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

use of a dash

Anonymous — Sat, 12 Jul 2008 23:23:31 GMT

Hi,

I am not too sure about the punctuation for certain dash use cases.

Case involving a relative clause: aw He spend hours day and night writing newspaper articles -- and, of course, not going out with his friends as he ususally did on weekends -- but he couldn't finish it on time. Sad case, indeed.

Case involving a long content: Study is the priority here, and it is so in every school -- it's the priority in our personal life, that we be men and women of learning whom parents have called us to be.
Q: How long a content should the content after a dash be??

Case involving a subordinate clause: Although he may lack in discipline -- and many people think so too -- he continued to work on the task of writing the book.

Re: creams and detergents

Goodman — Wed, 25 Jun 2008 16:19:09 GMT

Mr. Miclawer,

I wasnât going to expand this pluralization discussion on âcreamsâ and âwinesâ.
But it really bothered the heck out of me for two reasons.
1) I really wanted to find out if I was really blowing hot air on this subject
because of my misunderstanding of this topic, and 2) if there is another side of the usage
I am not aware of.
This is perhaps not relevant to the discussion but to establish my point, I think it needs
to be said. Mrs. Milton whom I learned English from was an excellent English teacher who
also had taught for 5 years at the Beijing University, which is a top University in China, by
invitation of the Government. Many of her students had landed positions working for the
Chinese Government and the U.N. as translators and interpreters. I was very blessed to be
among her students. Most of my English foundation was learned from her. And I was really
surprised to see your examples pluralizing âcreamâ and âwineâ. By your earlier examples, which I
compared with the information found on the WEB, I must ask this question. Am I to understand
that itâs completely grammatical to say in a restaurant âmay I have 2 waters and soups?â. I know
we hear that all the time but if we are discussing the whether a particular usage is grammatically
correct, running into this type of scenario is inevitable. Here are some âsupportsâ you had
asked for which may not may not be validated to your satisfaction. No doubt, you are the
English authority and perhaps possess âsuperiorityâ over many frequented this forum and I donât
mean to sound like challenging your examples, let alone to waste anymore of your time.
Nonetheless, as a serious learner, Iâd owe the real answers to myself and the learners if I just
accepted your answers as given. I may be wrong with my search result and you are correct.
And If so, here is my âadvanced apologyâ.

Nouns only countable nouns can be either singular or plural. ... He had some ice cream on
his face. He had an ice cream. mass. countable ...
www.phon.ucl.ac.uk/home/dick/tta/wc/nouns.htm - 21k - Cached - Similar pages

http://ajaja.paradoxinc.org/Basic/Grammar/CountAndNoncount.ht

Liquids: beer, milk, coffee, blood, cream, juice, honey, gasoline, oil, shampoo, soup, tea, water, wine.

Solids and semi-solids: Bread, butter, cheese, ice, ice cream, lettuce, toast, meat, beef, chicken, fish, ham, lamb, pork, chalk, 
copper, cotton, glass, gold, iron, , soap, tin, toothpaste, wood, wool,

http://leo.stcloudstate.edu/grammar/countnon.html

A Revision of the RulesThe exceptions require that the rule for pluralizing be revised: count nouns and nouns used 
in a count sense can be pluralized; noncount nouns and nouns used in a noncount sense cannot.

	Pluralizes with -s	Does not Pluralize
Count Noun	X
Count Use	X
Noncount Noun		X
Noncount Use		X

http://au.answers.yahoo.com/question/index?qid=20080425090142AAom2ui

Answers (4)

If coffee is an uncountable noun, cream certainly is by common sense. Thus the rule applies.

Â· Answerer 1

Many nouns can be used as countables or uncountables. It depends on whether you are thinking of a substance or
a single serving or object made of the substance. So:

Beer is fattening (uncountable - the substance)
Don't drink more than three beers a day. (Countable - servings)

I love chocolate (uncountable - the substance)
Get me a box of chocolates (countable - individual pieces)

A vase made of blown glass (uncountable - the substance)
A glass of wine (A single piece / artifact)

Coffee gives me indigestion (the substance - uncountable)
I need at least three coffees to wake up on a morning (countable - individual servings)

2 months ago

http://www3.law.cuny.edu/wc/students/multilingual/articles.html

Uncountable nouns often refer to drinks and food, other general substances, or concepts (meat, tea, steel, information, justice):

Examples of Uncountable Nouns in English:

Food and Drink: bacon, beef, beer, bread, butter, cabbage, candy, cauliflower, chicken, chocolate, coffee, corn,
cream, fish, fruit, juice, lettuce, meat, milk, oil, pasta, rice, salt, spinach, sugar, tea, water, whiskey, wine, yogurt.
General Substances: air,cement, clay, coal, copper, dirt, dust, foam, gasoline, gold, ice, leather, paper, petroleum,
plastic, rain, rubber, silver, soap, steel, wood, wool.
Abstract nouns: abandonment, access, adultery, advice, alimony, anger, anguish, arson, authentication, beauty, capacity,
conduct, confidence, courage, deprivation, desperation, discretion, employment, empowerment, evidence, extortion, fortune,
fun, happiness, health, honesty, housing, information, insurance, intelligence, intent, knowledge, land, love, malice, negligence,
poverty, privacy, real estate, sadness, satisfaction, strength, truth, wealth.
Others: biology, clothing, darkness, equipment, furniture, gossip, homework, jewelry, luggage, machinery, mail, money, music,
news, poetry, pollution, research, scenery, traffic, transportation, violence, weather, weight, work.

Some uncountable nouns (except for concepts) can be turned into countable nouns by preposing a phrase to them
(two bottles of wine, a bar of soap, a piece of information, an act of violence, a burst of anger, a piece of evidence).

e.g. The defendant's lawyer is sure the judge will accept new evidence in this case.

vs. The defendant's lawyer is sure the judge will accept three new pieces of evidence in this case.

Some uncountable nouns can be used in the plural, but their meaning changes:

experience / experiences: e.g., He had to rely on experience / I lived unforgettable experiences

Please proof this and possible conclusion help

crazydeo — Wed, 04 Jun 2008 21:14:27 GMT

When it comes to the topic of abortion, it seems that much debate has taken place over the years to defend both sides. Many have debated on the issue whether morality or immorality comes into action when debating about taking an innocent human beings life. On the pro choice side there is the argument of a motherâs right to chose what happens to her body. On the pro life side, there is the argument of whether or not anyone should have the right stop a life. According to A Defense of Abortion written by Judith Thomson, âMost opposition to abortion relies on the premise that the fetus is a human being, a person, from the moment of conception. â Given that, two very different topics will be discussed in this related matter. First, young teen parents have abortions everyday because they are not prepared to raise a baby. Second, is it okay for parents to abort their child if they are born with a life time disability? Below I will thoroughly discuss the pros and cons of both instances. Foremost, many would agree that a fetus is considered a human being. However, some do not accept the fact that until there is an obvious entity of development there is no baby. In my case, I truly believe that the moment the sperm enters the egg, it becomes conception; there is human life in the motherâs womb. Don Marquis agrees in his article Why Abortion is Immoral by saying, âLife is present from the moment of conception or that fetuses look like babies or that fetuses possess a characteristic such as a genetic code that is both necessary and sufficient for being humanâ (767). Who are we to determine whose life is worth keeping and whose is not?In my first argument, I find it utterly upsetting when a young mother aborts her child because she is not âready.â Whether she is thirty-five or just fifteen she considered herself adult enough to consent to sexual intercourse, thus she should be adult enough to handle the consequences. Statistics are dramatically rising in todayâs world in addition to young teen mothers. Everywhere you look another teen girl is pregnant. I recall my senior year in high school and how shocked I was to see how many of my fellow graduates walked across that stage pregnant. Not to mention my classmates who did not attend because they were home changing dirty diapers. The results are staggering. Looking at most recent statistics of teen girl pregnancies ranges into the hundred thousand. To give a rough estimate according to year 2000, Nationalcampaign.org calculated 821,810 pregnant girls in the United States. To be more specific, ages fifteen to seventeen ranged in 281,900 and eighteen to nineteen ranged in 539,910. More and more young girls are taking the âeasyâ way out and getting rid of their unborn babies. When they discover that they are with child, they realize that the burden of a baby is such a huge responsibility that they are not ready for the commitment physically or financially. To raise a baby is not a cheap task. Many different factors contribute to the upbringing of the infant and at many times is taken extremely lightly. While reading the article by Judith Thomson one paragraph really stood out to me. She was expressing how a fetus is not just a human being but a person who depends solely on the parent. She writes âOpponents of abortion have been so concerned to make out the independent of the fetus, in order to establish that it has a right to life just as its mother does, that they have tended to overlook the possible support they might gain from making out that the fetus is dependent on the other, in order to establish that she has a special kind of responsibility of it, a responsibility that gives its right against her which are not possessed by any independent person..â I never looked at it from that perspective. She is absolutely correct when she voices that a baby is not an individual but rather a needy being. Without assistance and nurture how will it survive?My obvious solution for teen girls who accidentally get pregnant is to really think and examine the different possibilities that may arise through the consequences of having sex. Not only should they consider it personally, but speak with their significant other and an adult in whom they trust. Before having intercourse they should look into contraceptives whether they are condoms or the pill. A more harsh punishment for young teens who are considering getting an abortion should be imprisonment. If they go through with abortion, they are taking an innocent childâs life who did not ask to be born. They are destroying someoneâs life just because they had one night of fun. Instead of being let off with a slap on the wrist they should be punished for their actions and taught the severity of the situation. My second contrasting position on abortion is the complete opposite compared to my first opposition. Is it wrong to take the life of an unborn child who is mentally ill? Don Marquis points out, âThe problem with narrow principles is that they often do not embrace enough. Hence, the needed principles such as âIt is prima facie seriously wrong to kill only personsâ or âIt is prima facie wrong to kill only rational agentsâ do not explain why it is wrong to kill infants or young children with severely retarded or even perhaps the severely mentally ill.â He brings up a great point. Thousands of children enter the world everyday with an illness that is incurable. Using todayâs latest technology, parents are able to see beforehand if their child is suffering from an illness or not. This is called the First Trimester Screen. The First Trimester Screen is a new optional non evasive evaluation that combines a maternal blood screening test with an ultrasound evaluation of the fetus to identify risks for specific chromosomal abnormalities including Down Syndrome Crisomi-21 and Crisomi-18. Another possible abnormality may be CVS. CVS or chorionic villus sampling is a diagnostic test for identifying chromosome abnormalities and other inherited disorders. This test maybe recommended by your health care provided as family medical history if your partner has medical history that reveals potential risksâ (americanpregnancy.org). Given the option to see in advance if their unborn infant has a disability, would it be acceptable for the parents to choose to abort their baby? This is a rather difficult choice to make when discussing in terms of acceptable or not acceptable. Looking at the situation from the parentsâ point of view, it is a helpful tool to have such knowledge ahead of time. However, what if the fetus is born with a defect are they going to abort the baby? Defect or not, the fetus is still their child. The parents would have to make a challenging decision and live with it for the rest of their lives.Being able to see the imperfections of your child ahead of time is a solution in itself. However, it still leads to the question of whether or not aborting your child is justifiable or not. With technology advancing everyday altering your fetus and their DNA ladder will soon become an option of the future and aborting for such reasons will become obsolete. Conclusion??

Paper on Dracula (why he is a monster), can you please help improve?

aerorock — Sat, 10 May 2008 22:00:01 GMT

The Monstrosity of Bram Stokerâs Dracula

Fictional writers often represent evil as an entity, or âindividualâ with inhuman abilities and sinister objective. This is what we refer to as a monster. They are often personified with repulsive attributes and give a story a strong sense of immorality and central conflict. A more than fitting paradigm of a story that truly epitomizes a monster is Bram Stokerâs suspenseful gothic novel, Dracula. The antagonist in this epistolary narrative, Count Dracula, is a vampire who resides in a vast Transylvanian fortress. He is intelligent and well mannered in his faÃ§ade yet holds a malevolent state of mind. From the beginning of the novel, it is stated that Count Draculaâs intended destination is London. Here he could inhabit his race more effectively. The story begins with a compilation of Jonathan Harkerâs journals. Jonathan Harker is a British solicitor who travels to Count Draculaâs castle in the Carpathian Mountains to aid him with the legal documents for his move to England. Credulous at first, Harker sees Dracula as a sophisticated elderly man who wants to relocate due to his isolation. His suspicions begin to mature as he notices some very unusual behavior by the count. Ultimately, the Count imprisons Harker in his castle with pitiless intentions in mind and then makes his way to England to begin his conquest where he commits most of his violent acts. By sucking the blood of his victims (whom are all female), they eventually become vampires themselves, thus adding to Count Dracula's line of vampirism. Analogous to common vampire legend, he is immortal unless pierced through the heart with a stake and then decapitated. Dracula also commits many other âmonstrousâ actions throughout the story. According to an article by Hanna Meretoja: ââ¦monstrosity refers to something inhuman, unnatural, abnormal, and freakish.â Contrary to the common assertion that Dracula is not a monster due to his human-like manifestation (or lack thereof), he possesses the majority of characteristics that Meretoja lists with his atypical powers. Meretoja further suggests; ââ¦those who do terrifying, evil deeds are designated as monsters.â Dracula is a well-defined instance of a monster in literature due to his inhuman abilities, malicious acts toward the human race, and most significantly, his intended conquest of England.

Chris Martinez, a student at Texas A&M University, states; âA monster doesn't have to be a beast that rises out of the water causing death and destruction to millions of people. It can be a man, or men, who let greed and corruption take hold of their lives.â Several of the hideous actions Count Dracula commits in this novel could have been achievable by a highly troubled individual. This does not make him any less of a monster. His complete disregard for human survival is a factor that grants him added horrific elements. The first section of the novel entails Jonathan Harkerâs imprisonment by the means of Count Dracula. If you look at a monster through Meretojaâs perspective, you can say that this is truly a monstrous act. By the fourth chapter, it becomes evident that the Count had no intentions of releasing Harker. In one of Harkerâs journal entries, he writes:
Last night the Count asked me in the sauvest tones to write three letters, one saying that my work here was nearly done, and that I should start for home within a few days, another that I was starting on the next morning from the time of the letter, and the third that I had left the castle and arrived at Bistritz â¦ He knows that I know too much, and that I must not live (Stoker 64). Dracula with murderous mindset. Another instance of monstrous behavior is when Dracula provides his three wives a child for âdinnerâ. Jonathan Harker writes in his journal:

âAre we to have nothing tonight?" said one of them, with a low laugh, as she pointed to
the bag which he had thrown upon the floor, and which moved as though there were
some living thing within it. For answer he nodded his head. One of the women jumped
forward and opened it. If my ears did not deceive me there was a gasp and a low wail, as
of a half smothered child. The women closed round, whilst I was aghast with horror. But
as I looked, they disappeared, and with them the dreadful bag (Stoker 63).

This was one of Draculaâs most repulsive acts as it is now evident that children are not spared. Claiming Dracula is not a monster after committing such a despicable act would be complicated since murdering a child is commonly seen as something only a monster is capable of.

Noel Caroll, author of The Philosophy of Film: Introductory Text and Readings, defines a monster as âany being not believed to exist now according to contemporary scienceâ (168) His definition describes Count Dracula accurately. Draculaâs inhuman strengths are added distinguishing characteristics of a monster based on Carollâs classification. One of the first noticeable instances in the book is when Jonathan Harker catches a glimpse of him out his window. âI saw the whole man slowly emerge from the window and begin to crawl down the castle wall over the dreadful abyss, face down with his cloak spreading out around him like great wingsâ (Stoker 58). It is highly improbable that any scientific occurrence similar to the latter could happen in the time period that this novel was written in. While itâs not evident that this particular action could be used for evil, it does give Dracula a monstrous ambiance in Carollâs respect. Dracula is also spellbinding in several different fashions. For instance, he is able to possess other humans and they must submit to his powers. All of Draculaâs outlandish mind control capabilities are used for acquiring further supremacy. An example of a character that is possessed by Dracula is R.M. Renfield. He is the âmadmanâ of the story who is isolated in a âlunatic asylumâ. Later in the novel, it is learned that Dracula in fact, possessed him after he gains consciousness. He pleads with Jonathan Harkerâs wife, Mina Murray to flee from the trance that Dracula also has over her. In this regard, Count Dracula is manipulative for power and malice. Another peculiar ability of Draculaâs is how he is able transform into various animals. Once again in reference to Carollâs definition, this isnât logical in that time period.

It becomes very evident of Dracula's cruel intentions as the reader submerges deeper into the novel. His sinister objective to conquest England becomes more than apparent in one particular quotation.
You think to baffle me, you with your pale faces all in a row, like sheep in a butcher's. You shall be sorry yet, each one of you! You think you have left me without a place to rest, but I have more.

My revenge is just begun! I spread it over centuries, and time is on my side. Your girls that you all love are mine already. And through them you and others shall yet be mine, my creatures, to do my bidding and to be my jackals when I want to feed. Bah! (Stoker 304)

This makes Count Dracula monstrous in the relation to terrorism. âTerrorism becomes a monstrous evil because it threatens to expose self-subverting characteristics in the global systemâ (Derian 334-35). Itâs apparent that Dracula feels no hesitance in invading England. He clearly lacks any respect for human life and would go great lengths to take others against their will and turn them into vampires. This makes his monstrous in both Chris Martinezâ and Hanna Meretojaâs definition. After 9/11 Most Americans look at terrorists as monsters.

Dracula is a monster in many different aspects. Hanna Meretoja and Chris Martinezâs description of a monster describe it to be nothing more than an evil entity. According to them, attributes such as size and intelligence are completely irrelevant. On the contrary, Caroll explains a monster as something that cannot exist according to contemporary science. Dracula fits all of their definitions. With his utter disrespect for the human race, his disgusting behavior toward humanity, and his intended conquest of England, calling him anything less than a monster would be absurd. Stoker purposely gave him all of these monstrous characteristics to give the novel central conflict.

I'm not a great writer when it comes to content. I feel that this paper is pretty weak-- espeically towards the end. Any suggestions, critiques, etc. would be GREATLY appreciated.

Thank you for your time!

A study in Oratory - Part One

Jackson6612 — Mon, 05 May 2008 18:08:50 GMT

Churchill: A Study in Oratory

Seven Lessons in Speechmaking From One of the Greatest Orators of All Time
By Thomas Montalbo, DTM

Published in Finest Hour 69

He wasn't a natural orator (=someone who is good at making speeches and persuading people), not at all. His voice was raspy (=If someone has a raspy voice, they make rough sounds as if they have a sore throat or have difficulty in breathing). A stammer and a lisp often marred (=to make less effective, spoil) many of his speeches. Nor was his appearance attractive. A snub nose (=a snub nose is short and flat and points slightly upwards) and a jutting (=sticking out) lower lip made him look like a bulldog. Short and fat, he was also stoop-shouldered (=bent forwards and down).

Yet this manâSir Winston Churchillâbecame probably the greatest orator of our time and won the Nobel Prize for his writings and "brilliant oratory." How did he do it? And what lessons can all Toastmasters (=someone who introduces the speakers at a formal occasion such as a banquet) learn from him to help them make better speeches?

In school, Winston Churchill was a backward student. But he wasnât stupid. He later explained, "Where my reason, imagination or interest were not engaged, I would not or I could not learn." But the English language fascinated him. He was the best in his class.

Macaulay and Gibbon, two of Englandâs most famous historians, dazzled (=to make someone feel strong admiration) him with their styles of writing. The impact these authors made on his mind stayed with him for life, as his speeches show. Because their styles were markedly different and yet both charmed him, he believed this showed, as he put it, "What a fine language English is. . ."

His English teacher once said, "I do not believe that I have ever seen in a boy of 14 such a veneration (=respect) for the English language." Churchill called the English sentence "a noble thing" and said, "The only thing I would whip boys for is not knowing English. I would whip them hard for that." Lord Moran, his physician and intimate friend, wrote: "Without that feeling for words, he would have made little enough in life. -. ."

Lesson #1
for Toastmasters from Churchill:

Know, respect and love the English language.

An Avid (=doing something as much as possible) Listener The greatest influence in his early life was his father, the leader of the House of Commons. Young Winston often visited Parliament and heard all the speeches. Sitting, watching and listening, he absorbed the oratory as if by osmosis (=if you learn facts or understand ideas by osmosis, you gradually learn them by hearing them often). Devotedly, he read and reread his fatherâs speeches, many of which he knew by heart (=to remember all of something exactly). He also read and studied the speeches of Oliver Cromwell, William Pitt, William Gladstone and many others.

At age 21, Churchill came to the United States and met Bourke Cockran, a New York Congressman whom he described as "a remarkable man. . .with an enormous head, gleaming (=to shine softly) eyes and flexible countenance (=mental composure, expression, look)." But most of all, Churchill admired Cockran for the way he talked.

The Congressman had a thundering (=awesomely great, intense, or great) voice and often spoke in heroic and rolling (=if drums or thunder roll, they make a long low series of sounds) phrases. When Churchill asked his advice on how he could learn to spellbind (=extremely interesting and holding your attention completely) an audience of thousands, Cockran told him to speak as if he were an organ, use strong words and enunciate (to pronounce words clearly and carefully) clearly in wave-like rhythm (=a regular pattern of changes). They corresponded (=to write letters to someone and receive letters from them) for many years.

Adlai Stevenson, himself a notable speaker, often reminisced (=to talk or think about pleasant events in your past) about his last meeting with Churchill. "I asked him on whom or what he had based his oratorical style. Churchill replied, âIt was an American statesman who inspired me and taught me how to use every note (=a particular musical sound) of the human voice like an organ.â Winston then to my amazement started to quote long excerpts from Burke Cockranâs speeches of 60 years before. âHe was my model,â Churchill said. âI learned from him how to hold thousands in thrall (=controlled or strongly influenced by someone or something).â"

Lesson #2:

See and hear good speakers in action, and study the texts of their speeches.

Stimulated (=encouraged) by his fatherâs career, young Churchillâs ambition (=strong desire) was to go into politics, but he worried about his speech impediment (=a physical problem that makes speaking, hearing, or moving difficult). So he consulted a throat specialist. The doctor found no organic defect and told young Churchill only practice and perseverance (=persistence, steadfastness) would help him.

Diligently (=someone who is diligent works hard and is careful and thorough) and faithfully (=in a loyal way, in a regular way), he practiced and persevered. He believed people should never submit to (=to agree to obey, accept - give in) failure. Years later he said in a speech, "Never give in! Never give in! Never give in except to convictions (=a very strong belief or opinion) of honour and good sense."

Question: What does the bold text mean?

He rehearsed (=practised) aloud to make sure he wouldnât muff (=say wrongly) words or stumble (=to stop or make a mistake when you are reading to people or speaking) over them, particularly words starting with "s." While walking on the street he repeated such sentences as, "The Spanish ships I cannot see since they are not in sight." Eagerly (=enthusiastically) he sought (=tried to find) opportunities to speak. All this helped him to lose the inhibition (=restriction, prevention) that had caused his stammering, though he never totally lost his lisp.An Attention-Getter

But even this turned into an advantage. Randolph Churchill once theorized that his father may have exploited (=to use something fully and effectively) the residual (=remaining) impediment to advantage to achieve an individual style (=distinctive style) of oratory. When Winston was 23 he wrote an unpublished article on oratory, "The Scaffolding (=raised platform to do a certain job) of Rhetoric." Describing the physical attributes of the orators, he wrote, "Sometimes a slight and not unpleasing stammer or impediment has been of some assistance in securing (=getting) the attention of the audience. . ."

clean-up day

Ticcky — Wed, 30 Apr 2008 07:54:12 GMT

Hello everyone!

Could anyone please take a look at my essay and give some comments on it? Anything will be helpful, as I'm taking the CAE exam in June and I need to improve my writing...

The topic is from my textbook. I'm asked to write an article about cleanliness on college and about recently introduced principal's measures.

Clean-up Day

Did you know that there has been, in average, only 1 bin for each 400m of the foot-paths in the college areal? This is fortunately not true anymore. The principal launched a campaign against litter in the college â she declared a Clean-up day and set up few new rules.

The main purpose of the Clean-up day was to draw students' attention and to make a cut to their carelessness as to the litter around the college. Volunteers were given rubbish bags and rubber gloves to collect rubbish from around the college and they were promised a free buffet supper as a little thank you. They were also asked to hand out leaflets about how to keep the college clean. Yet this has not had a very positive response as it only produced more rubbish to get rid of.

Responses to the set-up rules are uneven. Students really appreciate the extra bins which even with their nature-friendly design nicely complements the college grounds. Very good voice has also, not only among the non-smoking students' community, a no smoking policy which indirectly helped the college not to have the cigarette ends everywhere. Providing that you are a non-smoker you must love this rule. What you might find a bit annoying and strict is the height of the set fines for dropping litter on the college grounds. Opinions on this topic differs from student to student. Many of them, though the minority, are heard that it would lead them to the bankruptcy and that it is a nonsense to have such high fines, whereas the principal, teachers and the majority of the students think that it could motivate the students for whom taking the empty packs and used tissues to the bin was so much effort to put in it hadn't paid them off to undertake.

All in all, the Clean-up Day was very successful and definitely made our college a cleaner place, and if nothing else it at least made people feel more positive about keeping the college clean. So next time you see someone to get rid of a food-pack at a wrong place show him how to do it the proper way.

Re: The difference between 'who' and 'whom'

26TMNTJG2PG — Fri, 25 Apr 2008 10:01:29 GMT

I just joined this Forum a few days ago. I do not know what I going to tell you is still relevant.

I have come across an article "Who" or "Whom" (relative pronouns), careful perusal and digestion of which may be of great help.

EVS letter,Can you check it please??

yalelli — Fri, 14 Mar 2008 07:55:39 GMT

Hi there

This is a motivation letter for a volunteering organization.I wrote hardly.I aprreciate if you correct and maybe add some words to improve.I am in stuck with what to write about what I will gain as a journalism student for this volunteering.

Thank you in advance

Hi!My name is â¦, I'm a 26 years old student at 1rd year of Journalism at .. University. When finding out of this kind of volunteering I immediately knew I want to be a part of it. With this letter I would like to apply for the participation as a volunteer in your EVS project and through it I'd like to bring you closer how deeply I would like to become a part of your team and why I think you'd make a great decision choosing me.
You're probably asking yourself why I'm so sure of myself and what is that what I can offer more than someone else? Well...As I already mentioned, being a student of Journalism and on the other this is my second degree.I have studied history for 4 years.history has also always captivated my interest. It is history that made of the world what it is today. The rich Europea history is very fascinating. And there are also many interesting aspects about todayâs Europea. I'm a highly motivated, hard-working, tolerant and dynamic individual with expressed comunicating and organisation skills. During my time as a student I gathered a big amount of experinece in working with people in wide range of jobs (being a promotor, hostese, waitresse) I have lived in the UK as au pair for 2 years.In that time ,I have had opportunity to improve my English . I also volunteered as teacher assistance ,I was helping Turkish origin children to learn and improve their TurkishLike you see, I have kept myself busy .Well, doing all that I learned I enjoy working with people and that it fullfills me. And I'm really good at it. I easily adopt in any work enviroment and in working as a part of a group. Although neither an individual work that requires an initiative and responsable person with a sens of personal organisation doesn't represent any problem to me; I act equally good in both surroundings and I cope effectively with all kinds of demands put in front of me.I'm a computer literate and I speak, read and use english and little bit Persian. But I also think that there's a lot more work in front of me to achieve a level of a perfectly spoken Persian. Privately, I like sports and dancing. Depending of my free time and my mood I like cycling, I run. Also I adore to read. it's a daily or weekly press, all sorts of magazines, romans, Internet sites â from yellow pages to scientific articles, arts to love themes â I swallow it all in one breath. Any gatherings or activities of all kinds including people spending time together always will drow my attention. I'm a big filmophile and I enjoy music. And if you add a good cup of coffee with a cake accompanying it, plus my family and friends, with whom I share all my interests and free time, that's my winning choice.I'm sure you have already got an idea of how much I'd like to come and become a player in your team, but all the same, I'll use one more opportunity to express how strongly I desire to volounteer in your EVS project and how I'm convicted I have a lot to contribute with my experience and personality as your team member. The changes and all the adjustements that I would be confronted with do not frighten me, moreover, they challenge me. All potential shortfalls that will occure I'm willing to compensate with my maximum effort and doing my best. I'm very ambitious, prepaired to learn and ready to adopt new skills. I would be very gratefull if you'd give me a chance to represent all my qualities and ambitions in person, working for you. As I already said, this opportunity means to me a lot and represents a big possibility in enriching myself as a person as well as developing myself in professional sense. I thank you for your time spent reading this letter and I hope for a positive response. If you have any questions, please contact me through --- or my perssonal e-mail address ---

Re: <<< Silent Weapon >>>

Ruslana — Fri, 07 Mar 2008 10:03:59 GMT

Lawyee
Ruslana
What if tomorrow the government releases a directive saying that mass media are obliged to show only developing programs, and if they don't comply with if, they will lose their licenses? On whom in this case are dependant the mass media companies?

For this reason we have the constitutional limitation of government and accept the concept of human rights. If it ever happens that the government will enact this kind of regulation, it will be automatically held unconstitutional by the Constitutional Court or Supreme Court, or whatever its name in your country is.

I gave an extreme example, Lawyee. Okay, let's say that under a headline such as "Let's educate and develop our nation!", the government could release a directive that would oblige mass media to devote at least 20% of the day time to educational programs. If it doesn't happen, an increase of taxes or any other "punishment" could be applied to companies that don't obey. I think this good aim (education and development of people) would hardly be given a hostile reception from Constitutional Court or Supreme Court, or whatever. So I think mass media do depend on the government more than on people's wishes.

I wonder if anyone read the article I gave in the beginning. lol

Re: not / neither / nor

Hoa Thai — Tue, 19 Feb 2008 07:18:58 GMT

Hi Yoong Liat,

You know me well. If you allow me to act on the behalf of a few native English speakers, here is an extract from my old post, in which you should find statements written by 'authoritative' people:

-------------------------------------

I found a few articles archived by The New York Times that support the ânot, norâ pair, as in âThe ignorant white men, who cannot read nor write, who never owned a slave, â¦â

Interestingly enough, from one of the recent articles published by the UNESCOInstitute for Statistics titled âExamining the notion of literacy in a rapidly changing world,â I saw this opening statement:

âAt the outset of the 21st century, there are still an estimated 880 million adults who cannot read nor write in the world; two-thirds of whom are women.â

In addition to those, I was taught that the ânot, norâ pair could be used to specially emphasize the word after nor, as in âHe will not withdraw nor reduce his demands.â I found this teaching from my late teacher is still being used. Here are a few examples:

"So, while we will not withdraw nor reduce any of our military efforts in Irag ...."
http://www.districtadministration.com/pulse/commentpost.aspx?news=no&postid=16955

ââ¦people should not withdraw nor make âtactical votesâ for that reason...â
http://en.wikipedia.org/wiki/Wikipedia:Arbitration_Committee_Elections_December_2006/Vote/Radiant

I find the word nor sounds like or even. In fact, I think 'will not withdraw nor reduce' = 'will not withdraw or will not even reduce' - What do you think?