<?xml version='1.0' encoding='UTF-8'?><?xml-stylesheet href="http://www.blogger.com/styles/atom.css" type="text/css"?><feed xmlns='http://www.w3.org/2005/Atom' xmlns:openSearch='http://a9.com/-/spec/opensearchrss/1.0/' xmlns:georss='http://www.georss.org/georss' xmlns:gd='http://schemas.google.com/g/2005' xmlns:thr='http://purl.org/syndication/thread/1.0'><id>tag:blogger.com,1999:blog-1156690915800596247</id><updated>2011-07-28T14:16:47.004-07:00</updated><category term='TIPS CORNER'/><title type='text'>mymillis</title><subtitle type='html'></subtitle><link rel='http://schemas.google.com/g/2005#feed' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/posts/default'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default?max-results=100'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/'/><link rel='hub' href='http://pubsubhubbub.appspot.com/'/><link rel='next' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default?start-index=101&amp;max-results=100'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><generator version='7.00' uri='http://www.blogger.com'>Blogger</generator><openSearch:totalResults>163</openSearch:totalResults><openSearch:startIndex>1</openSearch:startIndex><openSearch:itemsPerPage>100</openSearch:itemsPerPage><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-3957540423688640916</id><published>2009-03-12T00:21:00.001-07:00</published><updated>2009-03-12T00:21:27.723-07:00</updated><title type='text'>[INFO] PhD Studentships, Biological Sciences, NotchIT Project</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:442px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;Notch Signalling in Development and Pathology &lt;br/&gt;Research Fellowships and PhD Studentships&lt;br/&gt;&lt;a href='http://www.notchit.eu/index.php'&gt;http://www.notchit.eu/index.php&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;NotchIT is a 4-year FP7 European Union funded Project which was awarded to 7 academic and 1 industrial partners from 6 European countries to train young researchers at early stage of their career in the field of Notch signalling (total budget of the project is 3.4 million Euro).&lt;br/&gt;&lt;br/&gt;NotchIT integrates expertise from several areas of developmental biology and pathology. Expertise in myogenesis, haematopoiesis, neurobiology, heart and vascular biology, tumour biology and molecular pharmacology is congregated in this project, providing a unique platform for interdisciplinary work.&lt;br/&gt;&lt;br/&gt;Young researchers will be exposed to basic research - utilizing different experimental models from zebra fish to mice – to clinical and translational research. NotchIT encourages participation at meetings, short-term exchange visits and interactions among laboratories through an attractive Training programme.&lt;br/&gt;&lt;br/&gt;We invite applications for the following positions (16 in total):&lt;br/&gt;1) Postdoctoral Research Fellows. Max duration 2 years &lt;br/&gt;2) Research Fellows (no PhD required). Max duration 3 years &lt;br/&gt;3) PhD students. Max duration 3 years&lt;br/&gt;&lt;br/&gt;For all the positions, Marie Curie salary rates apply&lt;br/&gt;Applicants should submit Curriculum Vitae, including publications list and names and contact info of two referees by e-mail ( &lt;a href='mailto:info%40notchit.eu'&gt;info@notchit.eu&lt;/a&gt; This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) indicating research areas of interest and laboratories of choice. &lt;br/&gt;&lt;br/&gt;Closing date: 20 March 2009; &lt;br/&gt;&lt;br/&gt;Positions available starting from April 2009. (&lt;a href='http://www.notchit.eu'&gt;www.notchit.eu&lt;/a&gt;) &lt;br/&gt;&lt;br/&gt;NotchIT Principal Investigators and research laboratories:&lt;br/&gt;&lt;br/&gt;Isabella Screpanti (coordinator), Sapienza University of Rome, Italy&lt;br/&gt;Urban Lendahl, Karolinska Institutet, Stockholm, Sweden&lt;br/&gt;Alexander Medvinsky, University of Edinburgh, Edinburgh, United Kingdom&lt;br/&gt;Freddy Radtke, Ecole Polytechnique Fédérale de Lausanne, Switzerland&lt;br/&gt;José Luis de La Pompa, Consejo Superior de Investigaciones Científicas, Madrid, Spain&lt;br/&gt;Anne Joutel, INSERM, Paris, France&lt;br/&gt;Shahragim Tajbakhsh, Pasteur Institute, Paris, France&lt;br/&gt;Lilian Wikström, NeuroNova AB, Stockholm, Sweden&lt;br /&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-3957540423688640916?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/3957540423688640916/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=3957540423688640916' title='38 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3957540423688640916'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3957540423688640916'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2009/03/info-phd-studentships-biological.html' title='[INFO] PhD Studentships, Biological Sciences, NotchIT Project'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>38</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-3665817591132381323</id><published>2009-03-12T00:16:00.001-07:00</published><updated>2009-03-12T00:16:40.118-07:00</updated><title type='text'>PhD Project: The Ultimate Scintillator</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:442px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;dikutip dr &lt;a href='http://kalenderbeasiswa.com/detail/?April_2009_PhD_Project:_The_Ultimat\'&gt;kalenderbeasiswa.com&lt;/a&gt;&lt;br/&gt;------------------------------------------&lt;br/&gt;&lt;br/&gt;The Department of Radiation, Radionuclides and Reactors&lt;br/&gt;(&lt;a href='http://www.rrr.tudelft.nl'&gt;www.rrr.tudelft.nl&lt;/a&gt;) is located in the Reactor Institute Delft (RID).&lt;br/&gt;The department's common focus is nuclear radiation and reactions.&lt;br/&gt;Although its areas of interest are varied, from materials, sensors and&lt;br/&gt;instrumentation, to energy, sustainable production and health, all the&lt;br/&gt;department's research is related to radiation in some way. In&lt;br/&gt;experimental research, extensive use is made of the research facilities&lt;br/&gt;of the Reactor Institute Delft as well as of large, international&lt;br/&gt;research facilities.&lt;br/&gt;&lt;br/&gt;The Radiation Detection &amp;amp; Matter (RD&amp;amp;M) section conducts intensive&lt;br/&gt;research on the physics of light-emitting inorganic semiconducting or&lt;br/&gt;insulating materials. Our main expertise concerns the light emission of&lt;br/&gt;lanthanide impurities. Through many years of applied and fundamental&lt;br/&gt;research on scintillators, lamp and display phosphors, and afterglow and&lt;br/&gt;storage phosphors, general models have been developed in our section&lt;br/&gt;that explain and predict observed phenomena. This has resulted in the&lt;br/&gt;invention of exciting new scintillators like LaBr3:Ce3+ that are now&lt;br/&gt;commercially available and applied in radiation detection instruments&lt;br/&gt;for space exploration and medical diagnostics. Our models also allow for&lt;br/&gt;the design of new lanthanide-based photonic materials.&lt;br/&gt;JOB DESCRIPTION You will perform applied and fundamental research on&lt;br/&gt;luminescent materials with the aim to develop new compounds that possess&lt;br/&gt;even better scintillation properties than LaBr3:Ce. Inorganic crystals&lt;br/&gt;or powders will be synthesized by experts on crystal growth and&lt;br/&gt;materials synthesis elsewhere. Your task is to study the luminescence&lt;br/&gt;and scintillation properties of these new materials with dedicated&lt;br/&gt;experimental techniques in our own laboratory or at facilities abroad.&lt;br/&gt;REQUIREMENTSThe section seeks a PhD student, preferably with a degree in&lt;br/&gt;experimental solid state physics. The results should be presented in&lt;br/&gt;scientific journals and at international conferences. Delft University&lt;br/&gt;of Technology is a bilingual organisation; a good command of English&lt;br/&gt;(written and spoken) is essential. CONDITIONS OF EMPLOYMENTThe&lt;br/&gt;successful candidate will be employed full-time by TU Delft for a fixed&lt;br/&gt;period of four years within which he or she is expected to write a&lt;br/&gt;dissertation leading to a doctoral degree (PhD thesis). The starting&lt;br/&gt;salary for a PhD is €2042 gross per month increasing to a maximum of&lt;br/&gt;€ 2612 gross per month in the fourth year.&lt;br/&gt;TU Delft offers an attractive benefits package, including a flexible&lt;br/&gt;work week, free high-speed Internet access from home, and the option of&lt;br/&gt;assembling a customized compensation and benefits package Salary and&lt;br/&gt;benefits are in accordance with the Collective Labour Agreement for&lt;br/&gt;Dutch Universities. Delft University of Technology strives to increase&lt;br/&gt;the number of women in higher academic positions; women are therefore&lt;br/&gt;especially encouraged to apply. APPLICATION&lt;br/&gt;To apply, please send a detailed CV along with a letter of application&lt;br/&gt;by 1 April, 2009 to Mekelweg 15, Attn: Ms. T. Miedema, 2629 JB Delft,&lt;br/&gt;The Netherlands; or e-mail your application to: &lt;a href='mailto:t.miedema%40tudelft.nl'&gt;t.miedema@tudelft.nl&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;&lt;a href='http://www.vacaturesindelft.nl/vacature.php?id=1406&amp;amp;lang=eng'&gt;FURTHER INFORMATION&lt;/a&gt;&lt;br/&gt;&lt;span style='color:white'&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='color:white'&gt;,___&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-3665817591132381323?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/3665817591132381323/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=3665817591132381323' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3665817591132381323'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3665817591132381323'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2009/03/phd-project-ultimate-scintillator.html' title='PhD Project: The Ultimate Scintillator'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-1846600688238533525</id><published>2009-02-26T18:20:00.001-08:00</published><updated>2009-02-26T18:20:05.931-08:00</updated><title type='text'></title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:366px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='font-size:14pt'&gt;&lt;strong&gt;PhD position in Cognitive Neuroscience&lt;/strong&gt;&lt;/span&gt;&lt;br/&gt;&lt;br/&gt;Ehrsson's group at the Karolinska Institute, Stockholm, Sweden, has funding available for &lt;br/&gt;a 4 year PhD position in cognitive neuroscience. Our work focuses on how we come to &lt;br/&gt;experience that we own our body, and why we experience that we are located inside our &lt;br/&gt;physical bodies. To address these issues we use a combination of behavioral and &lt;br/&gt;functional imaging methods. For more information about our research visit &lt;br/&gt;&lt;a href='http://www.neuro.ki.se/ehrsson/'&gt;www.neuro.ki.se/ehrsson/&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;Our lab is based at the Department of Neuroscience and Stockholm Brain Institute, a &lt;br/&gt;centre of excellence for cognitive and computational neuroscience &lt;br/&gt;(&lt;a href='http://www.stockholmbrain.se'&gt;www.stockholmbrain.se&lt;/a&gt;). This offers an outstanding scientific environment with access to &lt;br/&gt;a number of methodological platforms. The Karolinska, which is one of Europe's top &lt;br/&gt;medical universities, has many foreign students and professors, and English is spoken at &lt;br/&gt;all lectures and seminars. &lt;br/&gt;Qualifications: The candidate must have a master degree in psychology, neuroscience, &lt;br/&gt;medicine or engineering, with a strong and documented interest in cognitive &lt;br/&gt;neuroscience. We are looking for a highly motivated and talented individual that can &lt;br/&gt;actively contribute with own ideas and proposals. Proficiency in oral and written English is &lt;br/&gt;necessary, as are good social skills.&lt;br/&gt;&lt;br/&gt;We have funding for 4 years including salary, all costs for running experiments, and travel &lt;br/&gt;costs for conferences. &lt;br/&gt;Starting salary is 20500 SEK/month.&lt;br/&gt;&lt;br/&gt;Deadline for application: April 6 2009&lt;br/&gt;&lt;br/&gt;For details about the application procedure visit:&lt;br/&gt;&lt;a href='http://jobb.ki.se/external/ad/showAd.asp?adId=2434'&gt;http://jobb.ki.se/external/ad/showAd.asp?adId=2434&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;----------------------------------------------------------&lt;br/&gt;&lt;br/&gt;Henrik Ehrsson, M.D., Ph.D.&lt;br/&gt;&lt;br/&gt;Department of Neuroscience and Stockholm Brain Institute&lt;br/&gt;Karolinska Institutet&lt;br/&gt;Retzius väg 8&lt;br/&gt;SE-171 77 Stockholm&lt;br/&gt;Sweden&lt;br/&gt;&lt;br/&gt;Phone: +46 (8) 524 87 231&lt;br/&gt;&lt;a href='http://www.neuro.ki.se/ehrsson/'&gt;http://www.neuro.ki.se/ehrsson/&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-1846600688238533525?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/1846600688238533525/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=1846600688238533525' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1846600688238533525'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1846600688238533525'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2009/02/phd-position-in-cognitive-neuroscience.html' title=''/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-4721253347141312099</id><published>2008-12-19T17:44:00.001-08:00</published><updated>2008-12-19T17:44:17.902-08:00</updated><title type='text'>Phd december</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:470px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;br/&gt;&lt;strong&gt;PhD studentships in Statistics&lt;/strong&gt;&lt;br/&gt;&lt;br/&gt;Department of Pure Mathematics and Mathematical Statistics&lt;br/&gt;&lt;br/&gt;Limit of tenure: 3 years &lt;br/&gt;&lt;br/&gt;Applications are invited for PhD studentships in Statistics, to be held&lt;br/&gt;in the Statistical Laboratory. The Studentships are associated with the&lt;br/&gt;Cambridge Statistics Initiative which is targeted at the development of&lt;br/&gt;novel statistical methodology, both generic and in specific application&lt;br/&gt;areas. Information about the Laboratory can be found at&lt;br/&gt;&lt;a href='http://www.statslab.cam.ac.uk'&gt;www.statslab.cam.ac.uk&lt;/a&gt; &amp;lt;&lt;a href='http://www.statslab.cam.ac.uk/'&gt;http://www.statslab.cam.ac.uk/&lt;/a&gt;&amp;gt; . &lt;br/&gt;&lt;br/&gt;The studentships will provide funding to cover fees at the home/EU rate.&lt;br/&gt;Additional funding for fees for those paying the overseas arts rate&lt;br/&gt;could be available and will be assessed competitively. A stipend will be&lt;br/&gt;paid of at least the equivalent to the national minimum (13290 for the&lt;br/&gt;academic year 2009/10) for a minimum period of 3 years. &lt;br/&gt;&lt;br/&gt;Supervision, along with research training tailored to the needs of the&lt;br/&gt;student, will be provided by the Laboratory. Research interests of&lt;br/&gt;academic staff can be found at &lt;a href='http://www.statslab.cam.ac.uk/Dept/People'&gt;www.statslab.cam.ac.uk/Dept/People&lt;/a&gt;. &lt;br/&gt;&lt;br/&gt;Applicants must qualify for admission to the PhD course at the&lt;br/&gt;University of Cambridge. They should normally hold (or expect to be&lt;br/&gt;awarded) a first class UK honours degree or equivalent and a&lt;br/&gt;postgraduate qualification in Mathematics or Statistics. &lt;br/&gt;&lt;br/&gt;Initial enquiries, which should include a curriculum vitae and an&lt;br/&gt;indication of possible research topics, should be directed to Professor&lt;br/&gt;A.P. Dawid, email: &lt;a href='mailto:apd%40statslab.cam.ac.uk'&gt;apd@statslab.cam.ac.uk&lt;/a&gt;. &lt;br/&gt;&lt;br/&gt;Quote Reference: LF04227. &lt;br/&gt;&lt;br/&gt;Closing Date: 31 January 2009. &lt;br/&gt;&lt;span style='color:white; font-size:1pt'&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='color:white'&gt;_,_._,___&lt;/span&gt;&lt;br /&gt;									&lt;span style='font-size:12pt'&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;br/&gt;&lt;strong&gt;University of St Andrews&lt;/strong&gt;&lt;br/&gt;&lt;br/&gt;PhD Studentships&lt;br/&gt;&lt;br/&gt;Scottish Informatics and Computer Science Alliance&lt;br/&gt;&lt;br/&gt;The studentship available at any Scottish university too&lt;br/&gt;&lt;br/&gt;International prize studentships for PhD research 2009 &lt;br/&gt;&lt;br/&gt;The Scottish Informatics and Computer Science Alliance (link: &lt;a href='http://www.sicsa.ac.uk'&gt;http://www.sicsa.ac.uk&lt;/a&gt; &amp;lt;&lt;a href='http://www.sicsa.ac.uk/'&gt;http://www.sicsa.ac.uk/&lt;/a&gt;&amp;gt; ) is a collaboration of leading Scottish Universities whose aim is to work together to consolidate and develop Scotland's position as an international research leader in computer science and informatics. As part of this, the Scottish Graduate Academy in Informatics and Computer Science offers 20 international prize studentships per year to outstanding PhD candidates. &lt;br/&gt;&lt;br/&gt;SICSA prize studentships are worth around £18, 000 per year for 3 years. They include support for living expenses of at least £12, 940, research expenses and a contribution towards postgraduate fees at the UK standard Home/EU rate (currently £3315). Students who are not UK/EU residents must pay the higher overseas student fee of around £11,500 per year. If you are awarded a SICSA studentship, you may apply to the admitting university for additional support to cover the difference in fees. The award of a SICSA studentship does not guarantee such support. &lt;br/&gt;&lt;br/&gt;These studentships are open to excellent students from any country. There are no residency or citizenship requirements. We will consider applicants in any area of computer science and informatics but may give preference to students who are&lt;br/&gt;working in SICSA theme areas: &lt;br/&gt;&lt;br/&gt;* Next-generation Internet&lt;br/&gt;* Multi-modal interaction&lt;br/&gt;* Modelling and abstraction&lt;br/&gt;* Complex systems engineering&lt;br/&gt;&lt;br/&gt;Students must have or must expect to be awarded a 1st class honours degree or an MSc with Distinction or equivalent GPA scores. Your degree must be in a discipline that is relevant to your proposed field of research. &lt;br/&gt;&lt;br/&gt;For more details of how to apply for a SICSA prize studentship, see the SICSA web pages (&lt;a href='http://www.sicsa.ac.uk/graduate-academy/prize-studentships/applying-for-a-sicsa-prize-studentship'&gt;http://www.sicsa.ac.uk/graduate-academy/prize-studentships/applying-for-a-sicsa-prize-studentship&lt;/a&gt;). &lt;br/&gt;&lt;br/&gt;Applicants for international prize studentships must complete a SICSA studentship application as well as a postgraduate application to your preferred university. &lt;br/&gt;&lt;br/&gt;Applications must be received by 8th February 2009. We will tell you as soon as possible after this date if you have been awarded a studentship. Our aim is to make all offers by mid-March 2009. &lt;br/&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;strong&gt;Postgraduate Research Opportunities&lt;br/&gt;&lt;br/&gt;Department of Social Medicine&lt;/strong&gt;&lt;br/&gt;&lt;br/&gt;Excellent postgraduate research degree (PhD / MD) opportunities in a&lt;br/&gt;leading (RAE 6*) department. &lt;br/&gt;&lt;br/&gt;The Department of Social Medicine, University of Bristol, one of the&lt;br/&gt;UK's leading institutions for epidemiology and health services research,&lt;br/&gt;is inviting applications from outstanding, highly motivated graduates&lt;br/&gt;with good honours or Masters degrees in relevant disciplines for PhD&lt;br/&gt;studentships tenable from October 2009. Projects in statistics,&lt;br/&gt;epidemiology, human genetics, bioinformatics, economics, sociology, and&lt;br/&gt;psychology applied to medical and/or clinical issues are encouraged.&lt;br/&gt;Research areas include: quantitative and qualitative health services&lt;br/&gt;research; aetiological, genetic, lifecourse, clinical, nutritional and&lt;br/&gt;cancer epidemiology; effectiveness and acceptability of health&lt;br/&gt;services/care; health/illness/disability in older age. &lt;br/&gt;&lt;br/&gt;A variety of potential studentships are available, including University&lt;br/&gt;of Bristol Postgraduate Research Scholarships; Wellcome Trust 4-year PhD&lt;br/&gt;studentships in Molecular, Genetic and Lifecourse Epidemiology; MRC&lt;br/&gt;Causal Analyses in Translational Epidemiology Studentships; and Overseas&lt;br/&gt;Scholarships. &lt;br/&gt;&lt;br/&gt;The closing date for receipt of applications in the Department is 6th&lt;br/&gt;February 2009. &lt;br/&gt;&lt;br/&gt;For further details about the available studentships, potential topics&lt;br/&gt;and supervisors, and for application forms, contact: Susie Potts,&lt;br/&gt;University of Bristol, Canynge Hall, 39 Whatley Road, Bristol BS8 2PS&lt;br/&gt;(0117 928 7274). Email &lt;a href='mailto:susie.potts%40bristol.ac.uk'&gt;susie.potts@bristol.ac.uk&lt;/a&gt;. &lt;br/&gt;&lt;br/&gt;Web page &lt;a href='http://www.epi.bris.ac.uk/postgrad/pg.htm'&gt;http://www.epi.bris.ac.uk/postgrad/pg.htm&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;PhD Studentship in Scalable Pico-Hydro Power&lt;br/&gt;&lt;br/&gt;Electrical Energy Management Group, Electrical and Electronic Engineering&lt;br/&gt;&lt;br/&gt;A fully-funded 3½ year PhD studentship is available in the Electrical Energy Management Group at the University of Bristol for research involving modular and scalable pico-hydro generation (1kW) for grid-tied DC mini-grids. This project provides a unique opportunity to combine state-of-the-art electrical engineering research, development work in remote areas overseas with a well-known charity, and sponsorship by a company that is world leading in design and manufacturing. The work will include power electronics, mechanical design, and a mix of other theoretical and practical work. The PhD candidate will be expected to have an electrical engineering background, and demonstrate a strong interest in mechanical design and development work. &lt;br/&gt;&lt;br/&gt;Salary: Up to £18,000pa tax free. &lt;br/&gt;&lt;br/&gt;The fully funded PhD studentship is available to any nationality, however if you are not a UK Home student (or EU student who has spent the past three years in the UK), the salary would need to be reduced to cover overseas university fees. When you apply, please indicate whether you are eligible for UK Home funding, or if you have other sources of funds. &lt;br/&gt;&lt;br/&gt;The studentship is available now and the closing date for applications is 31 January 2009. Please either email a cover letter stating your interests and a full CV (including grades) to Dr Bernard Stark (&lt;a href='mailto:bernard.stark%40bristol.ac.uk'&gt;bernard.stark@bristol.ac.uk&lt;/a&gt;) or email to arrange an informal discussion. &lt;a href='http://www.bris.ac.uk/eeng/research/em/'&gt;http://www.bris.ac.uk/eeng/research/em/&lt;/a&gt;&lt;br /&gt;									&lt;br/&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;strong&gt;beasiswa@yahoogroups.com&lt;/strong&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-4721253347141312099?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/4721253347141312099/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=4721253347141312099' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/4721253347141312099'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/4721253347141312099'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/12/phd-december.html' title='Phd december'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-5844984860752601510</id><published>2008-11-19T20:45:00.001-08:00</published><updated>2008-11-19T20:45:11.816-08:00</updated><title type='text'></title><content type='html'>&lt;span xmlns=''&gt;&lt;p&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/pacificbeat.htm?page=home'&gt;Pacific Beat Home&lt;/a&gt; | &lt;a href='http://www.radioaustralia.net.au/programguide/pacificbeat.htm?page=onthemat'&gt;Pacific Beat - O&lt;br /&gt;&lt;/a&gt;&lt;/p&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;a href='http://www.radioaustralia.net.au/'&gt;&lt;img border='0' alt='' src='http://www.radioaustralia.net.au/img/logos/radioAustralia.gif'/&gt;&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;a href='http://www.radioaustralia.net.au'&gt;English service&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;a href='http://www.radioaustralia.net.au/'&gt;&lt;img border='0' alt='' src='http://www.radioaustralia.net.au/css/nav_english.gif'/&gt;&lt;/a&gt;&lt;a href='http://www.radioaustralia.net.au/indonesian/'&gt;&lt;img border='0' alt='' src='http://www.radioaustralia.net.au/css/nav_indonesian.gif'/&gt;&lt;/a&gt;&lt;a href='http://www.radioaustralia.net.au/tokpisin/'&gt;&lt;img border='0' alt='' src='http://www.radioaustralia.net.au/css/nav_tokpisin.gif'/&gt;&lt;/a&gt;&lt;a href='http://www.radioaustralia.net.au/francais/'&gt;&lt;img border='0' alt='' src='http://www.radioaustralia.net.au/css/nav_french.gif'/&gt;&lt;/a&gt;&lt;a href='http://www.radioaustralia.net.au/chinese/'&gt;&lt;img border='0' alt='' src='http://www.radioaustralia.net.au/css/nav_chinese.gif'/&gt;&lt;/a&gt;&lt;a href='http://khmer.radioaustralia.net.au/'&gt;&lt;img border='0' alt='' src='http://www.radioaustralia.net.au/css/nav_khmer.gif'/&gt;&lt;/a&gt;&lt;a href='http://www.bayvut.com/'&gt;&lt;img border='0' alt='' src='http://www.radioaustralia.net.au/css/nav_vietnamese.gif'/&gt;&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;a href='http://www.radioaustralia.net.au'&gt;English service&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:36px'/&gt;&lt;col style='width:33px'/&gt;&lt;col style='width:90px'/&gt;&lt;col style='width:87px'/&gt;&lt;col style='width:79px'/&gt;&lt;col style='width:63px'/&gt;&lt;col style='width:55px'/&gt;&lt;col style='width:58px'/&gt;&lt;col style='width:53px'/&gt;&lt;col style='width:21px'/&gt;&lt;col style='width:33px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td vAlign='middle' colspan='2'&gt;&lt;p&gt;&lt;a title='Home' href='http://www.radioaustralia.net.au/'&gt;Home&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle'&gt;&lt;p&gt;&lt;a title='News' href='http://www.radioaustralia.net.au/news/'&gt;News&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle' colspan='2'&gt;&lt;p&gt;&lt;a title='Program Guide' href='http://www.radioaustralia.net.au/programguide/'&gt;Program Guide&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle' colspan='2'&gt;&lt;p&gt;&lt;a title='Ways to Listen' href='http://www.radioaustralia.net.au/waystolisten/'&gt;Ways to Listen&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle' colspan='2'&gt;&lt;p&gt;&lt;a title='Learn English' href='http://www.radioaustralia.net.au/learnenglish/'&gt;Learn English&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle' colspan='2'&gt;&lt;p&gt;&lt;a title='Languages' href='http://www.radioaustralia.net.au/languages/'&gt;Languages&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle'&gt;&lt;p&gt;&lt;a title='About Us' href='http://www.radioaustralia.net.au/aboutus/'&gt;About Us&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle'&gt;&lt;p&gt;Subscribe&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle'&gt;&lt;p&gt;&lt;a title='Podcasts' href='http://www.radioaustralia.net.au/subscribe/'&gt;Podcasts&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle'&gt;&lt;p&gt;&lt;a title='RSS Feeds' href='http://www.radioaustralia.net.au/subscribe/?page=rss'&gt;RSS&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;td vAlign='middle'&gt;&lt;p&gt;&lt;a title='Email Alerts' href='http://www.radioaustralia.net.au/subscribe/?page=email_subscribe'&gt;Email&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;h1&gt;Fiji Cabinet approves first Disability Policy&lt;br /&gt;&lt;/h1&gt;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;a target='_blank' href='http://www.abc.net.au/cgi-bin/common/printfriendly.pl?http://www.abc.net.au/ra/programguide/stories/200811/s2424242.htm'&gt;Print&lt;/a&gt;&lt;br /&gt;									&lt;/li&gt;&lt;li&gt;&lt;a target='_blank' href='http://www.abc.net.au/cgi-bin/common/mailto/mailto-nojs_query.pl?http://www.abc.net.au/ra/programguide/stories/200811/s2424242.htm'&gt;Email&lt;/a&gt;&lt;br /&gt;									&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;&lt;span style='font-family:Times New Roman; font-size:12pt'&gt;Updated November 19, 2008 16:37:56&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;More Fiji Stories:&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200811/s2423208.htm'&gt;National Council for Building a Better Fiji to be disbanded&lt;/a&gt;&lt;br /&gt;									&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200811/s2422030.htm'&gt;Lawyer for ousted Fiji PM questions legal action&lt;/a&gt;&lt;br /&gt;									&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200811/s2422029.htm'&gt;Fiji Law Society complains of an abuse of process&lt;/a&gt;&lt;br /&gt;									&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;&lt;span style='font-family:Times New Roman; font-size:12pt'&gt;Fiji has a new national policy covering disabilities.The Fiji Cabinet recently endorsed the policy which took two years to complete. The Executive Director of Fiji's National Council for Disabled Persons, Dr Sitiveni Yanuyanutawa say the council now has a sense of direction.&lt;br/&gt;&lt;br/&gt;&lt;em&gt;presenter: Sam Seke&lt;br/&gt;speaker: Executive Director of the Fiji National Council for Disabled Persons, Dr Sitiveni Yanuyanutawa.&lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;em&gt;&lt;strong&gt;Listen:&lt;/strong&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.abc.net.au/ra/programguide/stories/m1671011.asx'&gt;&lt;em&gt;Windows Media&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-family:Arial; font-size:8pt'&gt;Top of Form&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-family:Arial; font-size:8pt'&gt;Bottom of Form&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;a href='../../pacificbeat.htm?page=home'&gt;&lt;h2&gt;&lt;span style='color:blue; text-decoration:underline'&gt;&lt;em&gt;Pacific Beat Stories&lt;/em&gt;&lt;/span&gt;&lt;/h2&gt;&lt;/a&gt;&lt;h2&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/h2&gt;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200810/s2393283.htm'&gt;&lt;strong&gt;&lt;em&gt;New Caledonian women struggling to benefit from employment boom&lt;/em&gt;&lt;/strong&gt;&lt;/a&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_audio.gif'/&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_transcript.gif'/&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200810/s2393282.htm'&gt;&lt;strong&gt;&lt;em&gt;New taro varieties developed&lt;/em&gt;&lt;/strong&gt;&lt;/a&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_audio.gif'/&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_transcript.gif'/&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200810/s2392748.htm'&gt;&lt;strong&gt;&lt;em&gt;Pressure on French Polynesia to put fishing boats into use by 2009&lt;/em&gt;&lt;/strong&gt;&lt;/a&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_audio.gif'/&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200810/s2392747.htm'&gt;&lt;strong&gt;&lt;em&gt;Greenpeace database blacklists pirate fishers&lt;/em&gt;&lt;/strong&gt;&lt;/a&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_audio.gif'/&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200810/s2392746.htm'&gt;&lt;strong&gt;&lt;em&gt;Vanuatu to get a significant wage increase&lt;/em&gt;&lt;/strong&gt;&lt;/a&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_audio.gif'/&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200810/s2392749.htm'&gt;&lt;strong&gt;&lt;em&gt;Solomons confirms presence of Giant African Snails&lt;/em&gt;&lt;/strong&gt;&lt;/a&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_audio.gif'/&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200810/s2392170.htm'&gt;&lt;strong&gt;&lt;em&gt;Fiji Reserve Bank accused of not performing&lt;/em&gt;&lt;/strong&gt;&lt;/a&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_audio.gif'/&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/stories/200810/s2392169.htm'&gt;&lt;strong&gt;&lt;em&gt;Solomons murder not related to ethnic tensions&lt;/em&gt;&lt;/strong&gt;&lt;/a&gt;&lt;img alt='' src='http://www.radioaustralia.net.au/img/icons/mini_audio.gif'/&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;&lt;h1&gt;&lt;em&gt;Listen Now&lt;br /&gt;&lt;/em&gt;&lt;/h1&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Listen and download Pacific Beat MP3s using our 'Listen Now' player.&lt;br /&gt;&lt;/em&gt;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;em&gt;&lt;strong&gt;Listen:&lt;/strong&gt;&lt;br /&gt;											&lt;a target='_blank' title='Requires Adobe Flash Player' href='http://mpegmedia.abc.net.au/ra/podcast/pacbeat/pacbeat_20081119.mp3'&gt;19 November 2008 MP3&lt;/a&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;em&gt;&lt;strong&gt;Listen:&lt;/strong&gt;&lt;br /&gt;											&lt;a target='_blank' title='Requires Adobe Flash Player' href='http://mpegmedia.abc.net.au/ra/podcast/pacbeat/pacbeat_20081118.mp3'&gt;18 November 2008 MP3&lt;/a&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;em&gt;&lt;strong&gt;Listen:&lt;/strong&gt;&lt;br /&gt;											&lt;a target='_blank' title='Requires Adobe Flash Player' href='http://mpegmedia.abc.net.au/ra/podcast/pacbeat/pacbeat_20081117.mp3'&gt;17 November 2008 MP3&lt;/a&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;em&gt;&lt;strong&gt;Listen:&lt;/strong&gt;&lt;br /&gt;											&lt;a target='_blank' title='Requires Adobe Flash Player' href='http://mpegmedia.abc.net.au/ra/podcast/pacbeat/pacbeat_20081114.mp3'&gt;14 November 2008 MP3&lt;/a&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;a href='http://www.radioaustralia.net.au/subscribe/'&gt;&lt;h2&gt;&lt;span style='color:blue; text-decoration:underline'&gt;&lt;em&gt;Subscribe&lt;/em&gt;&lt;/span&gt;&lt;/h2&gt;&lt;/a&gt;&lt;h2&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/h2&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Subscribe to Podcasts for free MP3 downloads of our programs. Use our RSS Webfeeds to customize the content that you want. Get our programs delivered to your inbox with our email alerts.&lt;br /&gt;&lt;/em&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt; &lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;h2&gt;&lt;em&gt;Quick Links&lt;br /&gt;&lt;/em&gt;&lt;/h2&gt;&lt;/p&gt;&lt;p&gt;&lt;h3&gt;&lt;em&gt;Sections&lt;br /&gt;&lt;/em&gt;&lt;/h3&gt;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/'&gt;&lt;em&gt;Home&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/news/'&gt;&lt;em&gt;News&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/programguide/'&gt;&lt;em&gt;Program Guide&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/waystolisten/'&gt;&lt;em&gt;Ways to Listen&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/learnenglish/'&gt;&lt;em&gt;Learn English&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/languages/'&gt;&lt;em&gt;Languages&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/aboutus/'&gt;&lt;em&gt;About Us&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;&lt;h3&gt;&lt;em&gt;Languages&lt;br /&gt;&lt;/em&gt;&lt;/h3&gt;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/chinese/'&gt;&lt;em&gt;Chinese&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/indonesian/'&gt;&lt;em&gt;Indonesian&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/francais/'&gt;&lt;em&gt;French&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://khmer.radioaustralia.net.au'&gt;&lt;em&gt;Khmer&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/tokpisin/'&gt;&lt;em&gt;Tok Pisin&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.bayvut.com/'&gt;&lt;em&gt;Vietnamese&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;&lt;h3&gt;&lt;em&gt;Subscribe&lt;br /&gt;&lt;/em&gt;&lt;/h3&gt;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/subscribe/'&gt;&lt;em&gt;Podcasts&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/subscribe/?page=rss'&gt;&lt;em&gt;RSS Feeds&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/subscribe/?page=email_subscribe'&gt;&lt;em&gt;Email Alerts&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;&lt;h3&gt;&lt;em&gt;Listen Now&lt;br /&gt;&lt;/em&gt;&lt;/h3&gt;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/flash/listen/'&gt;&lt;em&gt;English Stream&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/flash/listen/otherLanguages.htm'&gt;&lt;em&gt;Other Languages Stream&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/flash/listen/podcasts.htm'&gt;&lt;em&gt;MP3s&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;p&gt;&lt;h3&gt;&lt;em&gt;Contact Us&lt;br /&gt;&lt;/em&gt;&lt;/h3&gt;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/aboutus/contactus.htm'&gt;&lt;em&gt;Feedback Form&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.abc.net.au/international/'&gt;&lt;em&gt;ABC International&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.radioaustralia.net.au/'&gt;&lt;em&gt;Radio Australia&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.abc.net.au/common/copyrigh.htm'&gt;&lt;em&gt;© 2008 ABC&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.abc.net.au/privacy.htm'&gt;&lt;em&gt;Privacy Policy&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;li&gt;&lt;a href='http://www.abc.net.au/conditions.htm'&gt;&lt;em&gt;Conditions of Use&lt;/em&gt;&lt;/a&gt;&lt;em&gt;&lt;br /&gt;										&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;n the Mat&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;img alt='' src='http://statse.webtrendslive.com/dcsc7gx2e000008qdufo1usl5_4x1c/njs.gif?dcsuri=/nojavascript&amp;amp;WT.js=No'/&gt;&lt;em&gt;&lt;br /&gt;				&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-5844984860752601510?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/5844984860752601510/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=5844984860752601510' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/5844984860752601510'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/5844984860752601510'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/11/pacific-beat-home-pacific-beat-o.html' title=''/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-8553156393056460226</id><published>2008-11-19T20:32:00.001-08:00</published><updated>2008-11-19T20:32:32.383-08:00</updated><title type='text'>What’s On..</title><content type='html'>&lt;span xmlns=''&gt;&lt;h2&gt;&lt;em&gt;Quick Links&lt;br /&gt;&lt;/em&gt;&lt;/h2&gt;&lt;div style='margin-left: 36pt'&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:590px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #daeef3'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;h3&gt;&lt;em&gt;Sections &lt;a href='http://www.radioaustralia.net.au/'&gt;&lt;span style='color:blue; text-decoration:underline'&gt;Home&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/news/'&gt;&lt;span style='color:blue; text-decoration:underline'&gt;News&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/programguide/'&gt;&lt;span style='color:blue; text-decoration:underline'&gt;Program Guide&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/waystolisten/'&gt;&lt;span style='color:blue; text-decoration:underline'&gt;Ways to Listen&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/learnenglish/'&gt;&lt;span style='color:blue; text-decoration:underline'&gt;Learn English&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/aboutus/'&gt;&lt;span style='color:blue; text-decoration:underline'&gt;About Us&lt;/span&gt;&lt;/a&gt;&lt;/em&gt;&lt;/h3&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;ul&gt;&lt;li&gt;&lt;em&gt;Languages &lt;a href='http://www.radioaustralia.net.au/chinese/'&gt;Chinese&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/indonesian/'&gt;Indonesian&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/francais/'&gt;French&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://khmer.radioaustralia.net.au'&gt;Khmer&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/tokpisin/'&gt;Tok Pisin&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.bayvut.com/'&gt;Vietnamese&lt;/a&gt;&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;ul&gt;&lt;li&gt;&lt;em&gt;Subscribe &lt;a href='http://www.radioaustralia.net.au/subscribe/'&gt;Podcasts&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/subscribe/?page=rss'&gt;RSS Feeds&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/subscribe/?page=email_subscribe'&gt;Email Alerts&lt;/a&gt;&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;ul&gt;&lt;li&gt;&lt;em&gt;Listen Now &lt;a href='http://www.radioaustralia.net.au/flash/listen/'&gt;English Stream&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/flash/listen/otherLanguages.htm'&gt;Other Languages Stream&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/flash/listen/podcasts.htm'&gt;MP3s&lt;/a&gt;&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;ul&gt;&lt;li&gt;&lt;em&gt;Contact Us &lt;a href='http://www.radioaustralia.net.au/aboutus/contactus.htm'&gt;Feedback Form&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.abc.net.au/international/'&gt;ABC International&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.radioaustralia.net.au/'&gt;Radio Australia&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.abc.net.au/common/copyrigh.htm'&gt;© 2008 ABC&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.abc.net.au/privacy.htm'&gt;Privacy Policy&lt;/a&gt;&lt;br /&gt;											&lt;a href='http://www.abc.net.au/conditions.htm'&gt;Conditions of Use&lt;/a&gt;&lt;/em&gt;&lt;/li&gt;&lt;/ul&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-8553156393056460226?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/8553156393056460226/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=8553156393056460226' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/8553156393056460226'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/8553156393056460226'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/11/whats-on.html' title='What’s On..'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-1070424642547197561</id><published>2008-11-18T18:33:00.001-08:00</published><updated>2008-11-18T18:33:22.223-08:00</updated><title type='text'>Graduate Scholarships In Reproductive &amp; Sexual Health Law</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;Graduate Scholarships In Reproductive &amp;amp; Sexual Health Law for lawyers from developing countries: You are invited to apply for Graduate Scholarships in Reproductive and Sexual Health Law in the International Reproductive and Sexual Health Law at the Faculty of Law of the University of Toronto, Canada. The scholarship, which enables lawyer activists from developing countries to undertake the Master of Laws Programme at the University of Toronto's Faculty of Law, includes full tuition, travel and a stipend for living expenses. The application deadline is February 16, 2009. [Source: Afro-Nets] More about the scholarships:&lt;br/&gt;&lt;a href='http://www.law.utoronto.ca/visitors_content.asp?itemPath=5/12/12/0/0&amp;amp;contentId=413'&gt;http://www.law.utoronto.ca/visitors_content.asp?itemPath=5/12/12/0/0&amp;amp;contentId=413&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='color:#1f497d'&gt;beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-1070424642547197561?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/1070424642547197561/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=1070424642547197561' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1070424642547197561'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1070424642547197561'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/11/graduate-scholarships-in-reproductive.html' title='Graduate Scholarships In Reproductive &amp;amp; Sexual Health Law'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-6359281757461884262</id><published>2008-11-17T16:59:00.001-08:00</published><updated>2008-11-17T16:59:56.069-08:00</updated><title type='text'>[beasiswa] (info)</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#1f497d; font-size:12pt'&gt;&lt;strong&gt;PhD in Economics at Copenhagen Business School&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;PhD scholarship - Department of International Economics and Management&lt;br/&gt;The Department of International Economics and Management, &lt;br/&gt;Copenhagen Business School invites applications for a vacant PhD scholarship &lt;br/&gt;within the research areas of the department:&lt;br/&gt;* Corporate &lt;br/&gt;Governance&lt;br/&gt;* International &lt;br/&gt;Business &lt;br/&gt;* Emerging Markets&lt;br/&gt;Please visit the department's profile at &lt;a href='http://www.cbs.dk/int'&gt;www.cbs.dk/int&lt;/a&gt; and please consult the general information on the CBS PhD &lt;br/&gt;Programme&lt;br/&gt;Closing date: January 12, 2009&lt;br/&gt;After consulting the relevant CBS websites and if there &lt;br/&gt;are specific questions on the position, you may contact Head of Department, &lt;br/&gt;Niels Mygind, &lt;a href='mailto:nm.int%40cbs.dk'&gt;nm.int@cbs.dk&lt;/a&gt;&lt;br /&gt;									&lt;br/&gt;General information:&lt;br/&gt;CBS offers high scholarships and accepts only top &lt;br/&gt;applicants. To be awarded the scholarship, one must be enrolled as a PhD &lt;br/&gt;student. To be considered for enrolment, the candidate should have a basic &lt;br/&gt;training at the Masters level, and must be fluent in Danish and/or English. &lt;br/&gt;Enrolment in the PhD programme furthermore depends on the acceptance of the &lt;br/&gt;application, which must include a short project description, usually prepared in &lt;br/&gt;co-operation with the Department. This research proposal should contain a &lt;br/&gt;presentation of the intended research question, including the theory and &lt;br/&gt;methodology expected to be used.Indicative examples of research themes &lt;br/&gt;could be: &lt;br/&gt;* The &lt;br/&gt;determinants and effects of board composition&lt;br/&gt;* Private &lt;br/&gt;equity ownership: causes and consequences&lt;br/&gt;* Causes of &lt;br/&gt;the current financial crises: leverage, board failure and compensation bias&lt;br/&gt;* Managing &lt;br/&gt;innovation in Multinational Companies,&lt;br/&gt;* Outward &lt;br/&gt;FDI from emerging markets &lt;br/&gt;* The role &lt;br/&gt;of emerging markets in the global financial crisis&lt;br/&gt;In addition to the research proposal, the application must &lt;br/&gt;include a completed compulsory form, copies of a Master's degree certificate or &lt;br/&gt;other certificates of a corresponding level, brief curriculum vitae (CV), a list &lt;br/&gt;of papers and publications, and one copy of a selected written work (e.g. &lt;br/&gt;Master's thesis).&lt;br/&gt;All parts of the application must be submitted in four &lt;br/&gt;copies, except the selected written work, which may be submitted in only one &lt;br/&gt;copy. Electronic submissions are not accepted.&lt;br/&gt;A PhD scholarship runs for a period of 3 years, and &lt;br/&gt;includes teaching obligations equivalent of ½ year's work (840 work hours).&lt;br/&gt;The scholarship includes the waiving of tuition, office &lt;br/&gt;space, travel grants plus a salary, currently starting with per month app. DKK &lt;br/&gt;24.118up to DKK 29.125 depending on seniority plus a &lt;br/&gt;pension contributions totalling 17,1 % on 80 per cent of the base salary.&lt;br/&gt;The salary level &lt;br/&gt;and appointment is determined by the Ministry of Finance's collective agreement &lt;br/&gt;with the Central Academic Organisation.&lt;br/&gt;A committee of experts in the field in question will &lt;br/&gt;assess the applications. The assessment of the applicants will be based on the &lt;br/&gt;quality and relevance of the project, including an evaluation of the applicant's &lt;br/&gt;ability to accomplish it. Following this assessment, the management of the &lt;br/&gt;department will select the winner of the scholarship.&lt;br/&gt;Please find compulsory application form, guidelines, and &lt;br/&gt;further information on scholarships and the Doctoral Programme. &lt;br/&gt;The application must be submitted to:&lt;br/&gt;Copenhagen Business School&lt;br/&gt;Department of International Economics and Management&lt;br/&gt;Porcelaenshaven 24&lt;br/&gt;DK-2000 Frederiksberg&lt;br/&gt;Denmark&lt;br/&gt;Marked "PhD – 33-3357"&lt;br/&gt;Applications received by e-mail or discs will not &lt;br/&gt;be taken into consideration.&lt;br/&gt;All interested researchers irrespective of age, sex, race, &lt;br/&gt;religion, or nationality are invited to apply for the position.&lt;br/&gt;CBS focuses on innovation, partnership with the &lt;br/&gt;business community and internationalisation. As a Learning University CBS &lt;br/&gt;demands high quality in teaching, research and staff. CBS has around 15.000 &lt;br/&gt;students distributed among a wide range of degrees in social science and &lt;br/&gt;humanities including a very dynamic environment for executive programmes. CBS &lt;br/&gt;has around 400 full-time researchers and around 500 administrative employees.&lt;br/&gt;Deadline: 2009-01-12&lt;br/&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;a href='mailto:beasiswa@yahoogroups.com'&gt;beasiswa@yahoogroups.com&lt;/a&gt;&lt;span style='color:#1f497d'&gt; / Mon 17-11-2008 10:26 AM &lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-6359281757461884262?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/6359281757461884262/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=6359281757461884262' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6359281757461884262'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6359281757461884262'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/11/beasiswa-info.html' title='[beasiswa] (info)'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-3360385674505210560</id><published>2008-11-13T17:57:00.001-08:00</published><updated>2008-11-13T17:57:52.160-08:00</updated><title type='text'>CALL FOR APPLICATIONS TO THE RESEARCH FELLOWS PROGRAM AT THE INTERNET INTERDISCIPLINARY INSTITUTE OF THE OPEN UNIVERSITY OF CATALONIA IN BARCELONA.</title><content type='html'>&lt;span xmlns=''&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;RESEARCH FELLOWS&lt;br/&gt;&lt;br/&gt;Location: SPAIN &lt;br/&gt;Salary: N/A &lt;br/&gt;Contract term: temporary &lt;br/&gt;&lt;br/&gt;&lt;span style='color:#1f497d'&gt;&lt;strong&gt;CALL FOR APPLICATIONS TO THE RESEARCH FELLOWS PROGRAM AT THE &lt;br/&gt;INTERNET INTERDISCIPLINARY INSTITUTE OF THE OPEN UNIVERSITY OF &lt;br/&gt;CATALONIA IN BARCELONA&lt;/strong&gt;&lt;/span&gt;.&lt;br/&gt;&lt;br/&gt;The Open University of Catalonia (UOC) is a 100% Internet-based, &lt;br/&gt;fully accredited University operating from Barcelona and serving &lt;br/&gt;over 40,000 students worldwide, including a selective group of &lt;br/&gt;students enrolled in a PhD Program on the Information and Knowledge &lt;br/&gt;Society. The Internet Interdisciplinary Institute (IN3) is the &lt;br/&gt;research institute of the UOC and conducts frontier research on the &lt;br/&gt;interaction between information and communication technologies, &lt;br/&gt;society, economy, and culture.&lt;br/&gt;&lt;br/&gt;The IN3 is located in Barcelona and is led by Professor Manuel &lt;br/&gt;Castells, jointly with a distinguished faculty. The IN3 is offering &lt;br/&gt;Senior Research Fellowship positions for outstanding researchers &lt;br/&gt;from around the world to spend periods between 3 and 12 months at &lt;br/&gt;the Institute in Barcelona, to work on their research interests and &lt;br/&gt;to interact with the researchers and doctoral students of the IN3. &lt;br/&gt;In 2009 the call refers specifically to researchers focusing on the &lt;br/&gt;field of e-learning. Priority will be given to those applicants &lt;br/&gt;connecting research and innovation. The working language of the &lt;br/&gt;Institute is English. Fellowships are limited and granted on a &lt;br/&gt;competitive basis. Interested applicants should first contact by &lt;br/&gt;email the IN3 office to receive information on the application &lt;br/&gt;procedure and conditions offered by the fellowship, including &lt;br/&gt;compensation. &lt;br/&gt;&lt;br/&gt;The call will be open until January 7th, 2009, and will refer to the &lt;br/&gt;calendar year 2009.&lt;br/&gt;&lt;br/&gt;Contact at: &lt;a href='mailto:fellows_in3%40uoc.edu'&gt;fellows_in3@uoc.edu&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;2077778-01&lt;br/&gt;&lt;br/&gt;&lt;a href='http://www.timeshighereducation.co.uk/jobs_jobdetails.asp?source=jobalert&amp;amp;ac=61759'&gt;http://www.timeshighereducation.co.uk/jobs_jobdetails.asp?source=jobalert&amp;amp;ac=61759&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;br /&gt;				&lt;br/&gt;&lt;br /&gt; &lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-3360385674505210560?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/3360385674505210560/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=3360385674505210560' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3360385674505210560'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3360385674505210560'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/11/call-for-applications-to-research.html' title='CALL FOR APPLICATIONS TO THE RESEARCH FELLOWS PROGRAM AT THE INTERNET INTERDISCIPLINARY INSTITUTE OF THE OPEN UNIVERSITY OF CATALONIA IN BARCELONA.'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-5625300495770663831</id><published>2008-11-12T22:34:00.001-08:00</published><updated>2008-11-12T22:34:13.302-08:00</updated><title type='text'>AIESEC</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;This is the second chance for you to apply for AIESEC Global Exchange Program. From the previous selection, we would like to congratulate 15 persons who meet the requirements and have passed the interview selections.&lt;br/&gt;&lt;br/&gt;AIESEC Global Exchange Program is held by AIESEC (Association Internationale des Étudiants en Sciences Économiques et Commerciales), a global organization that exists in 106 countries over 1000 universities all over the world. Centered in Rotterdam, Netherlands, AIESEC is renowned of its exchange program, realizes around 5000 exchanges yearly.&lt;br/&gt;&lt;br/&gt;AIESEC Local Committee University of Indonesia offers you a chance to do projects and internships during this December-February in those 105 countries, in which you will feel a life-changing experience as well as global working environment that you have never experienced before.&lt;br/&gt;We have decided that, at present, AIESEC Local Committee University of Indonesia will aim China and India as our main destination, although other exchange destinations beside those two countries are still feasible.&lt;br/&gt;The deadline for this AIESEC Global Exchange Program is 22 November 2008. This program is open for undergraduates and graduates, even those who have not completed their study can join this program.&lt;br/&gt;You can email me to ask for the application form as well as questions or more details regarding the program.&lt;br/&gt;&lt;br /&gt;								&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-5625300495770663831?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/5625300495770663831/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=5625300495770663831' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/5625300495770663831'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/5625300495770663831'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/11/aiesec.html' title='AIESEC'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-6904049295509483832</id><published>2008-09-16T20:35:00.001-07:00</published><updated>2008-09-16T20:35:02.784-07:00</updated><title type='text'>PhD positions(Computer Sciences, Economics, &amp; Politics)</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #dbe5f1'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:12pt'&gt;&lt;strong&gt;beasiswa] [INFO] PhD positions(Computer Sciences, Economics, &amp;amp; Politics), IMT Lucca, Italy&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;website link:&lt;br/&gt;&lt;a href='http://www.imtlucca.it/phd_programs/call_for_applications/index.php'&gt;http://www.imtlucca.it/phd_programs/call_for_applications/index.php&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;Competitions for admission are open in the following PhD Programs at IMT:&lt;br/&gt;&lt;br/&gt;Computer Science and Engineering&lt;br/&gt;Theories developed within computer science have been, and still are,&lt;br/&gt;remarkably relevant not only for developing devices and tools which&lt;br/&gt;are commonly used in today society, but also for facing new&lt;br/&gt;theoretical problems of wide perspective. In particular, the study of&lt;br/&gt;models, algorithms and verification methods of distributed systems&lt;br/&gt;with shared resources, with attention to the problems of security,&lt;br/&gt;concurrency, real time, "open endness", distributed decisions, etc.&lt;br/&gt;has fostered the development of the informatics of the new wide area&lt;br/&gt;networks. Students acquire extensive knowledge of the fundamentals and&lt;br/&gt;applications of architectures and languages for global and grid&lt;br/&gt;computing, web systems and services, in particular for business&lt;br/&gt;applications, embedded systems, web data mining, wired and wireless&lt;br/&gt;networks, and mobile systems. In addition to offering broad scope for&lt;br/&gt;basic research, these domains define a professional area where all the&lt;br/&gt;needs of computer applications on wide are networks can find their&lt;br/&gt;fulfilment.&lt;br/&gt;&lt;br/&gt;Economics, Markets, Institutions&lt;br/&gt;With its interdisciplinary (theoretical, quantitative and&lt;br/&gt;institutional) approach, the program aims at dealing with issues in&lt;br/&gt;political economy, applied public economics, and the functioning of&lt;br/&gt;industries and markets, the impact of macroeconomic impact on the&lt;br/&gt;functioning of markets, as well as on productivity and growth.&lt;br/&gt;A distinctive character of the PhD program is the strong integration&lt;br/&gt;of theoretical, technical and practical expertise, aimed to educate&lt;br/&gt;highly qualified professionals, who analyze, plan, and manage concrete&lt;br/&gt;interventions of political economy.&lt;br/&gt;Theoretical methodologies and models will therefore tested through the&lt;br/&gt;methodical/systematic investigation of actual cases. At the end of the&lt;br/&gt;program, students will be able to catch commonalities as well as&lt;br/&gt;distinctive characters of the several markets, in reference to&lt;br/&gt;economic laws, market regulations, contractual, managing and&lt;br/&gt;organizational solutions.&lt;br/&gt;&lt;br/&gt;Political Systems and Institutional Change&lt;br/&gt;The PhD Program aims to make students familiar with analytical tools&lt;br/&gt;and methodologies of investigation elaborated within different&lt;br/&gt;contemporary traditions in social sciences, thereby providing the&lt;br/&gt;theoretical and practical knowledge necessary to both evaluate&lt;br/&gt;comparatively the performance of institutional systems, and elaborate&lt;br/&gt;proposals for structural reforms. The courses will especially focus on&lt;br/&gt;the historical, political, institutional and economic dynamics that&lt;br/&gt;have been characterising the development of European and ex Soviet&lt;br/&gt;countries after the Second Word War. They will then consider among&lt;br/&gt;other topics: the institutional and decisional dynamics of European&lt;br/&gt;countries and the European Union including the trends towards&lt;br/&gt;multilevel governance both at the European and at the domestic level&lt;br/&gt;(federalisation, independent regulatory authorities, etc.);&lt;br/&gt;transatlantic relations EU-US; relations between politics, social&lt;br/&gt;processes and political economy decisions; paths of economic and&lt;br/&gt;political development; the institutional workings of international&lt;br/&gt;organisations; the characters of some geographical areas of special&lt;br/&gt;relevance.&lt;br/&gt;Duration: 3 years&lt;br/&gt;&lt;br/&gt;Language: Courses and seminars are held in English. Foreign PhD&lt;br/&gt;students are required to attend an Italian Language and Culture Course.&lt;br/&gt;Classes begin in March 2009.&lt;br/&gt;&lt;br/&gt;Tuition Exemptions :PhD students are exempt from tuition and fees.&lt;br/&gt;Annual Scholarship: Annual scholarship amount is +/- 13.638,00 Euros&lt;br/&gt;gross, corresponding to +/- 2.270,00 Euros gross paid every two&lt;br/&gt;months. Scholarships are awarded for three years and are confirmed yearly.&lt;br/&gt;&lt;br/&gt;Scholarships benefit from tax breaks.&lt;br/&gt;&lt;br/&gt;One scholarship for each PhD Program is co-financed by European Union&lt;br/&gt;– European Social Fund; Ministero del Lavoro, della Salute e delle&lt;br/&gt;Politiche Sociali; Regione Toscana and IMT.&lt;br/&gt;&lt;br/&gt;Deadline &lt;br/&gt;The deadline for applications is December 5, 2008 at 6:00pm (Italian&lt;br/&gt;time). &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='background: #dbe5f1'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='color:red; font-size:9pt'&gt;BY : beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-6904049295509483832?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/6904049295509483832/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=6904049295509483832' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6904049295509483832'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6904049295509483832'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/09/phd-positionscomputer-sciences.html' title='PhD positions(Computer Sciences, Economics, &amp;amp; Politics)'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-6323305377497836251</id><published>2008-09-16T20:22:00.001-07:00</published><updated>2008-09-16T20:22:38.487-07:00</updated><title type='text'>9 PhD Fellowships in Biology, University of Jena, Germany</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #dbe5f1'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:12pt'&gt;&lt;strong&gt;beasiswa] [INFO] 9 PhD Fellowships in Biology, University of Jena, Germany&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;website link:&lt;br/&gt;&lt;a href='http://www.jsmc.uni-jena.de/cms/index.php?option=com_content&amp;amp;task=view&amp;amp;id=180&amp;amp;Itemid=209'&gt;http://www.jsmc.uni-jena.de/cms/index.php?option=com_content&amp;amp;task=view&amp;amp;id=180&amp;amp;Itemid=209&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;The Jena School for Microbial Communication (JSMC) is funded by the&lt;br/&gt;German Excellence Initiative. It conceptionally combines different&lt;br/&gt;research areas (microbial communities, interactions with plant, animal&lt;br/&gt;and human hosts and environmental interactions) to a comprehensive&lt;br/&gt;picture of microbial communication (&lt;a href='http://www.jsmc.uni-jena.de'&gt;www.jsmc.uni-jena.de&lt;/a&gt;). JSMC is an&lt;br/&gt;ambitious Graduate School prospectively comprising 150 PhD students&lt;br/&gt;who will be educated in a structured, interdisciplinary training&lt;br/&gt;program based on top-level fundamental research. Four faculties of the&lt;br/&gt;Friedrich Schiller University Jena, six non-university research&lt;br/&gt;institutions as well as twelve partner companies are participating in&lt;br/&gt;this cutting edge research and training program which includes an&lt;br/&gt;innovative PhD program, career development and intensive sociocultural&lt;br/&gt;care. Three embedded existing Research Training Groups as well as&lt;br/&gt;twelve other cooperative research projects are engaged to incorporate&lt;br/&gt;novel research areas to achieve a complete view of microbial&lt;br/&gt;communication. &lt;br/&gt;&lt;br/&gt;We invite applications for&lt;br/&gt;9 PhD Fellowships.&lt;br/&gt;&lt;br/&gt;The positions are immediately available.&lt;br/&gt;&lt;br/&gt;We expect:&lt;br/&gt;&lt;br/&gt;* an equivalent of a Master's degree in Natural or Life Sciences&lt;br/&gt;(e.g. Biology, Earth Sciences, Chemistry, Physics, Bioinformatics, or&lt;br/&gt;Medicine). Candidates about to earn their degree are welcome to apply.&lt;br/&gt;* high motivation and interest to join one of the&lt;br/&gt;interdisciplinary research areas of JSMC&lt;br/&gt;* creativity and interest to shape your own thesis project&lt;br/&gt;* an integrative and cooperative personality&lt;br/&gt;* very good communication skills in English&lt;br/&gt;&lt;br/&gt;We offer:&lt;br/&gt;* a top-level research environment&lt;br/&gt;* a PhD stipend paid according to the rules of the DFG (German&lt;br/&gt;Research Foundation) as well as generous research funding&lt;br/&gt;* a periodic research report system&lt;br/&gt;* efficient supervision by a team of two supervisors&lt;br/&gt;* a comprehensive mentoring program&lt;br/&gt;* courses in novel technologies and soft skills&lt;br/&gt;* a highly communicative atmosphere between the involved&lt;br/&gt;institutions and companies&lt;br/&gt;* Jena - the German City of Science 2008: a young and lively city&lt;br/&gt;with dynamic business activities, successful scientific centers of&lt;br/&gt;innovation and a vibrant cultural scene around the famous Friedrich&lt;br/&gt;Schiller University&lt;br/&gt;Friedrich Schiller University Jena is an equal opportunity employer.&lt;br/&gt;&lt;br/&gt;For the first step of the application procedure please aquaint&lt;br/&gt;yourself with the scientific themes offered on our website&lt;br/&gt;&lt;br/&gt;&lt;a href='http://www.jsmc.uni-jena.de'&gt;www.jsmc.uni-jena.de&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;and thoroughly fill in the "Statement of Interest" downloadable from&lt;br/&gt;this site. The application procedure is handled online exclusively via&lt;br/&gt;the JSMC website. Applications can only be considered upon receipt of&lt;br/&gt;the completed "Statement of Interest" form submitted to&lt;br/&gt;&lt;a href='mailto:JSMC%40uni-jena.deThis'&gt;JSMC@uni-jena.deThis&lt;/a&gt; e-mail address is being protected from spam bots,&lt;br/&gt;you need JavaScript enabled to view it .&lt;br/&gt;&lt;br/&gt;Deadline for submission of the completed "Statement of Interest" form:&lt;br/&gt;October 6th, 2008.&lt;br/&gt;&lt;br/&gt;Successful applicants will be invited to attend the JSMC Recruitment&lt;br/&gt;Meeting in December 2008.&lt;br /&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='background: #dbe5f1'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='color:red; font-size:8pt'&gt;BY: beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-6323305377497836251?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/6323305377497836251/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=6323305377497836251' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6323305377497836251'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6323305377497836251'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/09/9-phd-fellowships-in-biology-university.html' title='9 PhD Fellowships in Biology, University of Jena, Germany'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-3431795661338497112</id><published>2008-08-03T20:10:00.001-07:00</published><updated>2008-08-03T20:10:19.174-07:00</updated><title type='text'>[beasiswa] [INFO]PhD Studentship in Applications of MRI to Skin, University of Surrey</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse; background: #dbe5f1'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;Source:&lt;br/&gt;&lt;a href='http://fellowzip.blogspot.com/2008/08/phd-studentship-in-applications-of-mri.html'&gt;http://fellowzip.blogspot.com/2008/08/phd-studentship-in-applications-of-mri.html&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;UK. A PhD studentship is available within the Soft Condensed Matter&lt;br/&gt;physics group, Department of Physics. The studenthip is to work on the&lt;br/&gt;development of MRI for applications to human skin. The project will be&lt;br/&gt;supervised by Prof Peter McDonald.&lt;br/&gt;&lt;br/&gt;Applicants should have a 1st class / upper second degree or an MSc in&lt;br/&gt;the Physical Sciences and an aptitude for experimental work.&lt;br/&gt;&lt;br/&gt;Surrey has developed and houses a unique range of GARField magnetic&lt;br/&gt;resonance imaging systems. The objective is to characterise the&lt;br/&gt;structure and barrier properties of skin by combining GARField and&lt;br/&gt;high field MR microscopy instrumentation and a variety of advanced&lt;br/&gt;magnetic resonance techniques including restricted diffusometry and&lt;br/&gt;double quantum filtering. Specific aims include assessment of cellular&lt;br/&gt;spatial ordering and the identification and measurement of the passage&lt;br/&gt;of small molecules through and between cells. The work will be carried&lt;br/&gt;out both in-vitro and possibly in-vivo.&lt;br/&gt;&lt;br/&gt;A major multinational company will provide additional support to the&lt;br/&gt;student for this project. Full description of the project can be read&lt;br/&gt;here.&lt;br/&gt;&lt;br/&gt;To apply, send your application together with a brief outline of the&lt;br/&gt;your proposed approach to your PhD to: Mrs C. Soares-Smith&lt;br/&gt;(&lt;a href='mailto:C.Soares-Smith%40surrey.ac.uk'&gt;C.Soares-Smith@surrey.ac.uk&lt;/a&gt;) by Thursday, 21st August 2008. Please&lt;br/&gt;include the position reference number:6693&lt;br /&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='color:#1f497d'&gt;beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-3431795661338497112?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/3431795661338497112/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=3431795661338497112' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3431795661338497112'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3431795661338497112'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/08/beasiswa-infophd-studentship-in.html' title='[beasiswa] [INFO]PhD Studentship in Applications of MRI to Skin, University of Surrey'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-1990723276029599176</id><published>2008-08-03T20:08:00.001-07:00</published><updated>2008-08-03T20:08:54.114-07:00</updated><title type='text'>[beasiswa] [info] PhD Position for female Student at University of Technology Graz</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse; background: #dbe5f1'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;br/&gt;PhD Position for female Student [suitable master-degree in&lt;br/&gt;mathematics; highly qualified candidates interested in one of the&lt;br/&gt;following areas are encouraged to apply: Applied Analysis and&lt;br/&gt;Scientific Computing, Financial Mathematics, Number Theory] /&lt;br/&gt;Karl-Franzens-University Graz &amp;amp; University of Technology Graz /&lt;br/&gt;deadline September 15&lt;br/&gt;&lt;br/&gt;________________________________&lt;br/&gt;&lt;br/&gt;PhD position for female student&lt;br/&gt;Within the cooperation project NAWI-Graz (connecting&lt;br/&gt;Karl-Franzens-University Graz and University of Technology Graz) there&lt;br/&gt;is a open position for a female PhD-Student in Mathematics. Highly&lt;br/&gt;qualified candidates interested in one of the following areas are&lt;br/&gt;encouraged to apply: &lt;br/&gt;Applied Analysis and Scientific Computing, Financial Mathematics, Number Theory &lt;br/&gt;Candidates must have a suitable master-degree in mathematics. &lt;br/&gt;Applications have to be sent by e-mail to: &lt;a href='mailto:tichy%40tugraz.at'&gt;tichy@tugraz.at&lt;/a&gt; (Prof. Dr. Robert Tichy) &lt;br/&gt;Deadline: September 15, 2008&lt;br/&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='color:#1f497d'&gt;beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-1990723276029599176?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/1990723276029599176/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=1990723276029599176' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1990723276029599176'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1990723276029599176'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/08/beasiswa-info-phd-position-for-female.html' title='[beasiswa] [info] PhD Position for female Student at University of Technology Graz'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-2226847097570122776</id><published>2008-08-03T20:07:00.001-07:00</published><updated>2008-08-03T20:07:08.436-07:00</updated><title type='text'>[beasiswa] [INFO] Open position for a PhD student at Forschungszentrum Karlsruhe GmbH</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;*Open position for a PhD student (IMK-IFU01-08)*&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Forschungszentrum Karlsruhe GmbH is one of the largest natural science and engineering research institution in Europe. Our Atmospheric Environmental Research Division (IMK-IFU) of the Institute for Meteorology and Climate Research has a long tradition in atmospheric environmental research, with its main emphasis on studying the impact of anthropogenic activities on the interactions between atmosphere and biosphere, air quality, regional climate, and hydrology. Studies in these research fields are characterised by an interdisciplinary and integrated approach involving field measurements, process studies and numerical modelling. Results obtained in these research fields are used for defining reliable and efficient mitigation and adaptation strategies.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;For numerical modelling tasks within the project "Verification of the turbulence parameterization and the description of the vertical structure of the marine atmospheric boundary layer in numerical simulation models for wind analysis and forecasts (VERITAS)" we offer a position for a *PhD student*&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;for a three year term as soon as possible. We seek a person who is interested in numerical simulation strategies in atmospheric environmental research and who has a master (Diplom) degree preferably in meteorology, flow engineering, mathematics or physics. Experience in numerical modelling would be an advantage but is not required. The work will comprise running mesoscale numerical models and the evaluation of offshore turbulence data.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;The remuneration will be in accordance to the German public service regulations (TVöD 13/2).&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;The position is open immediately. Please send as soon as possible (but not later than *September 30, 2008*) applications with the usual documents to the address below (preferably by e-mail), from where you can get also additional information.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Priv.-Doz. Dr. Stefan Emeis&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Institute for Meteorology and Climate Research&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;- Atmospheric Environmental Research –&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Forschungszentrum Karlsruhe GmbH&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Kreuzeckbahnstr. 19&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;82467 Garmisch-Partenkirchen&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;a href='mailto:stefan.emeis@imk.fzk.de'&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;stefan.emeis@imk.fzk.de&lt;/span&gt;&lt;/a&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;kit.gap.fzk.de/&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;a href='http://scholarship-source.blogspot.com/'&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;http://scholarship-source.blogspot.com/&lt;/span&gt;&lt;/a&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&amp;lt;&lt;a href='http://kit.gap.fzk.de/'&gt;http://kit.gap.fzk.de/&lt;/a&gt;&amp;gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='color:#1f497d'&gt;beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-2226847097570122776?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/2226847097570122776/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=2226847097570122776' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/2226847097570122776'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/2226847097570122776'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/08/beasiswa-info-open-position-for-phd.html' title='[beasiswa] [INFO] Open position for a PhD student at Forschungszentrum Karlsruhe GmbH'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-8352424879160493457</id><published>2008-08-03T20:04:00.001-07:00</published><updated>2008-08-03T20:04:16.138-07:00</updated><title type='text'>[beasiswa] [INFO] PhD Research Fellow in Information Science</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse; background: #dbe5f1'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;PhD Research Fellow in Information Science&lt;br/&gt;At the Department of Media Studies and Information Science, University of&lt;br/&gt;Bergen, there is a vacant position as PhD Research Fellow within the field&lt;br/&gt;of Information Science for four years. The position will be affiliated with&lt;br/&gt;the project «Requirements for Secure Software» (ReqSec) which is financed by&lt;br/&gt;the Norwegian Research Council. It is a cooperation between the Department&lt;br/&gt;of Information Science and Media Studies at the University of Bergen and the&lt;br/&gt;Department of Computer and Information Science at the Norwegian University&lt;br/&gt;of Science and Technology in Trondheim. 25 % of the position will be&lt;br/&gt;allocated to mandatory work at The Department of Media Studies and&lt;br/&gt;Information Science.&lt;br/&gt;&lt;br/&gt;ReqSec will develop methods and tools for eliciting requirements for secure&lt;br/&gt;information systems in cooperation between users and developers. The purpose&lt;br/&gt;is to open security work for people with domain and systems development&lt;br/&gt;competence in addition to security experts. The methods and tools will be&lt;br/&gt;evaluated analytically and empirically in cooperation with industrial&lt;br/&gt;partners.&lt;br/&gt;&lt;br/&gt;Applicants must have a Master degree in Information Science or corresponding&lt;br/&gt;education.&lt;br/&gt;&lt;br/&gt;Candidates are advised to contact Professor Andreas L. Opdahl before&lt;br/&gt;devising their PhD-projects, phone: +47 55584140, email:&lt;br/&gt;&lt;a href='mailto:andreas.opdahl%40infomedia.uib.no'&gt;andreas.opdahl@infomedia.uib.no&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;more info: Here&amp;lt;&lt;a href='http://scholarship-source.blogspot.com/2008/08/phd-research-fellow-in-information.html'&gt;http://scholarship-source.blogspot.com/2008/08/phd-research-fellow-in-information.html&lt;/a&gt;&amp;gt;&lt;br/&gt;&lt;br/&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='color:#1f497d'&gt;beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-8352424879160493457?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/8352424879160493457/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=8352424879160493457' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/8352424879160493457'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/8352424879160493457'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/08/beasiswa-info-phd-research-fellow-in.html' title='[beasiswa] [INFO] PhD Research Fellow in Information Science'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-6540739315549116052</id><published>2008-07-31T19:24:00.001-07:00</published><updated>2008-07-31T19:24:35.786-07:00</updated><title type='text'>[English] FWD Scholarships for young professionals from Indonesia for Postgraduate studies in Germany 2009-2010 [Mod: Syamil]</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse; background: #dbe5f1'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;Scholarships for young professionals from Indonesia&lt;br/&gt;for Postgraduate studies in Germany 2009-2010&lt;br/&gt;Call for Applications&lt;br/&gt;Deadline : 4th September 2008&lt;br/&gt;The German Academic Exchange Service (DAAD) - Deutscher Akademischer Austausch Dienst - supports a range of postgraduate courses at German Universities which aim at providing academically educated young professionals from Developing Countries with further specialised studies. The DAAD supports these selected programmes with a certain quota of scholarships and with financial assistance for a spesial tutoring system. At the end of the course (programmes run 12 to 36 months, depending on the particular institution) participants can obtain an internationally recognized master's or in some courses PhD degree.&lt;br/&gt;Target Group : Professionals holding an academic degree and with at least two years of experience in the public or private sector in technical, economical, or agricultural fields, in education or development planning.&lt;br/&gt;Language of instructions : German or English, depending on the degree course&lt;br/&gt;Application condition :&lt;br/&gt;1. Age limit : 36 years of age at the time of applications (for some courses 32 years)&lt;br/&gt;2. Academic degree (min IPK 2,75 for Master candidates and 3,00 for doctoral candidates) and at least two years of professional experience after completing S1 degree.&lt;br/&gt;3. Confirmation of employment from the candidate's employer in the home country and the where possible a guarantee of re-employment upon his/her return to the home country.&lt;br/&gt;4. Two Letters of recommendations of recent date&lt;br/&gt;5. A statement of motivation for participation in the postgraduate course with emphasis on the relevance to his/her occupation &lt;br/&gt;For postgraduate courses held in english: International TOEFL- Language test of a minimum of 550 points (course at FHTW Berlin 590 points) or IELTS-Test Volume 6.0.&lt;br/&gt;Closing date for applications is 4th September 2008 at the DAAD Jakarta Office&lt;br/&gt;Course Commence: September/October of the following year (preceeding German-language course from April or August).&lt;br/&gt;Course Duration: 12 to 36 months, depending on the postgraduate course (see annex)&lt;br/&gt;Special Remarks: &lt;br/&gt;1. Participants in postgraduate courses in which English is the language of instruction receive a scholarship for a two-months intensive German language course.&lt;br/&gt;2. Participants in postgraduate courses in which German or German/English is the language of instruction receive a scholarship for a six-month intensive German language course. Please note that the candidates must have certain German language certificate at the time of application. &lt;br/&gt;NEW : it is possible to apply online!&lt;br/&gt;You can apply online at our website &lt;a href='http://jakarta.'&gt;http://jakarta.&lt;/a&gt; daad.de&lt;br/&gt;You must however send the printed form together with the following documents (triplicate) by snail mail to the DAAD Jakarta Office before the deadline. The instruction on how to apply online is available at our website.&lt;br/&gt;Form and documents to be submitted &lt;br/&gt;1. DAAD Form (available at: &lt;a href='http://jakarta.'&gt;http://jakarta.&lt;/a&gt; daad.de)&lt;br/&gt;2. Accompanying documents (PLEASE SET IN THE FOLLOWING ORDER)&lt;br/&gt;a) Curriculum Vitae (please use the europass specimen form at &lt;a href='http://europass.'&gt;http://europass.&lt;/a&gt; codefop.europa. eu/)&lt;br/&gt;b) A Statement of motivation for participation in the postgraduate courses with emphasis on the relevance to his/her occupation&lt;br/&gt;c) Two letters of recomendation of recent date, each frm supervisor at your company/institution , and from your previous academic supervisor&lt;br/&gt;d) Confirmation of employment from the candidate's employer in the home country and where possible, a guarantee of re-employment upon his/her return to the home country&lt;br/&gt;e) Academic Degree Certificate (certified copies of original) in BAhasa Indonesia and English/German translation&lt;br/&gt;f) Academic transcript, covering the complete duration of academic studies (certified copies of original) in Bahasa Indonesia and English/German translation&lt;br/&gt;g) Secondary School Leaving Certificates/ ijazah SMA (certified copies of original) in Bahasa Indonesia and English/German translation&lt;br/&gt;h) English language certificate for postgraduate courses held in English request an international TOEFL of a minimum of 550 points (course at FHTW Berlin 580 points) or IELTS-Test Volume 6.0. Please do not submit "prediction TOEFL". For postgraduate courses held in German: Please see the details on the course list. Certain level of German language exam may be required before admission to the course. &lt;br/&gt;Application must reach DAAD Jakarta Office before the deadline&lt;br/&gt;Any incomplete application handed in after the deadline&lt;br/&gt;can not be taken into consideration.&lt;br/&gt;ALL DOCUMENTS MUST BE SUBMITTED IN TRIPLICATE&lt;br/&gt;DAAD Jakarta Office&lt;br/&gt;Summitmas I Building 19th Floor&lt;br/&gt;Jl. Jend. Sudirman Kav. 61-62&lt;br/&gt;Jakarta 12190&lt;br/&gt;Contact Person: Endah C. Anggoro&lt;br/&gt;E-mail: &lt;br/&gt;Tel.: (021) 520 0870; 525 2807&lt;br/&gt;Fax.: (021) 525 2822&lt;br/&gt;E-mail: &lt;br/&gt;Website: &lt;a href='http://jakarta.'&gt;http://jakarta.&lt;/a&gt; daad.de&lt;br/&gt;&lt;br/&gt;Widya Sukartono&lt;br/&gt;Jogjakarta, Indonesia&lt;br/&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='color:#1f497d'&gt;Free-English-Course@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-6540739315549116052?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/6540739315549116052/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=6540739315549116052' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6540739315549116052'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6540739315549116052'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/english-fwd-scholarships-for-young.html' title='[English] FWD Scholarships for young professionals from Indonesia for Postgraduate studies in Germany 2009-2010 [Mod: Syamil]'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-8275148879242146306</id><published>2008-07-25T21:57:00.001-07:00</published><updated>2008-07-25T21:57:07.014-07:00</updated><title type='text'>[beasiswa] [INFO] Asian Graduate Student Fellowships</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse; background: #c6d9f1'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;The Asia Research Institute of NUS invites applications from ASEAN citizens&lt;br/&gt;enrolled for a fulltime advanced degree at a university in an ASEAN country&lt;br/&gt;(except Singapore) for consideration as Asian Graduate Student Fellowships&lt;br/&gt;(formerly ASEAN Research Scholars). These fellowships are offered to *current&lt;br/&gt;graduate students doing their Master's or PhD degrees and working in the&lt;br/&gt;Humanities and Social Sciences on Asian topics*, and will allow the&lt;br/&gt;recipients to be based at NUS for an 'in residence fellowship' for a period&lt;br/&gt;of three months. The aim of the fellowship is to enable scholars to make&lt;br/&gt;full use of the wide range of resources held in the libraries of NUS and the&lt;br/&gt;Institute of Southeast Asian Studies. Scholars will be expected to commence&lt;br/&gt;on 1 May 2009, and to make a presentation on their work at the Singapore&lt;br/&gt;Graduate Forum on Southeast Asian Studies at the end of July 2009.&lt;br/&gt;&lt;br/&gt;Successful candidates can expect the following benefits:&lt;br/&gt;&lt;br/&gt;1) A monthly allowance of SGD$1,750 (inclusive of housing allowance).&lt;br/&gt;&lt;br/&gt;2) A one time round trip travel subsidy by the most economical and&lt;br/&gt;direct route on a reimbursement basis upon being accepted for the&lt;br/&gt;fellowship.&lt;br/&gt;&lt;br/&gt;3) Access to library and computer resources on campus.&lt;br/&gt;&lt;br/&gt;Applicants are invited to *e-mail/facsimile/mail* their curriculum vitae, a&lt;br/&gt;2-page outline of their research proposal in English (this may be&lt;br/&gt;accompanied by a longer statement in a Southeast Asian language) to the&lt;br/&gt;address below by *15 November 2008*. Arrangements should also be made by&lt;br/&gt;which at least two letters of reference, one of which is from your principal&lt;br/&gt;supervisor, are sent confidentially to the same address by the same&lt;br/&gt;deadline.&lt;br/&gt;&lt;br/&gt;The 2-page research proposal must include the following details:&lt;br/&gt;&lt;br/&gt;1) Whether the data collection or fieldwork stage of the research has&lt;br/&gt;already been completed;&lt;br/&gt;&lt;br/&gt;2) how the fellowship will contribute to the research;&lt;br/&gt;&lt;br/&gt;3) the types of sources to be consulted in Singapore;**&lt;br/&gt;&lt;br/&gt;4) proposed work plan during the fellowship.**&lt;br/&gt;&lt;br/&gt;You can look forward to excellent library and internet computer facilities&lt;br/&gt;at NUS' main library (&lt;a href='http://www.lib.nus.edu.sg/'&gt;http://www.lib.nus.edu.sg/&lt;/a&gt;), the library at the&lt;br/&gt;Institute of Southeast Asian Studies (ISEAS) (&lt;br/&gt;&lt;a href='http://www.iseas.edu.sg/library.html'&gt;http://www.iseas.edu.sg/library.html&lt;/a&gt;) and the Lee Kong Chian Reference&lt;br/&gt;Library at the National Library (&lt;a href='http://www.nlb.gov.sg'&gt;http://www.nlb.gov.sg&lt;/a&gt;) to facilitate your&lt;br/&gt;research for the dissertation. NUS' main library has 2 million volumes&lt;br/&gt;covering all topics while ISEAS' library has 200,000 on Southeast Asian&lt;br/&gt;topics, half of which are in Southeast Asian languages.&lt;br/&gt;&lt;br/&gt;Selvi&lt;br/&gt;&lt;br/&gt;Asia Research Institute&lt;br/&gt;NUS Bukit Timah Campus&lt;br/&gt;469A Tower Block #10-01&lt;br/&gt;Bukit Timah Road,&lt;br/&gt;Singapore 259770&lt;br/&gt;E-mail : &lt;a href='mailto:arikk%40nus.edu.sg'&gt;arikk@nus.edu.sg&lt;/a&gt;&lt;br/&gt;Fax: 65 67791428&lt;br/&gt;Website: &lt;a href='http://www.ari.nus.edu.sg/'&gt;http://www.ari.nus.edu.sg/&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;By : beasiswa@yahoogroups.com&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-8275148879242146306?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/8275148879242146306/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=8275148879242146306' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/8275148879242146306'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/8275148879242146306'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/beasiswa-info-asian-graduate-student.html' title='[beasiswa] [INFO] Asian Graduate Student Fellowships'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-6631169689821030281</id><published>2008-07-25T21:54:00.001-07:00</published><updated>2008-07-25T21:54:26.042-07:00</updated><title type='text'>[beasiswa] [info] Dorothy Hodgkin Postgrad Award in Transport Studies - University of Leeds</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse; background: #c6d9f1'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;br/&gt;&lt;strong&gt;Dorothy Hodgkin Postgraduate Award&lt;br/&gt;Institute for Transport Studies&lt;/strong&gt;&lt;br/&gt;&lt;br/&gt;Value of Award: Maintenance Stipend for a maximum period of 3 years (£12,940 for Session 2008/09), full overseas rate fees and a Research Training Support Grant&lt;br/&gt;&lt;br/&gt;Number Available: One&lt;br/&gt;Closing Date: Extended to 12 September 2008&lt;br/&gt;Minimum Academic Requirements: A very good first degree (equivalent to a UK first class honours degree) from a prestigious institution (a lower rated BSc with a Masters will not normally be accepted as the equivalent of a UK first class honours degree). Candidates must also meet the University's English language requirements.&lt;br/&gt;&lt;br/&gt;Additional Information: The Dorothy Hodgkin Postgraduate Awards are a national initiative to bring outstanding students from India, Brazil, China, Hong Kong, Russia, South Africa and the developing world to the UK to study for PhD degrees in top-rated research environments. The eligible countries are those listed in Part 1 on the OECD website: &lt;a href='http://www.oecd.org/dataoecd/35/9/2488552.pdf'&gt;http://www.oecd.org/dataoecd/35/9/2488552.pdf&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;This award is provided by the Engineering and Physical Sciences Research Council (&lt;a href='http://www.epsrc.ac.uk'&gt;www.epsrc.ac.uk&lt;/a&gt;) and Jaguar (&lt;a href='http://www.jaguar.com'&gt;www.jaguar.com&lt;/a&gt;) and is available in for a research project in the area of 'driver distraction/vehicle automation/human-machine interface'.&lt;br/&gt;&lt;br/&gt;Further information on the background to the Dorothy Hodgkin Postgraduate Awards Scheme can be found at &lt;a href='http://www.rcuk.ac.uk/hodgkin/'&gt;http://www.rcuk.ac.uk/hodgkin/&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;Application Forms: Application forms and guidance notes are available from &lt;a href='http://www.leeds.ac.uk/rds/schol/dhpa-forms.html'&gt;http://www.leeds.ac.uk/rds/schol/dhpa-forms.html&lt;/a&gt; and should be returned to the Scholarships Office, University of Leeds, LS2 9JT&lt;br/&gt;&lt;br/&gt;Contact Details: Please contact Dr Samantha Jamson for enquiries about the project area.&lt;br/&gt;Email: &lt;a href='mailto:s.l.jamson%40its.leeds.ac.uk'&gt;s.l.jamson@its.leeds.ac.uk&lt;/a&gt;&lt;br/&gt;Tel: + 44 (0)113 343 6606&lt;br/&gt;Fax: +44 (0)113 343 5334&lt;br/&gt;&lt;br/&gt;Applicants should also complete an application form for research degree study, which is available at &lt;a href='http://www.leeds.ac.uk/students/appfmweb.doc'&gt;http://www.leeds.ac.uk/students/appfmweb.doc&lt;/a&gt; or online at &lt;a href='http://www.leeds.ac.uk/students/apply_research.htm'&gt;http://www.leeds.ac.uk/students/apply_research.htm&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;By: beasiswa@yahoogroups.com&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-6631169689821030281?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/6631169689821030281/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=6631169689821030281' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6631169689821030281'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6631169689821030281'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/beasiswa-info-dorothy-hodgkin-postgrad.html' title='[beasiswa] [info] Dorothy Hodgkin Postgrad Award in Transport Studies - University of Leeds'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-1481418828788608385</id><published>2008-07-25T21:52:00.001-07:00</published><updated>2008-07-25T21:52:42.199-07:00</updated><title type='text'>Aeronautics and Automotive Engineering - Loughborough University</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:yellow; font-size:16pt'&gt;&lt;strong&gt;PhD Research Studentships&lt;br/&gt;Department of Aeronautical and Automotive Engineering&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;br/&gt;&lt;a href='http://www.lboro.ac.uk/departments/tt/'&gt;www.lboro.ac.uk/departments/tt/&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;Applications are invited for PhD research studentships within Loughborough University's Department of Aeronautical and Automotive Engineering for the 2008-2009 academic year. Studentships will be paid a tax-free stipend of at least £12,000 p.a. for 3 years, plus tuition fees at the UK/EU rate. For well-qualified overseas graduates studentships will cover the overseas fees. Applicants should be highly motivated and have (or expect to obtain by October 2008) a minimum of an upper second-class honours degree or equivalent in the appropriate engineering discipline.&lt;br/&gt;&lt;br/&gt;Loughborough University's research has a strong industrial and commercial dimension that is at the forefront of many technological advances. Research studentships in the Department of Aeronautical and Automotive Engineering are available in a number of key areas:&lt;br/&gt;&lt;br/&gt;* Acoustics and Vibration link to &lt;a href='http://www.lboro.ac.uk/departments/tt/research/acoustics-vibration-background.html'&gt;http://www.lboro.ac.uk/departments/tt/research/acoustics-vibration-background.html&lt;/a&gt;&lt;br/&gt;* Applied Aerodynamics link to &lt;a href='http://www.lboro.ac.uk/departments/tt/research/aerodynamics-background.html'&gt;http://www.lboro.ac.uk/departments/tt/research/aerodynamics-background.html&lt;/a&gt;&lt;br/&gt;* Combustion and Energy Conversion link to &lt;a href='http://www.lboro.ac.uk/departments/tt/research/combustion.html'&gt;http://www.lboro.ac.uk/departments/tt/research/combustion.html&lt;/a&gt;&lt;br/&gt;* Dynamics and Control link to &lt;a href='http://www.lboro.ac.uk/departments/tt/research/dynamics.html'&gt;http://www.lboro.ac.uk/departments/tt/research/dynamics.html&lt;/a&gt;&lt;br/&gt;* Structures and Materials link to &lt;a href='http://www.lboro.ac.uk/departments/tt/research/material-structures-background.html'&gt;http://www.lboro.ac.uk/departments/tt/research/material-structures-background.html&lt;/a&gt;&lt;br/&gt;* Risk and Reliability link to &lt;a href='http://www.lboro.ac.uk/departments/tt/research/risk-reliability.html'&gt;http://www.lboro.ac.uk/departments/tt/research/risk-reliability.html&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;Further details of research areas for each group can be found in our Research Guide which can be downloaded from the department's website: &lt;a href='http://www.lboro.ac.uk/departments/tt/research.html'&gt;http://www.lboro.ac.uk/departments/tt/research.html&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;Eligibility:&lt;br/&gt;Candidates should hold, or expect to receive, a first or upper second degree in a relevant engineering or science subject. In addition applicants whose first language is not English English will require a language qualification, full details can be found at:&lt;br/&gt;&lt;br/&gt;&lt;a href='http://lboro.ac.uk/admin/ar/international/prospective/englishlang/pgr/index.htm'&gt;http://lboro.ac.uk/admin/ar/international/prospective/englishlang/pgr/index.htm&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;Additional Information:&lt;br/&gt;Applicants should complete the standard PhD application form available from:-&lt;br/&gt;&lt;a href='http://www.lboro.ac.uk/prospectus/pg/apply/index.html.'&gt;http://www.lboro.ac.uk/prospectus/pg/apply/index.html.&lt;/a&gt; Further information about the studentship can be obtained by contacting:- Jackie Green, Research Administrator, Department of Aeronautical and Automotive Engineering, Loughborough University, E-mail: &lt;a href='mailto:J.A.Green%40lboro.ac.uk'&gt;J.A.Green@lboro.ac.uk&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;For informal enquiries contact the relevant academic, details are available on the website: &lt;a href='http://www.lboro.ac.uk/departments/tt/dept_research.html'&gt;http://www.lboro.ac.uk/departments/tt/dept_research.html&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;Closing Date for Applications: Friday, 15 August 2008 &lt;br /&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='color:yellow'&gt;beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-1481418828788608385?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/1481418828788608385/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=1481418828788608385' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1481418828788608385'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1481418828788608385'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/aeronautics-and-automotive-engineering.html' title='Aeronautics and Automotive Engineering - Loughborough University'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-3619267273448149572</id><published>2008-07-25T19:20:00.001-07:00</published><updated>2008-07-25T19:20:14.381-07:00</updated><title type='text'>[beasiswa] [info] PhD Scholarships: Asymmetries in Cultural Information Flows - University of Heidelberg</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:yellow; font-size:14pt'&gt;&lt;strong&gt;University of Heidelberg&lt;br/&gt;2 PhD scholarships&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;br/&gt;The Cluster of Excellence "Asia and Europe in a Global Context: Shifting Asymmetries in Cultural Flows" at the University of Heidelberg is offering&lt;br/&gt;2 PhD scholarships within the Junior Research Group "Asymmetries in Cultural Information Flows: Europe and South Asia in the Global Information Network since the Nineteenth Century".&lt;br/&gt;&lt;br/&gt;The PhD students will be expected to develop a PhD project with the Junior Research Group's research focus. The research group primarily examines how the emergence of a global telecommunication network in the late nineteenth century altered information flow patterns between South Asia and Europe and transformed action and event horizons on both sides of the communication process.&lt;br/&gt;&lt;br/&gt;The PhD students will work within the framework of these subprojects:&lt;br/&gt;&lt;br/&gt;* "'Telegram Style': Shifts in Transcultural Knowledge and Colonial Decision-Taking" (British colonial history, South Asian history and/or communication studies)&lt;br/&gt;* "Shifting Horizons: The Local Impact of Telegraphy in Nineteenth-Century South Asia" (History, South Asian Literature/). Mastery of a local language will be necessary.&lt;br/&gt;&lt;br/&gt;General information on the Cluster of Excellence can be found at &lt;a href='http://www.vjc.uni-hd.de.'&gt;http://www.vjc.uni-hd.de.&lt;/a&gt; It is highly recommended to contact the JRG leader, Roland Wenzlhuemer, to obtain further details about the research design of the Junior Research Group and the subprojects.&lt;br/&gt;&lt;br/&gt;Applicants will have an excellent academic standing and be interested in completing a doctoral degree at the University of Heidelberg. Applicants are required to hold a Masters degree or equivalent by 1 October 2008. The positions available are open to both EU and overseas students.&lt;br/&gt;The scholarships will start on 1 October 2008 or as soon as possible thereafter. They are awarded for two years with a possible renewal for another year after successful evaluation. The scholarship includes a stipend of EUR 1.000 per month and access to travel funds. Applications from women, ethnic minorities and individuals with disabilities are encouraged. For further information please contact &lt;a href='mailto:roland.wenzlhuemer%40staff.hu-berlin.de'&gt;roland.wenzlhuemer@staff.hu-berlin.de&lt;/a&gt;. &lt;br/&gt;&lt;br/&gt;Please send a CV, copies of university degrees, two letters of recommendation and a short PhD project outline of no more than 1.000 words to the address below. Electronic applications are welcome. Interviews will begin on 18 August 2008 and continue until the positions are filled.&lt;br/&gt;&lt;br/&gt;Contact details for enquiries and submission of application:&lt;br/&gt;Dr. Roland Wenzlhuemer&lt;br/&gt;Centre for British Studies&lt;br/&gt;Mohrenstrasse 60&lt;br/&gt;10117 Berlin, Germany&lt;br/&gt;Tel. +49 (0) 30 2093 5330&lt;br/&gt;Email: &lt;a href='mailto:roland.wenzlhuemer%40staff.hu-berlin.de'&gt;roland.wenzlhuemer@staff.hu-berlin.de&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='color:yellow'&gt;By: beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-3619267273448149572?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/3619267273448149572/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=3619267273448149572' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3619267273448149572'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/3619267273448149572'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/beasiswa-info-phd-scholarships.html' title='[beasiswa] [info] PhD Scholarships: Asymmetries in Cultural Information Flows - University of Heidelberg'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-9112494088224118292</id><published>2008-07-25T01:41:00.001-07:00</published><updated>2008-07-25T01:41:19.305-07:00</updated><title type='text'>[English] Online Technology Degree Programs</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse; background: #dbe5f1'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;a href='http://www.getlearninginfo.com/technology/technology.html'&gt;&lt;span style='color:red; font-family:Verdana; font-size:20pt'&gt;&lt;strong&gt;Online Technology Degree Programs&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;span style='color:teal; font-family:Verdana; font-size:9pt'&gt;&lt;strong&gt;In a world where nothing stays the same for too long, technology may just be the career that you decide to step foot on. There are many various career goals that you may have here as well. The two main groupings to include under technology are computer based technological learning and informational technological learning. Each offers a diverse set of courses and challenges. Both are quite in demand in today's work force.&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;span style='color:red; font-family:Verdana; font-size:9pt'&gt;&lt;strong&gt;More Links&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;a href='http://www.getlearninginfo.com/technology/computer_engineeringnce.html'&gt;&lt;span style='color:#ff9900; font-family:Verdana; font-size:9pt'&gt;&lt;strong&gt;Computer Engineeringnce&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;a href='http://www.getlearninginfo.com/technology/computer_programming.html'&gt;&lt;span style='color:#ff9900; font-family:Verdana; font-size:9pt'&gt;&lt;strong&gt;Computer Programming&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;a href='http://www.getlearninginfo.com/technology/computer_science.html'&gt;&lt;span style='color:#ff9900; font-family:Verdana; font-size:9pt'&gt;&lt;strong&gt;Computer Science&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;a href='http://www.getlearninginfo.com/technology/software_engineering.html'&gt;&lt;span style='color:#ff9900; font-family:Verdana; font-size:9pt'&gt;&lt;strong&gt;Software Engineering&lt;/strong&gt;&lt;/span&gt;&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='color:#548dd4'&gt; BY: Free-English-Course@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-9112494088224118292?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/9112494088224118292/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=9112494088224118292' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/9112494088224118292'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/9112494088224118292'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/english-online-technology-degree.html' title='[English] Online Technology Degree Programs'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-8124357280320227038</id><published>2008-07-25T01:11:00.001-07:00</published><updated>2008-07-25T01:11:28.142-07:00</updated><title type='text'>[beasiswa] [INFO] 2009 Mexican Government Scholarship for Foreigners</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse; background: #dbe5f1'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;Scholarship Description&lt;br/&gt;The Ministry of Foreign Affairs of Mexico has officially opened its&lt;br/&gt;Call of Scholarships to receive applications from Non-Mexican citizens&lt;br/&gt;interested in applying for any of the following types of activities for the calendar year 2009: Masters Degree, Doctorate Degree, medical&lt;br/&gt;Specialization; Research Fellowships; Post-doctoral Study; Visiting&lt;br/&gt;Professors; Specialization; Artistic Fellowships; Expert Conferences;&lt;br/&gt;Research on Mexican Studies; Research on the Mexican Revolution;&lt;br/&gt;Research on the Mexican Independence. Please refer to PDF for further&lt;br/&gt;details. Other information websites about Mexican educational&lt;br/&gt;institutions are: &lt;a href='http://www.anuies.mx'&gt;www.anuies.mx&lt;/a&gt;; &lt;a href='http://www.conacyt.mx'&gt;www.conacyt.mx&lt;/a&gt;; and &lt;a href='http://www.edumexico.org'&gt;www.edumexico.org&lt;/a&gt;.&lt;br/&gt;&lt;br/&gt;Availability&lt;br/&gt;This scholarship is offered to an unspecified number of people. Open for applications until August 7, 2008.&lt;br/&gt;Payment Information&lt;br/&gt;The value of this scholarship is unspecified (total may vary). This&lt;br/&gt;award is to be used for research. This scholarship is paid unspecified.&lt;br/&gt;Research Information&lt;br/&gt;This scholarship is for any field of research.&lt;br/&gt;Application Details&lt;br/&gt;You can download a PDF with more information about about the scholarship here. Terms and conditions are subject to change. &lt;br/&gt;Web Address: &lt;a href='http://becas.sre.gob.mx'&gt;http://becas.sre.gob.mx&lt;/a&gt;&lt;br /&gt;								&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='color:#548dd4'&gt;By : beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-8124357280320227038?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/8124357280320227038/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=8124357280320227038' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/8124357280320227038'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/8124357280320227038'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/beasiswa-info-2009-mexican-government.html' title='[beasiswa] [INFO] 2009 Mexican Government Scholarship for Foreigners'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-4352542062740376726</id><published>2008-07-25T01:08:00.001-07:00</published><updated>2008-07-25T01:08:54.912-07:00</updated><title type='text'>[beasiswa] [INFO] 3 PhD research studentships, Coventry University, UK</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Three fulltime PhD research studentships Coventry University UK  &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt; &lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Applications are invited for three three-year, fulltime PhD research studentships for a study funded by The Leverhulme Trust. The study seeks to explore 'The socio political impact of virtual world learning on higher education' . This study will use participatory action research to examine staff and students from a wide range of disciplines in Higher Education Institutions across the UK. It will investigate their conceptions of and decisions about the way in which they teach and learn at the socio-political boundaries of reality. This study will focus on the exploration of three main themes and a studentship will be attached to each theme &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;1.     Students' experiences of learning in immersive worlds.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;2.     Pedagogical design. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;3.     Learner identity.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Candidates will have a degree in&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;education, social science or a related discipline. For further enquiries and early discussion of your research proposal please contact the Director of the Learning Innovation Research Group, Professor Maggi Savin-Baden (&lt;a href='mailto:m.savinbaden@coventry.ac.uk'&gt;m.savinbaden@coventry.ac.uk&lt;/a&gt;). The bursary will be £12,600 per annum in 2008/09; tuition fees will be met in addition to this sum. Successful candidates will be expected to undertake a taught course in qualitative and quantitative research methods and key research skills if required. A Masters degree or a First or Upper Second Honours Degree is required. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;How to apply: &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;A full application includes:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;1. An application letter&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;2. CV (including details of education, qualifications, research and other relevant experience) 3. An outline of how you would add address one of the research themes (maximum of 2,000wds) 4. The names of two academic referees To Professor Maggi Savin-Baden Director of The Learning Innovation Research Group, Charles Ward Building Room CW205 Coventry University Priory Street&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;CV1 5FB&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Phone 02476 887045&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Email &lt;a href='mailto:m.savinbaden@coventry.ac.uk'&gt;m.savinbaden@coventry.ac.uk&lt;/a&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt; &lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;It&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;is likely that interviews will take place on  the 4th or 8th September, with commencement of the studentship as soon as possible thereafter.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Closing&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;date for applications - 31 August 2008.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='color:#548dd4'&gt;By: beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-4352542062740376726?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/4352542062740376726/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=4352542062740376726' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/4352542062740376726'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/4352542062740376726'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/beasiswa-info-3-phd-research.html' title='[beasiswa] [INFO] 3 PhD research studentships, Coventry University, UK'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-1228218984118532993</id><published>2008-07-25T01:06:00.001-07:00</published><updated>2008-07-25T01:06:40.482-07:00</updated><title type='text'>[beasiswa] [info] Experimental Linguistics: Post Doc, University of Lisbon/Center of Linguistics, Portugal</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;University or Organization: University of Lisbon/Center of Linguistics&lt;br/&gt;Job Location: Lisbon, Portugal&lt;br/&gt;Web Address: &lt;a href='http://www.clul.ul.pt/'&gt;http://www.clul.ul.pt/&lt;/a&gt;&lt;br/&gt;&lt;br/&gt;Job Rank: Post Doc&lt;br/&gt;&lt;br/&gt;Specialty Areas: Phonetics; Phonology; Psycholinguistics; Syntax; &lt;br/&gt;Experimental Linguistics&lt;br/&gt;&lt;br/&gt;Description:&lt;br/&gt;&lt;br/&gt;The Faculty of Arts of the University of Lisbon is broadly based,&lt;br/&gt;interdisciplinary and internationally oriented. The faculty offers courses&lt;br/&gt;and conducts research in languages and cultures of Western, Central,&lt;br/&gt;Eastern and Southern Europe, history, archaeology, art history,&lt;br/&gt;performative and visual arts, literature, philosophy, communication,&lt;br/&gt;translation and media studies, as well as African and Asian studies.&lt;br/&gt;Graduate courses are strongly interweaved with research centres, and&lt;br/&gt;graduate students amount to one third of the Faculty students. The Centre&lt;br/&gt;of Linguistics (CLUL) is committed to theoretical, theoretically oriented,&lt;br/&gt;descriptive and experimental research leading to novel (gap-filling)&lt;br/&gt;contributions to linguistic analysis, targeting both adult and child&lt;br/&gt;grammars, as well as language processing. Presently, the Centre includes a&lt;br/&gt;Psycholinguists Lab and a Phonetics Lab, and several lines of research&lt;br/&gt;within Experimental Linguistics are being developed. In particular, the&lt;br/&gt;integration of research in theoretical and experimental linguistics is a&lt;br/&gt;central objective for present and future research, which necessarily calls&lt;br/&gt;for the strengthening of the research team in the area of Experimental&lt;br/&gt;Linguistics. This strengthening is crucial to several developing lines of&lt;br/&gt;research and research projects, namely within speech and language&lt;br/&gt;processing and the interface between syntax, phonology and language&lt;br/&gt;processing. Among the research questions being pursued, we highlight the&lt;br/&gt;following: the role of frequency and grammar in online lexical access/word&lt;br/&gt;detection; implicit prosody, syntax and language processing; early language&lt;br/&gt;development (word segmentation, phonology, syntax) approached namely via&lt;br/&gt;perception studies with infants and babies.&lt;br/&gt;&lt;br/&gt;CLUL thus offers a postdoc position in Experimental Linguistics. The&lt;br/&gt;researcher will set up and test hypotheses addressing the questions&lt;br/&gt;mentioned above, among others of interest to the research team.&lt;br/&gt;Experimental methods may include word spotting, lexical decision,&lt;br/&gt;eye-tracking, distributional learning, head-turn preference procedure.&lt;br/&gt;Another important aim is the development and advancement of experimental&lt;br/&gt;techniques to be used in current lines of research and new projects. The&lt;br/&gt;researcher will be actively collaborating with current research projects,&lt;br/&gt;and involved in the supervision of Masters and PhD students, as well as in&lt;br/&gt;the collection, analysis, and interpretation of research data. It is also&lt;br/&gt;expected that the researcher will set up a project in the areas of interest&lt;br/&gt;just described, thus contributing to the central objectives of the team.&lt;br/&gt;&lt;br/&gt;Applicants should have a strong commitment to internationally-recognized&lt;br/&gt;research and demonstrated capacities as an independent researcher,&lt;br/&gt;especially in the form of journal publications. The successful candidate&lt;br/&gt;should have a background in an experimental linguistic discipline, such as&lt;br/&gt;psycholinguistics, speech perception, language development, or experimental&lt;br/&gt;phonology. Some knowledge of Portuguese is desirable, but not required.&lt;br/&gt;&lt;br/&gt;Applications should include (i) a letter of motivation, (ii) a curriculum&lt;br/&gt;vitae, (iii) copies of degree certificates, (iv) copy of an identification&lt;br/&gt;document, and (v) a minimum of two letters of recommendation or two&lt;br/&gt;contacts of qualified specialists who may recommend the candidate. Please&lt;br/&gt;send two publications plus PhD dissertation.&lt;br/&gt;&lt;br/&gt;E-mail applications should be sent in PDF, DOC or RTF format, and should&lt;br/&gt;specify the candidate's name and the job reference number in the message as&lt;br/&gt;well as in the subject field.&lt;br/&gt;&lt;br/&gt;Application Deadline: 08-Sep-2008&lt;br/&gt;Mailing Address for Applications:&lt;br/&gt;Centro de Linguística da Universidade de Lisboa&lt;br/&gt;Av. Prof. Gama Pinto, 2&lt;br/&gt;Lisboa 1649-003&lt;br/&gt;Portugal&lt;br/&gt;Email Address for Applications: &lt;a href='mailto:directiva%40clul.ul.pt'&gt;directiva@clul.ul.pt&lt;/a&gt;&lt;br/&gt;Contact Information:&lt;br/&gt;Sonia Frota&lt;br/&gt;Email: &lt;a href='mailto:sonia.frota%40mail.telelpac.pt'&gt;sonia.frota@mail.telelpac.pt&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='color:#548dd4'&gt;BY: beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-1228218984118532993?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/1228218984118532993/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=1228218984118532993' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1228218984118532993'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/1228218984118532993'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/beasiswa-info-experimental-linguistics.html' title='[beasiswa] [info] Experimental Linguistics: Post Doc, University of Lisbon/Center of Linguistics, Portugal'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-7017934050396344764</id><published>2008-07-24T21:35:00.001-07:00</published><updated>2008-07-24T21:35:36.328-07:00</updated><title type='text'>[beasiswa] [INFO] Fellowships in Washington (USA)</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:yellow; font-size:16pt'&gt;&lt;strong&gt;Fellowships at Woodrow Wilson Center, Washington (USA)&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;The Woodrow Wilson International Center invites applications for (approximately 20-25) residential fellowships for the year 2009-10, from individuals with outstanding project proposals in a broad range of the social sciences and humanities on national and/or international issues. Topics and scholarship should relate to key public policy challenges or provide the historical and/or cultural framework to illuminate policy issues of contemporary importance.&lt;br/&gt;&lt;br/&gt;Deadline: 01 Oct 2008&lt;br/&gt;&lt;br/&gt;For more details about the program and how to apply&lt;br/&gt;&lt;br/&gt;Please visit:&lt;br/&gt;&lt;br/&gt;&lt;a href='http://www.wilsoncenter.org/index.cfm?fuseaction=fellowships.welcome'&gt;http://www.wilsoncenter.org/index.cfm?fuseaction=fellowships.welcome&lt;/a&gt;&lt;br/&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='color:yellow'&gt;By: beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-7017934050396344764?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/7017934050396344764/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=7017934050396344764' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/7017934050396344764'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/7017934050396344764'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/beasiswa-info-fellowships-in-washington.html' title='[beasiswa] [INFO] Fellowships in Washington (USA)'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-4833530941430899188</id><published>2008-07-23T21:10:00.001-07:00</published><updated>2008-07-23T21:10:17.993-07:00</updated><title type='text'>[English] H3 (Have, Had, Has)</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;The following idioms and expressions use the verb 'have'. Each idiom or expression has a definition and two example sentences to help understanding of these common idiomatic expressions with 'have'.  &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a big mouth&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: somebody who tells secrets, who is a gossip &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Don't talk to Mary she has a big mouth.&lt;br/&gt;If you didn't have such a big mouth, I'd tell you my secrets.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a bee in your bonnet&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: have an obsession, something that always remains in your thoughts and efforts &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;She has a bee in her bonnet that health care must change.&lt;br/&gt;If I have a bee in my bonnet, I have to do everything I can until I can make it happen.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a bone to pick with someone&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: have something (usually a complaint) that you want to discuss with someone &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;I have a bone to pick with you. Just a moment, let's talk.&lt;br/&gt;Tom's looking for Pete because he's got a bone to pick with him.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a brush with something&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: have brief contact, or experience with someone or something &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;I had a brief brush with Jack and I didn't like it.&lt;br/&gt;He's had a brief brush with unemployment.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a chip on your shoulder&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: be in a bad mood and challenging people to fight &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Don't take him seriously, he just has a chip on his shoulder.&lt;br/&gt;Yes, I have a chip on my shoulder! What are YOU going to do about it?!&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a close call&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: be close to danger &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;I had a close call yesterday and was almost in an accident.&lt;br/&gt;She's had a few close calls in her life.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a familiar ring&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: sound familiar, as if you've heard it before &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;That story has a familiar ring. Did we read that last year?&lt;br/&gt;Her experiences have a familiar ring. I guess everybody goes through that.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a good head on your shoulders&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: have common sense, be sensible &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Jack has a good head on his shoulders. Don't worry about him.&lt;br/&gt;I think you have a good head on your shoulders. You should trust your decision.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a green thumb&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: be very good at gardening &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Alice obviously has a green thumb. Look at that garden!&lt;br/&gt;My wife has a green thumb, so I let her do all the gardening.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a heart&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: be compassionate or generous and forgiving with somebody &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Don't hold that against her. Have a heart!&lt;br/&gt;I think he'll have a heart and forgive you.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a heart of gold&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: be generous and sincere &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Mary has a heart of gold. I just love her.&lt;br/&gt;The teacher has a heart of gold with her students.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a heart of stone&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: be cold and unresponsive, unforgiving &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Don't make him angry. He has a heart of stone.&lt;br/&gt;I can't believe how he treats his children. He's got a heart of stone.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have an ax to grind&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: complain about something often &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;He has an ax to grind against his health care provider.&lt;br/&gt;I know you have an ax to grind against Agatha, but stop complaining!&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have an in with someone&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: have special access to someone (often used at work) &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;She has an in with the boss. Let her ask him for permission.&lt;br/&gt;I wish I had an in with the director so I could get a promotion.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a one-track mind&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: always thinking about one thing &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;He has a one track mind. He can't talk about anything besides golf.&lt;br/&gt;Do you have a one-track mind?&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a soft spot in your heart for someone or something&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: love or adore a thing or person &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;I've got a soft spot in my heart for Maria Callas.&lt;br/&gt;He has a soft spot in his heart for pinball!&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have a sweet tooth&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: like sweets too much &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;I know you have a sweet tooth, but you need to be careful.&lt;br/&gt;I need to watch my weight, especially because I have a sweet tooth.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have clean hands&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: to without guilt, guiltless &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Don't blame him, he has clean hands.&lt;br/&gt;The man claimed to have clean hands in the crime.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have egg on one's face&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: be embarrassed after having done something very stupid &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;I had egg on my face after I asked that stupid question.&lt;br/&gt;I don't think he realizes he has egg on his face.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt;have eyes in the back of your head&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: seem able to follow everything that is going on, even though you do not focus on it &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;She has eyes in the back of her head. Be careful!&lt;br/&gt;The students believed their teacher had eyes in the back his head.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have mixed feelings&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: to be uncertain about something or someone &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Janice has mixed feelings about Ken.&lt;br/&gt;Brad has mixed feelings about buying a new car.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have money to burn&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: have an excess of money &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Don't worry about it! She's got money to burn.&lt;br/&gt;Do you think I have money to burn?! Of course, I can't buy you a diamond ring.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have your hands tied&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: be prevented from doing something &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;I'm afraid I have my hands tied and can't help you.&lt;br/&gt;Peter told me he had his hands tied on the Franklin deal.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have your head in the clouds&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: to not pay attention to what is going on around you &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Doug had his head in the clouds all the time he was at university.&lt;br/&gt;Do you have you head in the clouds?! Pay attention!&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have your tail between your leg&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: be afraid of something, not have courage to do something &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;He just couldn't approach her. He seemed to have his tail between his legs.&lt;br/&gt;Janet went to her father with her tail between her legs and asked for forgiveness.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have other fish to fry&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: have more important things to do, have other opportunities &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Look. I have other fish to fry, so just say yes or no.&lt;br/&gt;Susan had other fish to fry and left her position at the bank.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have someone or something in your hands&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: have the responsibility for someone or something &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;I have the project in my hands. If you have any questions, come to me.&lt;br/&gt;She had her boyfriend in her hands. She could do anything.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have the Midas touch&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: have the ability to easily be successful &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;He'll succeed. He's got the Midas touch.&lt;br/&gt;Ask her to approach those difficult clients. She has the Midas touch.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;have the presence of mind to do something&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Definition: stay calm in a dangerous or frightening, or emergency situation &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;He had the presence of mind to cover her up before he went to find help.&lt;br/&gt;Alice has the presence of mind to take along some extra food before setting out on the hike.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;  &lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt;HAVE / HAS&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Present perfect and present perfect continuous: &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;How long have you lived here?&lt;br/&gt;I've been working since seven this morning.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;HAD&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Past perfect and past perfect continuous: &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;He had eaten by the time I arrived.&lt;br/&gt;She had been studying for two hours when he finally telephoned.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;h1&gt;Present Perfect&lt;br /&gt;&lt;/h1&gt;&lt;/p&gt;&lt;p&gt;The present perfect is used to say what has happened recently and has an effect on the present moment. We often use 'just', 'yet' and 'already' to express the relationship to the present moment. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Have you seen Mary yet?&lt;br/&gt;They've already had dinner.&lt;br/&gt;She's just been to the dentist's. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;The present perfect is also used to express something which has happened up to the present moment of time. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Have you worked here for a long time?&lt;br/&gt;Peter's lived here since 1987.&lt;br/&gt;She hasn't had much fun this week. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Positive Form&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + have + past participle + object(s) &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Peter's lived here since 1987.&lt;br/&gt;We've been very busy today. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Negative Form&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + have + not + past participle + object(s) &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I haven't been to class very often this month.&lt;br/&gt;She hasn't had much fun this week. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Question Form&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;(Wh?) + have + subject + past participle? &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Have you worked here for a long time?&lt;br/&gt;Where have you been?&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Present Perfect for Unspecified Past&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;When speaking about an experience that has happened at an UNSPECIFIED point in time before the present moment use the present perfect. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I've been to New York three times.&lt;br/&gt;They've lived in many places.&lt;br/&gt;She's studied in London. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;NOTE: In this use of the present perfect, we are talking about things that have happened &lt;strong&gt;up to the present moment&lt;/strong&gt;. Whenever you speak about something that has happened up to now without giving a precise point in time, use the present perfect. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Use of 'For', 'Since' and 'How long'&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Use 'for' to indicate a duration or period of time. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;He has lived here for seven years.&lt;br/&gt;We have been here for six weeks.&lt;br/&gt;Shirley has played tennis for a long time. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;Use 'since' to indicate a specific point in time. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I've worked here since 2004.&lt;br/&gt;She's gone to dancing lessons since April.&lt;br/&gt;They've been unhappy since they left college. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;Use 'How long' in the question form to ask about duration. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;How long have you played the piano?&lt;br/&gt;How long has he worked here?&lt;br/&gt;How long has she been with you? &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;Listed below are examples, uses and structure of the Present Perfect followed by a quiz. &lt;br /&gt;&lt;/p&gt;&lt;div style='text-align: center'&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:202px'/&gt;&lt;col style='width:198px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  outset 0.75pt; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;&lt;strong&gt;Examples&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;&lt;strong&gt;Usage&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;Fred Meyers has had excellent profits this quarter.&lt;br/&gt;The class's understanding has increased greatly this semester.&lt;br/&gt;Have they finished the report yet?&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;Giving or asking for news or recent events.&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;The study of irregular verbs has improved test scores.&lt;br/&gt;They have bought a new car.&lt;br/&gt;I've already eaten lunch.&lt;br/&gt;&lt;strong&gt;US/English exception&lt;/strong&gt;: It is also accepted in US English to ask "Did you phone her yet?" as opposed to the more common "Have you phoned her yet?"&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;Past actions with results in the present.&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;She's traveled in many parts of the world.&lt;br/&gt;Have you ever been to France?&lt;br/&gt;They've never seen a mountain.&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;Life experience&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;He's lived in San Francisco for 10 years.&lt;br/&gt;How long have you worked for this company?&lt;br/&gt;They've studied English for 3 years. I don't want to live in Texas.&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;Unfinished actions (action still in progress). In this respect the present perfect and present perfect continuous are very similar. See &lt;a href='http://esl.about.com/library/weekly/aa032598.htm'&gt;contrast&lt;/a&gt; with Present Perfect Continuous&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;&lt;strong&gt;Common present perfect time expressions include:&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;for (with a period of time), since (with an exact point in time), ever, never, yet, already, this week (month, year)&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;div style='text-align: center'&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:400px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  outset 0.75pt; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;&lt;strong&gt;Structure&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;													&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;&lt;strong&gt;Conjugate the verb 'have' (have or has) past participle. Regular verbs end in -ed. If the verb ends in -y preceded by a consonant, change the -y to -ied. Irregular verbs must be studied. See &lt;a href='http://esl.about.com/library/grammar/blpresperfect.htm'&gt;chart&lt;/a&gt; for most common irregular verbs.&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;														&lt;span style='font-family:Times New Roman; font-size:12pt'&gt;&lt;br /&gt;														&lt;/span&gt;&lt;/p&gt;&lt;div style='text-align: center'&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:47px'/&gt;&lt;col style='width:303px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;I&lt;br/&gt;You&lt;br/&gt;We&lt;br/&gt;They&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;have lived in Seattle since 1978.&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;He&lt;br/&gt;She&lt;br/&gt;It&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;has worked for many years.&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;&lt;strong&gt;Conjugate the verb 'have' (have or has) not past participle. Regular verbs end in -ed. If the verb ends in -y preceded by a consonant, change the -y to -ied. Irregular verbs must be studied. See &lt;a href='http://esl.about.com/library/grammar/blpresperfect.htm'&gt;chart&lt;/a&gt; for most common irregular verbs.&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;														&lt;span style='font-family:Times New Roman; font-size:12pt'&gt;&lt;br /&gt;														&lt;/span&gt;&lt;/p&gt;&lt;div style='text-align: center'&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:75px'/&gt;&lt;col style='width:275px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;I&lt;br/&gt;You&lt;br/&gt;We&lt;br/&gt;They&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;haven't seen Tom.&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;He&lt;br/&gt;She&lt;br/&gt;It&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;hasn't left yet.&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-top: 2px; padding-left: 2px; padding-bottom: 2px; padding-right: 2px; border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;&lt;strong&gt;Conjugate the verb 'have' (have or has) Subject past participle. Regular verbs end in -ed. If the verb ends in -y preceded by a consonant, change the -y to -ied. Irregular verbs must be studied. See &lt;a href='http://esl.about.com/library/grammar/blpresperfect.htm'&gt;chart&lt;/a&gt; for most common irregular verbs.&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;														&lt;span style='font-family:Times New Roman; font-size:12pt'&gt;&lt;br /&gt;														&lt;/span&gt;&lt;/p&gt;&lt;div style='text-align: center'&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:75px'/&gt;&lt;col style='width:72px'/&gt;&lt;col style='width:203px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;Have&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;I&lt;br/&gt;You&lt;br/&gt;We&lt;br/&gt;They&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;been to Paris?&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;Has&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;He&lt;br/&gt;She&lt;br/&gt;It&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p&gt;&lt;span style='font-family:Verdana; font-size:10pt'&gt;finished yet?&lt;/span&gt;&lt;br /&gt;																		&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p style='text-align: center'&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-size:18pt'&gt;&lt;strong&gt;Past Perfect and Past Perfect Continuous&lt;/strong&gt;&lt;/span&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;The Basics: Past Perfect : &lt;br /&gt;&lt;/p&gt;&lt;p&gt;There are two past tenses used to describe things that happen before another point in time in the past. Use the past perfect to talk about an event which had happened at some point in time before something took place. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Tom had interviewed five times before he got his first job.&lt;/em&gt;&lt;br/&gt;&lt;em&gt;She had already eaten by the time they arrived.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;The Basics: Past Perfect Continuous: &lt;br /&gt;&lt;/p&gt;&lt;p&gt;The past perfect continuous is used to express how long something had been going on before something important happened in the past. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Jane had been studying for four hours when he came home.&lt;/em&gt;&lt;br/&gt;&lt;em&gt;Jack had been driving four over six hours when he finally pulled over to have lunch.&lt;/em&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Past Perfect Structure: &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Positive&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + had + past participle &lt;br /&gt;&lt;/p&gt;&lt;p&gt;I, You, He, She, We, They had finished before I arrived. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Negative&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + had + not (hadn't) + past participle &lt;br /&gt;&lt;/p&gt;&lt;p&gt;I, You, He, She, We, They hadn't eaten before he finished the job.&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Questions&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Question word + had + subject + past participle &lt;br /&gt;&lt;/p&gt;&lt;p&gt;What -&amp;gt; had he, she, you, we, they thought before I asked the question? &lt;br /&gt;&lt;/p&gt;&lt;p&gt;Past Perfect Continuous Structure: &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Positive&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + had + been + verb + ing &lt;br /&gt;&lt;/p&gt;&lt;p&gt;I, You, He, She, We, They had been working for two hours when she telephoned. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Negative&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + had + not (hadn't) + been + verb + ing &lt;br /&gt;&lt;/p&gt;&lt;p&gt;I, You, He, She, We, They hadn't been paying attention for long when he asked the question.&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Questions&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Question word (often 'How long') + had + been + subject + verb + ing &lt;br /&gt;&lt;/p&gt;&lt;p&gt;How long -&amp;gt; had he, she, you, we, they been working before he arrived?&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt;Past Perfect&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Listed below are uses with examples, and the structure of the past perfect tense. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Something that had happened before something else took place&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I had eaten lunch before they arrived.&lt;br/&gt;Susan had already finished the project when he asked for help. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Something that had happened over a period of time in the past before another point in the of past&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I had lived abroad for twenty years when I received the transfer.&lt;br/&gt;Jane had studied in England before she did her master's at Harvard. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Something that had happened as a precondition to something else&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I had prepared for the exams and was ready to do well.&lt;br/&gt;Tom had lost twenty pounds and could begin anew. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;In the third conditional to express imagined conditions&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;If I had known that, I would have acted differently.&lt;br/&gt;She would have come to the party if she had been invited. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;With &lt;em&gt;wish&lt;/em&gt; to express a desire about the past&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I wish you had told me. &lt;br/&gt;She wishes she had known about his problems. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Common time expressions used with the past perfect: &lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;already, just, before, when &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Structure&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Positive&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + had + past participle &lt;br /&gt;&lt;/p&gt;&lt;p&gt;I, You, He, She, We, They had finished before I arrived. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Negative&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + had + not (hadn't) + past participle &lt;br /&gt;&lt;/p&gt;&lt;p&gt;I, You, He, She, We, They hadn't eaten before he finished the job.&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Questions&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Question word + had + subject + past participle &lt;br /&gt;&lt;/p&gt;&lt;p&gt;What -&amp;gt; had he, she, you, we, they thought before I asked the question? &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt;Past Perfect Continuous&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Listed below are uses with examples, and the structure of the past perfect continuous tense. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Something that had been happening before something else took place&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I had been working for three hours when you arrived.&lt;br/&gt;Susan had been thinking about the idea for a while when he made the suggestion. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Something that had been happening over a period of time in the past up until another point in the of past&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I had been playing tennis for two hours when I sprained my ankle.&lt;br/&gt;Jane had been studying for two years when he was drafted into the army. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Something that had been happening in preparation for something else&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;I had been practicing for three days and was ready for the concert.&lt;br/&gt;Tom had been studying hard and felt good about the test he was about to take. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;In the third conditional to express imagined conditions&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;If I had been working on that project, we would have been successful.&lt;br/&gt;She would have been ready for the test if she had been preparing diligently. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Common time expressions used with the past perfect continuous: &lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;before, when &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Structure&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Positive&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + had + been + verb + ing &lt;br /&gt;&lt;/p&gt;&lt;p&gt;I, You, He, She, We, They had been working for two hours when she telephoned. &lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Negative&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Subject + had + not (hadn't) + been + verb + ing &lt;br /&gt;&lt;/p&gt;&lt;p&gt;I, You, He, She, We, They hadn't been paying attention for long when he asked the question.&lt;br /&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Questions&lt;/strong&gt;&lt;br /&gt;								&lt;/p&gt;&lt;p&gt;Question word (often 'How long') + had + been + subject + verb + ing &lt;br /&gt;&lt;/p&gt;&lt;p&gt;How long -&amp;gt; had he, she, you, we, they been working before he arrived? &lt;br /&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;BY: &lt;span style='color:#8db3e2; font-size:8pt'&gt;Free-English-Course@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-4833530941430899188?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/4833530941430899188/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=4833530941430899188' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/4833530941430899188'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/4833530941430899188'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/english-h3-have-had-has.html' title='[English] H3 (Have, Had, Has)'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-7937193197989676310</id><published>2008-07-21T19:16:00.001-07:00</published><updated>2008-07-21T19:16:17.430-07:00</updated><title type='text'>[beasiswa] [info ]PHD Position  in The ORSTAT (Operations Research &amp; Business Statistics),  Faculty of Business and Economics of the Katholieke Universiteit Leuven in Belgium</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:yellow; font-size:12pt'&gt;&lt;strong&gt;PHD Position&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;The&lt;br/&gt;ORSTAT (Operations Research &amp;amp; Business Statistics) group of the&lt;br/&gt;Faculty of Business and Economics of the Katholieke Universiteit Leuven&lt;br/&gt;in Belgium, has announced a research position for the period of October&lt;br/&gt;1, 2008 until September 30, 2009 (possibly until 2013). The research&lt;br/&gt;should lead to a Ph.D. degree on the "Efficient measurement of&lt;br/&gt;willingness-to-pay using conjoint experiments" which involves both&lt;br/&gt;experimental design aspects and estimation issues. You will find a&lt;br/&gt;dynamic and pleasant working environment, in a group which conducts&lt;br/&gt;research at the highest international level.For more information you&lt;br/&gt;can contact the promoter, professor Martina Vandebroek at &lt;a href='mailto:martina.vandebroek%40econ.kuleuven.be'&gt;martina.vandebroek@econ.kuleuven.be&lt;/a&gt;.&lt;br/&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='color:yellow'&gt;beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;br/&gt;&lt;br/&gt; &lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-7937193197989676310?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/7937193197989676310/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=7937193197989676310' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/7937193197989676310'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/7937193197989676310'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/beasiswa-info-phd-position-in-orstat.html' title='[beasiswa] [info ]PHD Position  in The ORSTAT (Operations Research &amp;amp; Business Statistics),  Faculty of Business and Economics of the Katholieke Universiteit Leuven in Belgium'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-7675548215332066610</id><published>2008-07-17T18:40:00.001-07:00</published><updated>2008-07-17T18:40:10.729-07:00</updated><title type='text'>[beasiswa] [INFO]</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:yellow; font-family:Consolas; font-size:16pt'&gt;&lt;strong&gt;MSc/PhD Scholarships (second call) from IRCSET, Ireland&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Postgraduate Research Scholarship Scheme 2008 [Second Call] &lt;a href='http://www.ircset.ie/grant_schemes/postgrad.html'&gt;http://www.ircset.ie/grant_schemes/postgrad.html&lt;/a&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;The Embark Initiative's Postgraduate Research Scholarship Scheme is designed for either Masters or Doctorate level researchers in the sciences, engineering or technology.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;The Irish Research Council for Science, Engineering &amp;amp; Technology invites applications for funding from intending postgraduate researchers under the Embark Initiative Postgraduate Research Scholarship Scheme (2008).&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;The 2008 programme will fund approximately 80 new entrant Masters or Doctorate level researchers in the sciences, engineering and technology.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;A number of additional scholarships will be jointly funded by industry as part of IRCSET's Enterprise Partnership Scheme (see below for details). This scheme fosters mutually beneficial collaboration between the academic and commercial research sectors.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;The scheme is open to candidates worldwide with a small number of the scholarships available to exceptional candidates from non EU member states.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Under the Postgraduate Research Scholarship Scheme, funding of €24,000 is provided for each of three years for Doctorate level research (total funding of €72,000) and one year (€24,000) for Masters level research.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;The Closing Date for all applications will be 5.00pm, 20th August 2008.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;The Closing Date for all references will be 5.00pm, 27th August 2008.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;INTENDING CANDIDATES SHOULD READ ALL OF THE FOLLOWING INFORMATION PRIOR TO SUBMITTING AN APPLICATION.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Applications will only be received via the Online Grants Applications System which will be available here from Thursday, 17th July 2008.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;Eligible candidates will be proposing to commence a research based degree in October 2008. Only candidates with academic records at higher honours level are likely to be successful in receiving funding.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;An Online Grants Applications System will be in operation here from 17th July 2008.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;The closing date for all applications is 20th August 2008.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;a href='http://www.ircset.ie/grant_schemes/postgrad.html'&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;http://www.ircset.ie/grant_schemes/postgrad.html&lt;/span&gt;&lt;/a&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='color:yellow; font-family:Consolas; font-size:10pt'&gt;beasiswa@yahoogroups.com&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='font-family:Consolas; font-size:10pt'&gt;&lt;br /&gt;				&lt;/span&gt; &lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-7675548215332066610?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/7675548215332066610/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=7675548215332066610' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/7675548215332066610'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/7675548215332066610'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/beasiswa-info_17.html' title='[beasiswa] [INFO]'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-556195659307759192</id><published>2008-07-16T20:30:00.001-07:00</published><updated>2008-07-16T20:30:13.899-07:00</updated><title type='text'>PhD in Representation of geographic relevance in mobile applications-University of Zurich</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:yellow; font-size:18pt'&gt;&lt;strong&gt;Universität Zürich, Geographisches Institut, Abt. GIVA&lt;/strong&gt;&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;Representation of geographic relevance in mobile applications&lt;br/&gt;&lt;br/&gt;The Geographic Information Visualization and Analysis group at the University of Zurich invites applications for a doctoral research assistant position in Geographic Information Science/Geovisualization to work on a 3-year project.&lt;br/&gt;The highly motivated, successful applicant will be asked to develop methods for representing geographic relevance, including relevance-based filtering of features in the context of mobile geoservices. The objective is to find appropriate representations and metaphors for the geographic relevance concept and design suitable tests for an evaluation of these developments.&lt;br/&gt;&lt;br/&gt;Applicants are required to have successfully completed a Masters degree in a relevant area, e.g., Geography, Geoinformatics /Geographic Information Science, Psychology, Cognitive Science, or Computer Science. You have experience in GIS, spatial data representation and handling as well as quantitative spatio-temporal analysis methodologies. Knowledge of wayfinding, spatial cognition, and decision making would be an asset. You have good programming skills (preferably Java), you are confident in implementing the developed methods in the context of a geoservice framework. You have a proven ability to work independently on guided projects, and are interested in presenting your results orally and in publications for a larger scientific audience. You have a very good standard of written and spoken English and knowledge of German, whilst not required, would be an advantage.&lt;br/&gt;&lt;br/&gt;The position, housed in the GIScience Center of the Geography Department, will start in September 2008, or as soon as possible thereafter.&lt;br/&gt;For more background information about the department please visit us on the Web at &lt;a href='http://www.geo.uzh.ch/gia/aboutus/'&gt;http://www.geo.uzh.ch/gia/aboutus/&lt;/a&gt; or direct any informal enquiries about the position to the address below.&lt;br/&gt;&lt;br/&gt;Send your application (CV, letter of motivation, transcripts, names and email contact of referees) electronically in a single PDF document to: Dr. Tumasch Reichenbacher,&lt;a href='mailto:tumasch.reichenbacher%40geo.uzh.ch'&gt;tumasch.reichenbacher@geo.uzh.ch&lt;/a&gt; (subject: PhD Relevance Representation), ph: +41-44-635-5152, fax: +41-44-635-6848. We will also behappy to answer informal inquiries. Review of applications will begin immediately, and will continue until the position is filled.&lt;br/&gt;Entrance upon September 2008, or as soon as possible thereafter&lt;br/&gt;Duration of appointment 3 years&lt;br/&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;Dr. Tumasch Reichenbacher, &lt;br/&gt;Geographic Information Visualization &amp;amp; Analysis, Department of Geography, University of Zurich, Winterthurerstr. 190 CH-8057 Zurich, Switzerland,ph: +41-44-635-5152, fax: +41-44-635-6848&lt;br/&gt;Email &lt;a href='mailto:tumasch.reichenbacher%40geo.uzh.ch'&gt;tumasch.reichenbacher@geo.uzh.ch&lt;/a&gt; (PhD Relevance representation)&lt;br/&gt;&lt;a href='http://www.geo.unizh.ch/gia/aboutus/'&gt;http://www.geo.unizh.ch/gia/aboutus/&lt;/a&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;br/&gt;&lt;br/&gt;&lt;br/&gt;&lt;br /&gt; &lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-556195659307759192?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/556195659307759192/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=556195659307759192' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/556195659307759192'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/556195659307759192'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/phd-in-representation-of-geographic.html' title='PhD in Representation of geographic relevance in mobile applications-University of Zurich'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-6872407266684964294</id><published>2008-07-15T04:16:00.001-07:00</published><updated>2008-07-15T04:16:01.106-07:00</updated><title type='text'>Remember</title><content type='html'>&lt;span xmlns=''&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;Remember, a phrasal verb is the same as any other verb. It can be used in all tenses and has all the same forms as any other verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;There are two kinds of verbs transitive and intransitive.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;ol&gt;&lt;li&gt;&lt;span style='font-size:10pt'&gt;&lt;span style='background-color:#ffff99'&gt;A &lt;strong&gt;transitive verb&lt;/strong&gt; needs to have a direct object to complete its thought.&lt;/span&gt;&lt;br/&gt;Example (non-phrasal verb): Jason drinks coffee. &lt;br/&gt;Example (Phrasal verb): Megan &lt;strong&gt;picked out&lt;/strong&gt; a new dress.&lt;br /&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ol&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;ol&gt;&lt;li&gt;&lt;span style='font-size:10pt'&gt;&lt;span style='background-color:#ffff99'&gt;An &lt;strong&gt;intransitive verb&lt;/strong&gt; does not use a direct object to complete its thought.&lt;/span&gt;&lt;br/&gt;Example (non-phrasal verb): Jason left.&lt;br/&gt;Example (Phrasal verb): Megan &lt;strong&gt;woke up&lt;/strong&gt;.&lt;br /&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ol&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;When you use an &lt;span style='color:red'&gt;&lt;strong&gt;intransitive phrasal verb&lt;/strong&gt;&lt;/span&gt;, you don't have to worry about the structure. It is very clear. The structure always follows this pattern:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:93px'/&gt;&lt;col style='width:20px'/&gt;&lt;col style='width:74px'/&gt;&lt;col style='width:20px'/&gt;&lt;col style='width:94px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;Subject&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#006666; font-size:10pt'&gt;Verb&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#0000cc; font-size:10pt'&gt;Particle&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='height: 20px'&gt;&lt;td style='border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;Megan&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#006666; font-size:10pt'&gt;Woke&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#0000cc; font-size:10pt'&gt;Up&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;Jason&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#006666; font-size:10pt'&gt;Sits&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#0000cc; font-size:10pt'&gt;Down&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;&lt;span style='color:red'&gt;&lt;strong&gt;Transitive phrasal verbs&lt;/strong&gt;&lt;/span&gt; are more complex because there are a couple more rules that determine the structure of the sentence.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;There are two major situations that you will find.&lt;br/&gt;1. The object is a noun.&lt;br/&gt;2. The object is a pronoun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;1. When the object is a &lt;span style='color:red'&gt;&lt;strong&gt;noun&lt;/strong&gt;&lt;/span&gt;, you have two choices.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:93px'/&gt;&lt;col style='width:17px'/&gt;&lt;col style='width:60px'/&gt;&lt;col style='width:15px'/&gt;&lt;col style='width:119px'/&gt;&lt;col style='width:18px'/&gt;&lt;col style='width:81px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;Subject&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#006633; font-size:10pt'&gt;Verb&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#ff6600; font-size:10pt'&gt;Object (noun) &lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:blue; font-size:10pt'&gt;Particle&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;Jason&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#006633; font-size:10pt'&gt;looks&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#ff6600; font-size:10pt'&gt;a word &lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:blue; font-size:10pt'&gt;up&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;Or&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:93px'/&gt;&lt;col style='width:17px'/&gt;&lt;col style='width:60px'/&gt;&lt;col style='width:15px'/&gt;&lt;col style='width:81px'/&gt;&lt;col style='width:24px'/&gt;&lt;col style='width:112px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;Subject&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#006666; font-size:10pt'&gt;Verb&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:blue; font-size:10pt'&gt;Particle&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#ff6600; font-size:10pt'&gt;Object (noun) &lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr style='height: 21px'&gt;&lt;td style='border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;Jason&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#006666; font-size:10pt'&gt;looks&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:blue; font-size:10pt'&gt;up&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#ff6600; font-size:10pt'&gt;a word&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt; &lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;2. When the object is a &lt;span style='color:red'&gt;&lt;strong&gt;pronoun&lt;/strong&gt;&lt;/span&gt; (me, you, them, it etc.), you have only one choice.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:93px'/&gt;&lt;col style='width:17px'/&gt;&lt;col style='width:60px'/&gt;&lt;col style='width:15px'/&gt;&lt;col style='width:119px'/&gt;&lt;col style='width:18px'/&gt;&lt;col style='width:81px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;Subject&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#006633; font-size:10pt'&gt;Verb&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#ff6600; font-size:10pt'&gt;Object (noun) &lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  outset 0.75pt; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:blue; font-size:10pt'&gt;Particle&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='border-top:  none; border-left:  outset 0.75pt; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;Jason&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#006633; font-size:10pt'&gt;looks&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:#ff6600; font-size:10pt'&gt;it&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='font-size:10pt'&gt;+&lt;/span&gt; &lt;/p&gt;&lt;/td&gt;&lt;td style='border-top:  none; border-left:  none; border-bottom:  outset 0.75pt; border-right:  outset 0.75pt' vAlign='middle'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:blue; font-size:10pt'&gt;up&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;Note: There are some transitive phrasal verbs that are not separable (you can't separate the verb and particle). These always require that the object come after the particle.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-size:10pt'&gt;From : &lt;span style='color:#548dd4'&gt;learn_english_here@yahoogroups.com&lt;/span&gt;&lt;/span&gt;&lt;/p&gt;&lt;/span&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/1156690915800596247-6872407266684964294?l=mymillis.blogspot.com' alt='' /&gt;&lt;/div&gt;</content><link rel='replies' type='application/atom+xml' href='http://mymillis.blogspot.com/feeds/6872407266684964294/comments/default' title='Poskan Komentar'/><link rel='replies' type='text/html' href='http://www.blogger.com/comment.g?blogID=1156690915800596247&amp;postID=6872407266684964294' title='0 Komentar'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6872407266684964294'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/1156690915800596247/posts/default/6872407266684964294'/><link rel='alternate' type='text/html' href='http://mymillis.blogspot.com/2008/07/remember.html' title='Remember'/><author><name>zhiepman</name><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='25' height='32' src='http://bp3.blogger.com/__G9geYcpjFc/SBqipGvvm1I/AAAAAAAAABA/cuy-WfdCk9o/S220/Image1.jpg'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-1156690915800596247.post-7820334105958258547</id><published>2008-07-15T01:56:00.001-07:00</published><updated>2008-07-15T01:56:49.640-07:00</updated><title type='text'>Today learning</title><content type='html'>&lt;span xmlns=''&gt;&lt;div&gt;&lt;table border='0' style='border-collapse:collapse'&gt;&lt;colgroup&gt;&lt;col style='width:638px'/&gt;&lt;/colgroup&gt;&lt;tbody valign='top'&gt;&lt;tr style='background: #92d050'&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  solid black 0.5pt; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p style='text-align: center'&gt;&lt;span style='color:yellow'&gt;Today Learning&lt;/span&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td style='padding-left: 7px; padding-right: 7px; border-top:  none; border-left:  solid black 0.5pt; border-bottom:  solid black 0.5pt; border-right:  solid black 0.5pt'&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 1 Clause and sentence structure&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Simple sentences have one clause.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Clauses usually consist of a noun group as the subject, and a verb group.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Clauses can also have another noun group as the object or complement.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Clauses can have an adverbial, also called an adjunct.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Changing the order of the words in a clause can change its meaning.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Compound sentences consist of two or more main clauses. Complex sentences always include a subordinate clause, as well as one or more main clauses.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          A simple sentence has one clause, beginning with a noun group called the subject. The subject is the person or thing that the sentence is about. This is followed by a verb group, which tells you what the subject is doing, or describes the subject's situation.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I waited.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The girl screamed.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          The verb group may be followed by another noun group, which is called the object. The object is the person or thing affected by the action or situation.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He opened the car door.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She married a young engineer.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        After link verbs like `be', `become', `feel', and `seem', the verb group may be followed by a noun group or an adjective, called a complement. The complement tells you more about the subject.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She was a doctor.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He was angry.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          The verb group, the object, or the complement can be followed by an adverb or a prepositional phrase, called an adverbial. The adverbial tells you more about the action or situation, for example how, when, or where it happens. Adverbials are also called adjuncts.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They shouted loudly.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She won the competition last week.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He was a policeman in Birmingham.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          The word order of a clause is different when the clause is a statement, a question, or a command.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He speaks English very well. (statement)&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Did she win at the Olympics? (question)&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Stop her. (command)&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that the subject is omitted in commands, so the verb comes first.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          A compound sentence has two or more main clauses: that is, clauses which are equally important. You join them with `and', `but', or `or'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He met Jane at the station and went shopping.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I wanted to go but I felt too ill.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You can come now or you can meet us there later.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that the order of the two clauses can change the meaning of the sentence.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He went shopping and met Jane at the station.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If the subject of both clauses is the same, you usually omit the subject in the second clause.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I wanted to go but felt too ill.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          A complex sentence contains a subordinate clause and at least one main clause. A subordinate clause gives information about a main clause, and is introduced by a conjunction such as `because', `if', `that', or a `wh'-word. Subordinate clauses can come before, after, or inside the main clause.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;When he stopped, no one said anything.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;If you want, I'll teach you.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They were going by car because it was more comfortable.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I told him that nothing was going to happen to me.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The car that I drove was a Ford.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The man who came into the room was small.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 2 The noun group&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Noun groups can be the subject, object, or complement of a verb, or the object of a preposition.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Noun groups can be nouns on their own, but often include other words such as determiners, numbers, and adjectives.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Noun groups can also be pronouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Singular noun groups take singular verbs, plural noun groups take plural verbs.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          Noun groups are used to say which people or things you are talking about. They can be the subject or object of a verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Strawberries are very expensive now.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Keith likes strawberries.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        A noun group can also be the complement of a link verb such as `be', `become', `feel', or `seem'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She became champion in 1964.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He seemed a nice man.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        A noun group can be used after a preposition, and is often called the object of the preposition.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I saw him in town.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She was very ill for six months.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          A noun group can be a noun on its own, but it often includes other words. A noun group can have a determiner such as `the' or `a'. You put determiners at the beginning of the noun group.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The girls were not in the house.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He was eating an apple.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          A noun group can include an adjective. You usually put the adjective in front of the noun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He was using blue ink.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I like living in a big city.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Sometimes you can use another noun in front of the noun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I like chocolate cake.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She wanted a job in the oil industry.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        A noun with 's (apostrophe s) is used in front of another noun to show who or what something belongs to or is connected with.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I held Sheila's hand very tightly.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He pressed a button on the ship's radio.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          A noun group can also have an adverbial, a relative clause, or a `to'-infinitive clause after it, which makes it more precise.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I spoke to a girl in a dark grey dress.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She wrote to the man who employed me.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I was trying to think of a way to stop him.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        A common adverbial used after a noun is a prepositional phrase beginning with `of'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He tied the rope to a large block of stone.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The front door of the house was wide open.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I hated the idea of leaving him alone.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Participles and some adjectives can also be used after a noun. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Units 19 and 29.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She pointed to the three cards lying on the table.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He is the only man available.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          Numbers come after determiners and before adjectives.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I had to pay a thousand dollars.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Three tall men came out of the shed.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          A noun group can also be a pronoun. You often use a pronoun when you are referring back to a person or thing that you have already mentioned.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I've got two boys, and they both enjoy playing football.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You also use a pronoun when you do not know who the person or thing is, or do not want to be precise.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Someone is coming to mend it tomorrow.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          A noun group can refer to one or more people or things. Many nouns have a singular form referring to one person or thing, and a plural form referring to more than one person or thing.  &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 4.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;My dog never bites people.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She likes dogs.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Similarly, different pronouns are used in the singular and in the plural.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I am going home now.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We want more money.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        When a singular noun group is the subject, it takes a singular verb. When a plural noun group is the subject, it takes a plural verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;His son plays football for the school.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Her letters are always very short.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 3 The verb group&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * In a clause, the verb group usually comes after the subject and always has a main verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * The main verb has several different forms.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Verb groups can also include one or two auxiliaries, or a modal, or a modal and one or two auxiliaries.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * The verb group changes in negative clauses and questions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Some verb groups are followed by an adverbial, a complement, an object, or two objects.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          The verb group in a clause is used to say what is happening in an action or situation. You usually put the verb group immediately after the subject. The verb group always includes a main verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I waited. &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They killed the elephants.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          Regular verbs have four forms: the base form, the third person singular form of the present simple, the `-ing' form or present participle, and the `-ed' form used for the past simple and for the past participle.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        ask* asks* asking* asked&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        dance* dances* dancing* danced&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        reach* reaches* reaching* reached&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        try* tries* trying* tried&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        dip* dips* dipping* dipped&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Irregular verbs may have three forms, four forms, or five forms. Note that `be' has eight forms.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        cost* costs* costing&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        think* thinks* thinking* thought&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        swim* swims* swimming* swam* swum&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        be* am/is/are* being* was/were* been&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See the Appendix for details of verb forms.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          The main verb can have one or two auxiliaries in front of it.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I had met him in Zermatt.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The car was being repaired.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        The main verb can have a modal in front of it.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You can go now.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I would like to ask you a question.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        The main verb can have a modal and one or two auxiliaries in front of it.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I could have spent the whole year on it.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She would have been delighted to see you.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          In negative clauses, you have to use a modal or auxiliary and put `not' after the first word of the verb group.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He does not speak English very well.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I was not smiling.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It could not have been wrong.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you often use short forms rather than `not'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I didn't know that.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He couldn't see it.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          In `yes/no' questions, you have to put an auxiliary or modal first, then the subject, then the rest of the verb group.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Did you meet George?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Couldn't you have been a bit quieter?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        In `wh'-questions, you put the `wh'-word first. If the `wh'-word is the subject, you put the verb group next.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which came first?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Who could have done it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If the `wh'-word is the object or an adverbial, you must use an auxiliary or modal next, then the subject, then the rest of the verb group.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;What did you do?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Where could she be going?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          Some verb groups have an object or two objects after them. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Units 72 and 73.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He closed the door.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She sends you her love.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Verb groups involving link verbs, such as `be', have a complement after them. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 80.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They were sailors.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She felt happy.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Some verb groups have an adverbial after them.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We walked through the park.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She put the letter on the table.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 4 The imperative and `let'&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * The imperative is the same as the base form of a verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You form a negative imperative with `do not', `don't', or `never'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use the imperative to ask or tell someone to do something, or to give advice, warnings, or instructions on how to do something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `let' when you are offering to do something, making suggestions, or telling someone to do something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          The imperative is the same as the base form of a verb. You do not use a pronoun in front of it.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Come to my place.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Start when you hear the bell.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You form a negative imperative by putting `do not', `don't', or `never' in front of the verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Do not write in this book.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Don't go so fast.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Never open the front door to strangers.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          You use the imperative when you are:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * asking or telling someone to do something&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Pass the salt.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Hurry up!&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * giving someone advice or a warning&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Mind your head.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Take care!&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * giving someone instructions on how to do something&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Put this bit over here, so it fits into that hole.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Turn right off Broadway into Caxton Street.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          When you want to make an imperative more polite or more emphatic, you can put `do' in front of it.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Do have a chocolate biscuit.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Do stop crying.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Do be careful.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          The imperative is also used in written instructions on how to do something, for example on notices and packets of food, and in books.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;To report faults, dial 6666.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Store in a dry place.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Fry the chopped onion and pepper in the oil.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that written instructions usually have to be short. This means that words such as `the' are often omitted.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Wear rubber gloves. Turn off switch. Wipe bulb.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Written imperatives are also used to give warnings.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Reduce speed now.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You use `let me' followed by the base form of a verb when you are offering to do something for someone.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let me take your coat.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let me give you a few details.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          You use `let's' followed by the base form of a verb when you are suggesting what you and someone else should do.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let's go outside.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let's look at our map.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that the form `let us' is only used in formal or written English.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let us consider a very simple example.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You put `do' before `let's' when you are very keen to do something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Do let's get a taxi.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        The negative of `let's' is `let's not' or `don't let's'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let's not talk about that.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Don't let's actually write it in the book.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;8&lt;/strong&gt;          You use `let' followed by a noun group and the base form of a verb when you are telling someone to do something or to allow someone else to do it.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let me see it.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let Philip have a look at it.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 5 Questions&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * In most questions the first verb comes before the subject.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * `Yes/no'-questions begin with an auxiliary or a modal.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * `Wh'-questions begin with a `wh'-word.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          Questions which can be answered `yes' or `no' are called `yes/no'-questions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Are you ready?' - `Yes.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Have you read this magazine?' - `No.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If the verb group has more than one word, the first word comes at the beginning of the sentence, before the subject. The rest of the verb group comes after the subject.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Is he coming?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Can John swim?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Will you have finished by lunchtime?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Couldn't you have been a bit quieter?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Has he been working?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          If the verb group consists of only a main verb, you use the auxiliary `do', `does', or `did' at the beginning of the sentence, before the subject. After the subject you use the base form of the verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Do the British take sport seriously?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Does that sound like anyone you know?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Did he go to the fair?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that when the main verb is `do', you still have to add `do', `does', or `did' before the subject.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Do they do the work themselves?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Did you do an `O' Level in German?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          If the main verb is `have', you usually put `do', `does', or `did' before the subject.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Does anyone have a question?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Did you have a good flight?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        When `have' means `own' or `possess', you can put it before the subject, without using `do', `does', or `did', but this is less common.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Has he any idea what it's like?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          If the main verb is the present simple or past simple of `be', you put the verb at the beginning of the sentence, before the subject.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Are you ready?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Was it lonely without us?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          When you want someone to give you more information than just `yes' or `no', you ask a `wh'-question, which begins with a `wh'-word:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        whatwherewhowhose&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        whenwhichwhomwhyhow&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that `whom' is only used in formal English.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          When a `wh'-word is the subject of a question, the `wh'-word comes first, then the verb group. You do not add `do', `does', or `did' as an auxiliary.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;What happened?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which is the best restaurant?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Who could have done it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          When a `wh'-word is the object of a verb or preposition, the `wh'-word comes first, then you follow the rules for `yes/no'-questions, adding `do', `does', or `did' where necessary.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How many are there?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which do you like best?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If there is a preposition, it comes at the end. However, you always put the preposition before `whom'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;What's this for?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;With whom were you talking?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you follow the same rules as for `wh'-words as objects when the question begins with `when', `where', `why', or `how'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;When would you be coming down?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Why did you do it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Where did you get that from?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;8&lt;/strong&gt;          You can also use `what', `which', `whose', `how many', and `how much' with a noun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Whose idea was it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How much money have we got in the bank?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can use `which', `how many', and `how much' with `of' and a noun group.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which of the suggested answers was the correct one?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How many of them bothered to come? &lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;&lt;em&gt;        See Unit 6 for more information on `wh'-words.&lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 6 `Wh'-questions&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `who', `whom', and `whose' to ask about people, and `which' to ask about people or things.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `what' to ask about things, and `what for' to ask about reasons and purposes.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `how' to ask about the way something happens.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `when' to ask about times, `why' to ask about reasons, and `where' to ask about places and directions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          You use `who', `whom', or `whose' in questions about people. `Who' is used to ask questions about the subject or object of the verb, or about the object of a preposition.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Who discovered this?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Who did he marry?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Who did you dance with?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        In formal English, `whom' is used as the object of a verb or preposition. The preposition always comes in front of `whom'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Whom did you see?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;For whom were they supposed to do it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `whose' to ask which person something belongs to or is related to. `Whose' can be the subject or the object.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Whose is nearer?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Whose did you prefer, hers or mine?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use `which' to ask about one person or thing, out of a number of people or things. `Which' can be the subject or object.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which is your son?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which does she want?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          You use `what' to ask about things, for example about actions and events. `What' can be the subject or object.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;What has happened to him?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;What is he selling?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;What will you talk about?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `what...for' to ask about the reason for an action, or the purpose of an object.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;What are you going there for?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;What are those lights for?  &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use `how' to ask about the way in which something happens or is done.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How did you know we were coming?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How are you going to get home?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You also use `how' to ask about the way a person or thing feels or looks.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`How are you?' - `Well, how do I look?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          `How' is also used:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * with adjectives to ask about the degree of quality that someone or something has&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How good are you at Maths?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How hot shall I make the curry?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * with adjectives such as `big', `old', and `far' to ask about size, age, and distance&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How old are your children?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How far is it to Montreal from here?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you do not normally use `How small', `How young', or `How near'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * with adverbs such as `long' and `often' to ask about time, or `well' to ask about abilities&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How long have you lived here?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How well can you read?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * with `many' and `much' to ask about the number or amount of something&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How many were there?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How much did he tell you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You use `when' to ask about points in time or periods of time, `why' to ask about the reason for an action, and `where' to ask about place and direction.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;When are you coming home?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;When were you in London?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Why are you here?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Where is the station?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Where are you going?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also ask about direction using `which direction...in' or `which way'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which direction did he go in?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which way did he go?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 7 Question tags: forms&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You add a question tag to a statement to turn it into a question.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * A question tag consists of a verb and a pronoun. The verb in a question tag is always an auxiliary, a modal, or a form of the main verb `be'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * With a positive statement, you usually use a negative question tag containing a short form ending in `-n't'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * With a negative statement, you always use a positive question tag.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          A question tag is a short phrase that is added to the end of a statement to turn it into a `yes/no'-question. You use question tags when you want to ask someone to confirm or disagree with what you are saying, or when you want to sound more polite. Question tags are rarely used in formal written English.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He's very friendly, isn't he?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You haven't seen it before, have you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You form a question tag by using an auxiliary, a modal, or a form of the main verb `be', followed by a pronoun. The pronoun refers to the subject of the statement.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;David's school is quite nice, isn't it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She made a remarkable recovery, didn't she?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          If the statement contains an auxiliary or modal, the same auxiliary or modal is used in the question tag.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Jill's coming tomorrow, isn't she?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You didn't know I was an artist, did you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You've never been to Benidorm, have you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You will stay in touch, won't you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          If the statement does not contain an auxiliary, a modal, or `be' as a main verb, you use `do', `does', or `did' in the question tag.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You like it here, don't you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Sally still works there, doesn't she?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He played for Ireland, didn't he?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          If the statement contains the present simple or past simple of `be' as a main verb, the same form of the verb `be' is used in the question tag.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It is quite warm, isn't it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They were really rude, weren't they?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          If the statement contains the simple present or simple past of `have' as a main verb, you usually use `do', `does', or `did' in the question tag.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He has a problem, doesn't he?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use the same form of `have' in the question tag, but this is not very common.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She has a large house, hasn't she?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          With a positive statement you normally use a negative question tag, formed by adding `-n't' to the verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You like Ralph a lot, don't you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They are beautiful, aren't they?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that the negative question tag with `I' is `aren't'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I'm a fool, aren't I?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;8&lt;/strong&gt;          With a negative statement you always use a positive question tag.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It doesn't work, does it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You won't tell anyone else, will you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 8 Question tags: uses&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You can use negative statements with positive question tags to make requests.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use positive statements with positive question tags to show reactions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use some question tags to make imperatives more polite.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          You can use a negative statement and a positive question tag to ask people for things, or to ask for help or information.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You wouldn't sell it to me, would you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You won't tell anyone else this, will you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          When you want to show your reaction to what someone has just said, for example by expressing interest, surprise, doubt, or anger, you use a positive statement with a positive question tag.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You've been to North America before, have you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You fell on your back, did you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I borrowed your car last night. - Oh, you did, did you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          When you use an imperative, you can be more polite by adding one of the following question tags.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        will youwon't youwould you&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;See that she gets safely back, won't you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Look at that, would you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        When you use a negative imperative, you can only use `will you' as a question tag.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Don't tell Howard, will you?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        `Will you' and `won't you' can also be used to emphasize anger or impatience. `Can't you' is also used in this way.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Oh, hurry up, will you!&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;For goodness sake be quiet, can't you!&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use the question tag `shall we' when you make a suggestion using `let's'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let's forget it, shall we?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use the question tag `shall I' after `I'll'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I'll tell you, shall I?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You use `they' in question tags after `anybody', `anyone', `everybody', `everyone', `nobody', `no one', `somebody' or `someone'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Everyone will be leaving on Friday, won't they? &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Nobody had bothered to plant new ones, had they?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `it' in question tags after `anything', `everything', `nothing', or `something'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Nothing matters now, does it? &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Something should be done, shouldn't it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `there' in question tags after `there is', `there are', `there was', or `there were'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There's a new course out now, isn't there?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          When you are replying to a question tag, your answer refers to the statement, not the question tag.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If you want to confirm a positive statement, you say `yes'. For example, if you have finished a piece of work and someone says to you `You've finished that, haven't you?', the answer is `yes'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`It became stronger, didn't it?' - `Yes, it did.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If you want to disagree with a positive statement, you say `no'. For example, if you have not finished your work and someone says `You've finished that, haven't you?', the answer is `no'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You've just seen a performance of the play, haven't you? - No, not yet.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If you want to confirm a negative statement, you say `no'. For example, if you have not finished your work and someone says `You haven't finished that, have you?', the answer is `no'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`You didn't know that, did you?' - `No.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If you want to disagree with a negative statement, you say `yes'. For example, if you have finished a piece of work and someone says `You haven't finished that, have you?', the answer is `yes'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`You haven't been there, have you?' - `Yes, I have.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 10 Short answers&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * A short answer uses an auxiliary, a modal, or the main verb `be'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * A short answer can be in the form of a statement or a question.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          Short answers are very common in spoken English. For example, when someone asks you a `yes/no'-question, you can give a short answer by using a pronoun with an auxiliary, modal, or the main verb `be'. You usually put `yes' or `no' before the short answer.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Does she still want to come?' - `Yes, she does.' &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Can you imagine what it might feel like?' - `No, I can't.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Are you married?' - `I am.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that a short answer such as `Yes, I will' is more polite or friendly than just `Yes', or than repeating all the words used in the question. People often repeat all the words used in the question when they feel angry or impatient.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Will you have finished by lunchtime?' - `Yes, I will have finished by lunchtime.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You can also use short answers to agree or disagree with what someone says.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`You don't like Joan?' - `No, I don't.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`I'm not coming with you.' - `Yes, you are.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If the statement that you are commenting on does not contain an auxiliary, modal, or the main verb `be', you use a form of `do' in the short answer.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`He never comes on time.' - `Oh yes he does.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          You often reply to what has been said by using a short question.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`He's not in Japan now.' - `Oh, isn't he?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`He gets free meals.' - `Does he?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that questions like these are not always asked to get information, but are often used to express your reaction to what has been said, for example to show interest or surprise.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Dad doesn't help me at all.' - `Doesn't he? Why not?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Penny has been climbing before.' - `Oh, has she? When was that?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          If you want to show that you definitely agree with a positive statement that someone has just made, you can use a negative short question.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Well, that was very nice.' - `Yes, wasn't it?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          When you want to ask for more information, you can use a `wh'-word on its own or with a noun as a short answer.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`He saw a snake.' - `Where?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`He knew my cousin.' - `Which cousin?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use `Which one' and `Which ones'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Can you pass me the cup?' - `Which one?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          Sometimes a statement about one person also applies to another person. When this is the case, you can use a short answer with `so' for positive statements, and with `neither' or `nor' for negative statements, using the same verb that was used in the statement.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `so', `neither', or `nor' with an auxiliary, modal, or the main verb `be'. The verb comes before the subject.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`You were different then.' - `So were you.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`I don't normally drink at lunch.' - `Neither do I.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`I can't do it.' - `Nor can I.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can use `not either' instead of `neither', in which case the verb comes after the subject.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`He doesn't understand.' - `We don't either.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          You often use `so' in short answers after verbs such as `think', `hope', `expect', `imagine', and `suppose', when you think that the answer to the question is `yes'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`You'll be home at six?' - `I hope so.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`So it was worth doing?' - `I suppose so.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `I'm afraid so' when you are sorry that the answer is `yes'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Is it raining?' - `I'm afraid so.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        With `suppose', `think', `imagine', or `expect' in short answers, you also form negatives with `so'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Will I see you again?' - `I don't suppose so.' &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Is Barry Knight a golfer?' - `No, I don't think so.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        However, you say `I hope not' and `I'm afraid not'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`It isn't empty, is it?' - `I hope not.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 11 Sentences with `not'&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * `Not' is often shortened to `-n't' and added to some verbs.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You put `not' after the first verb in the verb group, or you use a short form.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          In spoken and in informal written English, `not' is often shortened to `-n't' and added to an auxiliary, a modal, or a form of the main verb `be'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I haven't heard from her recently.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I wasn't angry.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Here is a list of short forms.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        isn'thaven'tdon'tcan'tshan'tdaren't&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        aren'thasn'tdoesn'tcouldn'tshouldn'tneedn't&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        wasn'thadn'tdidn'tmightn'twon't&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        weren'tmustn'twouldn't&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        oughtn't&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If the verb is already shortened, you cannot add `-n't'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It's not easy.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I've not had time.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You cannot add `-n't' to `am'. You use `I'm not'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I'm not excited.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          If the verb group has more than one word, you put `not' after the first word, or you use a short form.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I was not smiling.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He hadn't attended many meetings.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They might not notice.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I haven't been playing football recently.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          If the sentence only contains a main verb other than `be', you use the auxiliary `do'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `do not', `does not', `did not', or a short form, followed by the base form of the main verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They do not need to talk.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He does not speak English very well.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I didn't know that.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that if the main verb is `do', you still use a form of `do' as an auxiliary.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They didn't do anything about it.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          If the main verb is the present or past simple of `be', you put `not' immediately after it, or you use a short form.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It is not difficult to understand.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It's not the same, is it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He wasn't a bad actor actually.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          If the main verb is `have', you usually use a form of `do' as an auxiliary.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They don't have any money.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use a short form, or you can put `not' after the verb but this is not very common.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He hadn't enough money.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You can put `not' in front of an `-ing' form or a `to'-infinitive.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We stood there, not knowing what to do.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Try not to worry.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          In negative questions, you use a short form.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Why didn't she win at the Olympics?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Hasn't he put on weight?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Aren't you bored?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;8&lt;/strong&gt;          You can use a negative question:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * to express your feelings, for example to show that you are surprised or disappointed&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Hasn't he done it yet?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * in exclamations&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Isn't the weather awful!&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * when you think you know something and you just want someone to agree with you&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Aren't you Joanne's brother?' - `Yes, I am.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;9&lt;/strong&gt;          Note the meaning of `yes' and `no' in answers to negative questions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Isn't Tracey going to get a bit bored in Birmingham?'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;- `Yes.' (She is going to get bored.)&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;- `No.' (She is not going to get bored.)&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 12 Negative words&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * A negative sentence contains a negative word.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You do not normally use two negative words in the same clause.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          Negative statements contain a negative word.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        notnobodyneither&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        neverno onenor&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        nonothing&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        nonenowhere&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt; &lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 11 for negative statements using `not'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use `never' to say that something was not the case at any time, or will not be the case at any time.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If the verb group has more than one word, you put `never' after the first word.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I've never had such a horrible meal.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He could never trust her again.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          If the only verb in the sentence is the present simple or past simple of any main verb except `be', you put `never' before the verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She never goes abroad.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He never went to university.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        If the only verb in the sentence is the simple present or simple past of the main verb `be', you normally put `never' after the verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He's never late.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There were never any people in the house.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use `never' at the beginning of an imperative sentence.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Never walk alone late at night.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use `no' before a noun to say that something does not exist or is not available.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He has given no reason for his decision.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The island has no trees at all.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that if there is another negative word in the clause, you use `any', not `no'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It won't do any good.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You use `none' or `none of' to say that there is not even one thing or person, or not even a small amount of something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You can't go to a college here because there are none in this area.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Where's the coffee?' - `There's none left.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;None of us understood the play. &lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;&lt;em&gt;        See Unit 27 for more information on `none' and `none of'.&lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You also use `nobody', `no one', `nothing', and `nowhere' in negative statements.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `nobody' or `no one' to talk about people.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Nobody in her house knows any English.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;No one knew.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        `No one' can also be written `no-one'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There's no-one here.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `nothing' to talk about things.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There's nothing you can do.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `nowhere' to talk about places.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There's almost nowhere left to go. &lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;&lt;em&gt;        See Unit 21 for more information about these words.&lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          You do not normally use two negative words in the same clause. For example, you do not say `Nobody could see nothing'. You say `Nobody could see anything'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `anything', `anyone', `anybody', and `anywhere' instead of `nothing', `no one', `nobody', and `nowhere' when the clause already contains a negative word.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;No-one can find Howard or Barbara anywhere.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I could never discuss anything with them.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;8&lt;/strong&gt;          The only negative words that are often used together in the same clause are `neither' and `nor'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `neither' and `nor' together to say that two alternatives are not possible, not likely, or not true.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Neither Margaret nor John was there.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They had neither food nor money.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 13 Count nouns&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Count nouns have two forms, singular and plural.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * They can be used with numbers.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Singular count nouns always take a determiner.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Plural count nouns do not need a determiner.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Singular count nouns take a singular verb and plural count nouns take a plural verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * In English, some things are thought of as individual items that can be counted directly. The nouns which refer to these countable things are called count nouns. Most nouns in English are count nouns. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 15 for information on uncount nouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          Count nouns have two forms. The singular form refers to one thing or person.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...a book... ...the teacher.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        The plural form refers to more than one thing or person.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...books... ...some teachers.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You add `-s' to form the plural of most nouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        book* booksschool* schools&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You add `-es' to nouns ending in `-ss', `-ch', `-s', `-sh', or `-x'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        class* classeswatch* watches&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        gas* gasesdish* dishes&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        fox* foxes&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Some nouns ending in `-o' add `-s', and some add `-es'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        photo* photos piano* pianos&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        hero* heroes potato* potatoes&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Nouns ending in a consonant and `-y' change to `-ies'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        country* countries lady* ladies&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        party* parties victory* victories&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Nouns ending in a vowel and `-y' add an `-s'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        boy* boys day* days&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        key* keys valley* valleys&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Some common nouns have irregular plurals.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        child* children foot* feet&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        man* men mouse* mice&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        tooth* teeth woman* women&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: Some nouns that end in `-s' are uncount nouns, for example `athletics' and `physics'. See Unit 15.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          Count nouns can be used with numbers.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...one table... ...two cats... ...three hundred pounds.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          Singular count nouns cannot be used alone, but always take a determiner such as `a', `another', `every', or `the'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We've killed a pig.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He was eating another apple.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I parked the car over there.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          Plural count nouns can be used with or without a determiner. They do not take a determiner when they refer to things or people in general.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Does the hotel have large rooms?  &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The film is not suitable for children.  &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Plural count nouns do take a determiner when they refer precisely to particular things or people.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Our computers are very expensive.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;These cakes are delicious.  &lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;&lt;em&gt;        See Unit 23 for more information on determiners.&lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          When a count noun is the subject of a verb, a singular count noun takes a singular verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;My son likes playing football.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The address on the letter was wrong.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        A plural count noun takes a plural verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Bigger cars cost more.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I thought more people were coming. &lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;&lt;em&gt;        See also Unit 14 on collective nouns.&lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 14 Singular and plural&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Singular nouns are used only in the singular, always with a determiner.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Plural nouns are used only in the plural, some with a determiner.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Collective nouns can be used with singular or plural verbs.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          Some nouns are used in particular meanings in the singular with a determiner, like count nouns, but are not used in the plural with that meaning. They are often called `singular nouns'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Some of these nouns are normally used with `the' because they refer to things that are unique.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        airdaytimemoonsky&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        countryendpastsun&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        countrysidefutureseawind&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        darkgroundseasideworld&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The sun was shining.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I am scared of the dark.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Other singular nouns are normally used with `a' because they refer to things that we usually talk about one at a time.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        bathgoridesnooze&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        chancejogrunstart&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        drinkmoveshowerwalk&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        fightrestsmokewash&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I went upstairs and had a wash.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Why don't we go outside for a smoke?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          Some nouns are used in particular meanings in the plural with or without determiners, like count nouns, but are not used in the singular with that meaning. They are often called `plural nouns'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;His clothes looked terribly dirty.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Troops are being sent in today.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Some of these nouns are always used with determiners.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        activitiesfeelingspicturestravels&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        authoritieslikessights&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I went to the pictures with Tina.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You hurt his feelings.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Some are usually used without determiners.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        airsgoodsriches&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        expensesrefreshments&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Refreshments are available inside.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They have agreed to pay for travel and expenses.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: `Police' is a plural noun, but does not end in `-s'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The police were informed immediately.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          A small group of plural nouns refer to single items that have two linked parts. They refer to tools that people use or things that people wear.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        binocularsglassestrousers&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        pincersjeans&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        pliersknickers&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        scalespants&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        scissorspyjamas&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        shearsshorts&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        tweezerstights&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She was wearing brown trousers.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;These scissors are sharp.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can use `a pair of' to make it clear you are talking about one item, or a number with `pairs of' when you are talking about several items.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I was sent out to buy a pair of scissors.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Liza had given me three pairs of jeans.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you also use `a pair of' with words such as `gloves', `shoes', and `socks' that you often talk about in twos.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          With some nouns that refer to a group of people or things, the same form can be used with singular or plural verbs, because you can think of the group as a unit or as individuals. Similarly, you can use singular or plural pronouns to refer back to them. These nouns are often called `collective nouns'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        army, audience, committee, company, crew, data, enemy, family, flock, gang, government, group, herd, media, navy, press, public, staff, team&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Our little group is complete again.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The largest group are the boys.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Our family isn't  poor any more.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;My family are perfectly normal.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        The names of many organizations and sports teams are also collective nouns, but are normally used with plural verbs in spoken English.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The BBC is showing the programme on Saturday.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The BBC are planning to use the new satellite.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Liverpool is leading 1-0.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Liverpool are attacking again.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 15 Uncount nouns&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Uncount nouns have only one form, and take a singular verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * They are not used with `a', or with numbers.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Some nouns can be both uncount nouns and count nouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          English speakers think that some things cannot be counted directly. The nouns which refer to these uncountable things are called uncount nouns. Uncount nouns often refer to:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;substances:&lt;/strong&gt;coal food ice iron rice steel water&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;human qualities:&lt;/strong&gt;courage cruelty honesty patience&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;feelings:&lt;/strong&gt;anger happiness joy pride relief respect&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;activities:&lt;/strong&gt;aid help sleep travel work&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;abstract ideas:&lt;/strong&gt;beauty death freedom fun life luck&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The donkey needed food and water.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Soon, they lost patience and sent me to Durban.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I was greeted with shouts of joy.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;All prices include travel to and from London.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We talked for hours about freedom. &lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;&lt;em&gt;        See Unit 13 for information on count nouns.&lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          Uncount nouns have only one form. They do not have a plural form.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I needed help with my homework.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The children had great fun playing with the puppets.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: Some nouns which are uncount nouns in English have plurals in other languages.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        advice, baggage, equipment, furniture, homework, information, knowledge, luggage, machinery, money, news, traffic&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We want to spend more money on roads.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Soldiers carried so much equipment that they were barely able to move.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          Some uncount nouns end in `-s' and therefore look like plural count nouns. They usually refer to:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;subjects of study:&lt;/strong&gt;mathematics physics&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;activities:&lt;/strong&gt;athletics gymnastics&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;games:&lt;/strong&gt;cards darts&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;illnesses:&lt;/strong&gt;measles mumps&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Mathematics is too difficult for me.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Measles is in most cases a harmless illness.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          When an uncount noun is the subject of a verb, it takes a singular verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Electricity is dangerous.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Food was very expensive in those days.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          Uncount nouns are not used with `a'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They resent having to pay money to people like me.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;My father started work when he was ten.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Uncount nouns are used with `the' when they refer to something that is specified or known.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I am interested in the education of young children.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She buried the money that Hilary had given her.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          Uncount nouns are not used with numbers. However, you can often refer to a quantity of something which is expressed by an uncount noun, by using a word like `some'. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 23.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Please buy some bread when you go to town.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Let me give you some advice.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Some uncount nouns that refer to food or drink can be count nouns when they refer to quantities of the food or drink.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Do you like coffee? (uncount)&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We asked for two coffees. (count)&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Uncount nouns are often used with expressions such as `a loaf of', `packets of', or `a piece of', to talk about a quantity or an item. `A bit of' is common in spoken English.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I bought two loaves of bread yesterday.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He gave me a very good piece of advice.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They own a bit of land near Cambridge.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          Some nouns are uncount nouns when they refer to something in general and count nouns when they refer to a particular instance of something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Victory was now assured. (uncount)&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;In 1960, the party won a convincing victory. (count)&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 16 Personal pronouns&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use personal pronouns to refer back to something or someone that has already been mentioned.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You also use personal pronouns to refer to people and things directly.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * There are two sets of personal pronouns: subject pronouns and object pronouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You can use `you' and `they' to refer to people in general.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          When something or someone has already been mentioned, you refer to them again by using a pronoun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;John took the book and opened it.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He rang Mary and invited her to dinner.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Have you been to London ?' -  `Yes, it was very crowded.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;My father is fat - he weighs over fifteen stone.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        In English, `he' and `she' normally refer to people, occasionally to animals, but very rarely to things.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use a pronoun to refer directly to people or things that are present or are involved in the situation you are in.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Where shall we meet, Sally?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I do the washing; he does the cooking; we share the washing-up.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Send us a card so we 'll know where you are.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          There are two sets of personal pronouns, subject pronouns and object pronouns. You use subject pronouns as the subject of a verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Iyouhesheitwethey&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that `you' is used for the singular and plural form.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We are going there later.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I don't know what to do.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use object pronouns as the direct or indirect object of a verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        meyouhimheritusthem&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that `you' is used for the singular and plural form.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The nurse washed me with cold water.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The ball hit her in the face.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;John showed him the book.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Can you give me some more cake?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that, in modern English, you use object pronouns rather than subject pronouns after the verb `be'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Who is it?' - `It's me.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was only John, Baz, and me in the room.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You also use object pronouns as the object of a preposition.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We were all sitting in a cafe with him.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Did you give it to them?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You can use `you' and `they' to talk about people in general.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You have to drive on the other side of the road on the continent.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They say she's very clever.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You can use `it' as an impersonal subject in general statements which refer to the time, the date, or the weather.  &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 17.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`What time is it?' - ` It 's half past three.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It is January 19th.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It is rainy and cold.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use `it' as the subject or object in general statements about a situation.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It is too far to walk.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I like it here. Can we stay a bit longer?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          A singular pronoun usually refers back to a singular noun group, and a plural pronoun to a plural noun group. However, you can use plural pronouns to refer back to:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * indefinite pronouns, even though they are always followed by a singular verb&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;If anybody comes, tell them I'm not in.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * collective nouns, even when you have used a singular verb&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;His family was waiting in the next room, but they had not yet been informed.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 17 Impersonal subject `it'&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use impersonal `it' as the subject of a sentence to introduce new information.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `it' to talk about the time or the date.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `it' to talk about the weather.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `it' to express opinions about places, situations, and events.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * `It' is often used with the passive of reporting verbs to express general beliefs and opinions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          `It' is a pronoun. As a personal pronoun it refers back to something that has already been mentioned.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They learn to speak English before they learn to read it.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Maybe he changed his mind, but I doubt it.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use `it' as the subject of a sentence when it does not refer back to anything that has already been mentioned. This impersonal use of `it' introduces new information, and is used particularly to talk about times, dates, the weather, and personal opinions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use impersonal `it' with a form of `be' to talk about the time or the date.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It is nearly one o' clock.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It's the sixth of April today.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          You use impersonal `it' with verbs which refer to the weather:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        drizzlepoursleetthunder&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        hailrainsnow&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It's still raining.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It snowed steadily through the night.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It was pouring with rain.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can describe the weather by using `it' followed by `be' and an adjective with or without a noun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It's a lovely day.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It was very bright.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can describe a change in the weather by using `it' followed by `get' and an adjective.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It was getting cold.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It's getting dark.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use impersonal `it', followed by a form of `be' and an adjective or noun group,  to express your opinion about a place, a situation, or an event. The adjective or noun group can be followed by an adverbial or by an `-ing' clause, a `to'-infinitive clause, or a `that'-clause.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It was terribly cold in the trucks.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It's fun working for him.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It was a pleasure to be there.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It's strange that it hasn't been noticed before.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You use `it' followed by a verb such as `interest', `please', `surprise', or `upset' which indicates someone's reaction to a fact, situation, or event. The verb is followed by a noun group, and a `that'-clause or a `to'-infinitive clause.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It pleases me that he should want to talk about his work.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It surprised him to realize that he hadn't thought about them until now.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You can also use `it' with the passive of a reporting verb and a `that'-clause when you want to suggest that an opinion or belief is shared by many people. This use is particularly common in news reports, for example in newspapers, on the radio, or on television.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It was said that he could speak their language.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Nowadays it is believed that the size is unimportant.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It is thought that about a million puppies are born each year.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that the passive of reporting verbs can also be used without impersonal `it' to express general opinions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The factories were said to be much worse.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They are believed to be dangerous. &lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;&lt;em&gt;        See Units 76 and 77 for more information on reporting verbs.&lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 18 Impersonal subject `there'&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `there' followed by a form of `be' and a noun group to introduce new information.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `there' with a singular or plural verb, depending on whether the following noun is singular or plural.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You can also use `there' with modals.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          `There' is often an adverb of place.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Are you comfortable there?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The book is there on the table.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use `there' as the impersonal subject of a sentence when it does not refer to a place. In this case you use `there' to introduce new information and to focus upon it. After `there' you use a form of `be' and a noun group.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There is work to be done.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There will be a party tonight.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was no damage.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There have been two telephone calls.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that the impersonal subject `there' is often pronounced without stress, whereas the adverb is almost always stressed.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use `there' as the impersonal subject to talk about:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * the existence or presence of someone or something&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There are two people who might know what happened.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There are many possibilities.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There is plenty of bread.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * something that happens&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was a general election that year.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There's a meeting every week.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was a fierce battle.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * a number or amount&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There are forty of us, I think.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There is a great deal of anger about his decision.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There were a lot of people camped there.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          When the noun group after the verb is plural, you use a plural verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There are many reasons for this.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There were two men in the room.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You also use a plural verb before phrases such as `a number (of)', `a lot (of)', and `a few (of)'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There were a lot of people camped there.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There are only a few left.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          When the noun group after the verb is singular or uncountable, you use a singular verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There is one point we must add here.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There isn't enough room in here.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You also use a singular verb when you are mentioning more than one person or thing and the first noun after the verb is singular or uncountable.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was a man and a woman.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was a sofa and two chairs.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You can also use `there' with a modal, followed by `be' or `have been'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There could be a problem.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There should be a change in government.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There can't have been anybody outside.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There must have been some mistake.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          In spoken and informal written English, short forms of `be' or a modal are normally used after `there'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There's no danger.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There'll always be a future for music.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I knew there'd be trouble.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There's been quite a lot of research into it.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I didn't even know there'd been a murder.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          You can also use `there' with `appear' or `seem', followed by `to be' or `to have been'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There appears to be a vast amount of confusion on this point.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There don't seem to be many people on campus.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There seems to have been some carelessness.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 19 Demonstrative pronouns&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use the demonstrative pronouns `this', `that', `these', and `those' when you are pointing to physical objects or identifying people.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `one' or `ones' instead of a noun that has been mentioned or is known.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          You use the demonstrative pronouns `this', `that', `these', and `those' when you are pointing to physical objects. `This' and `these' refer to things near you, `that' and `those' refer to things farther away.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;This is a list of rules.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`I brought you these'. Adam held out a bag of grapes.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;That looks interesting.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Those are mine.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use `this', `that', `these', and `those' as determiners in front of nouns. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 23.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;This book was a present from my mother.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;When did you buy that hat?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use `this', `that', `these', and `those' when you are identifying or introducing people, or asking who they are.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Who's this?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;These are my children, Susan and Paul.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Was that Patrick on the phone?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `this', `that', `these', and `those' to refer back to things that have already been mentioned.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;That was an interesting word you used just now.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;More money is being pumped into the education system, and we assume this will continue.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`Let's go to the cinema.' - `That's a good idea.'&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;These are not easy questions to answer.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You also use `this' and `these' to refer forward to things you are going to mention.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;This is what I want to say: it wasn't my idea.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;These are the topics we will be looking at next week: how the accident happened, whether it could have been avoided, and who was to blame.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;This is the important point: you must never see her again.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use `one' or `ones' instead of a noun that has already been mentioned or is known in the situation, usually when you are adding information or contrasting two things of the same kind.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;My car is the blue one.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Don't you have one with buttons instead of a zip?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Are the new curtains longer than the old ones?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can use `which one' or `which ones' in questions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which one do you prefer?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Which ones were damaged?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can say `this one', `that one', `these ones', and `those ones'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I like this one better.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We'll have those ones, thank you.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can use `each one' or `one each', but note that there is a difference in meaning. In the following examples, `each one' means `each brother' but `one each' means `one for each child'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I've got three brothers and each one lives in a different country.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I bought the children one each.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          In formal English, people sometimes use `one' to refer to people in general.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;One has to think of the practical side of things.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;One never knows what to say in such situations.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          There are several other types of pronoun, which are dealt with in other units. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 22 for information on possessive pronouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt; &lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 6 for information on `who', `whom', `whose', `which', and `what' as interrogative pronouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt; &lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Units 92 and 93 for information on `that', `which', `who', `whom', and `whose' as relative pronouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Most determiners, except `the', `a', `an', `every', `no', and the possessives, are also pronouns. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Units 27 to 30.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 20 Reflexive pronouns&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Reflexive pronouns can be direct or indirect objects.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Most transitive verbs can take a reflexive pronoun as object.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Reflexive pronouns can be the object of a preposition.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Reflexive pronouns can emphasize a noun or pronoun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          The reflexive pronouns are:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;singular:&lt;/strong&gt;myself yourself himself herself itself &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;plural:&lt;/strong&gt;ourselves yourselves themselves&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that, unlike `you' and `your', there are two forms for the second person: `yourself' in the singular and `yourselves' in the plural.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use reflexive pronouns as the direct or indirect object of the verb when you want to say that the object is the same person or thing as the subject of the verb in the same clause.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        For example, `John taught himself' means that John did the teaching and was also the person who was taught, and `Ann poured herself a drink' means that Ann did the pouring and was also the person that the drink was poured for.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She stretched herself out on the sofa.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The men formed themselves into a line.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He should give himself more time.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that although the subject `you' is omitted in imperatives, you can still use `yourself' or `yourselves'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Here's the money, go and buy yourself an ice cream.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          Most transitive verbs can take a reflexive pronoun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I blame myself for not paying attention.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He introduced himself to me.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: Verbs which describe actions that people normally do to themselves do not take reflexive pronouns in English, although they do in some other languages.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I usually shave before breakfast.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She washed very quickly and rushed downstairs. &lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;&lt;em&gt;        See Unit 53 for more information.&lt;br /&gt;&lt;/em&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use a reflexive pronoun as the object of a preposition when the object of the preposition refers to the same person or thing as the subject of the verb in the same clause.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I was thoroughly ashamed of myself.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They are making fools of themselves.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Tell me about yourself.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you use personal pronouns, not reflexive pronouns, when referring to places and after `with' meaning `accompanied by'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You should have your notes in front of you.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He would have to bring Judy with him.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You use reflexive pronouns after nouns or pronouns to emphasize the person or thing that you are referring to.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The town itself was so small that it didn't have a bank.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I myself have never read the book.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You use a reflexive pronoun at the end of a clause to emphasize that someone did something without any help from anyone else.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She had printed the card herself.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I'll take it down to the police station myself.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Did you make these yourself?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          You use reflexive pronouns with `by' to say:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * that someone does something without any help from other people&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...when babies start eating their meals by themselves.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She was certain she could manage by herself.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * that someone is alone&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He went off to sit by himself.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I was there for about six months by myself.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use `on my own', `on your own', and so on, to say that someone is alone or does something without any help.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We were in the park on our own.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They managed to reach the village on their own.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can use `all' for emphasis.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Did you put those shelves up all by yourself?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We can't solve this problem all on our own.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: `One another' and `each other' are not reflexive pronouns. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 54 for more information on `one another' and `each other'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 21 Indefinite pronouns&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Indefinite pronouns refer to people or things without saying exactly who or what they are.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * When an indefinite pronoun is the subject, it always takes a singular verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You often use a plural pronoun to refer back to an indefinite pronoun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          The indefinite pronouns are:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        anybody, everybody, nobody, somebody, anyone, everyone, no one, someone, anything, everything, nothing, something&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that `no one' is written as two words, or sometimes with a hyphen: `no-one'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use indefinite pronouns when you want to refer to people or things without saying exactly who or what they are. The pronouns ending in `-body' and `-one' refer to people, and those ending in `-thing' refer to things.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I was there for over an hour before anybody came.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It had to be someone with a car.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Jane said nothing for a moment.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          When an indefinite pronoun is the subject, it always takes a singular verb,  even when it refers to more than one person or thing.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Everyone knows that.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Everything was fine.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Is anybody there?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        When you refer back to indefinite pronouns, you use plural pronouns or possessives, and a plural verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Ask anyone. They 'll tell you.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Has everyone eaten as much as they want?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You can't tell somebody why they've failed.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: Some speakers prefer to use singular pronouns. They prefer to say `You can't tell somebody why he or she has failed'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You can add apostrophe s ('s) to indefinite pronouns that refer to people.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She was given a room in someone's studio.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;That was nobody's business but mine.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: You do not usually add apostrophe s ('s) to indefinite pronouns that refer to things. You do not say `something's value', you say `the value of something'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You use indefinite pronouns beginning with `some-' in:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * affirmative clauses&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Somebody shouted.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I want to introduce you to someone.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * questions expecting the answer `yes'&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Would you like something to drink?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Can you get someone to do it?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You use indefinite pronouns beginning with `any-':&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * as the subject or object in statements&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Anyone knows that you need a licence.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You still haven't told me anything.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You do not use them as the subject of a negative statement. You do not say `Anybody can't come in'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * in both affirmative and negative questions&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Does anybody agree with me?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Won't anyone help me?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          If you use an indefinite pronoun beginning with `no-', you must not use another negative word in the same clause. You do not say `There wasn't nothing'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was nothing you could do.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Nobody left, nobody went away.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;8&lt;/strong&gt;          You use the indefinite adverbs `anywhere', `everywhere', `nowhere', and `somewhere' to talk about places in a general way. `Nowhere' makes a clause negative.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I thought I'd seen you somewhere.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;No-one can find Howard or Barbara anywhere.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was nowhere to hide.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;9&lt;/strong&gt;          You can use `else' after indefinite pronouns and adverbs to refer to people, things, or places other than those that have been mentioned.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Everyone else is downstairs.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I don't like it here. Let's go somewhere else.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 22 Possession&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Possessives and possessive pronouns are used to say that one person or thing belongs to another or is connected with another.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use apostrophe s ('s) to say who something belongs to.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use phrases with `of' to say that one person or thing belongs to another or is connected with another.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          You use possessives to say that a person or thing belongs to another person or thing or is connected with them. The possessives are sometimes called `possessive adjectives'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        myyourhisheritsourtheir&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that `your' is both singular and plural.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I'd been waiting a long time to park my car.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They took off their shoes.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: The possessive `its' is not spelled with an apostrophe. The form `it's' with an apostrophe is the short form for `it is' or `it has'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You put numbers and adjectives after the possessive and in front of the noun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Their two small children were playing outside.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She got a bicycle on her sixth birthday.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          You use a possessive pronoun when you want to refer to a person or thing and to say who that person or thing belongs to or is connected with. The possessive pronouns are:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        mineyourshishersourstheirs&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that `yours' is both singular and plural.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Is that coffee yours or mine ?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It was his fault, not theirs.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: There is no possessive pronoun `its'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You can also say who or what something belongs to or is connected with by using a noun with apostrophe s ('s). For example, if John owns a motorbike, you can refer to it as `John's motorbike'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Sylvia put her hand on John's arm.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I like the car's design.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You add apostrophe s ('s) to singular nouns and irregular plural nouns, usually referring to people rather than things.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I wore a pair of my sister's boots.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Children's birthday parties can be boring.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        With plural nouns ending in `-s' you only add the apostrophe (').&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It is not his parents' problem.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You add apostrophe s ('s) to people's names, even when they end in `-s'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Could you give me Charles's address?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that when you use two or more names linked by `and', you put the apostrophe s ('s) after the last name.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They have bought Sue and Tim's car.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          When you want to refer to someone's home, or to some common shops and places of work, you can use apostrophe s ('s) after a name or noun on its own.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He's round at David's.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He bought it at the chemist's.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She must go to the doctor's.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You can also use apostrophe s ('s) with some expressions of time to identify something, or to say how much time is involved.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Did you see the cartoon in yesterday's newspaper?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They have four weeks' holiday per year.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          You can use a prepositional phrase beginning with `of' to say that one person or thing belongs to or is connected with another.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She is the mother of the boy who lives next door.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Ellen aimlessly turned the pages of her magazine.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        After `of' you can use a possessive pronoun, or a noun or name with apostrophe s ('s).&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He was an old friend of mine.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;That word was a favourite of your father's.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She's a friend of Stephen's.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;8&lt;/strong&gt;          You can add `own' after a possessive, or a noun or name with apostrophe s ('s), for emphasis.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;My own view is that there are no serious problems.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The professor's own answer may be unacceptable.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 23 Determiners&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * Determiners are used at the beginning of noun groups.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use specific determiners when people know exactly which things or people you are talking about.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use general determiners to talk about people or things without saying exactly who or what they are.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          When you use a determiner, you put it at the beginning of a noun group, in front of numbers or adjectives.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I met the two Swedish girls in London.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Our main bedroom is through there.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Have you got another red card?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Several young boys were waiting.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          When the people or things that you are talking about have already been mentioned, or the people you are talking to know exactly which ones you mean, you use a specific determiner.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The man began to run towards the boy.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Young people don't like these operas.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Her face was very red.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        The specific determiners are:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;the definite article:&lt;/strong&gt;the &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;demonstratives:&lt;/strong&gt;this that these those &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;&lt;strong&gt;possessives:&lt;/strong&gt;my your his her its our their &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that `your' is used both for the singular and plural possessive. &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        See Unit 19 for `this', `that', `these', and `those' as pronouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          When you are mentioning people or things for the first time, or talking about them generally without saying exactly which ones you mean, you use a general determiner.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was a  man in the lift.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We went to an art exhibition.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;You can stop at any time you like.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There were several reasons for this.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        The general determiners are:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        a, all, an, another, any, both, each, either, enough, every, few, fewer, less, little, many, more, most, much, neither, no, other, several, some&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          Each general determiner is used with particular types of noun, such as:&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * singular count nouns&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        a, an, another, any, each, either, every, neither, no&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I got a postcard from Susan.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Any big tin container will do.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He opened another shop .&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * plural count nouns&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        allenoughmanynosome&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        anyfewmoreother&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        bothfewermostseveral&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There were few doctors available.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He spoke many different languages.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Several projects were postponed.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        * uncount nouns&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        all, any, enough, less, little, more, most, much, no, some&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was little applause.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We need more information&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He did not speak much English.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: The following general determiners can never be used with uncount nouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        a, an, another, both, each, either, every, few, many, neither, several&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          Most of the determiners are also pronouns, except `the', `a', `an', `every', `no' and the possessives.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I saw several in the woods last night.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Have you got any that I could borrow?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There is enough for all of us.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `one' as a pronoun instead of `a' or `an', `none' instead of `no', and `each' instead of `every'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Have you got one?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There are none left.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Each has a separate box and number.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 24 Main uses of `the'&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You can use `the' in front of any noun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `the' when the person you are talking to knows which person or thing you mean.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `the' when you are referring back to someone or something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `the' when you are specifying which person or thing you are talking about.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `the' when you are referring to something that is unique.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `the' when you want to use one thing as an example to say something about all things of the same type.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          `The' is called the definite article, and is the commonest determiner. You use `the' when the person you are talking to knows which person or thing you mean. You can use `the' in front of any noun, whether it is a singular count noun, an uncount noun, or a plural count noun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She dropped the can.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I remembered the fun I had with them.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The girls were not at home.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use `the' with a noun when you are referring back to someone or something that has already been mentioned.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I called for a waiter... ...The waiter with a moustache came.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I have bought a house in Wales... ...The house is in an agricultural area.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          You use `the' with a noun and a qualifier, such as a prepositional phrase or a relative clause, when you are specifying which person or thing you are talking about.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I've no idea about the geography of Scotland.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The book that I recommended now costs over three pounds.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use `the' with a noun when you are referring to something of which there is only one in the world.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They all sat in the sun.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;We have landed men on the moon.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The sky  was a brilliant blue.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You also use `the' when you are referring to something of which there is only one in a particular place.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Mrs Robertson heard that the church had been bombed.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He decided to put some words on the blackboard.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You can use `the' with a singular count noun when you want to make a general statement about all things of that type. For example, if you say `The whale is the largest mammal in the world', you mean all whales, not one particular whale.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The computer allows us to deal with a lot of data very quickly.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;My father's favourite flower is the rose.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You can use `the' with a singular count noun when you are referring to a system or service. For example, you can use `the phone' to refer to a telephone system and `the bus' to refer to a bus service.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I don't like using the phone.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;How long does it take on the train?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;7&lt;/strong&gt;          You can use `the' with the name of a musical instrument when you are talking about someone's ability to play the instrument.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;`You play the guitar, I see,' said Simon.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Geoff plays the piano very well.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 25 Other uses of `the'&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You do not normally use `the' with proper nouns referring to people. You do use `the' with many proper nouns referring to geographical places.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `the' with some adjectives to talk about groups of people.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          You do not normally use `the' with proper nouns that are people's names. However, if you are talking about a family, you can say `the Browns'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `the' with some titles, such as `the Queen of England', and with the names of some organizations, buildings, newspapers, and works of art.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the United Nations... ...the Taj Mahal...&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the Times... ...the Mona Lisa.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You do use `the' with some proper nouns referring to geographical places.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the Bay of Biscay... ...the Suez Canal.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the Arabian Gulf... ...the Pacific Ocean.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `the' with countries whose names include words such as `kingdom', `republic', `states', or `union'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the United Kingdom... ...the Soviet Union.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `the' with countries that have plural nouns as their names.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the Netherlands... ...the Philippines.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you do not use `the' with countries that have singular nouns as their names, such as `China', `Italy', or `Turkey'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `the' with names of mountain ranges and groups of islands.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the Alps... ...the Himalayas.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the Bahamas... ...the Canaries.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you do not use `the' with the names of individual mountains such as `Everest' or `Etna', or the names of individual islands such as `Sicily', `Minorca', or `Bali'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `the' with regions of the world, or regions of a country that include `north', `south', `east', or `west'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the Middle East... ...the Far East.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the north of England... ...the west of Ireland.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that there are some exceptions.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...North America... ...South-East Asia.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You do not use `the' with `northern', `southern', `eastern', or `western' and a singular name.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...northern England... ...western Africa.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You use `the' with the names of areas of water such as seas, oceans, rivers, canals, gulfs, and straits.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the Mediterranean Sea... ...the Atlantic Ocean.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the river Ganges... ...the Panama Canal.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...the Gulf of Mexico... ...the straits of Gibraltar.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you do not use `the' with lakes.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...Lake Geneva... ...Lake Superior.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you do not use `the' with continents, cities, streets, or addresses.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...Asia... ...Tokyo.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...Oxford Street... ...15 Park Street.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          You use `the' with adjectives such as `rich', `poor', `young', `old', and `unemployed' to talk about a general group of people. You do not need a noun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Only the rich could afford his firm's products.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They were discussing the problem of the unemployed.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        When you use `the' with an adjective as the subject of a verb, you use a plural verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;In the cities the poor are as badly off as they were in the villages.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use `the' with some nationality adjectives to talk about the people who live in a country.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They will be increasingly dependent on the support of the French.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The Spanish claimed that the money had not been paid.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        With other nationalities, you use a plural noun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;...Germans... ...the Americans.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        When you use `the' with a nationality adjective as the subject of a verb, you use a plural verb.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The British are worried.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You use `the' with superlatives.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He was the cleverest man I ever knew.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He was the youngest.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;His shoulders hurt the worst.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It was the most exciting summer of their lives.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 26 `A' and `an'&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You only use `a' or `an' with singular count nouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `a' or `an' to talk about a person or thing for the first time.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          You only use `a' or `an' with singular count nouns. `A' and `an' are called the indefinite article.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I got a postcard from Susan.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He was eating an apple.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Remember that you use `a' in front of a word that begins with a consonant sound even if the first letter is a vowel, for example `a piece, a university, a European language'. You use `an' in front of a word that begins with a vowel sound even if the first letter is a consonant, for example `an exercise, an idea, an honest man'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use `a' or `an' when you are talking about a person or thing for the first time.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She picked up a book.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;After weeks of looking, we eventually bought a house.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;A colleague  and I got some money to do research on rats.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that the second time you refer to the same person or thing, you use `the'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She picked up a book... ...The book was lying on the table.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;After weeks of looking, we bought a house... ...The house was in a village.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          After the verb `be' or another link verb, you can use `a' or `an' with an adjective and a noun to give more information about someone or something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;His brother was a sensitive child.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He seemed a worried man.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It was a really beautiful house.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        You can also use `a' or `an' with a noun followed by a qualifier, such as a prepositional phrase or a relative clause, when you want to give more information about someone or something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The information was contained in an article on biology.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I chose a picture that reminded me of my own country.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          You use `a' or `an' after the verb `be' or another link verb when you are saying what someone is or what job they have.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He became a school teacher.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;She is a model and an artist.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You use `a' or `an' to mean `one' with some numbers. You can use `a' or `an' with nouns that refer to whole numbers, fractions, money, weights, or measures.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        a hundred, a thousand, a quarter, a half, a pound, a dollar, a kilo, a litre&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You do not use `a' or `an' with uncount nouns or plural count nouns. You do not need to use a determiner at all with plural count nouns, but you can use the determiners `any', `a few', `many', `several', or `some'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I love dogs.  &lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Do you have any dogs?&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Many adults don't listen to children.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I have some children like that in my class.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that if you do not use a determiner with a plural count noun, you are often making a general statement about people or things of that type. For example, if you say  `I love dogs', you mean all dogs. However, if you say `There are eggs in the kitchen', you mean there are some eggs. If you do use a determiner, you mean a number of people or things but not all of them, without saying exactly how many.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I have some friends coming for dinner.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He has bought some plants for the house.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I have some important things to tell them.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 27 All, most, no, none&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `all' with plural count nouns and uncount nouns. You use `all' to talk about every person or thing in the world, or in the group you are talking about.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `most' with plural count nouns and uncount nouns. You use `most' to talk about nearly all of a number of people or things, or  nearly all of a quantity of something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `no' with singular and plural count nouns and uncount nouns. You use `no' to say that something does not exist or is not present.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          You use `all' with plural count nouns and uncount nouns to talk about every person or thing in the world or in the group that you are talking about.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;All children should complete the primary course.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;All important decisions were taken by the government.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He soon lost all hope of becoming a rock star.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;All luggage will be searched.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use `most' with plural count nouns and uncount nouns to talk about nearly all of a number of people or things, or nearly all of a quantity of something.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The method was suitable for most purposes.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Most good drivers stop at zebra crossings.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Most milk is still delivered to people's houses.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He ignored most advice, and did what he thought best.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;3&lt;/strong&gt;          You use `no' with singular count nouns, plural count nouns, and uncount nouns to say that something does not exist or is not present.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There was no chair for me to sit on.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;They had no immediate plans to change house.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;No money was available for the operation.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that if there is another word in the clause that makes it negative, you use `any', not `no'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;It hasn't made any difference.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He will never do any work for me again.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;4&lt;/strong&gt;          `All' and `most' are also pronouns, so you can say `all of' and `most of'. `No' is not a pronoun, so you must say `none of'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;He spent all of the money on a new car.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Most of my friends live in London.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;None of those farmers had ever driven a tractor.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that you use `all of', `most of', and `none of' with an object pronoun.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;All of us were sleeping.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I had seen most of them before.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;None of them came to the party.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        Note that if the clause is already negative, you use `any of', not `none of'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I hadn't eaten any of the biscuits.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        When `none of' is followed by a plural count noun or pronoun, the verb is usually plural, but can be singular.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;None of us are the same.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;None of them has lasted very long.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;5&lt;/strong&gt;          You can use `all the' with a plural count noun or an uncount noun. There is no difference in meaning between `all the' and `all of the'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;All the girls think it's great.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;All the best jokes came at the end of the programme.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Thank you for all the help you gave me.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        WARNING: You cannot say `most the' or `none the'. You must say `most of the' or `none of the'.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;6&lt;/strong&gt;          You can use `all' after a noun or pronoun to emphasize that the noun or pronoun refers to everyone or everything that has been mentioned or is involved. Note that you can use `all' to emphasize the subject or the object.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;The band all live together in the same house.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;I enjoyed it all.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Unit 28 Both, either, neither&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;Main points&lt;/strong&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `both', `either', and `neither' to talk about two people or things that have been mentioned or are known to the hearer.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `both' with plural nouns, and `either' and `neither' with singular nouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;                * You use `both of', `either of', and `neither of' with plural nouns or pronouns.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;1&lt;/strong&gt;          You use `both', `either', and `neither' when you are saying something about two people or things that have been mentioned, or are known to the person you are talking to.&lt;br /&gt;&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;There were excellent performances from both actresses.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Denis held his cocoa in both hands.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;No argument could move either man from this decision.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;        &lt;em&gt;Neither report mentioned the Americans.&lt;/em&gt;&lt;br /&gt;									&lt;/span&gt;&lt;/p&gt;&lt;p&gt;&lt;br /&gt; &lt;/p&gt;&lt;p&gt;&lt;span style='font-family:Arial Narrow; font-size:10pt'&gt;    &lt;strong&gt;2&lt;/strong&gt;          You use `both' 
