Sentence examples for integrated major from inspiring English sources

His company was a fully integrated "major" with every bit as much muscle as its Hollywood rivals.

Like the lead character in August Wilson's "Fences," Dandridge was considered too old to play in the newly integrated major leagues, and he spent the last years of his career hidden away with the Minneapolis Millers, a minor league team owned by the old New York Giants.

Support from a vertically integrated major firm, an extensive foundation of learning networks within the industry, and early profitability made the scaling-up and embedding of the experiment with white shrimp very rapid once the formal ban on import of exotic broodstock was lifted.

They are usually "upstream" companies that focus exclusively on producing oil and natural gas, unlike the vertically integrated "majors" that also own pipelines, refineries, gas stations and research divisions.

Lacy, Wendell Smith and Joe Bostic played a major role in integrating major league baseball.

Like the 2012-13 Nethe 2007-8 Celticstics faced the challenge of integrating major individual talents who had never played together into a coherent team system.

Attempting to integrate major league baseball, Rickey signed players such as Jackie Robinson, Don Newcombe, and Campanella to the Dodgers franchise, and in 1946 Campanella began playing for a Dodgers farm team in Nashua, New Hampshire.

And while Mr. Levy's math panel is to report back to him with recommendations in a few months, it usually takes at least three years to integrate major changes into curriculums, said Anne Wheelock, an education researcher in Boston who has written extensively about middle schools.

The Triple R is achieved by integrating major operational items, including planning, scheduling, real-time optimization and control.

He points to CBG's experience integrating major acquisitions in the past, including Insignia and Richard Ellis; this deal will yield "accretion in the low teens, so we feel good about the price.”.

Therefore, the primary aim of this study is to integrate major cognitive and affective components that influence learners' L2 listening success in a single structural framework, and to identify the complex causal relationships among these factors regarding L2 listening proficiency.