Scientists Praise Developments in Smell Technology

  Would you buy a car that released calming smells into the air when you are stuck in heavy traffic? Would you buy a robot that smells like a human being? Scientists suggest that new technology means people will soon be using devices like these in their daily lives. The British Science Festival took place recently in Brighton, England. At the event, researchers from the University of Sussex demonstrated some of the technology that might be coming soon. Many people have seen the three-dimensional computer-made environments of virtual reality, known as VR. Now these virtual worlds will not just look and sound real. Researchers have created VR environments that even smell like the real thing. With the new technology, users open a virtual door and step into a new environment, like a rainforest. After they enter this virtual world, special equipment releases forest-like smells into the air to make the experience seem more real. Suzanne Fisher-Murray saw the technology being demonstrated at the British Science Festival. She told VOA, “It is a really immersive experience that you have because you’re exploring this environment and you have smells … with it.” Smell technology has been tried in the past. In the United States, Smell-O-Vision was designed to provide smells during the showing of a movie. The Smell-O-Vision system was briefly popular in the 1960s. Now, University of Sussex researcher Emanuela Maggioni says it is close to becoming popular again. “The connection with emotions, memories, and … the sense of smell,” Maggioni said. “It is incredible what we can do with technology.” The uses for smell technology are not just limited to films and the performing arts. Researchers also demonstrated a computer program where users could imagine themselves driving a car. The system included a special smell-spraying device. Dmitrijs Dmitrenko is one of the researchers working on this project. “In this demonstration,” he said, “we wanted to deliver the smell of lavender every time the driver exceeds the speed limit. We chose lavender because it’s a very calming smell.” Scientists are experimenting with using smell instead of sounds or image-based alerts on telecommunications equipment. And businesses are already using smell to influence people’s behavior. “Not only … in stores ... But on the other side, you can create and stimulate impulse buying,” Maggioni said. “So you’re in a library and you smell coffee and actually you are unconsciously having the need to drink a coffee.” She adds that the sense of smell is important in human communication and relationships. For example, when men smell tears, it reduces levels of testosterone, a natural hormone in their bodies. Men then show greater feelings of understanding with other people. That natural process has uses in new technology, Maggioni says. For example, she believes it could help people trust robots more if the robots smelled like humans. I’m ­Pete Musto.   Henry Ridgwell reported this story for VOA News. Pete Musto adapted it for VOA Learning English. George Grow was the editor. We want to hear from you. What other new technologies which include smell do you think the world will see in the near future? Write to us in the Comments Section or on our Facebook page. _____________________________________________________________ Words in This Story   three-dimensional – adj. having or seeming to have length, width, and depth virtual – adj. existing or occurring on computers or on the Internet lavender – n. a plant with narrow leaves and small purple flowers that have a sweet smell exceed(s) – v. to go beyond the limit of something alert(s) – n. something, such as a message or loud sound, that tells people something is happening stimulate – v. to cause or encourage something to happen or develop impulse buying – v. the act or practice of buying things after feeling a sudden strong desire to do so unconsciously – adv. doing something in a way where the person does not know they are doing it tear(s) – n. a drop of liquid that comes from your eyes especially when you cry

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Let's Teach English Review of Introduction - Unit 5

Teaching Topics In Units 1 through 5 of Let's Teach English, we showed how these teaching topics appear in a model classroom. Read the summary to review the topics, then try the quiz to check your understanding. Constructivism Let’s Teach English is built on the theory of constructivism. The Concept to Classroom Workshop website defines constructivism as “. . . people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences . . . we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.” In Let’s Teach English, lessons start with what learners already know and build on that. Communicative Language Teaching Let’s Teach English also uses the method of Communicative Language Teaching (CLT). The goal of CLT is to develop learners who can share information by speaking or writing in another language. The focus is on using authentic or real communication in teaching, in other words, exchanging new information with others. For example, if your students need to be able to use English at a medical office, they should practice things like filling out medical forms and answering questions about their health in class. Or, maybe your students want to apply for a job. That is something they can role play so they can express themselves in a real-life situation. Learner-Centered Teaching Practices You will see that learners are the main focus in classroom activities and practices. The teacher tries to make sure most of the class time is taken up by the students using English. Much less time is taken by the teacher giving instructions or talking about English. One way to make sure that students spend more time talking is to create cooperative learning groups. Notice the different ways that these groups are created in these videos and how their work is shared with the class. Students make choices in the learner-centered instruction. Activities have options that let students read or talk about things related to their own interests. Learning Strategies Instruction One of the practices you see in these videos is Learning Strategies Instruction. Learning strategies are thoughts or actions that students use to make learning easier or more effective. The teacher explains and models how to use these strategies, and then gives students an activity in which to apply them. Another practice you will see is Active Learning. Whenever possible, students are involved in using their second language to speak or write, rather than watching others use it. So, instead of watching classmates act out a role play, students are doing the role play themselves in small groups. In one lesson, you see students reading the instructions for an activity rather than listening to the teacher reading them. Review of Units Introducing Let's Teach English: Teaching Topics Theory of Constructivism Communicative Language Teaching (CLT) Method Learner-Centered Practices and Active Learning Unit 1: Teaching Learning Strategies Learning Strategy: Summarize  Student Text: Family Unit 2: Teaching Listening Skills Cooperative learning structures Learning strategy: Focus Student Text: Food Unit 3: Teaching Speaking Skills Teaching Pronunciation Learning strategy: Personalize  Student Text: Health & Beauty Unit 4 Teaching Reading Skills Learning strategy: Use or Create a Graphic Organizer  Student Text: Home & Community Unit 5: Teaching Through Role-plays Learning strategy: Cooperate Student Text: Shopping Review Quiz Play each short video, then choose the best answer. Poll and Feedback What do you think of the Let's Teach English course? Please write to us by email or in the Comments section. You can also complete the poll question. Thanks for coming to learn with us at VOA Learning English!

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60 Years After First Satellite, Russian Space Program Faces Struggles

  Russia’s space program faces hard questions as it marks the 60th anniversary of the launch of Sputnik, the first man-made satellite. Some experts are wondering how Russia’s aging rocket designs will compete with new, less costly rockets. Sputnik Sixty years ago, the area known as the Soviet Union was in a fierce competition with the United States to reach beyond Earth’s atmosphere. Tensions between the world’s biggest nuclear powers, the United States and the U.S.S.R., were high. The Cold War between the two competing sides, which began after the end of World War II, was intensifying. Then, on October 4, 1957, news broke that the Soviets had placed the first artificial satellite into orbit. Called Sputnik, the satellite was a small sphere, 58 centimeters wide and about 84 kilograms in weight. It contained two radio transmitters that sent out a beep that could be received by radio operators on Earth. The satellite was tiny. Yet, it started the extremely costly competition known as the Space Race. The race would end with the Americans’ Apollo Moon landings in 1969. In October of 1957, however, many people in the West were shocked. The Soviets had put an object in Earth’s orbit, and they had done it before the West. Soviet media said it was because the socialist political system of the U.S.S.R. was better. In the U.S., lawmakers placed an urgent importance on science education in an effort to “catch up” with the Soviets. A product of the Soviet missile program The project to launch the first satellite into space was a product of the Soviet’s development of their first long-distance missile, the R-7. It was designed as an intercontinental ballistic missile meant to strike the U.S. with a nuclear warhead. Sergei Korolyov led a team that was building the rocket. He had the idea to place a simple satellite on the rocket. The Soviets were already planning a satellite that would carry scientific instruments. But Korolyov pushed for a basic satellite design that could be put into space quickly -- before the U.S. could attempt a launch. The designers considered a cone shape for Sputnik, but Korolyov insisted on a sphere. He is quoted as saying, “The Earth is a sphere, and its first satellite also must have a spherical shape.” A main part of Russia’s Soyuz space capsules that are still in use today also is spherical. Aging rockets, manufacturing problems bring delays Although the Soviet Union came apart in 1991, the Russian Federation remains very important in the space industry. But, observers point out that the Soyuz rocket boosters Russia uses to carry people and supplies to the International Space Station are very old. The Soyuz rockets are modified versions of the S-7 that carried Sputnik into space. Another rocket used by Russia, the Proton, was designed in the 1960s. These rockets have earned a reputation for reliability over many years of service. But recent launch problems have raised questions about the quality of parts manufactured for the vehicles. Officials found problems with the Soyuz and Proton rockets in 2016 at a factory in the city of Voronezh in western Russia, where the engines for both rockets are built. Russia’s space agency sent 70 rocket engines back to the production lines to replace problem parts, the Associated News agency said. These issues led to a one-year suspension of Proton launches. That suspension caused Russia to fall behind both the U.S. and China for commercial satellite launches in 2016. Russia had led the world for more than 10 years before that. Russia’s space agency Roscosmos also decided on cost cutting measures. It cut Russian International Space Station crews. The AP reports that two cosmonauts instead of three are to be used. Cosmonaut is the Russian term for astronaut. Many people in Russia have criticized the cuts. A new Russian space launch center However, Russia has spent huge amounts of money on a second space launch center in the far east of the country near Vostochny. The new spaceport is meant to offer an alternative to the Baikonur Cosmodrome in Kazakhstan, where Russia launches almost all its rockets. Despite the money put into the new center, work in Vostochny has been slowed by workers’ protests over pay and the arrest of construction officials accused of corruption. And people with ties to the space program have criticized the spending on Vostochny at the expense of other priorities. For example, Maksim Surayev was a cosmonaut who is now a lawmaker. He criticized the low pay of workers at the cosmonaut training center near Moscow known as Star City. “It’s wrong when, instead of fulfilling their task to prepare for space flight, they have to find side jobs and a place to live,” Surayev told Parliament. In addition to budget and manufacturing problems, the Russian space program has seen some projects postponed. For instance, space agency officials had hoped to launch the Russian module for the I.S.S. in 2007. But the module has been delayed for many years. The launch is now planned for next year, but some reports say another delay is possible. A historic day Yet, Russia’s space presence with its 60-year history continues -- dating back to that first launch that shocked the West. On October 4 this year, AP said that Sergei Ryanzanskiy posted on Twitter a picture of himself holding a small model of the Sputnik satellite. Ryanzanskiy is currently a cosmonaut on the International Space Station. He was marking the 60th anniversary of the historic launch. Ryanzanskiy had a special reason to note the event. His grandfather was the chief designer of radio guidance systems for space vehicles during the Soviet era. And he was involved in the Sputnik launch. In August, Ryazanskiy helped release five very small satellites that were manufactured by a 3-D printer. One of the hand-held satellites honored Sputnik’s 60th anniversary. I’m Mario Ritter. AP reported this story. Mario Ritter adapted it for VOA Learning English with additional materials. Kelly Jean Kelly was the editor. _____________________________________________________________ Quiz Now, test your understanding with this short quiz. ______________________________________________________________ Words in This Story   artificial –adj. not natural, made by people sphere –n. a completely round object with depth, width and height modified –adj. changed in some way from its first state or version reputation –n. the opinion that people have about someone or something alternative –n. something that represents a choice among more than one possibilities 3-D printer –n. a device that is able to create objects with three dimensions: length, width and height We want to hear from you. Write to us in the Comments section, and visit our Facebook page.

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US Teenagers Seeking Election as State Governor

  At least four teenagers have launched campaigns for governor in two American states. The young people have declared their candidacy in states that do not have age requirements to serve as governor. Ethan Randleas is a 17-year-old from Wichita, Kansas. He was the most recent teenager to announce his candidacy. He wants to represent the Republican Party in the state’s 2018 gubernatorial elections. Two other Kansas teenagers have also launched campaigns. They are 17-year-old Republican Tyler Ruzich, of Prairie Village, and 16-year-old Jack Bergeson of Wichita. Bergeson wants to be the Democratic Party’s nominee. It is ironic that some of the candidates will not be able to vote for themselves because they must be 18 years old to vote. The current Kansas governor is Sam Brownback, who has served two four-year terms. State law prevents governors from serving more than two back-to-back terms. Other, non-teenage candidates are also hoping to be elected governor. Kansas officials say the state has no legal requirements for the office. “There’s nothing in the law – there’s no age, no citizenship, no residency, no nothing,” the state’s director of elections, Bryan Caskey told the The Hutchinson News. Candidates only have to pay a small amount of money to get their name on the ballot. Ethan Randleas has started a Go Fund Me campaign to raise money. He says he will need to raise $2,300 by June 2018 to be put on the Republican primary ballot. Randleas calls himself a “conservatarian,” which he described as someone who supports a combination of conservative and libertarian values. “We just had a president win on the campaign promise of draining the swamp,” he told the Kansas City Star newspaper. “And if you really want to drain the swamp, you get the complete outsiders, and that’s what I am.” Randleas also said he generally believes that the government should stay out of anything that does not involve the protection of life, liberty or property. Jack Bergeson says he has been interested in the political process for as long as he can remember. But he decided to enter politics himself after watching Vermont Senator Bernie Sanders, who sought the Democratic presidential nomination last year. The teenager describes himself as “a Bernie Sanders-style left-wing Democrat/Progressive.” Like Sanders, Bergeson has campaigned for a higher minimum wage. He also supports reduced taxes for poor families, pay increases for teachers and the legalization of marijuana. The third teen candidate in Kansas, Tyler Ruzich, says he decided to run after Bergeson announced his candidacy. “I thought that was just so cool that someone my age was doing that,” Ruzich told the Kansas City Star. “He really started to tell me, well, why aren’t you throwing your hat in the race?” Since the parties have yet to nominate candidates, it is possible Kansas voters could be choosing between two teenagers next year. On the East Coast, 13-year-old Ethan Sonneborn has launched a campaign for governor in Vermont. He sent out his own press release announcing the move. Sonneborn has repeatedly answered questions with interested media. “I'd rather lose a fight with a lot of visibility than lose a fight quietly,” he told the Burlington Free Press. On his Facebook page, Sonneborn talks about what he considers the main issues in his campaign. These include support for rebuilding infrastructure across Vermont and lowering taxes on the middle class. He also said he is “proud to be the most pro-choice, pro-gender equality candidate.” Sonneborn told the Free Press that local Democratic Party officials have been slow to take him seriously. He also admitted it will be difficult trying to travel around the state while still attending school. But in the end, he said, he believes many of the state’s voters will see his age as a good thing, and give him their votes. I’m Bryan Lynn. Bryan Lynn wrote this story for VOA Learning English. His report was based on stories from the Associated Press, Kansas City Star, The Hutchinson News and Burlington Free Press. George Grow was the editor. We want to hear from you. Write to us in the Comments section, and visit our Facebook page. ________________________________________________________________ Words in This Story   ironic – adj. strange or funny because it is different from what would be expected libertarian – adj. political beliefs that promote civil liberties swamp – n. wet and muddy land usually covered with water minimum – adj. the least amount of something  marijuana – n. the dried leaves and flowers of the hemp plant, smoked as a drug throw one’s hat into the race/ring – idiom. announce an intention to run for office visibility – n. how well or far a person can see infrastructure – n. basic equipment and structures (such as roads and bridges) needed for a country to function properly​ gender – n. the behavioral or cultural qualities usually linked to one sex  

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Franklin Roosevelt: Powerful (Part 2)

VOA Learning English presents America’s Presidents. Today we are talking about Franklin Delano Roosevelt. Earlier we told about his rise to power, and his health problems. When he was 39 years old, FDR – as he was often called – became paralyzed from the waist down. He was never able to walk independently again. But that did not prevent him from becoming one of the country’s most powerful presidents. Presidency: The Great Depression and the New Deal When FDR took office, the United States was in a severe economic depression. Many farmers were not able to sell their crops for profit. Banks across the country had failed. A number of Americans lost their savings and their homes. And more than 25% of the workforce did not have a job. Yet when FDR took office in 1933, he told people, “The only thing we have to fear is fear itself.” When Americans think of FDR, they often think of that statement. It showed his spirit of hope and confidence for which he became known. Americans also remember FDR for the way he began his presidency. In his first 100 days, he signed more than 70 bills into law. Some led to major changes in the country. They helped calm the country’s banking industry, provided federal aid directly to farmers and the unemployed, and created public works programs. The acts formed the base of what FDR and others called the New Deal. Some New Deal programs – including the Civilian Conservation Corps and the Tennessee Valley Authority – created government-funded jobs. In addition to providing a paycheck for workers, the programs were meant to improve and care for the country’s natural resources. For example, workers planted trees, made roads, and built dams and power plants.    Americans continue to experience the effects of these programs today. FDR is also remembered for the way he communicated with the public. At that time, as many as 90% of Americans owned a radio. So, from time to time, FDR spoke to the public on radio broadcasts that became known as “fireside chats.” The term created an image of the president sitting comfortably near a fireplace, talking informally with a few close friends. In fact, FDR gave these talks from his office in the White House. But his voice was warm, and he spoke in an easy, conversational way to listeners, whom he called “my friends.” The combination of FDR’s hope, energy, and affectionate concern for everyday Americans made him popular with many voters. He was re-elected easily in 1936. But FDR had critics, too. Some pointed out that many of his programs failed. They cost a lot of money or were simply not effective. Others said that FDR’s policy of massive government intervention was not American. It restricted capitalism and the free market. Still others observed that FDR’s programs did not help everyone equally. Many New Deal programs aimed to put young, white American men to work. Women, racial minorities, and older Americans were often overlooked. Critics and supporters alike also noted that FDR greatly expanded the power of the presidency. He added a number of full-time positions to the executive branch of government. And he took on the power of Congress to make laws. Even the Supreme Court found that FDR had, in some cases, gone too far. It ruled that some of his actions were illegal. FDR worried that the Supreme Court would block many of his other New Deal programs, too. So he proposed a rule. It would give the president power to appoint six new members to the nine-member court. His appointments would almost certainly make sure that his New Deal programs could continue. Many historians point to FDR’s efforts at “court-packing” as one of the most extreme examples of his attempts to expand presidential power. But Congress did not accept FDR’s proposal. Nine justices remained on the Supreme Court. However, those justices went on to approve FDR’s actions anyway. They supported programs such as Social Security, which was set up to help older adults, disabled people, and others who needed support; and the Wagner Act, which permitted workers to organize in a trade union. While these efforts and other programs were important parts of FDR’s reform efforts, they did not stop the Great Depression. None of the New Deal programs really did. The economy continued to struggle. Presidency: Declaration of war For several years, the president had been warning lawmakers and other Americans about the political forces in Japan, Germany, and Italy. Leaders in those countries supported nationalist movements and had already invaded or taken control of other areas. By 1941, more than 30 countries were involved in the conflict. Many Americans had wanted the U.S. to remain neutral. They regretted becoming involved in World War I. For years, they had taken steps to prevent another major international conflict. Lawmakers had even banned the U.S. government from selling or giving weapons to warring countries. But FDR believed World War II was different. He believed that Germany was the clear aggressor and needed to be stopped. So, in the 1930s, FDR received permission from Congress to provide weapons to the countries opposing Germany. After Germany took control of France, FDR received permission to give direct military aid to Britain. In addition, FDR began preparing the U.S. military for war. On December 7, 1941, Japanese forces bombed American ships at the U.S. Navy base in Pearl Harbor, Hawaii. More than 2,400 Americans died at Pearl Harbor, and more than 1,700 were wounded. The day after Pearl Harbor was attacked, Congress quickly approved FDR’s request to declare war against Japan.   Three days later, Germany and Italy declared war on the United States. American lawmakers responded in kind. The U.S., which had remained neutral for many years, was now completely involved in World War II. Presidency: World War II During the war, FDR directed much of his attention to what would happen after the fighting stopped. He wanted to create an international order that would improve peace and cooperation. To that end, he helped organize 26 countries into a group he called the United Nations.     FDR also believed that the world’s future security depended, in large part, on cooperation between the U.S. and the Soviet Union. He worked hard to create friendly relations with the Soviet leader, Joseph Stalin. Stalin, FDR, and British prime minister Winston Churchill all famously met at the Russian town of Yalta. There, the three men discussed plans to bring World War II to an end. They decided to demand that Germany surrender unconditionally. They also talked about diplomatic relations after the war ended. At the time, many Americans believed the Yalta conference was a success. Soviet officials agreed to enter the war against Japan. In return, U.S. officials said the Soviet government could re-gain control over parts of Northeastern China. Soviet officials also agreed to let countries in Eastern Europe hold free elections, and to share rights to veto U.N. decisions. In the eyes of many Americans, the Yalta agreement showed that the United States and the Soviet Union would be able to cooperate. Legacy FDR did not live to see the effects of the Yalta agreement, or even the end of the conflict. He had been president for 12 years. A few weeks before the Yalta Conference, he had been sworn-in yet again. FDR had already served longer than any U.S. president. All others before him had followed the custom set by the first president, George Washington. They had served no more than two terms. In the winter of 1944, FDR was beginning his fourth term. But people close to him said he did not look well. Doctors also warned Roosevelt that his health was suffering. So, in April, FDR went to a warm water resort in Georgia where he often rested and recovered his strength. There, he suffered a cerebral hemorrhage. In other words, his brain began to bleed. World leaders, including Stalin and Churchill, said they were shocked he had died. Many Americans felt the same. They stood alongside train tracks as his body was carried from Georgia to his childhood home in New York. He is buried there, at Hyde Park. In 1962, his wife Eleanor died and was buried next to him. Today, Franklin and Eleanor Roosevelt are important figures in U.S. history. Many programs from the New Deal are still in effect now. FDR also changed the position of president into an active, powerful leader who legally intervenes in the economy and seems to have a personal relationship with Americans. And Eleanor Roosevelt developed a strong voice of her own. Her humanitarian efforts and work on behalf of civil rights and women’s rights have given her a legacy independent from her husband. Both admirers and critics point to the Roosevelts’  influence as evidence of their strong feelings about the couple. I’m Kelly Jean Kelly. Kelly Jean Kelly wrote this story for Learning English. George Grow was the editor. Listening Quiz Check your understanding of the story with this listening quiz. Play each short video, then choose the best answer. Words in This Story   paralyzed - adj. unable to move or feel all or part of the body comfortably - adv.  in a relaxed and easy way executive - n. the executive branch of a government (related to the presidency) in kind - phrase  in a way that is equal or very similar to what someone else has done for you resort - n. a place where people go for vacations figures - n. people who have a specified status or who are regarded in a specified way legacy - n. something that happened in the past or that comes from someone in the past  

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Everyday Grammar: Thing

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Review of Lessons 1 - 5

Congratulations! You are learning English with Let's Learn English! We hope you are having fun and learning to speak and listen well in English. Try to review the lessons often, and you will remember the new words better. Listening Quiz Take this quiz to review the lessons from 1 to 5.  Lesson Review Here are the lessons and learning points. Write to us in the Comments section to let us know which you like best. Lesson 1: Welcome! (Meeting People) Verb BE + name in introductions BE + location Meeting people Personal information Learning the Alphabet Learning the Numbers 1-20 Pronouncing linked sounds Lesson 2: Hello! I'm Anna! (Introductions) BE + noun; BE + location Subject pronouns: I, you, he, she, we, they Welcoming & Leave-taking Spelling names aloud Contractions with the verb "be" Saying your address Lesson 3: I'm Here! (Apologizing and Phone Conversation) Numbers in Addresses & Phone numbers Place pronouns: here, there Calling someone on the phone Polite telephone expressions Lesson 4: What Is It? (Everyday Things) Greeting people To Have + Object To Not Have + Object To Be + Object Saying quickly "and" as "n" Lesson 5: Where Are You? (Rooms in a House) To Be + Location Asking about locations Listening for information about people’s locations Naming places and activities What do you think? How are you using "Let's Learn English?" Is it helping you to learn English? Please write to us in the comments section or send us an email. Take the poll to let us know the most helpful part of each lesson. Thank you for coming to learn English with us!

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Review of Level 2 Lessons 1 - 5

Review of Lessons 1 -- 5 Lesson 1: Budget Cuts Grammar focus:  Review: Present Perfect (has/have + past participle)  New: Present Perfect Continuous (has/have + been + ing verb) Topics: Agent Nouns, New occupations, Evaluating People's Activities Learning Strategy: Make Inferences Lesson 2: The Interview Grammar focus:  Review: Two-word verbs; Separable and Inseparable  Topics: Job Interviews​, Describing Talents and Skills, Describing Accomplishments Learning Strategy: Goal Setting Lesson 3: He Said - She Said Grammar focus:  Past Perfect Tense Topics: Promptness, Leaving a message, Schedules Learning Strategy: Monitor Lesson 4: Run Away With the Circus! Topics: Expressing opinions; Expressing agreement and disagreement Learning Strategy: Apply a rule Lesson 5: Greatest Vacation of All Time Grammar focus:  Review of ​comparative adjectives and superlative adjectives​ Topics: Asking for Information; Comparing different vacations and transportation Learning Strategy: Make Associations Listening Quiz See how well you understand the first five lessons by taking a listening quiz. Play each short video, then choose the best answer. Free Materials Download the VOA Learning English Word Book for a dictionary of the words we use on this website. For Teachers Send us an email if you have comments on this course or questions.     Comments Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of the Let's Learn English course.

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Half of Teenagers in US and Japan ‘Addicted’ to Smartphones

  About half of teenagers in the United States and Japan say they are “addicted” to their smartphones. To be addicted means an individual is unable to stop doing something -- in this case, using the telephones. University of Southern California, or USC researchers asked 1,200 Japanese about their use of electronic devices. The researchers are with the Walter Annenberg School for Communications and Journalism. Their findings were compared with an earlier study on digital media use among families in North America. Willow Bay is head of the Annenberg School. She said, “Advances in digital media and mobile devices are changing the way we engage not only with the world around us, but also with the people who are the closest to us.”   James Steyer is founder of Common Sense Media, an organization which helped with the study. He said, “This is a really big deal. Just think about it, 10 years ago we didn’t even have smart phones.” Among the findings in the USC report: 50 percent of American teenagers and 45 percent of Japanese teens feel addicted to their mobile phones. Sixty-one percent of Japanese parents believe their children are addicted to the devices. That compares to 59 percent of the American parents who were asked. Also, more than one in three Japanese parents feel they have grown dependent on electronic devices, compared to about one in four American parents. Leaving your phone at home is ‘one of the worst things’ “Nowadays, one of the worst things that can happen to us is, like, oh, I left my phone at home,” said Alissa Caldwell, a student at the American School in Tokyo. She spoke at the USC Global Conference 2017, which was held in Tokyo. A majority of Japanese and American parents said their teenagers used mobile devices too much. But only 17 percent of Japanese teens agreed that they use their devices too much. In the United States, 52 percent of teens said they are spending too much time on mobile devices. Many respond immediately to messages About seven-in-10 American teens said they felt a need to react quickly to mobile messages, compared to about half of Japanese teens. In Japan, 38 percent of parents and 48 percent of teens look at and use their devices at least once an hour. In the United States, 69 percent of parents and 78 percent of teens say they use their devices every hour. Naturally, that hourly usage stops when people are sleeping, the researchers said. The devices are a greater cause of conflict among teens and parents in the United States than in Japan. One in three U.S. families reported having an argument every day about mobile device use. Only about one in six Japanese families say they fight every day over mobile devices. Care more about devices than your children? But 20 percent of Japanese teens said they sometimes feel that their parents think their mobile device is more important than they are. The percentage of U.S. teens saying they feel this way is six percent. In the United States, 15 percent of parents say their teens’ use of mobile devices worsens the family’s personal relationships. Eleven percent of teens feel their parents’ use of mobile devices is not good for their relationship. The USC research was based on an April 2017 study of 600 Japanese parents and 600 Japanese teenagers. Opinions from American parents and teenagers were collected in a study done earlier by Common Sense Media. Willow Bay, the Annenberg School of Communications dean, said the research raises critical questions about the effect of digital devices on family life. She said the cultural effects may differ from country to country, but “this is clearly a global issue.” I’m Bruce Alpert. And I'm Jill Robbins.                            Bruce Alpert reported on this story for VOA Learning English. George Grow was the editor. We want to hear from you. Write to us in the Comments Section and share your views on our Facebook Page. How often to you use mobile devices? Do you think it affects your relationships with your parents? Your friends? And is that effect more positive than negative, or more negative than positive? ________________________________________________________ Words in This Story   smartphone – n. a telephone with computer software programs digital - adj. using or characterized by computer technology advance - v. to move forward engage - v. to do something mobile – adj. something with the ability to be moved; changeable  

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College Admissions: Looking Beyond Big Name Schools

  When students around the word think about higher education in the United States, a few images are likely to appear in their minds. They probably see beautiful old buildings, libraries full of books and open grassy spaces where students relax or walk to class. A list of famous names probably comes to mind as well; Harvard University, Yale University, Stanford University. The list sometimes stops after just five or six schools. But, there are over 4,000 colleges and universities in the U.S. Why do only a handful of them gain so much attention? One reason is history. Schools like Harvard and Yale have existed for hundreds of years so people have been hearing about them for hundreds of years. Another reason is reputation. Some of the best-known schools, including Harvard and Yale, are part of a small group called the Ivy League. These private American colleges and universities have long been thought to be among the best in the world. John Gaines says such schools earned their reputations. Gaines is the director of undergraduate admissions at Vanderbilt University, a private research university in Nashville, Tennessee. While not part of the Ivy League, Vanderbilt is widely seen as a top American school. Gaines says, for generations, schools like Vanderbilt have produced important leaders and thinkers. But he admits that these famous schools are far from the only places that offer an excellent education. The top schools in America are also extremely difficult to win admission to. For example, about 39,500 undergraduates applied for admission to Harvard for the 2017 school year. The university accepted just a little over 2,000. In 2016, Vanderbilt accepted fewer than 3,500 of the more than 32,000 students who applied. Gaines suggests every student should consider other possibilities in the face of such competition. He says they should look at schools with fewer international applicants or those seeking a more diverse student body. Gaines says applicants who are a little different than most can be especially appealing.  “The truth of the matter is the very best known places in the United States, have admit rates that are really, very small,” he told VOA. “We’re hyper selective in many ways. And so, the international applicant or the American…who is broadening their search…may, in some real way, be enhancing their chance for admission.” Gaines says there are many sources for information on the different types of colleges and universities in the U.S. The U.S. News and World Report and the Princeton Review are some of the most popular sources of this sort of information. The two groups rank and review schools using many kinds of measures. But Gaines says students should make use of the U.S. Department of Education’s College Scorecard. He also suggests the non-profit organization the College Board’s Big Future website. Both services are free, and they let students search for schools based on qualities like location, cost, size, and kind of programs offered. The College Scorecard even lists graduation rates and the average amount of money students make after they graduate. Ryan Ricciardi says looking for information beyond just a ranking can be extremely useful for students. Ricciardi is an admissions official at Bowdoin College in Brunswick, Maine. Bowdoin is a private college with about 1,800 total students. The school accepted about 14 percent of its applicants for 2017. School rankings are decided using information like average scores of common tests and size of investments. So Ricciardi argues that more detailed information that directly relates to a student’s individual needs is much more useful. “Rankings don’t tell the full picture,” she told VOA. “They don’t talk about the experience that students have…They don’t talk about the research opportunities that are available...They don’t talk about the work that professors are doing and publishing…They just give you data. And that data is really important and interesting. But it’s just data. It’s not the food that you’re going to eat…the professor that’s going to teach your class.” Ricciardi and Gaines both say that students should start their exploration by asking themselves several questions: Do they prefer small classes or big ones? Are close, personal relationships with their professors important to them? Do they want to be in a small town or a big city? The answers will help them narrow the field of possibilities. Ricciardi also says that parents should also understand and accept that not everyone can or will get into a “big name” university. But, she says many successful people received great educations from lesser known schools. “The CEOs of all of these companies, the chief researchers, the doctors that are saving lives, they didn’t all go to…the number one university,” she said. “They all got a lot out of their education no matter where they went. It’s how they’ve invested in it as individuals and what they’ve gotten out of it that they’re using to make the world a better place.” I’m Pete Musto.  And I’m Dorothy Gundy. Pete Musto reported this for VOA Learning English. Caty Weaver was the editor. We want to hear from you. How important is a school’s reputation in regards to the quality of the education it provides? What are some of the experiences you have heard about from other students who have attended lesser-known colleges and universities? Write to us in the Comments Section or on our Facebook page. _______________________________________________________________ Words in This Story   relax – v. to spend time resting or doing something enjoyable especially after you have been doing work reputation – n. the common opinion that people have about someone or something undergraduate – adj. related to students at a college or university who has not yet earned a degree applied – v. asked formally for something, such as a job, admission to a school, or a loan, usually in writing diverse – adj. made up of people or things that are different from each other hyper – adj. excessively or extremely selective – adj. careful to choose only the best people or things enhancing – v. increasing or improving something location – n. a place or position graduation – n. the act of receiving a diploma or degree from a school, college, or university opportunities – n. amounts of time or situations in which something can be done data – n. facts or information used usually to calculate, analyze, or plan something

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Teachers in English-speaking Areas of Cameroon Remain on Strike

  Thousands of teachers celebrated World Teacher's Day in Yaounde, Cameroon's capital on October 5. Ernestine Tabe, a teacher, came to the capital in September to look for a job. She used to live in Kumba, an English-speaking town.   Tabe had not been paid for five months because of an ongoing strike in Cameroon's English speaking areas. "I decided to come here in order to get myself involved in teaching, so that the zeal in me would not die down because, as a teacher, you are always eager to teach others to know." Last November, most of the schools in Cameroon's two English-speaking regions closed when lawyers and teachers went on strike. The strikers demanded that the government reform how it uses the French language in the country. Gideon Tanda is a leader of one of the teacher's trade unions that called the strike. Tanda spoke about some of the issues the teachers' union is concerned about. He said English-speaking teachers are often sent to French-speaking regions and French-speaking teachers are sent to English-speaking areas. He added that the teachers often have to teach in areas outside of their training. "What do you think? That person [teacher] cannot perform. There is bad faith," he said. Tanda also said that he is concerned that teachers will miss more school. “[The] Government is not listening, and it is so deplorable now that we have had a lot of killing. People are on the run, others are nowhere to be found, just missing. I feel terribly bad as a teacher that at this point in time people have to miss classes for a whole year and they are about to miss another year." English-speaking separatist groups have joined the strike. They are demanding that English-speaking regions form a new state called “Ambazonia.” Thousands of people demonstrated in the streets in support of calls for independence earlier this month. However, the rights group Amnesty International said security forces reacted violently, killing at least 17 people. In response to the strike, the government says it has given jobs to 1,000 English-speaking teachers and paid subsidies to private schools. Officials also say they have released some of the leader of teachers' unions from jail. The governor of the Southwest Region, Bernard Okalia Bilai, is urging teachers to return to their classrooms. He says the state is here to guarantee their security. He says officials will continue to talk with teachers to deal with their concerns throughout the year. But other violence also has been reported. Unknown arsonists, possibly from militant groups, have targeted schools that have ignored the call to take part in the strike. Some parents say it is not safe to send their children back to school. The government estimates that only 20 percent of expected students in the English-speaking regions have shown up for class since the school year began in September. I'm John Russell.   Moki Edwin Kindzeka reported on this story for VOA News. John Russell adapted it for Learning English. Mario Ritter was the editor. We want to hear from you. Write to us in the Comments Section. ________________________________________________________________ Words in This Story   celebrate – v.  to do something special or enjoyable for an important event, occasion, holiday, etc. zeal – n. a strong feeling of interest and enthusiasm that makes someone very eager or determined to do something eager –adj. very excited and interested regions –n. part of the world or of a country that is separate  faith – n.  strong belief or trust in someone or something deplorable – adj. very bad, causing fear and shock subsidy – n. money or support usually from a government that is meant to keep the cost of a product or service low arsonist – n. a person who commits the illegal burning of a building or other property 

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