied? a prospective cohort study on the relationship between bullying and health-related symptoms
Adolescent bullying, cannabis use and emerging psychotic experiences: a longitudinal general population study
Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence
The social skills problems of victims of bullying: self, peer and teacher perceptions
Interventions to reduce bullying
Bullying experiences among children and youth with autism spectrum disorders
Social vulnerability and bullying in children with Asperger syndrome
Why bother about clumsiness? the implications of having developmental coordination disorder (DCD)
Relation between cognitive and motor performance in 5- to 6-year-old children: results from a large-scale cross-sectional study
Revised neurological examination for subtle signs
Gross motor performance and self-perceived motor competence in children with emotional, behavioral, and pervasive developmental disorders: a review
Attention deficits and clumsiness in Swedish 7-year-old children
Developmental coordination disorder and other motor control problems in girls with autism spectrum disorder and/or attention-deficit/hyperactivity disorder
Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/or attention deficit hyperactivity disorder
Is clumsiness a marker for Asperger syndrome?
Are impaired childhood motor skills a risk factor for adolescent anxiety? results from the 1958 U.K. Birth cohort and the national child development study
Neurological soft signs. Their relationship to psychiatric disorder and intelligence in childhood and adolescence
Natural outcome of ADHD with developmental coordination disorder at age 22 years: a controlled, longitudinal, community-based study
Co-occurrence of motor problems and autistic symptoms in attention-deficit/hyperactivity disorder
Age-related changes in motor subtle signs among girls and boys with ADHD
Relevance of motor skill problems in victims of bullying
Poor performance in physical education - a risk factor for bully victimization. A case–control study
Early risk factors for being a bully, victim, or bully/victim in late elementary and early secondary education. The longitudinal TRAILS study
Deficits in attention, motor control, and perception: a brief review
Motor coordination, empathy, and social behaviour in school-aged children
Peer problems mediate the relationship between developmental coordination disorder and behavioral problems in school-aged children
The FTF (five to fifteen): the development of a parent questionnaire for the assessment of ADHD and comorbid conditions
Screening of developmental disorders in five-year-olds using the FTF (five to fifteen) questionnaire: a validation study
A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children
The Asperger Syndrome (and high-functioning autism) Diagnostic Interview (ASDI): a preliminary study of a new structured clinical interview
The autism-spectrum quotient (AQ): evidence from Asperger syndrome/high-functioning autism, males and females, scientists and mathematicians
Emotional dysregulation in adult ADHD and response to atomoxetine
The Wender Utah rating scale: an aid in the retrospective diagnosis of childhood attention deficit hyperactivity disorder
A new depression scale designed to be sensitive to change
Swedish universities Scales of Personality (SSP): construction, internal consistency and normative data
Two-year outcome of treatment with central stimulant medication in adult attention-deficit/hyperactivity disorder: a prospective study
Autism spectrum disorder in an adult psychiatric population. A naturalistic cross sectional controlled study
Information processing deficits associated with developmental coordination disorder: a meta-analysis of research findings
Comprehensive evaluation of attention deficit disorder with and without hyperactivity as defined by research criteria
The relationship between motor coordination, executive functioning and attention in school aged children
The ESSENCE in child psychiatry: early symptomatic syndromes eliciting neurodevelopmental clinical examinations
Comorbidity, co-occurrence, continuum: What's in a name?
An examination of movement kinematics in young people with high-functioning autism and Asperger's disorder: further evidence for a motor planning deficit
Neuroimaging in attention-deficit hyperactivity disorder: beyond the frontostriatal circuitry
Electrophysiological signs of supplementary-motor-area deficits in high-functioning autism but not Asperger syndrome: an examination of internally cued movement-related potentials
Brief report: alterations in cerebral blood flow as assessed by PET/CT in adults with autism spectrum disorder with normal IQ
Does the cerebellum provide a common computation for diverse tasks? a timing hypothesis
The recognition of facial emotions in spinocerebellar ataxia patients
Evidence for topographic organization in the cerebellum of motor control versus cognitive and affective processing
Developmental processes in peer problems of children with attention-deficit/hyperactivity disorder in the multimodal treatment study of children with ADHD: developmental cascades and vicious cycles
Asperger's syndrome and autism: comparison of early history and outcome
Bullying and attention-deficit- hyperactivity disorder in 10-year-olds in a Swedish community
Bullying behaviors among US youth: prevalence and association with psychosocial adjustment
Co-occurring disorders: a possible key to visual perceptual deficits in children with developmental coordination disorder?
Motor and executive function at 6 years of age after extremely preterm birth
Infant vision screening predicts failures on motor and cognitive tests up to school age
Do autistic traits play a role in the bullying of obsessive-compulsive disorder and social phobia sufferers?
Minor neurological signs in obsessive-compulsive disorders
Neuropsychological deficits in obsessive-compulsive disorder: a comparison with unipolar depression, panic disorder, and normal controls
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