Sentence examples for mainly to train from inspiring English sources

From a peak of around 140,000 in 2011, the force will shrink to 12,000 soldiers, who will stay mainly to train Afghan security forces.

After years of denial North Korea acknowledged in an unprecedented 2002 summit between its leader, Kim Jong-il, and Japan's prime minister, Junichiro Koizumi, that its agents had kidnapped 13 Japanese, mainly to train spies in Japanese language and culture.

But this is mainly to train domestic police forces against internal terrorists and, as far as I've heard, they're not being used to help execute violent espionage but if, say, that train blowing up was confirmed to be the work of an intelligence service, that would be a precursor for actual violence".

17 Similar to Movement 4 in CT, TE was a type of stretching exercise mainly to train upper limb and bilateral arm movements, but utilize a towel as a tool.

The latter were hired chiefly in the first 10 years of plant operation [ 18], mainly to train unskilled local workers [ 20], and usually lived in Gela for short periods; then they moved to other places in Italy where some petrochemical plants newly constructed needed skilled labour to start operation [ 10].

The seriously mentally ill are one of the listed populations that can be served, but the grants will go mainly to training staff.

Content analysis revealed that trainers attribute training success to factors related to trainees' individual characteristics, workplace environment and mainly to training design and delivery.

It mainly refers to train emergency situation that happens in the process of operation, such as fire, explosion, gas attack, earthquake, bad weather, train derailment, disruption of rail line, sudden large passenger flow, and so on.

Besides this, the Chinese medical educational system mainly aims to train medical specialists.

Last month, Cameron announced that about another 125 would be deployed, mainly to help train the Iraqi army in identifying and defusing improvised explosive devices and helping to build bridges.

Chapter 2 by Martin mainly concerns how to train research students in SFL in China and suggests that SFL teachers in China adapt Rose's teaching/learning cycles (p.27) as part of their advanced coursework program and attach greater importance to applications.