Pages

Friday, 18 May 2012

Writing a Journal

Steps
  1. Find something suitable to write on. Whatever you have on hand is fine. Or you might like to shop for something that makes you feel good about writing inside the pages. Decide what you are going to write with. Just make sure the implement feels comfortable in your hand. Of course, if you prefer, or need to, use a word processor, typewriter, or similar instead.
  2. Choose a time of day to write when you won’t be interrupted by others. This can prove a very difficult task. Make some time in your day of being alone to write in your journal. Make sure you have a comfortable place to write. You may enjoy the privacy of your own room for writing, or a busy cafe. Sitting in the same place to write can help you get into the right frame of mind for journal writing.
  3. Date your entry. This may seem a real drag, but this is the only real rule when it comes to keeping a journal. You’ll be amazed just how useful having each entry dated can be.
  4. Start writing. Just write whatever comes to your mind. Your focus questions should be on: 1. What have you learnt from doing this, name four things? 2. What would you change if you were able to do it again? 3. Have you encountered any issues? 4. What was your treasure in the final piece of assessment? 5. Have you continued with your journal?
  5. Be creative. Try different techniques, such as lists, collage, drawing, other visual styles, or whatever takes your fancy. Your journal is a place to express your thoughts and emotions. Forget the rules and what others expect. Play with ideas and use your journal for your own benefit.
  6. Stop writing, expressing, or creating at some point. Decide on a time or page limit, when your materials run out or just when you feel you’ve written all that is on your mind.
  7. Reread what you’ve written, if you can. Either read it directly after making the entry or set aside a time to read your past entries. There is much to gain from rereading your journal entries.
  8. Make a commitment, to gain some benefit in writing a single entry, but the greater benefits remains in making a habit of writing in your journal.

Tips

  • Always choose nice stationery. There is nothing quite so delightful as Persian notebooks and Japanese or German pens to make you want to write! But if writing is your hobby, it's no different from purchasing expensive additions for a collection, sport or hobby pursuit.
  • If it's been a while since you last wrote, don't try to catch up on all the interesting past events -- that kills a journal faster than anything. Just start from where you are right now, and if something significant happened recently, it will still be on your mind and you can add it in. Think of your journal as "snapshots" of moments rather than a complete and comprehensive "video" of your life. This is a very good idea!
  • You don't have to begin with the typical "Dear Diary". This may seem a little strange. Address it to anyone, yourself, or nobody. Just start writing.
  • Some people prefer writing in 1st person rather than narrating, because you are not telling a story, your describing your day or moment.
  • Write out some timelines of events! Show your school day, for example; "1st period is from X:XXam to X:XXam, 2nd..." so on.
  • Write out full conversations! Leave space here. Make it like a book.
  • List all your best friend's addresses/phone numbers/emails to look back on in the future,
you can even list peoples name you encountered on there!

Warnings

  • Writing can consume you once it grabs you. Don't expect to ever be able to give it up!
  • Writing can also help you grow as a person, too!
  • If your hand gets tired make sure to take a break.

Read More...

Manner of articulation


In linguistics, manner of articulation describes how the tongue, lips, jaw, and other speech organs are involved in making a sound. Often the concept is only used for the production of consonants, even though the movement of the articulars will also greatly alter the resonant properties of the vocal tract, thereby changing the formant structure of speech sounds that is crucial for the identification of vowels. For any place of articulation, there may be several manners, and therefore several homorganic consonants.
One parameter of manner is stricture, that is, how closely the speech organs approach one another. Parameters other than stricture are those involved in the r-like sounds (taps and trills), and the sibilancy of fricatives. Often nasality and laterality are included in manner, but phoneticians such as Peter Ladefoged consider them to be independent.
Stricture
From greatest to least stricture, speech sounds may be classified along a cline as stop consonants (with occlusion, or blocked airflow), fricative consonants (with partially blocked and therefore strongly turbulent airflow), approximants (with only slight turbulence), and vowels (with full unimpeded airflow). Affricates often behave as if they were intermediate between stops and fricatives, but phonetically they are sequences of stop plus fricative.
Historically, sounds may move along this cline toward less stricture in a process called lenition. The reverse process is fortition.
Other parameters
Sibilants are distinguished from other fricatives by the shape of the tongue and how the airflow is directed over the teeth. Fricatives at coronal places of articulation may be sibilant or non-sibilant, sibilants being the more common.
Taps and flaps are similar to very brief stops. However, their articulation and behavior is distinct enough to be considered a separate manner, rather than just length.[specify]
Trills involve the vibration of one of the speech organs. Since trilling is a separate parameter from stricture, the two may be combined. Increasing the stricture of a typical trill results in a trilled fricative. Trilled affricates are also known.
Nasal airflow may be added as an independent parameter to any speech sound. It is most commonly found in nasal stops and nasal vowels, but nasal fricatives, taps, and approximants are also found. When a sound is not nasal, it is called oral. An oral stop is often called a plosive, while a nasal stop is generally just called a nasal.
Laterality is the release of airflow at the side of the tongue. This can also be combined with other manners, resulting in lateral approximants (the most common), lateral flaps, and lateral fricatives and affricates.
Individual manners
  • Plosive, or oral stop, where there is complete occlusion (blockage) of both the oral and nasal cavities of the vocal tract, and therefore no air flow. Examples include English /p t k/ (voiceless) and /b d g/ (voiced). If the consonant is voiced, the voicing is the only sound made during occlusion; if it is voiceless, a plosive is completely silent. What we hear as a /p/ or /k/ is the effect that the onset of the occlusion has on the preceding vowel, as well as the release burst and its effect on the following vowel. The shape and position of the tongue (the place of articulation) determine the resonant cavity that gives different plosives their characteristic sounds. All languages have plosives.
  • Nasal stop, usually shortened to nasal, where there is complete occlusion of the oral cavity, and the air passes instead through the nose. The shape and position of the tongue determine the resonant cavity that gives different nasal stops their characteristic sounds. Examples include English /m, n/. Nearly all languages have nasals, the only exceptions being in the area of Puget Sound and a single language on Bougainville Island.
  • Fricative, sometimes called spirant, where there is continuous frication (turbulent and noisy airflow) at the place of articulation. Examples include English /f, s/ (voiceless), /v, z/ (voiced), etc. Most languages have fricatives, though many have only an /s/. However, the Indigenous Australian languages are almost completely devoid of fricatives of any kind.
·         Sibilants are a type of fricative where the airflow is guided by a groove in the tongue toward the teeth, creating a high-pitched and very distinctive sound. These are by far the most common fricatives. Fricatives at coronal (front of tongue) places of articulation are usually, though not always, sibilants. English sibilants include /s/ and /z/.
·         Lateral fricatives are a rare type of fricative, where the frication occurs on one or both sides of the edge of the tongue. The "ll" of Welsh and the "hl" of Zulu are lateral fricatives.
  • Affricate, which begins like a plosive, but this releases into a fricative rather than having a separate release of its own. The English letters "ch" and "j" represent affricates. Affricates are quite common around the world, though less common than fricatives.
  • Flap, often called a tap, is a momentary closure of the oral cavity. The "tt" of "utter" and the "dd" of "udder" are pronounced as a flap in North American and Australian English. Many linguists distinguish taps from flaps, but there is no consensus on what the difference might be. No language relies on such a difference. There are also lateral flaps.
  • Trill, in which the articulator (usually the tip of the tongue) is held in place, and the airstream causes it to vibrate. The double "r" of Spanish "perro" is a trill. Trills and flaps, where there are one or more brief occlusions, constitute a class of consonant called rhotics.
  • Approximant, where there is very little obstruction. Examples include English /w/ and /r/. In some languages, such as Spanish, there are sounds that seem to fall between fricative and approximant.
·         One use of the word semivowel, sometimes called a glide, is a type of approximant, pronounced like a vowel but with the tongue closer to the roof of the mouth, so that there is slight turbulence. In English, /w/ is the semivowel equivalent of the vowel /u/, and /j/ (spelled "y") is the semivowel equivalent of the vowel /i/ in this usage. Other descriptions use semivowel for vowel-like sounds that are not syllabic, but do not have the increased stricture of approximants. These are found as elements in diphthongs. The word may also be used to cover both concepts.
·         Lateral approximants, usually shortened to lateral, are a type of approximant pronounced with the side of the tongue. English /l/ is a lateral. Together with the rhotics, which have similar behavior in many languages, these form a class of consonant called liquids.
Broader classifications
Manners of articulation with substantial obstruction of the airflow (plosives, fricatives, affricates) are called obstruents. These are prototypically voiceless, but voiced obstruents are extremely common as well. Manners without such obstruction (nasals, liquids, approximants, and also vowels) are called sonorants because they are nearly always voiced. Voiceless sonorants are uncommon, but are found in Welsh and Classical Greek (the spelling "rh"), in Tibetan (the "lh" of Lhasa), and the "wh" in those dialects of English that distinguish "which" from "witch".
Sonorants may also be called resonants, and some linguists prefer that term, restricting the word 'sonorant' to non-vocoid resonants (that is, nasals and liquids, but not vowels or semi-vowels). Another common distinction is between stops (plosives and nasals) and continuants (all else); affricates are considered to be both, because they are sequences of stop plus fricative.
Other airstream initiations
All of these manners of articulation are pronounced with an airstream mechanism called pulmonic egressive, meaning that the air flows outward, and is powered by the lungs (actually the ribs and diaphragm). Other airstream mechanisms are possible. Sounds that rely on some of these include:
  • Ejectives, which are glottalic egressive. That is, the airstream is powered by an upward movement of the glottis rather than by the lungs or diaphragm. Plosives, affricates, and occasionally fricatives may occur as ejectives. All ejectives are voiceless.
  • Implosives, which are glottalic ingressive. Here the glottis moves downward, but the lungs may be used simultaneously (to provide voicing), and in some languages no air may actually flow into the mouth. Implosive oral stops are not uncommon, but implosive affricates and fricatives are rare. Voiceless implosives are also rare.
  • Clicks, which are lingual ingressive. Here the back of the tongue is used to create a vacuum in the mouth, causing air to rush in when the forward occlusion (tongue or lips) is released. Clicks may be oral or nasal, stop or affricate, central or lateral, voiced or voiceless. They are extremely rare in normal words outside Southern Africa. However, English has a click in its "tsk tsk" (or "tut tut") sound, and another is often used to say "giddy up" to a horse.
  • Combinations of these, in some analyses, in a single consonsant: linguo-pulmonic and linguo-glottalic (ejective) consonants, which are clicks released into either a pulmonic or ejective stop/fricative.

Sources :  htttp://www.wikipedia.com
Read More...

Hoover Dam


Hoover Dam: Taming the Colorado River and Powering Millions
 
STEVE EMBER: I’m Steve Ember.
SHIRLEY GRIFFITH: And I’m Shirley Griffith with EXPLORATIONS in VOA Special English. Today we tell about Hoover Dam. It was the largest and most difficult structure of its kind ever built when work started in nineteen thirty-one. A new bypass bridge that opened this month near the dam is also a wonder of engineering.
(MUSIC)
STEVE EMBER: Our report about Hoover Dam must begin with the Colorado River. This river made the dam necessary. The Colorado River begins high in the Rocky Mountains. It begins slowly, during the dark months of winter. Heavy snow falls on the Rocky Mountains.

Workers drill into the canyon wall above the Colorado River
The snow is so deep in some areas that it will stay on the ground well into the hot days of summer. But the snow does melt. Ice cold water travels down the mountains and forms several rivers -- the Gila River, the Green River, the Little Colorado, the San Juan, the Virgin and the Gunnison Rivers. These rivers link together and form the beginnings of the Colorado River. The Colorado River flows through the states of Wyoming, Colorado, Utah, New Mexico, Arizona, Nevada and California. Then it crosses the border into Mexico.
SHIRLEY GRIFFITH: The Colorado River has always been extremely powerful. The river created the huge Grand Canyon. Beginning thousands of years ago, the violent water cut hundreds of meters deep into the desert floor of Arizona. The power of this river has also been demonstrated in more modern times. Between nineteen-oh-five and nineteen-oh-seven, the Colorado River caused great amounts of flooding in parts of Arizona and California.
Huge amounts of water ran into a low area in the dry, waterless desert that had once been an ancient lake. In two years of flooding, the Colorado River filled the ancient lake. That lake is called the Salton Sea. Today, it is about fifty-six kilometers long by twenty-four kilometers wide. It is even larger in years of heavy rain.
STEVE EMBER: The flooding that created the Salton Sea also flooded homes, towns and farming areas. Many people were forced to flee their homes. Government leaders knew they had to do something to prevent such floods in the future. In nineteen eighteen, a man named Arthur Davis proposed building a dam to control the Colorado River. Mr. Davis was a government engineer. He said the dam should be built in an area called Boulder Canyon on the border between the states of Arizona and Nevada.
SHIRLEY GRIFFITH: Building the dam would not be easy. The people of seven states and the people of Mexico needed and used the water of the Colorado River. Much of that area is desert land. Water is extremely important. Without water from the Colorado River, farming is not possible. Without water, life in the desert is not possible.
On November twenty-fourth, nineteen twenty-two, officials signed a document in Santa Fe, New Mexico. That document is called the Colorado River Compact. The document tells how the seven states would share the water of the Colorado River. It was agreed this could be more easily done with the aid of a dam. Later an agreement was signed with Mexico to supply it with water from the Colorado River.
(MUSIC)
STEVE EMBER: The area chosen for the dam was called Black Canyon. The walls of Black Canyon rise almost two hundred forty-three meters above the river. An ancient volcano formed the rock in Black Canyon. Engineers decided the rock would provide a good strong support for the proposed dam.
However, the area also presented problems. The nearest railroad was sixty kilometers away. There was no electric power. And, in the summer, desert temperatures could reach as high as forty-eight degrees Celsius.
A great deal of work was done before operations started on the dam. Workers built a town called Boulder City to house employees working on the dam.
They built a large road from Boulder City to the area of the dam. They built a railroad from a main line in Las Vegas, Nevada to Boulder City. They built another railroad from Boulder City to the dam area. And they built a three hundred fifty kilometer power line from San Bernadino, California. This provided electric power to the area where the dam was being built.

The newly completed Mike O'Callaghan-Pat Tillman Memorial Bridge, with Hoover Dam in the background
SHIRLEY GRIFFITH: The work on the dam began in April of nineteen thirty-one. Workers called “high scalers” were some of the first to begin building the dam. They were suspended from ropes as they used heavy air-powered hammers to break any loose rock away from the face of the canyon walls. When they could not use hammers, they used dynamite. One high scaler became very famous. His name was Arnold Parks. He caught another worker who had fallen off the top of the canyon.
Mr. Parks held the worker to the wall of the canyon until others came to help. Today, visitors can see a statue of the men who worked as high scalers to build Hoover Dam.  The high scalers worked on the sides of the canyon. Other workers dug huge tunnels deep in the floor of the canyon. This was done to permit the Colorado River to flow away from the construction area. This had to be done so the floor of the dam could be built.
On June sixth, nineteen thirty-three, workers poured the first load of a building material called concrete. Men in two special factories worked day and night to make the concrete for the dam. Huge equipment moved millions of tons of rock and sand. In the summer months, the terrible desert heat slowed the work but did not stop it. Men who worked at night on the dam suffered less, but the heat was still as high as thirty degrees Celsius.
STEVE EMBER:
Slowly the great dam began to rise from the floor of the canyon. From the canyon floor it reaches two hundred twenty-one meters high. Workers poured the last of the concrete on May twenty-ninth, nineteen thirty-five. They had used almost four million cubic meters of concrete. Workers also used more than twenty million kilograms of steel to strengthen the dam’s concrete.
SHIRLEY GRIFFITH:
The work was dangerous for the more than five thousand men who worked on the structure. The extreme temperatures, falling objects and heavy equipment caused accidents. The workers were provided with medical care and two emergency vehicles to take them to a new hospital in Boulder City. However, ninety-six men lost their lives during the building of the great dam.
The companies building the dam had been given seven years to complete the work. They did it in only five. President Franklin D. Roosevelt dedicated the dam in September of nineteen thirty-five, although it was not completed until the next year. However, work on the dam continued so as to use the river to produce large amounts of electric power.
Today, seventeen huge turbine machines produce hydroelectric power. About one point three million people in Arizona, Nevada and southern California depend on the dam for their electricity.
(MUSIC)
STEVE EMBER: When Hoover Dam was finished, it was the largest and tallest dam in the world. It was also the largest power producer that used water to make electricity. Today this is no longer true. Taller dams, larger dams and a few that produce more power have been created. But Hoover Dam remains an extraordinary example of engineering. In October, two thousand ten, another major engineering effort was completed about five hundred meters south of Hoover Dam. A concrete bridge was built about two hundred seventy-five meters above the Colorado River. The bridge connects Arizona and Nevada.
The official name of the Hoover Dam bypass is the Mike O'Callaghan-Pat Tillman Memorial Bridge. Mike O’Callaghan was governor of Nevada in the nineteen seventies. Pat Tillman was a football player who quit the Arizona Cardinals to join the Army. He died in Afghanistan in two thousand four.
SHIRLEY GRIFFITH: The bridge is about five hundred eighty meters long. It is the largest single-span concrete arch bridge in the Western Hemisphere. Each of the one hundred six cast concrete pieces of the bridge was built in mid-air with the support of huge steel cables. Building took place on both sides of the river. For the curve to be perfect, the two sides had to meet within two and a half centimeters of each other.
Before this new bridge, the only way to cross the river in this area was on a small two-lane highway extending across the dam. This road was too small for the amount of traffic in the area. The new bridge keeps the majority of vehicles further away from the dam. So experts hope to protect it from possible attack or harm.
The new bridge is also giving visitors to Hoover Dam a fresh view of this important structure.
(MUSIC)
STEVE EMBER: This program was written by Paul Thompson and Dana Demange, who was also the producer. I’m Steve Ember.
SHIRLEY GRIFFITH: And I’m Shirley Griffith. You can comment on this program on our website, voaspecialenglish.com. Join us again next week for EXPLORATIONS in VOA Special English.

sources: VOA
Read More...

Wednesday, 16 May 2012

Article Sample


A Tale of Two Homes

In the middle of May, when the flowers start to come out and the sun starts to burn, high school students everywhere begin to decide where they would like to spend the next four years of their lives. Will they continue to stay with their parents, still exempt from rent but at the same time living under someone else’s roof? Or will they give living on their own a try, with unlimited freedom but absolutely none of the comforts of home sweet home? This important yet very difficult decision millions and millions of people encounter every day could be very easy to get too involved in. The outcome of each situation must be weighed and measured accordingly in order to make the perfect decision.
The phrase “still living at home” brings up a mental image of an overweight middle-aged man who does not work and freeloads off of his family. Indeed this scares many teenagers into thinking they must leave home right away to avoid becoming something so looked down upon. On the other hand, staying home a little longer than some people can actually improve the relationship between parents and kids. The parent’s good influence on their child will have a lot more time to develop, therefore, causing him or her to grow up into a responsible, well-educated adult with excellent values and morals.
Most teenagers who choose to live with their parents eventually land a job to earn themselves a little extra money for weekends, personal expenses, and such. Although having a job while going to school can be stressful, there would not be any bills to worry about paying so the student’s work load would be considerably less, allowing the balance between work and school seem quite easy. The student has his or her family close by to lend a helping hand with things as well, so this helps them bring their stress level down and not worry so much about how to go about doing things. Freedom; something a teenager dreams about. Even though many people think living with their parents puts certain restraints on what they can and cannot do, sometimes parents can be surprising. Usually kids find that if they obey a set of rules and do what their parents ask of them, they will be trusted to have more and more freedom. In a sense, it feels good to be able to go out and do whatever one pleases while knowing that their authority figure will feel fine about it. It builds trust and character to be able to tell parents the truth about what goes on in a child’s life.
On the other hand, living on one’s own seems to be an entirely different story: no parents, no siblings, and hardly any authority. Most teenagers want this freedom more than anything, and most parents dread the day their children realize this. With family being nowhere near to advise and influence, it puts pressure on teens to decide things for themselves, which ultimately can be a good thing. Parents will not always be around when things get difficult, so living alone helps guide kids toward being able to outweigh the bad with the good. When they do become working adults, they would have already had at least some experience with the real world, making them seem far more prepared.
Obviously, living alone does require its fair share of work. Doing chores, taking care of bills, and struggling to maintain a certain GPA in school can be difficult, but teenagers gain tremendous satisfaction when they decide to actually settle down and be successful in doing all these things. Not many people are born with the ability to manage time and energy in an orderly fashion. It takes practice and patience, which living alone provides a person with plenty of. The work load may seem like a lot, but in reality it prepares students for what they will be experiencing when they get older. It teaches them about work and how it becomes a natural thing that must be endured if they seek to become successful in life.
The ability to be able to do whatever, whenever draws most teens to make the decision to leave home. Much like the forbidden fruit: clearly the wrong thing to do, but if the opportunity arises, why pass it up? It astonishes many people how easy getting caught up with having so much freedom can be, simply because of how easily attainable it is. Although on some levels, being one’s own boss can teach a valuable lesson. Deciding what will be allowed and what will not can bring a sense of independence. Whether it is deciding to study instead of going to that party, deciding to go to the library instead of a friend’s apartment, or just deciding to stay in and read a good book instead of being around some bad influences, the freedom to make decisions provides teens with the chance to be who they want to be, not what others would like for them to be. There will be no authority figure to even advise teens on what to do, much like there will not be when they become adults and lead their own lives. This puts them in the position to act more like adults and take responsibility for their own actions, good or bad.
For as far back as we can remember, children have been faced with the challenges and difficulties of growing up and deciding when to “leave the nest.” The most accomplished of these individuals are the ones who can successfully choose for themselves whether or not to move out, and when to do it. They think extensively, asking themselves if they want to carry on under their parent’s guidance for a few more years or if the unrestricted life of living alone sounds more appealing. This, being one of the most significant decisions we make, could impact both our friends and our family, and making the correct one will eventually prepare us a bit more for the long road of life.
Read More...