The ways of identifying and limiting word meanings and their parts

III. Conclusion
Knowledge about directional or positional words as well as ordinal numbers enhances a child’s ability to give and follow directions as well as to speak precisely. One of the skills a child should master in kindergarten is the ability to describe the location of an object using positional or directional words. Our kindergarten teachers recommended working on the following words: No matter which kind of poetry one favours, poetry in general is very popular in the U.S. tody. There are many literary magazines, colleges offer poetry workshops everybody can attend and many poets earn their money by teaching students how and what to write.
Define health determinants, and identify and discuss four key health determinants for Indigenous Austalian children in the Northern Territory.
Here, the assignment question is asking you to focus your research on the topic area of health determinants.
Limiting Words confine the topic area by placing limits or subject-qualifiers. Limiting words help you identify the scope of the topic area you should focus on. A topic could be limited by era, location, sub-topic, or theory. Being able to identify and interpret a limiting word is important because it can help you narrow down your research and help you identify relevant and irrelevant information for your assignment.
For example, the following assignment question requires you to:
Define health determinants, and identify and discuss four key health determinants for Indigenous Austalian children in the Northern Territory.


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// HTTPS://LEX.UZ/DOCS/5426736
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1^Resolution of the President of the Republic of Uzbekistan No. PP-5117 of May 19, 2021

2^ Shavkat Mirziyoev. We will resolutely continue our path of national development and raise it to a new level. Volume 1 - Tashkent: “Uzbekistan” NMIU, 2017. –P.145-146.

3^ Barthorpe S. and Hall M. (2000) A collaborative approach to placement preparation and career planning for university students: a case study. Journal of Vocational Education and Training, 52 (2), 165–175. [Taylor & Francis Online], [Google Scholar]

4^ Bennett N. (2000) Skills development in higher education and employment. Buckinghamshire: Society for Research into Higher Education and Open University Press. [Google Scholar]