a part 和 part 的分別
若 part 作為某國家的一部份解釋, 是可數的名詞

1) tibet is part of china.

2) tibet is a part of china.

請問以上兩句有什麼分別 ?
或兩句哪一句才是正確呢 ?
請詳細解釋

多謝各位 !
the correct one should be:
1) tibet is part of china.
if you divide china inot many parts, then it is correct to say tibet is a part of china. but china is not divided into parts and therefore, technically you cannot say tibet is a part of china.
but if you replace the word "part" with "province", then the sentence should read as tibet is a province in china. tibet is one of provinces in china.

 2008-04-26 14:33:22 補充：
typo:

tibet is one of the provinces in china.

 2008-04-28 12:08:08 補充：
你當然亦常見到有人用 tibet is a part of china，雖然唔可以話錯，但仍是tibet is part of china比較啱。

 2008-04-28 12:15:42 補充：
注意如用tibet is part of china，part是uncountable。如用tibet is a part of china，則part是當countable，究竟是uncountable還是countable，可以拗天光。
there are a lot of people who may be aware of what private and public means. when you say private, this can be a sector that is owned by someone in particular. a private business is something that is controlled by certain hi,

lots of great explanations below, but i fear they might be difficult to truly conceptualize. 

let's start with a pie!

if there's a pie in front of us, that is the market. we'll call it 100 units of pie

we cut the pie in half - one piece (50 pie units) for you, and one piece (50 pie units) for me

scenario 1: we do nothing, we both have 50% market share.

scenario 2: i eat half my pie. my pie slice is now 25 units, yours is still 50 units. as a result, you have 67% of the market share and i have 33%. my "revenues" have fallen and my market share has fallen. your revenues haven't changed but you've gained market share

scenario 3: not only do i eat half my pie, but you also eat 20% of yours. still, i ate more, so even though your "revenues" are down, you've still gained market share.

scenario 4: we both get given more pie (yay). but, i get a whole other 50 units, and you only get 5 more. your "revenues" are up, but you've still lost market share!

i've created the below image for you to visualize this better (click on it to blow it up)...hope this helps! hello jennysh,
 


 you can say both because 'choice' is both a countable and an uncountable noun, and in most contexts you can use them interchangeably.
 


 when you use it as an uncountable noun, it's more general: there's so much choice on this menu.
 


 when you use it as a countable noun, it becomes more specific: there are ten choices of fish dishes. technical vocab – phil 1010 lecture 2 key: terms – \_\_\_ topics – \_\_\_ important – \_\_\_  what is an argument? o arguments are statements that represent an inference. o premises are statements that support a conclusion.  what is an inference? o inferences are thoughts that we believe is true.  inferences can take place conscious or unconsciously. o inferences are implicit while arguments are explicit. o implicit thoughts are implied, suggested, or understood but not directly expressed. o explicit thoughts are usually overly expressed.  sentences & statements o sentences are grammatically correct string of words. o declarative sentences can be either true or fa Definition used:  

Congruence.  

Let m be an integer greater than 1. If xand yare integers, then x is congruent to y modulo m if x — y is divisible by m. It can be represented as \(\displaystyle{x}={y}{\left({b}\ mod\ {m}\right)}\). This relation is called as congruence modulo m.  

Calculation:   

Consider the values and congruence classes modulo m,  

\(\displaystyle{\left[{13}\right]}^{{{6}}}\) and m = 15.  

It is evident that [x]=[y] if \(\displaystyle{\left[{x}={y}{\left({b}\ mod\ {m}\right)}\right]}\). Since \(\displaystyle{13}=-{2}{\left({b} \ mod \ {15}\right)}\).  

Then,  

[13]=[-2]  

\(\displaystyle{\left[{13}\right]}^{{{6}}}={\left[-{2}\right]}^{{{6}}}\)  

\(\displaystyle={\left[{\left(-{2}\right)}^{{{6}}}\right]}\)  

=[64]  

Since, by the principal or congruence \(\displaystyle{64}={4}{\left({b}\ mod \ {15}\right)}\). Therefore, \(\displaystyle{\left[{13}\right]}^{{{6}}}={\left[{4}\right]}\) in \(\displaystyle{Z}\_{{{15}}}\).  

Therefore, the value of the expression is [4]. When you say bytes do you really mean the first four bytes or do you mean the first four numbes? I have a suspicion you mean the latter. sadly this isn't the first tine that the equal function fails with me and don't know the reason.
the isequal() function didn't fail. the two results are different ... just not by very much:
>> percent\_difference=abs(c\_num - sing\_ratio)./c\_num*100,

percent\_difference =

 2.4864e-14
if you want to know how cond() is computed, you can just read it:
 >> type cond.m faith and religion are closely related to another, but there are many differences between them. one of those differences is how they are carried out. religion is more strict and structured than faith is. an example is christianity. this is a ��������� in hindi - https://www.khandbahale.com/language/hindi-dictionary-translation-meaning-of-%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%20%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%20-%20%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd%ef%bf%bd what makes science and pseudoscience different is the way that they are meant to find out details about different things. there are some people who make use of pseudoscience when they would like to find evidence that will support the claims