Search results for 'tag:Articles tag:Universities' matching tags 'Articles' and 'Universities'

Looking for Friends :)

maneee — Thu, 25 Sep 2008 12:55:07 GMT

I am looking for new friends from all over the world !!! My pictures are in my Profile you can check...! wana be my friend?[Poll]

Free Enquiry

ahava_yin — Wed, 24 Sep 2008 02:16:27 GMT

Hello, I read this article by John Masefield "A University Stands and Shines". The very last sentence says "...the air by which we breathe, the Free Enquiry by which we hope to endure, and the Art by which we shall be remembered..." What does "the Free Enquiry" refer to here?

Thank you!

Re: US intervention

Cool Breeze — Sun, 21 Sep 2008 09:10:24 GMT

Cool Breeze
Of course there are similar examples that occurred before GWB became president. President Nixon didn't have President Allende's human rights on his mind when Nixon ordered Allende assassinated. Augusto Pinochet, who succeeded Allende, had at least 3,500 people killed. These 3,500 people had few human rights as well. Without Nixon, they wouldn't have lost their lives.

There is an interesting article about the overthrow of President Allende and the recent economic growth of Chile in the September 22, 2008 issue of Newsweek. The writer, Mexico's former foreign minister and Global Distinguished Professor Jorge CastaÃ±eda of New York University correctly calls Augusto Pinochet a dictator, but does not mention the US involvement in the ousting of Allende at all. Nor does he mention that Pinochet killed 3,500 Chileans. He does mention violations of human rights under the dictator - there were nearly 30,000 documented cases of torture.

He manages to belittle the suffering the Chilean people had to endure by concluding that the present developments and recent reforms might not have been possible without Pinochet's authoritarian rule. I have my suspicions regarding the reasons he writes the way he does, but as I have no proof, I won't mention them.

The role of the USA can be summed up in these two Henry Kissinger quotes:

"The illegal we can do right now; the unconstitutional will take a little longer."'

"It is firm and continuing policy that [the democratically elected government of] Allende be overthrown by a coup.... We are to continue to generate maximum pressure toward this end utilizing every appropriate resource. It is imperative that these actions be implemented clandestinely and securely so that the USG [United States Government] and American hands be well hidden." October 1970 cable to CIA operatives in Chile from Henry Kissinger's "Track Two" group

Re: comma usage and another

Anonymous — Sun, 14 Sep 2008 23:17:03 GMT

Thank you. How would you deal with this comma dilemma situation or what looks to be awkward sentence patterns?

Whether you study a university, academy, or under a one-on-one tuturing situation, a well-thought out study plans will help your study be more organized, meet your personal amis, and most importantly, be easier to learn.

Can I say these? If I am thinking a particular institution, may it be a university, school, college, academy, would say placing the article is OK/correct?

If you study in a university/college/school/academy, you are fortunate.
If you study in university/college/school/academy, you are fortunate.

Sorry but would you say the underlined sentence is correctly formed?

Tracking the mountain lion (Gapped sentences, CAE)

Tanit — Sat, 13 Sep 2008 13:16:58 GMT

This quiz is given by the University of Cambridge as a free sample of Paper 1 (Reading), Part 2 (Gapped Sentences) of the ESOL Cambridge Certificate in Advanced English (CAE).

This type of test assesses how well candidates understand the structure of the text and the development of the theme (so pay attention to demonstrative pronouns and adjectives, time references, sequence of verb tenses etc.)

You are going to read an extract from a magazine article. Six paragraphs have been removed from the extract. Choose from the paragraphs A â G the one which fits each gap (1-6). There is one extra paragraph which you do not need to use.

Good luck!

___________________________________

Tracking the mountain lion

Rupert Isaacson joins a volunteer project to protect mountain lions in Idaho, USA.

[test]
After two hours of trudging up the mountainside through deep snowdrifts, the dogs began to bark. There, in our path, was what weâd been looking for: the paw print of a mountain lion. It belonged to a female that had recently passed by. Kevin and Ken, the houndsmen, consulted briefly with John, the biologist, while the four hounds whimpered with excitement, straining at their leads, eager to begin the chase.
1 "D|A|B|C|E|F|G"
I carried one of the two rifles, followed by a pilot lugging measuring instruments, and a doctor and a postman struggling with cameras and radio antennae. Six others puffed and panted their way behind us, all of them â like me â professional cityfolk unused to such strenuous exertion.
2 "F|A|B|C|D|E|G"
When we finally caught up with the dogs they were bunched up at a rock, behind which an angry female mountain lion snarled and spat, swiping with its claws. We kept back, ready to run if it made a bid for freedom, while John crept down the mountain behind it. Having approached the lion quietly from below, he took his rifle from his bag, loaded it, took aim and shot.
3 "A|B|C|D|E|F|G"
We moved in, briskly efficient, photographing, measuring and weighing as John had taught us. Having changed the battery in its radio-collar, we brought the silken-coated creature round with an injection. Snarling and unsteady, it slunk away into cover and we began the long trek down the mountain.
4 "C|A|B|D|E|F|G"
However, our initial prejudices soon faded, as we realised the pair had more in common with us than weâd thought, and as the skill and dedication which they put into the project became apparent. This was most noticeable the next day, when our task was to provide a mother and cubs with new batteries in their collars. As we reached the point in the canyon where the pines grew thickest, suddenly a large male lion went streaking across the snowy plain. Ken and Kevin set off through the sagebrush.
5 "G|B|A|C|D|E|F"
While this was happening, Ken and Kevin crept up behind and tried to drop a pitifully small lasso â made from the dogsâ leads â over the lionâs head. Sensing their presence, the animal whirled around, slashing with its claws. I went in with the hounds again, and a surreal dance developed.
6 "B|A|C|D|E|F|G"
Of course it wasnât always so dramatic â many of our days in the mountains were quite mundane. But for me, the best thing about the trip was watching hunters and environmentalists sharing an adventure and putting money and energy into conservation, all the while showing that really they are two sides of the same coin.[/test]

_____________________________________________

HERE ARE THE PARAGRAPHS YOU CAN CHOOSE FROM:

A The dart hit the lioness in the back of the leg. It flinched, growled and then turned sleepily back to the hounds. Like a tiring boxer, its slashing movements became slower and slower until it slumped into the snow, unconscious.

B Finally, on the fifth or sixth try, the houndsmen managed to drop the restraint over the lionâs head and tie it around a sagebrush trunk. Quickly and efficiently they did the same with one of its hind legs, then I helped them to sit on the protesting lion until John arrived with the tranquilliser.

C On the way, John told me he had recruited Ken and Kevin, two hunters, to assist in the lion study because of their local knowledge. At first my fellow volunteers felt uncomfortable with this. How could these men kill animals one day, then try to protect them the next?

D The men exchanged nods, then bent down to set the animals loose. And with a whoop, they were off, bounding through the snow, leaving the rest of us to lumber after them, each laden with his allotted encumbrance.

E Kevin barely had time to reply before the lion reached out a massive paw and swiped at the rifle. With impressive speed, John seized his own rifle, and â what seemed like a split-second later â the creature lay motionless on the ground, a tranquilliser dart in its tawny side.

F This motley crew formed the ten-strong paying volunteer group taking part in a University of Idaho study into the effect of habitat fragmentation on wildlife. Our task was to radio-collar mountain lions and gather data on their feeding habits, with the ultimate aim of persuading state authorities to curb urban growth and adopt more wildlife-friendly forestry practices.

G They sprinted effortlessly over the rocky ground, while I stumbled along in their wake. After five kilometres we spotted the lion. âQuick,â said Ken, thrusting the houndsâ collars into my hand. âYou distract it for a moment.â Scarcely able to believe what I was doing, I found myself letting the straining dogs lunge at the lion just enough to make it come at us, then jumping back in time to avoid its claws.

quoting

Anonymous — Sat, 06 Sep 2008 00:38:07 GMT

Hi,
How much is Mr. Krashen's word and how much is possible extra stuff added by the writer if you can tell from this one setence referenced? When you reference like this, how much should be Mr. Krashen's word? If the overall idea is his, but not word for word, can we reference like this? In an article named "Adapting Communicative Language Instruction in Korean Universities" by Gene Vasilopoulos at Daejeon University on The Internet TESL Journal, I found this:

This approach is similar to the way children learn their native tongue, a process that produces functional skill in the spoken language without theoretical knowledge (Krashen 1982).

Re: English article and proper noun

Huevos — Fri, 05 Sep 2008 09:42:21 GMT

Cool Breeze
Buckingham Palace, Helsinki University, Gatwick Airport, London Bridge

Just a side note: even when there is an established use, as in CB's examples, the article may still be used in certain contexts. For example:

Person A: Where are you going to meet Jane?

Person B: On London Bridge.

Person A: On which London bridge?

Person B: On the London Bridge.

Re: English article and proper noun

Cool Breeze — Fri, 05 Sep 2008 08:05:28 GMT

Jim makes sense! I would just like to correct one thing in your post, Anon. I have never said that the should be used if a name contains common nouns. Leaving out the is common if a name consists of nothing but common nouns. However, it is very common to omit the article in names that consist of a proper noun + a common noun: Buckingham Palace, Helsinki University, Gatwick Airport, London Bridge.

Appreciate your proofreading on this short writing

Deaki — Fri, 05 Sep 2008 04:16:48 GMT

This is the part of the article about the school program for which I work.
I will really appreciate if you proofread the writing or add a few sentences.

StartFragment> ----

Question : The non-formal education programmes implemented in the School
(e.g. Co-curricular Activities, Pupils Development Programmes, Leadership Development Programmes and Value Education Programmes, etc.).

Answer: StartFragment>

â Building and Enhancing Self-Confidence Program
       : This program targets students who have shown relatively poor performance in terms of school record and who are lack of self-confidence.
         Teachers and also some of volunteer graduates engage with two or three students and have a regular meeting after school, focusing on an individual student's needs.
        The teachers and the graduates take a role as a mentor and deal with a student's weak area of the school subjects and also give advice on the students' future career.

â Elite Education Program
     : While the self-confidence program is for the lower grade students, the elite education program is for top 10 percent of the total students.
       The program provides the students with a group study session after school in which the students can benefit one another.
       The students also participate  an essay class where the students discuss various social issues and write an essay with a guide of  a teacher.
       With increasing importance on an essay type test of the university entrance exam, the Elite Education Program has seen productive results in recent years.

  â Volunteer Work Program
    : The school focuses on not only academic abilities but humanity education. Since the school set up  sisterhood relationship with the nursing home for disabled people,
       in 2006, the school has encouraged students to join volunteer work at the nursing home on a regular basis. This noble  service has developed students' a sense of
       brotherhood, duties toward mankind and helping motives among people.

--

Thanks in advance. :D

Re: Because when things are discussed in writing there is ample of time

yizhivika — Thu, 04 Sep 2008 17:26:43 GMT

Hi Jackson6612,

admission can be of many kinds such as admission to a university, college, flying school etc. So, shouldn't the be used in front of admission? Perhaps, it shouldn't be because Jack would know what admission Jane was talking about, otherwise he would have asked What admission?.

No, in this phrase you should omit 'the'; 'apply for admission' is a standard English phrase, that can be used in many contexts (as you've noted above), but a native English speaker wouldn't use the definite article here.

Is there really a need to use with? Often it is said I will e-mail you the pictures, I will e-mail you the number.

No, there isn't; it's optional. For me, it is simply a matter of personal preference. In fact, here, you could also say "I will email you details of the process", or "I will email you with details of the process".

I meant to say unless you have rehearsed everything beforehand or have written a note. If I'm going to speak at some occasion I can rehearse or memorize my lines or can put them down on the paper.

The phrase "unless you have rehearsed everything beforehand or have written a note." is perfectly good English, although I'd be more likely to say ".....written (some) notes." It's just that it wasn't clear from your original text, what you were meaning to say here. I simply misinterpreted it.:-)