Describe Image
02/29/2016
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To write a short description of this graph ask yourself (and answer!) the following questions: What exactly does the chart show? (Use the chart title to help you answer this question) What are the axes and what are the units? What similarities are there? Trend? Highest and lowest? Conclusion?
PICTURE DESCRIPTION
Kinds of pictures picture, image painting photograph / photo portrait landscape painting Artists artist photographer
Structure next to /near in front of =/=behind in the foreground in the background in the upper part / at the top Information on artist and year and origin poster cartoon drawing cover / front page comic strip cartoonist painter in the lower part / at the bottom on the left handside / on the left on the right hand side / on the right in the central part / in the middle ... (image title) is a painting/drawing/cartoon by ... (artist), painted in ... (year). ... (artist) painted ... (image) in ... (year).....in (source) This (image) was published in .....(year) and extracted from ........ (source) Describing the scene The picture was taken in/at/near ... (place). / the scene takes in..... The photo was taken in/at/during....(time) The picture depicts/ shows / ... (scene). What can you see? The picture is composed of ......(number) parts. ... (position: on the left/right/...) there is / are ... / we can see.... ... is ... (position: on the left/right/...) In this picture, the character is (Vb)-ing ...../ the characters are (Vb)-.ing .. Impression The characters look as if ... The viewer has the impression that ... The painting is vivid / happy / expressive. The picture makes the viewer feel ... (sad/happy) The picture inspires the viewer to think about ... Intention The artist / photographer / painter/ cartoonist uses ... to express ... He / She (probably) wants to criticise / express / show ... It is obvious that the artist wants to criticise / express / show ... What the artist / photographer / painter wants to criticise / express / show is ... What the artist / photographer / painter wants to point out / focus on is ...
I think / believe / am sure that ... It seems / appears to me that ... The problem illustrated here is ... / The issue raised is ...... ... symbolises ... ... is typical of ... 1 Memory and imagination have been shown to be affected by one another."Images made by functional magnetic resonance imaging technology show that remembering and imagining sends blood to identical parts of the brain.An optimal balance of intrinsic, extraneous, and germane forms of information processing can heighten the chance of the brain to retain information as long term memories, rather than short term memories. 2 Since imagination involves many different brain functions, such as emotions, memory, thoughts, etc., portions of the brain where multiple functions occur—such as the thalamus and neocortex—are the main regions where imaginative processing has been documented. [15] The understanding of how memory and imagination are linked in the brain, paves the way to better understand one's ability to link significant past experiences with their imagination 3 Internet users are impatient and are likely to get more impatient with time.[7] In a large-scale research study that completed in 2012 involving millions of users watching videos on the Internet, Krishnan and Sitaraman show that users start to abandon online videos if they do not start playing within two seconds. 4 social networks are more addictive than drugs and can have a severe psychological impact in the long run of constant Internet use. He believes people go through phases and being a social network junkie is a common phase people eventually will find themselves out of. He states "It can take years to break through the social network addiction." 5 It is, therefore, necessary that parents should let the children play when it is time to play. Some parents force their children to study as it is thought to be far more useful for life than play. It is a mistake on their part to think play as a waste of time. Through the experience of play a child enriches his life and becomes not only physically strong but also emotionally.
6 . We can have French, German or Russian, if you like, but obviously it is infinitely simpler for us to deal with a language which we know than to shift over to French, German, Russian or Spanish which will be a tremendous job. Every competent scientist today has to know two or three non-native languages. In the present age of industrialization, mechanization, scientific progress and research, we cannot progress without knowledge of English or, for that matter French , german or Russian . 7 A scientist uses a very great variety of exploratory stratagems, and although a scientist has a certain address to his problems- a certain way of going about things that is more likely to bring success than the groping of an amateur- he uses no procedure of discovery that can be logically scripted. According to Popper's methodology, every recognition of a truth is preceded by an imaginative preconception of what the truth might be - by hypotheses such as William Whewell 8 Some types of fat actually help to reduce harmful cholesterol levels. Polyunsaturated fats such as corn, soybean, and sesame oil, and monounsaturated fats like chicken fat and olive oil, seem to lower blood cholesterol, while saturated fats-those found in red meat, dairy products, and tropical oils - seem to raise the level of the kind of cholesterol that accumulates as plaque on arterial walls. 9 Digging channels for service ships and barges, building docks and other structures at the waterfront, and, to a lesser extent, laying pipeline cause another kind of environmental disruption. Instead of poisoning marine creatures, these activities tend to bury them, choke them, or cut off the light, which is essential to their whole food chain. 10 This is a conclusion, which is partly projected upon the occupational scene as the result of their experience with the curriculum in college and university, and also as the result of experience with college and university as organizations, which are viewed as bureaucratic, monolithic, and unchangeable by many students.
Once you’ve picked a general topic for your paper, you need to come up with a thesis. Thesis is the main and focal point of your paper and it’s the position you’ll take on your particular topic. Formulating a strong thesis is one of the most important things you need to do to ace your paper. Once: You’ve; picked; thesis; position; ace ;paper
Many papers you write in college will require you to include quotes from one or more sources. even if you don't have to do it, integrating a few quote into your writing can add life and persuasiveness to your argument the key is to use quote to support a point you are trying to make rather than just include them to fill space. Papers; college; quotes; persuasiveness,
Recently more research has focused on the relationship between color and psychological functioning. _____ (Q) Two further experiments establish the link between red and avoidance motivation as indicated by behavioral (i.e., task choice) and psychophysiological (i.e., cortical activation) measures. _____ (R) Four experiments, in fact, demonstrate that the brief perception of red prior to an important test (e.g., an IQ test) impairs performance, and this effect appears to take place outside of participants' conscious awareness. _____ (S) Red impairs performance on achievement tasks, because red is associated with the danger of failure in achievement contexts and evokes avoidance motivation. _____ (T) All of these findings suggest that care must be taken in how red is used in achievement contexts and illustrate how color can act as a subtle environmental cue that has important influences on behavior. _____ (U) Indeed, startling findings occurred in regard to the relationship between red and performance attainment.
2,5,3,1,4 Recently more research has focused on the relationship between color and psychological functioning. _____ (Q) Two further experiments establish the link between red and avoidance motivation as indicated by behavioral (i.e., task choice) and psychophysiological (i.e., cortical activation) measures.
_____ (R) Four experiments, in fact, demonstrate that the brief perception of red prior to an important test (e.g., an IQ test) impairs performance, and this effect appears to take place outside of participants' conscious awareness. _____ (S) Red impairs performance on achievement tasks, because red is associated with the danger of failure in achievement contexts and evokes avoidance motivation. _____ (T) All of these findings suggest that care must be taken in how red is used in achievement contexts and illustrate how color can act as a subtle environmental cue that has important influences on behavior. _____ (U) Indeed, startling findings occurred in regard to the relationship between red and performance attainment. 4,3,2,5,1
In one of the standard methods of primitive potters, rings or coils of clay are built up from a circular base. _____ (Q) It is not known when or where the potter's wheel was introduced. _____ (R) When a pot is built up from the base by hand, it is impossible that it will be perfectly round. _____ (S) The walls of the pot are then smoothed and thinned (by simultaneous pressure on the inner and outer surfaces) before being fired in a bread oven or in the most elementary of kilns - a hole in the ground, above which a bonfire is lit. _____ (T) The solution to this problem is the potter's wheel, which has been a crucial factor in the history of ceramics. _____ (U) Indeed it is likely that it developed very gradually, from a platform on which the potter turns the pot before shaping another side (thus avoiding having to walk around it). Pottery: -->4,2,1,3,5 In 1381, some 35 years after the Black Death had swept through Europe decimating over one third of the population, there was a shortage of people left to work the land.
_____ (Q) In addition to this, extra revenue was required to support a long and drawn out war with the French, and so a poll tax was introduced. _____ (R) Recognizing the power of ‘supply and demand’, the remaining peasants began to re-evaluate their worth and subsequently demanded higher wages and better working conditions. _____ (S) Not surprisingly the government of the day, comprised mainly of the land-owning Bishops and Lords, passed a law to limit any such wage rise. _____ (T) Things appear to have come to a head when in May 1381 a tax collector arrived in the Essex village of Fobbing to find out why the people there had not paid their poll tax and the villagers promptly threw him out _____ (U) It was the third time in four years that such a tax had been applied and this crippling tax meant that everyone over the age of 15 had to pay one shilling - a significant amount to the average farm laborer! Peasant's revolt of 1381 ----> 3,1,2,5,4 We need marine algae a whole lot more than they need us. _____ (Q) Trees and other land plants are very important, no doubt about it. _____ (R) Think about it, 70 to 80 percent of all the oxygen we breathe comes from algae! _____ (S) Without them we would really be sucking wind, but not for long! _____ (T) But for pure survival, we couldn’t make it without algae. _____ (U) At this point, you may be saying, “Yo! What about the trees and other land plants?” Q=4, R=1, S=2, T=5, U=3
Tim Beatley has long been a leader in advocating for the "greening" of cities. _____ (Q) While these are important aspects of re-imagining urban living, they are not enough, says Beatley. _____ (R) But too often, he notes, urban greening efforts focus on everything except nature. _____ (S) And any vision of a sustainable urban future must place its focus squarely on nature, on the presence, conservation, and celebration of the actual green features and natural life forms. _____ (T) Instead, elements such as public transit, renewable energy production, and energy efficient building systems are emphasized. _____ (U) We must remember that human beings have an innate need to connect with the natural world (the biophilia hypothesis).
Q=3, R-1, S=5, T=2, U=4 In mid-19th century America, most abolitionists were willing to move slowly toward their goal of ending slavery. _____ (Q) John Brown saw the cause in a different light. _____ (R) Brown was unrepentant at trial, stating: "Now, if it is deemed necessary that I should forfeit my life for the furtherance of the ends of justice, and mingle my blood further with the blood of my children and with the blood of millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments, I submit; so let it be done." _____ (S) After U.S. Marines (commanded by Robert E. Lee) stormed the armory, a wounded Brown was captured. _____ (T) He thought that "slavery, throughout its entire existence in the United States, is none other than the most barbarous, unprovoked and unjustifiable war of one portion of its citizens against another portion," and he was willing to pursue just about any means at his disposal to stop the practice.
_____ (U) On October 16, 1859, Brown, hoping to obtain weapons for a slave uprising, led a raid on the federal arsenal in Harpers Ferry, Virginia (now West Virginia), but Brown and his men were surrounded before they could escape. Q=1, R=5, S=4, T=2, U=3 By the age of 33 Ghazali was appointed a professor in Baghdad, where he became recognized as an authority on canon law. _____ (Q) His greatest work of synthesis was in The Revivification of the Religious Sciences, which also argues that only the Sufi emphasis on inner devotion can fulfill the strict demands of the Qur’an. _____ (R) In spite of his success, Ghazali entered a period of spiritual crisis. _____ (S) Therefore, in 1095 Ghazali became a wandering ascetic, returning to the Sufism of his youth, spending 11 years in meditation and retirement, until a Sultan persuaded him to teach again. _____ (T) As he wrote in his autobiography: “I examined my motives in my work of teaching, and realized that it was not a pure desire for the things of God, but that the impulse moving me was the desire for an influential position and public recognition." _____ (U) In the public teachings and writings which followed his retirement, Ghazali set forth a synthesis of orthodox theology and mysticism. Q= 5, R=1, S=3, T=2, U=4 Perhaps Jeff Koons' most famous work of art is his ‘balloon dog,’ a giant polished steel structure which looks like a long inflated balloon twisted and shaped into the image of a dog. _____ (Q) The Balloon Dog is, in fact, ‘eternally optimistic’ while simultaneously creating a dialogue between its interior and exterior surroundings through its reflective surfaces. _____ (R) Indeed, he reveals that the design inspiration for his inflatable pieces stems from the human body and how a breath of air can become a symbol of optimism.
_____ (S) Jeff Koons has, in fact, been into ‘inflatable’ art since the beginning of his career as an artist. _____ (T) The huge reflective surfaces give the dog a light, airy balloon feel, while, in reality, the sculpture weighs an immense amount. _____ (U) He often speaks about the concept of inflatable objects and their symbolic meaning for life itself. Balloon Dog: 4,3,1,5,2 While A Love Supreme is a recognized musical masterpiece, it had enormous personal significance for Coltrane. _____ (Q) In the spring of 1957, his dependence on drugs and alcohol lost him one of the best jobs in jazz. _____ (R) Alternately catatonic and brilliant, Coltrane's behavior and playing became increasingly erratic and Davis fired him after a live show that April. _____ (S) Soon after, Coltrane resolved to clean up his act. _____ (T) He was playing sax and touring with Miles Davis' popular group when he became unreliable and strung out. _____ (U) He would later write, in the 1964 liner notes to A Love Supreme, "In the year of 1957, I experienced, by the grace of God, a spiritual awakening, which was to lead me to a richer, fuller, more productive life." John Coltrane
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1. Scientists that have been studying sleep have determined that teens need more sleep than they currently get. A. At school, teens have difficulty with complex thought because many of them do not get enough sleep each night. B. Research determined that sleep is necessary to help with creating memories and solving problems. C. To help teens get more sleep, many schools are pushing back their start times so their students perform better. D. Along with difficulty thinking, teens who do not get enough sleep can have more stress in their lives, simply due to an increase in cortisol, the hormone that causes stress.
E. In response to the high levels of stress in the body, teens also act impulsively and they can lose their sense of humor. .BADEC 2. Concussion laws are changing the way that many sports are played, but many people do not know very much about concussions at all. A. While the intensity of the impact may or may not cause a concussion, researchers have found that when athletes are hit on the top of the head they are more likely to suffer from a concussion. B. Many people believe that concussions only occur when athletes are hit on the head. C. In reality, concussions can occur if direct impact occurs on the face or neck as well as anywhere else that the force can be sent to the head. D. Due to the uncertainty of whether or not an impact has actually caused a concussion is the major reason why concussion laws have been enacted. E. One of the scariest things about concussions is that they happen with varying degrees of impact. BCEAD 3. Homecoming celebrations have been held at colleges and high schools across the United States since the mid-1800s. A. Even though other schools think they had homecoming games prior to Missouri, the reason that Missouri has the title is because the athletic director invited alumni to come home to see a big game between Kansas and Missouri in 1911. B. Despite the NCAA giving Missouri the official designation of having the first homecoming, Baylor University claims one of the earliest homecomings with activities for alumni that included an afternoon football game along with reunion parties and a parade. C. The actual origins of the traditional event are unknown, but the the University of Missouri is the homecoming birthplace as stated by the NCAA. D. The first true homecoming may never be known, but what is known for sure is that most colleges and high schools did not hold homecoming celebrations in 1918 due to World War I. E. The University of Illinois also claims to have had an earlier homecoming celebration than the one in Missouri. CBEAD 4. William Howard Taft was an unlikely president who served from 1909 until 1913. A. The biggest weakness was that he was morbidly obese weighing in at 335 pounds on his 6 foot 2 frame. B. His obesity caused him to suffer from health problems like sleep apnea. C. Despite his strengths, he had many weaknesses.
D. It also caused him to get stuck in the White House bathtub, which prompted him to have a tub installed that could fit four fully grown men. E. As president, he was knowledgeable about the law and fighting for the good of the country. ECABD 5. The Apollo Space Program was one of the most important scientific programs in the history of the United States. A. The first Apollo missions was manned, but never left the ground due to a fire that ended the life of Gus Grissom, Edward White, and Roger Chaffee. B. The highlight of the program was Apollo 11, which was the flight where Neil Armstrong, Michael Collins, and Buzz Aldrin landed on the moon in the Sea of Tranquility. C. After several test launches, the seventh mission, called Apollo 7, resulted in the first manned orbit of the Earth. D. Even though the mission did not go as planned, Apollo 13 showed the world what NASA was made of as scientists worked together to bring three astronauts on a heavily damaged orbiter safely back to Earth. E. Following the Apollo 1 disaster, NASA scientists had to reevaluate the safety of the program. AECBD From: Bankim PAREKH Sent: Tuesday, October 13, 2015 5:45 PM To: '
[email protected]' Subject: pte paragraph test
Nearly half the pesticides used in India go into protecting cotton, the most important commercial crop in the country. However, pests have shown increased immunity to a range of pesticides. Last year there were heavy crop losses due to leaf-curl, which is caused by the dreaded whitefly. This nondescript, milky-white fly sucks sap from the cotton leaves, making them curl and dry up. The fly struck first in Pakistan and north-western India. Then it turned south. Whitefly, boll weevils and caterpillars multiplied and destroyed their crops, despite the constant application of pesticides. The average yield of cotton fields in Andhra Pradesh fell by more than half in just one year. Now the farmers are in no position to repay the loans or feed their families.
According to the Ministry of Agriculture, the crop losses and destruction in Andhra Pradesh arose from the repeated application of excessive amounts of chemicals - a practice actively encouraged by pesticides traders.
Most of the farmers are extremely poor. Attracted by cheap loans from pesticides traders and the prospect of a quick buck, they borrowed heavily to raise cotton on small plots of land. As many as 60,000 small farmers in the region of Andhra Pradesh, southern India, have taken to farming cotton instead of food crops. Some 20 of them have recently committed suicide by eating lethal doses of pesticide. The suicide of Samala Mallaiah in Nagara village grabbed media headlines. He owned one acre of land, leased two more and grew cotton on all three. After making a loss in the first year, he leased yet more land in an attempt to recover. Confronted with falling prices, mounting debts and pest attacks, he committed harakiri. ‘Cotton has given us shattered dreams,’ said one old farmer in Nagara village. cadb a. For a lightweight poster or sign, you can use either offset book stock or cover stock. b. You'll probably have to take your publication to a commercial printer, however, since bristol won't feed through most desktop printers or copy machines. c. The type of paper you choose for a poster or a sign depends on how it will be reproduced and how it is going to be used. d. If you need to create a more durable poster or sign, or create packaging, bristol stock is your best choice.
eadbc a. It's rare, but not unheard of, for mail to go astray. b. And many corporate mail servers have had growing pains, too, experiencing holdups and the odd deletion.
c. On the whole though, you can assume email will arrive. d. However during 1997, AOL and Microsoft Network - to name just the big players - had severe mail outages resulting in the delay, and in some cases loss, of email. e. In general Internet email is considerably more reliable than the postal service.
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a. Time may indicate the importance of the occasion as well as on what level an interaction between persons is to take place. b. The same applies for calls after 11:00 P.M. c. Different parts of the day, for example, are highly significant in certain contexts. d. Our realisation that time talks is even reflected in such common expressions as, "What time does the clock say?" e. In the United States if you telephone someone very early in the morning, while he is shaving or having breakfast, the time of the call usually signals a matter of utmost importance and extreme urgency. f. A call received during sleeping hours is apt to be taken as a matter of life and death, hence the rude joke value of these calls among the young.
a. But modern anthropology stands opposed to the view that anatomy is destiny. b. Men are taller, heavier, and stronger than women; hence it is "natural" that hunting and warfare should be male specialities.
c. Men have higher levels of testosterone; hence they are "naturally" more aggressive, sexually and otherwise, and are "naturally" dominant over women. d. Since differences in the anatomy and physiology of human males and females are so obvious it is easy to be misled into believing that sexlinked roles and statuses are primarily biological rather than cultural phenomena. e. As the underlying demographic, technological, economic, and ecological conditions to which these sex-linked roles are adapted change, new cultural definitions of sex-linked roles will emerge. f. Moreover since women menstruate, become pregnant, and lactate, they "naturally" are the ones to stay at home to care for and feed infants and children. g. Nor are women born with an innate tendency to care for infants and children and to be sexually and politically subordinate. h. Rather it has been the case that under a broad but finite set of cultural and natural conditions certain sex-linked specialities have been selected for in a large number of cultures. i. Males are not born with an innate tendency to be hunters or warriors or to be sexually and politically dominant over women.
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A: When this bank was founded in 1695, Scots coinage was in short supply and of uncertain value, compared with English, Dutch, Flemish or French coin. B: In most countries it is only the government, through their central banks, who are permitted to issue currency. C: To face growth of trade it was deemed necessary to remedy this lack of an adequate currency. D: But in Scotland three banks are still allowed to issue banknotes. E: The first Scottish bank to do this was the Bank of Scotland.
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A: These markets had become rapidly dominated by powerful enterprises who were able to act in their own interests, against the interests of both workers and consumers. B: Mill was able to see an expanded role for the State in such legislation to protect us against powerful interests. C: He was able to argue that the State was the only organ that was genuinely capable of responding to social needs and social interests, unlike markets. D: Markets may be good at encouraging innovation and following trends, but they were no good at ensuring social equality. E: There had already been some legislation to prevent such abuses - such as various Factory Acts to prevent the exploitation of child workers.
In the last decades of the 18th century, the losers seriously outnumbered the winners. Those who were fortunate enough to occupy the upper levels of society, celebrated their good fortune by living a hedonistic life of gambling, parties and alcohol. It was their moral right, they felt, to exploit the weak and the poor. Few of them thought their lives should change, even fewer believed it could. SelectABCDEFGHBut a moral makeover was on the horizon, and one of the first people to promote it was William Wilberforce, better known for his efforts in abolishing the slave trade. Writing to a friend, Lord Muncaster, he stated that 'the universal corruption and profligacy of the times...taking its rise amongst the rich and luxurious has now ... spread its destructive poison through the whole body of the people.' But a moral makeover was on the horizon, and one of the first people to promote it was William Wilberforce, better known for his efforts in abolishing the slave trade. Writing to a friend, Lord Muncaster, he stated that 'the universal corruption and profligacy of the times...taking its rise amongst the rich and luxurious has now ... spread its destructive poison through the whole body of the people.'
But the decisive turning point for moral reform was the French revolution. John Bowlder, a popular moralist of the time, blamed the destruction of French society on a moral crisis. Edmund Burke, a Whig statesman agreed. 'When your fountain is choked up and polluted,' he wrote, 'the stream will not run long or clear.' If the English society did not reform, ruin would surely follow. These prophecies roused a little agitation when first published in 1790. But it was the events in 1792-93 which shocked England into action. Over in France, insurrection had led to war and massacre. The King and Queen had been tried and executed. France was now regarded as completely immoral and uncivilized, a country where vice and irreligion reigned. Englishmen were deeply afraid that the immorality of France would invade England. Taking advantage of this, Burke was able to gain considerable support by insisting that the French did not have the moral qualifications to be a civilised nation. He pronounced 'Better this island should be sunk to the bottom of the sea that than... it should not be a country of religion and morals.'
At first moralists did not look for some tangible end to moral behaviour. They concerned themselves with the spiritual salvation of the rich and titled members of society, believing that the moral tone set by the higher ranks would influence the lower orders. For example, Samuel Parr, preaching at London's St Paul's Cathedral, said 'If the rich man...abandons himself to sloth and all the vices which sloth generates, he corrupts by his example. He permits...his immediate attendants to be, like him, idle and profligate.' Sobering though these messages were, the aristocracy of the time was open to such reforms, not least due to fear. France's attempt to destroy their nobility did much to encourage the upper classes to examine and re-evaluate their own behaviour. Added to this was the arrival of French noble émigrés to British shores. As these people were dependant on the charity of the British aristocracy, it became paramount to amend morals and suppress all vices in order to uphold the state. In time, the fervour for improved morals strayed beyond personal behaviour and towards a new governance. People called for a tightening of existing laws which had formerly been enforced only laxly. Gambling, duelling, swearing, prostitution, pornography and adultery laws were more strictly upheld to the extent that several fashionable ladies were fined fifty pounds each for gambling in a private residence.
Whether the vices of the rich and titled stopped or were merely cloaked is open to question. But it is clear that by the turn of the century, a more circumspect society had emerged. Styles of dress became more moderate, and the former adornments of swords, buckles and powdered hair were no longer seen. There was a profusion of moral didactic literature available. Public hangings ceased and riots became much rarer. So far, however, circumspection in the upper classes had done little to improve the lives of those in the lower classes. But that was to change. Against a backdrop of the moral high ground, faults in the system started to stand out. One by one, people started to question the morality of those in authority. One such person was Thomas Wackley who in 1823 founded a medical journal called 'the Lancet'. At this time, Medicine was still a profession reserved for the rich, and access to knowledge was impossible for the common man. The Lancet shone a bright light on the questionable practices undertaken in medicine and particularly in surgery, and finally led to improved standards of care. Similar developments occurred in the Civil Service. Civil servants were generally employed as a result of nepotism or acquaintance, and more often than not took advantage of their power to provide for themselves at the expense of the public. Charles Trevelyan, an official at the London Treasury, realised the weaknesses in the system and proposed that all civil servants were employed as a result of entrance examinations, thus creating a system which was politically independent and consisted of people who were genuinely able to do the job. How though did changes at the top effect the people at the bottom of the societal hierarchy? Not all reformers concerned themselves which changes at the authoritative and governmental levels. Others concentrated on improving the lives and morals of the poor. In the midst of the industrial revolution, the poorest in society were in dire straits. Many lived in slums and sanitation was poor. No-one wanted the responsibility of improvement. But one woman, Octavia Hill, was willing to step up to the mark. Hill, despite serious opposition by the men who still dominated English society, succeeded in opening a number of housing facilities for the poor. But, recognising the weaknesses of a charity-dependent culture, Hill enforced high moral standards, strict measures in hygiene and cleanliness upon her tenants, and, in order to promote a culture of industry, made them work for any financial handouts.
Could local authorities impose such measures today? Probably not. Even so, the legacy of the moral reform of the late 1800s and 1900s lives on today. Because of it, the British have come to expect a system which is competent, fair to all and free from corruption. Nowadays everyone has a right to a home, access to education, and protection at work and in hospital. This is all down to the men and women who did not just observe society's ills from a distance, but who dared to take steps to change it.
For many centuries, the question of how our minds work was left to theologians and philosophers. But at the beginning of the twentieth century, a new science, experimental psychology emerged, in which the speculative theories of the past were confirmed or disproved by the scientific method. At the forefront of this research was J B Watson. His area of interest was the origin of human emotions. Do we learn them, or do we have them when we are born? In particular, Watson wanted to study fear, and was prepared to go to whatever lengths to study his theory. Watson’s subject was a 9 month old infant, Albert. During the experiment, Watson presented the child with things which are often considered frightening – a rat, fire, a clown mask. At first, Albert was unafraid of these things. But then Watson tormented the child with loud, unexpected noises as he was playing with them. Sure enough, Albert learnt to associate these things with the unpleasant experience. Even when the noises were stopped, Albert withdrew his body and puckered his face when presented once more with the rat and mask. Such abusive and disturbing experiments would never be permitted nowadays. The film which Watson made of the experiment makes discomforting viewing, as the child is interminably and cold-heartedly tortured by the items which he has been taught to fear. Nonetheless, this was a landmark work with profound influence. Through it, Watson confirmed that humans learn fear by association, and as a result they can ‘un-learn’ it, a discovery that still impact s the work of behavioural therapists today.
Ah, the wisdom of age! It’s comforting to know, as you reach for another cup of tea and a digestive, that even though you are not jogging lithely up and down the streets like those lithe bodies out there, at least your mind has been honed by your life experiences into a pearl of insight and erudition, ready to be tapped for knowledge. But I would think that, wouldn’t I? But thankfully, I’m not alone in my view, and nor is it just my generation that agrees with me. There are in fact a small but growing number of young researchers who are helping us to prove our case. Recently, some American psychologists set about to find out whether there is a relationship between wisdom and age by studying how people of various ages reasoned in questions of social conflict. Subjects were invited to comment on stories featuring disputes between individuals or social groups, including matters of ethnic tension and immigration. Evaluators listened to their responses and scored them according to a set of ‘wisdom criteria’ – such factors included preference for compromise, acknowledgement of other’s points of view and ways to manage uncertainty – (pinpointing exactly what wisdom is is a decidedly tricky business, it would appear). The findings were clear, (as of course you would know already, wouldn’t you, being so wise?). The older participants scored more highly than the younger ones. QED. Of course there’s always someone who wants it to rain on the parade. Another American theorised more recently that older brains are slower, and thus more risk-averse and less impulsive. Clearly this is balderdash, but he’ll learn, when he’s older.
is not enough for companies to bombard us with visual and auditory advertisements. It’s not that potential customers have become immune to this kind of sensory stimuli. Indeed a catchy jingle or an image that taps into our personal desires is as effective as ever it was. But nowadays the average person experiences over a hundred advertisements per day. How is a company to make an impact when it is basically just one bullet in a continuous barrage? A modern solution is find alternative entry to our subconscious – olfactory. This is a far more primal sense than the ones we have come to depend on, and, if urban legends are true and we do choose our mates according to their pheromones over any other factor, one that we have less control of than we think.
Subliminal messaging via visual stimuli has been practised for some time. In 1957, there were reports that drinks promotions flashed on a movie screen for a fraction of a second could increase sales by over 50% by striking viewer at a subconscious level. Such techniques were later judged by a United Nations study to be “a major threat to human rights” and were banned in a number of countries. Olfactory advertising has an even more powerful effect on our buying habits. Our sense of smell is directly connected to the limbic system, our emotional centre. Odours nearly always cause emotional reactions, and there is no way for humans to avoid them. Marketers can thus create an atmosphere which effectively encourages customers to spend longer in stores or gravitate to certain products. Awareness is key. Only through a greater control over our most basic instincts can we hope to withstand the marketers’ newest assaults.
This was the title of a relatively recent article written by Nicholas Carr and published in the American Magazine The Atlantic. In it, Carr describes his worrying sense that his mind is not actually ‘going’, but is changing, as if his memory and neural circuitry was being tinkered with. He describes his inability to focus on a single thread of thought, and puts this down, not actually to the search engine itself, but to his growing dependence on ubiquitous online networking and its subsequent effect on the structure of our brains. Another of his fears is that it impairs memory. Why remember anything when there is Google can retrieve that knowledge in an instant? I’m no neurobiologist, but Carr has a point. Our brains are muscles. Work and stretch parts of it and they will become quick, strong and versatile. So any relaxation of the ‘memory’ synapse will be countered by a strengthening in reading, navigation and problem-solving. As we know, misinformation and nonsense on the internet is rife, but this need not be considered a negative. Acknowledgement of this brings about questioning and debate, where the reader does not simply accept information as fact, but has both the insight and wherewithal to assess, compare and support the information he or she finds.
Popular writers such as Steve Biddulph in Australia and Sam Keen in America, assert that in Western societies young males are left to themselves to become men by chance. As part of an ethnographic study of fourteen young and mid-life Australian men’s perceptions of a dominant model of masculinity, participants were asked when, and how they believe that they became a man. The experiences of these males are compared, and related to what three streams of literature on masculinity: academic discourses, popular writings and Australian research and commentaries have to say. The topic of how young males become men is a frequent topic in popular writings on masculinity, in contrast to academic discourses that rarely raise the issue.
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A The paper draws from examples from current gerontological research to illuminate the usefulness of such a Foucauldian approach for researching social gerontology. B his broad theory has attempted to understand how aging is socially constructed by discourses used by professions and disciplines in order to control and regulate the experiences of older people and to legitimise powerful narratives afforded to age by such groups. C In particular, the paper locates concepts of archaeology, genealogy and technologies of self and highlights the importance and creative impact these have for social gerontology in the USA, UK and Australasia. D Gerontology too as a discipline and praxis provides the space for the construction and dissemination of knowledge formation. E To address this, the paper introduces some of the methodological tools from the scholarship of Michel Foucault. F There has been a rise in recent years of a theoretical current entitled “Foucauldian gerontology”.
There has been a rise in recent years of a theoretical current entitled “Foucauldian gerontology”. This broad theory has attempted to understand how aging is socially constructed by discourses used by professions and disciplines in order to control and regulate the experiences of older people and to legitimise powerful narratives afforded to age by such groups. Gerontology too as a discipline and praxis provides the space for the construction and dissemination of knowledge formation. To address this, the paper introduces some of the methodological tools from the scholarship of Michel Foucault. In particular, the paper locates concepts of archaeology, genealogy and technologies of self and highlights the importance and creative impact these have for social gerontology in the USA, UK and Australasia. The paper draws from examples from current gerontological research to illuminate the usefulness of such a Foucauldian approach for researching social gerontology ____________________________
Some critics believe distance education's inability to reproduce a critical dialogue among students and between students and instructor can be addressed through the use of two-way communication technologies such as text-based, asynchronous (i.e., not in real time) computer conferencing. Appropriately-designed computer conferencing, it is argued, will facilitate interaction among students and between the instructor and students thus making distance education more appropriate for the higherlevel cognitive goals of college and university education. At the same time, using this technology will retain the flexibility of time and placeindependence that is characteristic of distance education. B The results of this study suggest that some of the claims about the potential of this technology to transform conventional and distance education may be overstated. The emergence of a dynamic and interactive educational process that facilitates critical thinking was shown to be contingent on a variety of factors. The results suggest, however, that with the appropriate course design, instructor interventions, content, and students, computer conferencing can be used for these purposes and should be given serious consideration by distance educators as a way of facilitating interaction and critical thinking in distance education. C Despite the growth in the size and acceptance of distance education, there have been persistent criticisms of this form of education because it often fails to provide for interaction among students and between students and instructors. Without this, it is suggested, distance education can only be an inferior imitation of the best face-to-face education because learners are unable to clarify and challenge assumptions and to construct meaning through dialogue.
D The literature on educational computer conferencing is replete with references to its potential to create a new paradigm of education characterized by interactive group knowledge-building and critical thinking, but there are few empirical studies that have substantiated this view. Little is known about how and why learners participate and what factors may affect their participation. Similarly there has been little empirical study of the quality of computer conferencing interaction. E This case study of a university-level course delivered by computer conferencing was designed to address these issues. It was guided by two purposes: 1) to determine whether the quantitative and qualitative dimensions of participation in this online course were consistent with key aspects of the new paradigm of networked learning as articulated in the literature, that is, if students were actively participating, building on each others contributions and thinking critically about the discussion topics; and 2) to determine what factors affected student participation and critical thinking.
Despite the growth in the size and acceptance of distance education, there have been persistent criticisms of this form of education because it often fails to provide for interaction among students and between students and instructors. Without this, it is suggested, distance education can only be an inferior imitation of the best face-to-face education because learners are unable to clarify and challenge assumptions and to construct meaning through dialogue. Some critics believe distance education's inability to reproduce a critical dialogue among students and between students and instructor can be addressed through the use of two-way communication technologies such as text-based, asynchronous (i.e., not in real time) computer conferencing. Appropriately-designed computer conferencing, it is argued, will facilitate interaction among students and between the instructor and students thus making distance education more appropriate for the higherlevel cognitive goals of college and university education. At the same time, using this technology will retain the flexibility of time and placeindependence that is characteristic of distance education. The literature on educational computer conferencing is replete with references to its potential to create a new paradigm of education characterized by interactive group knowledge-building and critical thinking, but there are few empirical studies that have substantiated this view. Little is known about how and why learners participate and what factors may affect their participation. Similarly there has been little empirical study of the quality of computer conferencing interaction.
This case study of a university-level course delivered by computer conferencing was designed to address these issues. It was guided by two purposes: 1) to determine whether the quantitative and qualitative dimensions of participation in this online course were consistent with key aspects of the new paradigm of networked learning as articulated in the literature, that is, if students were actively participating, building on each others contributions and thinking critically about the discussion topics; and 2) to determine what factors affected student participation and critical thinking. The results of this study suggest that some of the claims about the potential of this technology to transform conventional and distance education may be overstated. The emergence of a dynamic and interactive educational process that facilitates critical thinking was shown to be contingent on a variety of factors. The results suggest, however, that with the appropriate course design, instructor interventions, content, and students, computer conferencing can be used for these purposes and should be given serious consideration by distance educators as a way of facilitating interaction and critical thinking in distance education. ___________________________________
The results demonstrate that, for a majority of students, a community of practice was identified with according to criteria suggested by Wenger (1998) for this to happen, such as mutual engagement, shared repertoire and joint enterprise. Students were able to differentiate key features of webworlds that assisted or hindered their ability to learn. Records stored in the collaborative workspace enabled the tutors to identify not only key aspects of the learning process but also to assess the quality and quantity of each student's individual work and contribution to the group work. Finally, students reported their own sense of improved learning and enthusiasm for the task although this may be due to the 'halo effect'. In addition, several typical problems facing teachers in higher education are also addressed such as decreasing levels of attendance, assessing group work and identifying the authorship of work submitted collectively.
B Students studying software engineering were assigned group tasks involving web-based learning environments ('webworlds') and a collaborative workspace. The aim was to encourage students to identify themselves in a community of practice, which might develop as students acquired proficiency in the use of readily available tools and an opportunity to share the experience of learning. An instructional design approach was used to encourage this, according to criteria suggested by Wenger (1998) such as mutual engagement, shared repertoire and joint enterprise This paper focuses on the role of the teacher in identifying examples of learning, and assessing its process and outcomes. C The methodology of the study consisted of identifying appropriate tasks within the existing curriculum and the software to support those tasks, creating an effective instructional design that would support students' collaborative learning, providing opportunities for dialogue, monitoring learning patterns and gathering additional evidence from students' self-reporting of their experiences. Software used included CASE tools (Engstrom, 1997, and Cumberbatch, 1999) and simulations. D Another tool used was students' self-reporting of their experiences using an evaluation essay written as part of each assignment and the answers to an examination question that was framed in such a way as to elicit responses about learning. The question asked students to "explain how on-line tools assist, or not, the development of collaborative software engineering". E About one hundred students took part in the main part of the study. The results, in the form of interactive events, stored designs, communications and learning paths, and students' comments are analysed using approaches based on grounded analysis using both qualitative and quantitative techniques. F In conclusion, the paper will argue that, given appropriate tasks and support, webworlds and collaborative learning will enhance the student experience individually and collectively and provide tutors with new tools for both teaching and assessment. The concept of a community of practice can be usefully applied to new virtual learning environments as a guide to their design and evaluation.
G A variety of tools were used to analyse patterns of working and interaction that might throw some light on learning processes. The collaborative workspace (BSCW, 1997) generated daily lists of events that enabled the tutor and other students to respond as appropriate. For example, the storage of a new or edited computer program design might be simply noted or a pertinent question asked to 'seed' a discussion about improving it. Subsequent analysis of both the stored designs and communication about them enabled patterns of production and interaction that were given the name 'learning paths' to be identified and which it is claimed gave the tutor insight into students' learning patterns that approximates to that available during small tutorial sessions. Suggestions are made for how these patterns might be formalised and incorporated into the instructional design lifecycle. Students studying software engineering were assigned group tasks involving web-based learning environments ('webworlds') and a collaborative workspace. The aim was to encourage students to identify themselves in a community of practice, which might develop as students acquired proficiency in the use of readily available tools and an opportunity to share the experience of learning. An instructional design approach was used to encourage this, according to criteria suggested by Wenger (1998) such as mutual engagement, shared repertoire and joint enterprise This paper focuses on the role of the teacher in identifying examples of learning, and assessing its process and outcomes. The methodology of the study consisted of identifying appropriate tasks within the existing curriculum and the software to support those tasks, creating an effective instructional design that would support students' collaborative learning, providing opportunities for dialogue, monitoring learning patterns and gathering additional evidence from students' self-reporting of their experiences. Software used included CASE tools (Engstrom, 1997, and Cumberbatch, 1999) and simulations. A variety of tools were used to analyse patterns of working and interaction that might throw some light on learning processes. The collaborative workspace (BSCW, 1997) generated daily lists of events that enabled the tutor and other students to respond as appropriate. For example, the storage of a new or edited computer program design might be simply noted or a pertinent question asked to 'seed' a discussion about improving it. Subsequent analysis of both the stored designs and communication about them enabled patterns of production and interaction that were given the name 'learning paths' to be identified and which it is claimed gave the tutor insight into students' learning patterns that approximates to that available during small tutorial sessions. Suggestions are made for how these patterns might be formalised and incorporated into the instructional design lifecycle.
Another tool used was students' self-reporting of their experiences using an evaluation essay written as part of each assignment and the answers to an examination question that was framed in such a way as to elicit responses about learning. The question asked students to "explain how on-line tools assist, or not, the development of collaborative software engineering". About one hundred students took part in the main part of the study. The results, in the form of interactive events, stored designs, communications and learning paths, and students' comments are analysed using approaches based on grounded analysis using both qualitative and quantitative techniques. The results demonstrate that, for a majority of students, a community of practice was identified with according to criteria suggested by Wenger (1998) for this to happen, such as mutual engagement, shared repertoire and joint enterprise. Students were able to differentiate key features of webworlds that assisted or hindered their ability to learn. Records stored in the collaborative workspace enabled the tutors to identify not only key aspects of the learning process but also to assess the quality and quantity of each student's individual work and contribution to the group work. Finally, students reported their own sense of improved learning and enthusiasm for the task although this may be due to the 'halo effect'. In addition, several typical problems facing teachers in higher education are also addressed such as decreasing levels of attendance, assessing group work and identifying the authorship of work submitted collectively. In conclusion, the paper will argue that, given appropriate tasks and support, webworlds and collaborative learning will enhance the student experience individually and collectively and provide tutors with new tools for both teaching and assessment. The concept of a community of practice can be usefully applied to new virtual learning environments as a guide to their design and evaluation. ______________________________________________ Minhwa is a traditional Korean art form. ___ 2__(Q) These are insights that would never have been publicly promulgated through the media of the dominant culture.
___4__(R) Minhwa is basically, therefore, the raw, insightful and passionate ‘real’ people (magpies)attacking the established and respected hacks (tigers) in power who control things through connections, quid pro quo arrangements and whatever other forms of shadiness they can think of to try to seem relevant and important. _1____ (S) Minhwa has represented the experiences and desires of the common people, revealing insights only the people could know about life and society. ___5__ (T) Therefore the tigers aren’t really tigers in Minhwa, they are buffoons just as the aristocracy and power-brokers were, or have been, overwhelmingly, buffoons. ___3__(U) Because it is from the relatively powerless common people, there is often sarcasm and humor in Minhwa, and perhaps some secret social symbolism and criticism, as with magpies mocking vicious and powerful tigers who suddenly look stupid and ridiculous.
While over one million people starved to death in Ireland from 1845 – 1850, boatloads of grain regularly arrived from Ireland, through the port of Liverpool, to feed the citizens of England. _1____ (Q) The Irish people had been colonized by the English and most Irish worked for various wealthy (mostly English) landlords. _3____ (R) Thus, the tenant farmers who were dependent on the potato starved while the wealthy landowners reaped tremendous profits from the Irish grain they exported. _2____ (S) These landlords never even considered stopping the transport of food from Ireland to England so that the Irish themselves might be saved while the potato crop was decimated by a fungus. _5____ (T) Yet, a famine is when there is no food – there was an overabundance of food…the Irish just weren’t allowed to eat it. _4____ (U) This was free market capitalism at its most transparently inhumane, but it has come down to us through history whitewashed as the potato ‘famine’.
Why do animals grieve and why do we see grief in different species of animals?
_5____(Q) Whatever its value, grief is the price of commitment, that wellspring of both happiness and sorrow.
__1___(R) It's been suggested that grief reactions may allow for the reshuffling of status relationships, the filling of a reproductive vacancy left by the deceased, or for fostering continuity of the group.
__4___(S) Whatever the reasons, it's likely that grief evolved to serve different functions in different species.
___2__(T) Some further theorize that perhaps mourning strengthens social bonds among the survivors who band together to pay their last respects.
__3___(U) This may enhance group cohesion at a time when it's likely to be weakened.
__4___(Q) The Summer of Love boasted music festivals, poetry readings, speeches, and even theater. __1___(R) Thousands of people answered the call, gathering in Golden Gate Park to promote peace, happiness, and love. ___5__(S) For the most part, the Summer of Love proved successful in its ability to spread the counterculture message, but by the fall of 1967, increased incidents of crime and drug abuse by hippies gathered in Haight-Ashbury signaled a change in the movement. __3___(T) The Haight-Ashbury neighborhood of San Francisco quickly became the gathering place and home for many displaced youth who came to celebrate the counterculture event. __2___(U) During the spring, more disillusioned youth traveled to San Francisco upon hearing a declaration that the summer of 1967 would be the “Summer of Love.”
Bubble wrap was originally designed to be used as wallpaper.
__5___ (Q) However, this wallpaper idea didn’t sell too well.
___2__ (R) The two were not, however, trying to make a product to be used as packaging material.
__1___ (S) It was invented by two engineers: Al Fielding and Swiss inventor Marc Chavannes, in Hawthorne, N.J. in 1957.
___4__ (T) They started out by sealing two shower curtains together in such a way that it would capture air bubbles which would make the textured appearance for their wallpaper.
__3___ (U) Rather, they were trying to create a textured wallpaper.
The Japanese art of Ukiyo-e developed in the city of Edo (now Tokyo) during the Tokugawa or Edo Period (1615-1868).
__2___ (Q) Thus, with their political power effectively removed, the merchant class turned to art and culture as arenas in which they could participate on an equal basis with the elite upper classes (warriors, farmers, and artisans).
__5___ (R) Although the cultural status of Ukiyo-e was initially considered "low" art, by and for the non-elite classes, its artistic and technical caliber is consistently remarkable.
__3___ (S) It was, indeed, the collaboration among the merchants, artists, publishers, and townspeople of Edo that gave Ukiyo-e its unique voice.
____1_ (T) The social hierarchy of the day, officially established by shogun rulers, placed the merchants, the wealthiest segment of the population, at the lower end of the scale.
_4____ (U) In turn, Ukiyo-e provided these groups with a means of attaining cultural status outside the sanctioned realms of shogunate, temple, and court.
https://www.youtube.com/watch? v=2z1rOZMPTlo&list=PLOjxOIOtmBvHqgqd4-5F_eRtFPuv0TbD5 https://drive.google.com/folderview? id=0BzZQKPUH3G7aN2RXVUhpSzZTWHM&usp=sharing
COLLOCATIONS(http://englishcollocation.blogspot.in/2015/03/wh at-is-collocation.html) Claim to, fun of, put forward, population growth, crucial to, runs in families, brain function, significant number, fact of life, distinct types, strictly speaking, considerable skill, the essentials of life, in harmony with, admit to + -ing, there's no getting away from, serve the purpose, regarded as, public performance, covered with, mistaken for, described as, respond to, known as,
have have have have have have have have have have
have a bath a drink a good time a haircut a holiday a problem a relationship a rest lunch sympathy
take take a break take a chance take a look take a rest take a seat take a taxi take an exam take notes take someone's place take someone's temperature pay pay a fine pay attention pay by credit card pay cash pay interest pay someone a compliment pay someone a visit pay the bill pay the price pay your respects
come come come come come come come
come come close complete with direct early first into view last late
do
make make a do business difference do nothing make a mess do someone a favour make a mistake do the cooking make a noise do the housework make an effort do the shopping make furniture do the washing up make money do your best make progress do your hair make room do your homework make trouble break catch break a habit catch a ball break a leg catch a bus break a promise catch a chill break a record catch a cold break a window catch a thief break someone's heart catch fire break the ice catch sight of break the law catch someone's break the news to attention someone catch someone's eye break the rules catch the flu save keep save electricity keep a diary save energy save money keep a promise save one's strength keep a secret save someone a seat keep an appointment save someone's life keep calm save something to a keep control disk keep in touch save space keep quiet save time keep someone's place save yourself the keep the change trouble go get go abroad get a job go astray get a shock go bad get angry go bald get divorced go bankrupt get drunk go blind get frightened go crazy get home go dark get lost
come come come come come come come come come come come come
on time prepared right back second to a compromise to a decision to an agreement to an end to a standstill to terms with to a total of under attack
go go go go go go go go go go go go
deaf fishing mad missing on foot online out of business overseas quiet sailing to war yellow
get get get get get get get get get get get get
married nowhere permission pregnant ready started the impression the message the sack upset wet worried
Miscellaneous collocations
Time bang on time dead on time early 12th century free time from dawn till dusk great deal of time late 20th century make time for next few days past few weeks right on time run out of time save time spare time spend some time take your time tell someone the time time goes by time passes waste time
Business English annual turnover bear in mind break off negotiations cease trading chair a meeting close a deal close a meeting come to the point dismiss an offer draw a conclusion draw your attention to launch a new product lay off staff go bankrupt go into partnership make a loss make a profit market forces sales figures take on staff
Classifiers
a ball of string a bar of chocolate a bottle of water a bunch of carrots a cube of sugar a pack of cards a pad of paper
Entirely =different, separate, dependant Wildly =inaccurate, exaggerated, inappropriate, unrealistic Downright= wrong, dishonest, hostile, rude, disgrace, immoral Mildly= surprised, amused, irritated, offensive loosely= based, structured, connected, related Vaguely= familiar, aware, remember, worded, threatening do well/badly do someone a favour do some shopping do up (undo) do homework, housework, office work, work do a task make a phone call make a success of make progress make a noise/sound make a mistake make pizza make dinner make promises, offers, suggestions make a speech make s.o do something make a paper plane have something in common with... have breakfast have a snack have a coffee have a rest / a sleep / a nap have a chat have a meeting have a party have s.t done have an injection have an operation go cycling/swimming go for a walk go by car go abroad go to work/school go home go to bed keep a promise keep your cash in a safe keep doing something... keep kit keep in touch keep a promise
Some more ADVERB COLLOCATIONS:Highly= probable, (un)likely, successful, competitive, recommended, effective, controversial Utterly/Absolutely = ridiculous, impossible, wrong, disgusting, devastating, pointless, appalled, worthless, senseless, hopeless unbelievably / ridiculously / incredibly = cheap, expensive, big, small, long, short, early, late bitterly =disappointed, resent, regret, complain, cry, weep deeply = ashamed, concerned, moved, shocked, touched, affected, hurt, regret strongly =oppose, influence, believe, deny, recommend, condemn, argue, object, support, suggest, correlate
ADVERB COLLOCATIONS: Absurdly - low, high, easy, difficult Widely - believed, spoken, used, distributed, known, renowned Thoroughly - convinced, enjoyable, agree, satisfying Fully - understand, comprehend, informed, automated, equipped Totally and Completely - unaware, unprepared, unexpected, out of control, wrong Patently - true, false, obvious, clear
COLLOCATIONS END
Collocations starting with the verb ‘do’ Do me a favour Do the cooking Do the housework Do the shopping Do the washing up Do your best Do your hair Collocations with the verb ‘have’ Have a good time Have a bath Have a drink Have a haircut Have a holiday Have a problem Have a relationship Have lunch Have sympathy Collocations with the verb ‘break’ Break the law Break a leg Break a promise Break a record Break someone's heart Break the ice Break the news to someone Break the rules Collocations with the verb ‘take’ Take a break Take a chance Take a look Take a rest Take a seat Take a taxi Take an exam Take notes Take someone's place Collocations with the verb ‘make’ Make a difference Make a mess Make a mistake Make a noise Make an effort Make money Make progress Make room Make trouble
Collocations with the verb ‘catch’ Catch the bus Catch a ball Catch a cold Catch a thief Catch fire Catch sight of Catch someone's attention Catch someone's eye Catch the flu Collocations with the verb ‘pay’ Pay respect Pay a fine Pay attention Pay by credit card Pay cash Pay interest Pay someone a visit Pay the bill Pay the price Collocations with the verb ‘keep’ Keep the change Keep a promise Keep a secret Keep an appointment Keep calm Keep in touch Keep quiet Keep someone's place Collocations with the verb ‘save’ Save yourself the trouble Save electricity Save energy Save money Save someone a seat Save someone's life Save something to a disk Save time Collocations with the verb ‘go’ Go bald Go abroad Go astray Go bad Go bankrupt Go blind Go crazy Go fishing
Go mad Go missing Go online Go out of business Go overseas Go quiet Go sailing Go to war Collocations with the verb ‘come’ Come under attack Come close Come direct Come early Come first Come into view Come last Come late Come on time Come prepared Come right back Come to a decision Come to an agreement Come to an end Come to a standstill Come to terms with Come to a total of Collocations with the verb ‘get’ Get the sack Get a life Get a job Get a shock Get angry Get divorced Get drunk Get frightened Get home Get lost Get married Get permission Get ready Get started Get the impression Get upset Get wet Get worried Collocations related to time Bang on time
Dead on time Free time From dawn till dusk Great deal of time Early/late 15th century Make time for Next few days Past few weeks Right on time Run out of time Time goes by Time passes Waste time Collocations related to business English Annual turnover Keep in mind Break off negotiations Close a deal Close a meeting Come to the point Dismiss an offer Draw a conclusion Draw your attention to Launch a new product Go bankrupt Go into partnership Make a profit/loss English collocations with the word BIG The word big is often used in collocations with a happening or event, for example: a big accomplishment a big decision a big disappointment a big failure a big improvement a big mistake a big surprise English collocations with the word GREAT
The word great is often used in collocations with feelings or qualities. Great + feelings great admiration great anger great enjoyment great excitement great fun great happiness great joy Great + qualities in great detail great power great pride great sensitivity great skill great strength great understanding great wisdom great wealth English collocations with the word LARGE The word large is often used in collocations involving numbers and measurements. a large amount a large collection a large number (of) a large population a large proportion a large quantity a large scale English collocations with the word STRONG The word strong is often used in collocations with facts and opinions: Strong + facts/opinions strong argument strong emphasis strong evidence a strong contrast a strong commitment strong criticism strong denial a strong feeling a strong opinion (about something) strong resistance Strong + senses a strong smell a strong taste English collocations with the word DEEP
The word deep is used for some strong feelings: deep depression deep devotion It is also used in these expressions: in deep thought in deep trouble in a deep sleep (when the person won’t wake up easily) English collocations with the word HEAVY Heavy is used for some weather conditions… heavy rain heavy snow heavy fog The word heavy is also used for people with bad habits: a heavy drinker a heavy smoker a heavy drug user There’s also the expression “a heavy sleeper” – that’s not someone who sleeps a lot; instead, it’s a person who doesn’t wake up easily when sleeping. The word heavy is also used in collocations with two unpleasant things: TRAFFIC and TAXES! heavy traffic heavy taxes ADVERB COLLOCATIONS: Absurdly - low, high, easy, difficult Widely - believed, spoken, used, distributed, known, renowned Thoroughly - convinced, enjoyable, agree, satisfying Fully - understand, comprehend, informed, automated, equipped Totally and Completely - unaware, unprepared, unexpected, out of control, wrong Patently - true, false, obvious, clear Some more ADVERB COLLOCATIONS:- Highly= probable, (un)likely, successful, competitive, recommended, effective, controversial Utterly/Absolutely = ridiculous, impossible, wrong, disgusting, devastating, pointless, appalled, worthless, senseless, hopeless unbelievably / ridiculously / incredibly = cheap, expensive, big, small, long, short, early, late bitterly =disappointed, resent, regret, complain, cry, weep deeply = ashamed, concerned, moved, shocked, touched, affected, hurt, regret strongly =oppose, influence, believe, deny, recommend, condemn, argue, object, support, suggest, correlate
Some collocations which i have collected Entirely =different, separate, dependant Wildly =inaccurate, exaggerated, inappropriate, unrealistic Downright= wrong, dishonest, hostile, rude, disgrace, immoral Mildly= surprised, amused, irritated, offensive loosely= based, structured, connected, related Vaguely= familiar, aware, remember, worded, threatening do well/badly do someone a favour do some shopping do up (undo) do homework, housework, office work, work do a task make a phone call make a success of make progress make a noise/sound make a mistake make pizza make dinner make promises, offers, suggestions make a speech make s.o do something make a paper plane have something in common with... have breakfast have a snack have a coffee have a rest / a sleep / a nap have a chat have a meeting have a party have s.t done have an injection have an operation go cycling/swimming go for a walk go by car go abroad go to work/school go home go to bed keep a promise keep your cash in a safe keep doing something... keep kit keep in touch keep a promise
Collocation is a particular combination of words that co-occur more often than would be expected by chance. For example, we use Strong Tea instead of Powerful Tea. Collocation is very much important for the reading and listening sections of PTE Academic. Here is a practice of collocation. Please write your answer in the comments. Clues: 1- 4: fact, threat, reality, theory 1 The authorities said the chemicals didn't pose a ................. to life. 2 We have to take into account the ........................ of the situation. 3 I know that what you say is true in ............... , but will it work in practice? 4 Sadly, it seems that crime is just a .................. of life these days. Clues: 5-8: distinct, precise, distinguished, isolated 5 Dr. Cho's team reports that they have successfully …………. the gene that causes the disease. 6 English essayist Joseph Addison famously wrote, "Man is ………………… from all other creatures by the faculty of laughter." 7 He was ……………with his language, choosing his words carefully. 8 While there are two types of camels, both are quite ……….... Clues: 9-12: saying, telling, talking, speaking 9 Mr. Harris is not an employee here, strictly …………… , but we do hire him quite often on a freelance basis. 10 I keep ........................ them my answer is no! 11 Maria was …………. she might go to UCLA next semester. 12 Our professor is quite strict and there's definitely no …………….. during his classes.
Addition Component I POS I Component II POS II Addition 1 abstract adj concept n 2 academic adj achievement n 3 academic adj career n 4 (in) academic adj circles n 5 academic adj community n 6 academic adj debate n 7 academic adj discipline n 8 academic adj discourse n 9 academic adj institution n 10 academic adj journal n 11 academic adj life n 12 academic adj performance n 13 academic adj research n 14 academic adj skills n 15 academic adj study n 16 academic adj success n 17 academic adj work n 18 academic adj world n 19 academic adj writing n 20 academic adj year n 21 accept v responsibility n 22 acceptable adj behaviour n 23 accurate adj assessment n 24 accurate adj description n 25 accurate adj information n 26 accurate adj measurement n 27 accurate adj picture n 28 accurate adj record n 29 achieve (a) v goal n 30 achieve (an) v objective n 31 achieve (an) v outcome n 32 acquire v knowledge n 33 active adj involvement n 34 active adj participant n 35 active adj participation n 36 active adj role n 37 (be) actively adv involved vpp 38 acutely adv aware adj 39 add v information n 40 additional adj cost n 41 additional adj information n 42 additional adj problem n 43 additional adj resources n 44 additional adj support n 45 address (an) v issue n
46 47 48 49 50 51 52 53 54 55 56 57
administrative adj practices n adopt (a) v procedure n adopt (an) v approach n advanced adj economy n advanced adj technology n adverse adj effect n adverse adj reaction n adversely adv affect v affect (the) v outcome n affect (the) v development n (of) allocate v resources n allow v access n (to)
Links :http://www.better-english.com/strongcoll.htm https://www.dropbox.com/s/47s8d6qz4fq7wb1/AcademicCollocation List.pdf?dl=0 http://pearsonpte.com/wpcontent/uploads/2014/07/AcademicCollocationList.pdf
