Usted buscó: attributable (Árabe - Inglés)

of this total, 57 cases would be attributable to members of the security forces.
of this total, 57 cases would be attributable to members of the security forces.

furthermore, cases of displacement attributable to demobilized paramilitaries or members of new illegal armed groups have not been included in the single registration system.
furthermore, cases of displacement attributable to demobilized paramilitaries or members of new illegal armed groups have not been included in the single registration system.

7 when reviewing a petition, the ombudsman establishes which fundamental right has been infringed upon, and whether this infringement is attributable to a public authority.
when reviewing a petition, the ombudsman establishes which fundamental right has been infringed upon, and whether this infringement is attributable to a public authority.

this situation seems to be partly attributable to the very strict regime of discipline with which the director, mr. osvaldo benítez, governs the prison.
this situation seems to be partly attributable to the very strict regime of discipline with which the director, mr. osvaldo benítez, governs the prison.

although in antioquia, as from may, there were fewer cases of extrajudicial executions attributable to military personnel, this department continues to show some of the highest figures for executions at the national level.
although in antioquia, as from may, there were fewer cases of extrajudicial executions attributable to military personnel, this department continues to show some of the highest figures for executions at the national level.

this may have been partly attributable to the reluctance, after both the first and second world wars, to regulate a phenomenon which the league of nations and later the united nations were intended to eliminate or control.
this may have been partly attributable to the reluctance, after both the first and second world wars, to regulate a phenomenon which the league of nations and later the united nations were intended to eliminate or control.

تحليل الأخطاء الإملائية للملخصات المكتوبة في السجل الأكاديمي من قبل الطلاب الذين يعانون من صعوبات تعلم محددة: التأثيرات الصوتية والإملائية والصرفيةabstract students in grades 5–9 (n=29) with specifc learning disabilities (slds) (dys- graphia, dyslexia, or oral and written language learning disability, owl ld) were asked to take notes and handwrite or type summaries of social studies texts about world geography and cultures that they read or heard. this activity required acti- vating knowledge of academic language for the disciplinary content. fine-grained analyses of their spelling errors focused on the phonological, orthographic and mor- phological aspects of word spelling afected while writing in an academic register. nonparametric statistical analyses revealed no signifcant diferences attributable to sld diagnosis or combinations of the mode of the source text (reading or listening) and transcription (handwriting with stylus or typing with keyboard). students gener- ated similar degrees of error complexity in their spelling errors when writing in this disciplinary academic register regardless of the nature of their sld, mode of presen- tation of source texts, or mode of transcription. three types of common misspelling patterns across slds, mode of presentation, and mode of transcription are described in this exploratory study. instructional applications for teaching students with slds to spell words in english, a morphophonemic orthography, when composing in an academic register are discussed as well as proposed future research directions.
abstract students in grades 5–9 (n=29) with specifc learning disabilities (slds) (dys- graphia, dyslexia, or oral and written language learning disability, owl ld) were asked to take notes and handwrite or type summaries of social studies texts about world geography and cultures that they read or heard. this activity required acti- vating knowledge of academic language for the disciplinary content. fine-grained analyses of their spelling errors focused on the phonological, orthographic and mor- phological aspects of word spelling afected while writing in an academic register. nonparametric statistical analyses revealed no signifcant diferences attributable to sld diagnosis or combinations of the mode of the source text (reading or listening) and transcription (handwriting with stylus or typing with keyboard). students gener- ated similar degrees of error complexity in their spelling errors when writing in this disciplinary academic register regardless of the nature of their sld, mode of presen- tation of source texts, or mode of transcription. three types of common misspelling patterns across slds, mode of presentation, and mode of transcription are described in this exploratory study. instructional applications for teaching students with slds to spell words in english, a morphophonemic orthography, when composing in an academic register are discussed as well as proposed future research directions.