Everyday Grammar: As If, As Though

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Lesson 18: Flour Baby, Part 2

Summary Anna and Pete complete their parenting experiment. But which one did a better job? And who will win the extra day of vacation?   Conversation Professor Bot: In Part 1 of this two-part lesson, Ms. Weaver gave Anna and Pete an assignment. Ms. Weaver instructed them to do everything by themselves. “Themselves” is a reflexive pronoun. In today’s lesson, Ms. Weaver will look at Pete’s and Anna’s research. First, let’s see Pete’s experiment. (Pete throws the bag of flour on his chair and throws many other things on his flour baby. Next, we see him outside enjoying ice-cream without his flour baby.) Ms. Weaver: Okay, Pete, let me see your research first. (Pete hands her a big binder filled with research.) Ms. Weaver: That’s a heavy binder. And you and your Baby look great. Pete: Thanks, Ms. Weaver. We feel great! Ms. Weaver: Anna. Anna, you’re next. Anna? Anna wake up! (She wakes up but is very confused.) Anna: I'm here, Baby! I’m here! I’m here! Here's your bottle. (She accidentally squirts her bottle and milk goes everywhere.) Ms. Weaver: Anna, you and your baby look awful. What happened? Anna: Well, I took her everywhere. Everywhere. And I fed her every three hours. So, I haven’t slept since … what day is it? Ms. Weaver: It’s Friday. What happened there? (Ms. Weaver points to a large bandage on Anna’s flour baby.) Anna: Oh, that. Oh, that. I was making myself a salad and had a little accident with a knife. I put my flour baby in front of me. And then I accidentally stabbed it. But I gave it First Aid! Ms. Weaver: Is that a burn? Anna: Yes. Yes it is. While I was making myself dinner, I put Baby next to me. I accidentally knocked her into the sink. So I put her in the microwave to dry. That’s when she caught fire. (Pete smiles, thinking he’s won.) Professor Bot: Okay. So, we use a reflexive pronoun when it refers to the subject of a sentence or clause. But we DON’T use a reflexive pronoun with prepositions of place. Anna uses examples of both in one sentence: While I was making myself dinner, I put Baby next to me. We use a reflexive pronoun in the first part of the sentence. “Myself” refers to the subject “I.”  But in the second part of the sentence, we don’t use a reflexive pronoun in the prepositional phrase. We use the pronoun “me.” Why? “next to” is a preposition of place. (Back in the meeting room, we’re about to learn who won the parenting experiment. Pete is smiling, thinking he won.) Ms. Weaver: Anna, Anna, you should be very proud of yourself. Pete: Proud? She stabbed and burned her baby!! And she only did one page of research…and it’s covered in milk. Ew. Ms. Weaver: Yes, Pete. But she followed instructions. Pete: Hey, I did ... Ms. Weaver:  Please, Pete. Anna, I think your baby has lost some weight. Is there something else you want to share? Anna: Yes. I’d like to share … these! I made them myself this morning. Pete: You baked your baby? You should be ashamed of yourself! Anna: I baked them at the end of the experiment, Pete. At that point, this was just a bag of flour. Pete: It was always just a bag of flour!! Ms. Weaver: Pete, will you listen to yourself?! You sound crazy. Pete: I sound crazy! This whole experiment was crazy!! She was the one who carried around and fed it and ... (Anna puts a cookie into his mouth. He chews it and begins to smile.) Pete: Mmm. That is good. (They all agree and eat the cookies.) Professor Bot: So, what have we learned? We’ve learned when to use reflexive pronouns and when not to. Go to our website for more information! You can practice using reflexive pronouns in our comments section.   New Words accidentally – adj. happening in a way that is not planned or intended ashamed – adj. feeling shame or guilt bake – v. to make food, such as bread and cake, by preparing a dough, batter, etc., and cooking it in an oven using dry heat bandage – n. a covering, such as a strip of cloth, that protects or supports part of the body that has been hurt binder – n. a cover for holding together sheets of paper bottle – n. a glass or plastic container that has a narrow neck and usually has no handle burn – n. an injury caused by fire, heat or acid burn – v. to destroy or damage something by fire or hear cookie – n. a sweet baked food that is usually small, flat, and round and is made from flour and sugar dry – v. to remove water or moisture from something or someone First Aid – n. emergency treatment given to a sick or injured person knife – n. a usually sharp blade attached to a handle that is used for cutting knock – v. to touch or hit someone or something in a way that is not planned or intended microwave – n. an oven in which food is cooked or heated quickly by very short waves of electromagnetic energy squirt – v. to suddenly force a liquid out through a small opening stab – v. to wound someone or something with a pointed object, such as a knife   Practice In last week's lesson, Professor Bot taught you when to use reflexive pronouns. This week, he teaches you when not to use them.  Now, you try it! Use the Comments section below and tell us about a time when you did something yourself, or a person or people you know did something by himself, herself or themselves. For example: After the holiday dinner, I washed all of the dishes myself. ("I" is the subject and "myself" is the reflexive pronoun.) Subjects and their reflexive pronouns: I…myself You…yourself He…himself Her…herself One…oneself It…itself We…ourselves You…yourselves They…themselves Remember, do NOT use reflexive pronouns: After prepositions of place: Ex: I put Baby next to myself. (wrong)        I put Baby next to me. (right)  Ex: I put my flour baby in front of myself (wrong)       I put my flour baby in front of me. (right) After these verbs: meet, feel, relax, concentrate: Ex: They will meet themselves at The Studio next Friday. (wrong)       They will meet at The Studio next Friday. (right) After verbs that describe things we normally do for ourselves, such as dress, shave and wash​: Ex: Anna got dressed herself for a day with her new flour baby. (wrong)       Anna got dressed for a day with her new flour baby. (right)   Listening Quiz See how well you understand this lesson 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. Grammar focus: Reflexive pronouns  Topics: Following instructions; describing an accident   Comments Let us know what you think about this lesson. Send us an email or write to us in the Comments section below or on our Facebook page.

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Experts: Colleges Should Invest More in Research

  Vaccines. Popular sports drinks. Computers. Each one of these subjects is different from the others. But all three have something in common: they were all invented by researchers working at a college or university. Scientific invention and cultural exploration have been connected with higher education institutions for hundreds of years. Victoria McGovern says this is because colleges and universities would be limiting themselves if they only taught existing knowledge. McGovern is a senior program officer with the Burroughs Wellcome Fund, an organization that supports medical research in the United States and Canada. McGovern argues that the search for new knowledge is what leads to greater discoveries and better education. “It’s a very good idea to connect the discovery of new things to the teaching of new students,” she told VOA, “because you don’t want people who come out of their education thinking that the world around them is full of solved problems. You want people to come out of an education excited about solving problems themselves.” But she notes that research costs money and most colleges and universities do not have a lot of extra money for that purpose. Most schools have limited budgets and many competing goals and needs. So a big part of being a researcher at a college or university is asking for financial support from other places, McGovern says. Such places include private companies and organizations like hers, as well as local and national governments. The National Institutes of Health, or NIH, is one example. The NIH is the main government agency in the U.S. that supports medical and public health research. The NIH provides about $32 billion a year for health research. Researchers must apply for this financial support by writing a grant proposal explaining the goals and processes involved in their work. McGovern says the application process for grant money is highly competitive. It can be very difficult for some researchers, especially those who are not skilled at expressing themselves in writing. “In day to day life, you get too busy…to think about the big picture,” McGovern said. “How often do you, in your personal life, say ‘Here’s what I want to be doing exactly one year from now?’ When you write a grant, that’s what you’re talking about.” McGovern added: “It’s hard for individuals, sometimes, to tell whether what they’ve written down is the best writing that they could have done.” Kristine Kulage argues that it is now more difficult than ever for university researchers to get funding. Kulage is the director of research and scholarly development at the Columbia University School of Nursing in New York City. She has been working in university research for 20 years. She says that the grant application process has only gotten longer and more complex. Kulage told VOA, “Researchers don’t have time to conduct their research, write their grants and learn how to use all of these new systems through which they have to submit their grants.” She said in addition to all those responsibilities, researchers must make sure they are compliant with regulations. “There are so many rules now…It takes individuals who are now trained as research administrators to know what those rules are…And know whether or not the rules are being followed,” she said. Kulage suggests that schools now must do more to support their researchers if they want to successfully earn grant money. Last November, she published a study of what happened when Columbia’s School of Nursing chose to better support its researchers. The report studied how, between 2012 and 2016, the school chose to invest $127,000 in the creation of a support system. This system includes employing administrators to complete necessary application documents, freeing researchers to spend more time on their research. The system also provides a review process in which researchers go through several steps before they submit a grant proposal. First, researchers must write a short, clear description of the aims of their project. Researchers often have difficulty explaining their work to people with no special knowledge of the subject matter, Kulage said. So, Columbia administrators with no involvement in the research read the description and offer criticism. Other researchers also review the description to offer their ideas about whether or not the goals of the research can be reached. Finally, after changes are made to the proposal, administrators and other researchers meet with the grant writers. They then hold a review meeting similar to what the grant-writers will face once they have submitted their proposal. Normally, the group offering the grant will meet with the proposal writers and ask them questions. They expect the writers to defend their proposal. In this practice meeting, the grant writers get a chance to think about their project more and better prepare their defense of it. Kulage says the efforts of Columbia’s Schools of Nursing had clear results. Over the five years studied, the proposals that went through the review process were about twice as likely to be accepted as those that did not. The Columbia School of Nursing’s investment of $127,000 led to $3 million in grant funding. McGovern and Kulage both agree that applying for research funding alone is very difficult. So, even having one other person read a proposal and give their opinions can be very important to its success. Kulage admits that large companies carry out a lot of research and development. But their research usually relates to success in their industry. University researchers are different. They have the freedom to take risks on possibly unpopular ideas. Those risks can often lead to important discoveries that colleges and universities have a responsibility to share with the world, she says. I’m Pete Musto. And I’m Susan Shand.   Pete Musto reported this for VOA Learning English. Mario Ritter was the editor. We want to hear from you. In what ways do universities in your country support their own researchers? How complex is applying for a research grant? Write to us in the Comments Section or on our Facebook page. _____________________________________________________________ QUIZ ​ ​________________________________________________________________ Words in This Story   institution(s) – n. an established organization apply – v. to ask formally for something, such as a job, admission to a school or a loan, usually in writing grant – n. an amount of money that is given to someone by a government or a company to be used for a particular purpose, such as scientific research funding – n. an amount of money that is used for a special purpose conduct – v. to plan and do something, such as an activity submit – v. to give a document, proposal, or piece of writing to someone so that it can be considered or approved compliant – adj. agreeing with a set of rules, standards, or requirements regulation(s) – n. an official rule or law that says how something should be done review – n. an act of carefully looking at or examining the quality or condition of something or someone practice – n. a regular occasion at which you do something again and again in order to become better at it

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Rats!

  Now, Words and Their Stories, a weekly program from VOA Learning English. Today we will be talking about a hated but misunderstood animal – the rat. The sight of a rat might frighten you. Or it might make you sick to your stomach. Well, perhaps not everyone. In some countries, dishes made with rat meat can be rare and sometimes pricey -- what we call a delicacy. Plus, rats are useful. With their extreme sense of smell, people can train giant rats to find land mines and even tuberculosis. But do these things make people love rats? No. For the most part, rats are not beloved animals. For starters, they're not cute. They have pointed noses and long, thin tails. They can eat and damage crops. And the world has long blamed rats for spreading diseases, like the Bubonic plague in Europe during the 14th century. It does not help your reputation when you are accused of killing at least one-third of the population of an entire continent. But, perhaps we shouldn’t be so quick to judge. Scientists now think that it was most likely not rats, but another rodent, the gerbil, that caused the Bubonic plague. They suspect that gerbils traveled to Europe from Asia, some along the Silk Road that traders used. But these animals were not carrying spices and silk, but rather disease. Today, however, gerbils are pets in many American homes. Teachers sometimes keep them in classrooms for students to care for. Rats, not so much. Such is the difficult life of an unwanted, misunderstood animal. So, scientists can debate the role of rats in spreading disease. But the fact that rats have a really bad reputation in American English is not debatable. It’s the truth. None of our rat expressions means anything good. The simplest way we use this word is to simply say, “Rats!” Americans often use this expression when something goes wrong. The term is common and polite -- unlike some of our other expressions we might use when we are angry. As we said earlier, rats may have a good sense of smell. But smelling a rat isn’t good. When we say, “I smell a rat!” we suspect that something is wrong. If you feel that someone has betrayed you, you can say that you smell a rat. A pack rat is not good, either. This is a person who keeps useless things. And worse, they live with all the stuff they have collected.   So, calling someone a "rat" is never an expression of respect or affection. When describing people, a “rat” is someone who is not loyal or cannot be trusted. A rat snitches on someone to an authority figure – a parent, a teacher, a police officer. As a verb, the word "rat" isn't good either. To rat on someone means to betray a loved one, friend or someone else you know. When you rat on someone, you tell on them. Let's say you know that your brother ate the last piece of cake when he wasn't supposed to. You rat on him to your parents. Or maybe you rat on a colleague at work. Ratting on people, or tattling on them, will not win you friends. It just makes you a rat. Or worse -- a rat fink. The words tattling and tattletales are often used for children. But ratting someone out or snitching on them can be for any age. No matter what your age, nobody likes to be called a rat, a snitch or a tattletale. However, it is a little different when the police are involved. Let's say you have information about a crime. When the police begin asking questions, you decide to keep that information to yourself. You may feel you don't want to rat on someone else. However, nobody would blame you for sharing information with the police if it helps them catch a criminal. Well, another criminal might not approve. Most criminals have a different code of conduct among themselves: You don't rat on fellow criminals to the police. In old police television shows and movies, you may hear one criminal criticize another who snitched to the police. They may say, "You dirty rat!" You would not say that a hardened, possibly violent criminal tattled on another ... unless you were trying to be funny. So, when using the word “rat” in English know that the meaning is never a good one. But in life, maybe we should take another look at rats and give them a chance. And that brings us to the end of this Words and Their Stories. Do rats have a good reputation in your country? Please tell us! It would be nice to know there is a place on this planet where saying "Rats!" is a good thing. I'm Anna Matteo.   "You won't tell me where you've been. Whiskey running down your chin. I smell a rat, baby. I smell a rat, baby. You better watch out. I smell a rat, baby." Anna Matteo wrote this story for VOA Learning English. George Grow was the editor. The song at the end is Willie Mae "Big Mama" Thornton singing "I Smell a Rat." _______________________________________________________________ Words in This Story   delicacy – n.  a food that people like to eat because it is special or rare tuberculosis – n.  a serious disease that mainly affects the lungs : also called TB reputation – n. overall quality or character as seen or judged by people in general pet – n. a domesticated animal kept for pleasure rather than utility polite – adj. having or showing good manners or respect for other people betray – v. to hurt (someone who trusts you, such as a friend or relative) by not giving help or by doing something morally wrong snitch – v. to tell someone in authority (such as the police or a teacher) about something wrong that someone has done authority – n. the power to give orders or make decisions : the power or right to direct or control someone or something code of conduct – n. an agreement on rules of behavior for the members of that group or organization

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Helen Mirren Talks 'Winchester' Film, Effects of Gun Deaths on the Living

  Actor Helen Mirren says her new film Winchester is not a horror movie, but a ghost story. She says the film has foreign roots and also something very American: an understanding of the emotional suffering caused by gun deaths. Mirren plays Sarah Winchester, a real-life 19th-century woman. She became very rich from the Winchester Repeating Arms Company. Her husband set up the company in 1866. The business manufactured the Winchester repeating rifle. It enabled users to fire at a target more rapidly than other weapons. In the film, Sarah Winchester believes she is frightened by the spirits of those killed by the powerful guns. "It's a ghost story, hopefully in the tradition, the very grand tradition, of Japanese ghost stories, ghost films," Mirren told the Associated Press. "You know, the Japanese love ghost stories and have great belief in the power of the ancestor spirits, of the ancestors, as many cultures do." Part of the film was shot at Winchester's mansion in San Jose, California. She moved there after the death of her husband in 1881. Now known as the "Winchester Mystery House," it is a popular stop for visitors. The house has more than 160 rooms, 10,000 windows, 2,000 doors and 40 staircases. Winchester was said to continually add rooms to the home to try to trick the ghosts she believed were haunting her. ​"There are many theories why she did this,'' Mirren said. "And one of the theories we explore in the film. She was trying to placate the ghosts of the people who'd been killed by the Winchester rifle. She felt their deaths very strongly. She felt responsible." However, Mirren said the film is not trying to make any general statements about whether individuals should own guns. She suggested the movie is more about the moral responsibility business owners might face. "The issue is more putting the question mark or the weight of moral decision upon the people who make a fortune from making arms — whether they're guns, bombs, grenades ... or whatever it is,” Mirren said. Winchester opened February 2 in the United States. Starring opposite Mirren is actor Jason Clarke as Doctor Eric Price. Price is a specialist in treating mental disorders. I’m Caty Weaver. Caty Weaver adapted this story for Learning English based on AP news reports. ­­George Grow was the editor. Write to us in the Comments Section or on our Facebook page. _____________________________________________________________ Words in This Story ghost – n.  the soul of a dead person thought of as living in an unseen world or as appearing to living people​ rapidly – adv. happening in a short amount of time : happening quickly​ mansion – n. a large and impressive house: the large house of a wealthy person​ placate – v. to cause (someone) to feel less angry about something​ fortune – n. a great amount of money or possessions​  

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Can Life Return to Normal in Aleppo?

  The Syrian city of Aleppo’s main square is now filled with activity. There are people of all ages: young men dancing, children playing, others buying ice cream, popcorn, or peanuts. A large sign there said in English, “I love Aleppo.” But nearly four years of warfare has destroyed much of the city. The square stood near the front line dividing the government-held western half of Aleppo from the rebel-held eastern half. Thirteen months after government forces captured the east there have been some improvements in Aleppo. The guns are silent and people have returned to the streets. Water and electricity are improving. But the city has just begun to recover from destruction and a civilian flight so great that it is hard for citizens to believe the city could ever rebuild. Aleppo’s eastern half remains in ruins. Much of the wreckage has been cleaned from its streets, but the many damaged buildings have not been rebuilt. Though some citizens are back, hundreds of thousands still have not returned to their homes in the east. This is because their homes were destroyed or because they fear reprisals from opposition supporters. After the victory by the forces of President Bashar al-Assad, there are few signs of agreement in Syria’s largest city. No one speaks of how part of the city fought against Assad’s government. Residents express only pro-Assad opinions to reporters. They say the rebels were Islamic militants supported by foreign powers. Strongly anti-Assad residents have probably not returned or stay quiet. Most want to fix the destroyed city. “I feel very sad, I cry. Sometimes I cry in the morning because this was a very good neighborhood,” said Adnan Sabbagh who lives in the Sukkari area. It was once held by rebels. Sabbagh’s six-story building continues to stand, but it is badly damaged. The top three floors have no walls. The 47-year-old construction worker fled to live in the coastal town of Jableh five years ago when the rebels captured Aleppo’s east. All three of his daughters are married to soldiers in the army. So, he feared the fighters would not let him remain in the city. In the fall of last year, he returned home and fixed up his apartment on the second floor where he now lives with his wife and youngest son. He uses generators set up in the streets because there is no electricity in Sukkari — the government is still working to rebuild it. But there is running water, although it is only available every other day on both sides of the city. Before the war, Aleppo had a population of 2.3 million people and was Syria’s largest city and its business center. It also had its own culture in Syria. Aleppans are proud of their Syrian Arabic accent and of their famous food. The city’s history is more than a thousand years old, and tourists used to visit its historic places. However, the most violent battles of Syria’s war have taken place in the city. In 2016, government forces backed by Russian airstrikes surrounded the city hitting it with bombs for months. The rebels surrendered in December of 2016. Many fled to other places. Eastern Aleppo was once home to over 1 million people. Now, it is empty and destroyed. Life returning to the city Since that time, some people have returned. The top United Nations official in Syria, Ali Al-Za’tari, said estimates are difficult to make. But, the U.N says about 200,000 people now live in the east. Most of the factories in Aleppo’s 15 industrial districts are closed, many of them damaged from the bombs dropped by Assad’s forces. In western Aleppo, there is less damage. People show a feeling of freedom from life under warfare. Electricity comes on several hours a day and soon will be available all day. Sand blockades that had been set up on many streets have been removed. Im el-Nour, a 51-year-old woman who drives a taxi, says she is the only female cab driver in the city. She says she has seen an increase in work. She can drive in the east, where conservative women call her for rides to avoid riding with a male driver. She also works playing music at weddings or at women-only parties. El-Nour is divorced. Her son died while fighting in Assad’s army. Now, between two jobs, she makes more than $100 a month. That is a little more than a civil servant earns. Besides increasing business, there are other signs that life is returning to Aleppo. In the main square, Abdullatif Maslawi, a 21-year-old student, performed a traditional dance with a group of his friends.  “Aleppo was wounded and now it is being cured,” he said. I’m Susan Shand and I’m Pete Musto.   Susan Shand adapted this story for VOA Learning English from an Associated Press story. Mario Ritter was the editor. _________________________________________________________________ Words in This Story   Square – n. an open area in a village, city, etc., where two or more streets meet Reprisal – n. something that is done to hurt or punish someone who has hurt you or done something bad to you Generator – n. a machine for converting mechanical energy into electricity Tourist – n. a person who travels to a place for pleasure District – n. an area or section of a country, city, or town Divorce – v. the ending of a marriage by a legal process  

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Camp Connects Cambodian-American Children to Their Heritage

  Every summer for the past 15 years, Cambodian-American adoptees and their families have come from around the country to gather in the state of Colorado. The families take part in a special camp in the Rocky Mountains. It is called the Cambodian Heritage Camp. It is meant for people adopted from Cambodia as children as well as their adoptive parents. Kunthia Porter and her sister Devin were adopted in 1999 by the Porter family of Spokane, Washington. Kunthia describes herself, her sister and other campers as “Khmericans.” They are people born in Cambodia but raised in America. They are shaped by their adoptive parents’ desire to have them know and understand both cultures. Now 25 years old, Kunthia says she wishes she had stayed more in touch with the culture of her home country. “Even though our parents really wanted us to stay connected with our culture, we soon learned English within a month and kind of left our culture behind and tried to get absorbed in the American culture. But as we grew up, we both kind of regretted that,” she said. Each year, the Cambodian Heritage Camp has a different theme, such as the Mekong River. The camp’s classes are taught by Cambodian-American volunteers. The classes include subjects such as the Khmer language, history, dance, music and food. Sar Titborey is a Cambodian-American volunteer. Titborey said identity is very important. “The most important word that we have been using for the past 15 years, even after the kids passed grade 12, is identity.” Titborey added, “We want to make sure we do not forget our roots, so whatever we teach, we stress that.” Connections continue as the years go by The U.S.-Cambodia adoption program has been suspended since 2001. That means there are no longer young people who are the right age for the camp. But when the organizers announced last summer that there would be no camp sessions in 2018, parents were unhappy. The families and counselors had already built a close group on social media. And the group was planning a reunion and a project trip for volunteers to Cambodia. Kimsua Chay, who first volunteered as a camp counselor in 2004, said, “Nobody wanted camp to end.” He added that the camp is a way of giving back “to our country, where our parents were born.” He is now a United Airlines pilot based in Los Angeles. He serves as counselor coordinator. He is working on a program for the 2018 camp reunion. Sharon Blender is one of the camp’s executive directors. She said the Cambodian-American counselors also learn about their heritage at the camp including rituals and traditions. There are about 320,000 people in the Cambodian community in the United States. Those numbers come from the Center for American Progress. That is small compared to other Asian-American groups. Most are in California, Massachusetts, Pennsylvania, Washington and Texas. The State Department says 2,355 Cambodian children have been adopted by American families. Many know little about their culture, and live in places far away from immigrant communities. The families try to learn about their children’s heritage and Cambodia’s recent history. This includes the conflict of the Vietnam War and the Cambodian Khmer Rouge genocide in which between 1.7 and 2.5 million people died. The Heritage Camps for Adoptive Families organizes the Cambodian camp. It also holds camps for 10 other adoptee groups including Chinese, Korean, Thai and Vietnamese. Attendees say the camp is a valuable resource that families would not have otherwise. Kimberley Lanegran is an associate professor of political science at Coe College in Cedar Rapids, Iowa. She adopted two children, one of whom is from Cambodia. She has attended the camp for many years. “It’s nice to be with people who…know some of the same experiences that I’ve gone through myself,” she said. Lanegran said of her Cambodian-born daughter, “We can’t make her like us and she is not like us.” But she adds, “We just help her know that she is American and she is our daughter, but she was born in Cambodia.” I’m Mario Ritter.   Mony Say reported this story for VOA News. Mario Ritter adapted it for VOA Learning English. Ashley Thompson was the editor. ________________________________________________________________ Words in This Story   adopt –v. to legally become the parent of a child who is not your own absorb –v. to become part of a larger group heritage –n. the things that make up the history and traditions of a group ritual –n. part of a formal ceremony that is done the same way every time perspective –n. a way of looking at or thinking about something We want to hear from you. Write to us in the Comments section, and visit our Facebook page.

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English in a Minute: Spread Yourself Too Thin

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February 2, 2018

A look at the best news photos from around the world.

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Father of Sex Abuse Victims Tries to Attack Larry Nassar in Court

  A father of three sexual abuse victims tried to attack the former Olympic and Michigan State University doctor found guilty of the sex crimes. The incident took place Friday in a courtroom in Michigan during the sentencing hearing for Larry Nassar. The father was identified as Randall Margraves. Two of his daughters, Lauren and Madison Margraves, had just given their their victim impact statements with their parents by their side. The women said that they and another sister were abused by Nassar under the guise of medical treatment. After their statements, the father looked at Nassar, shook his head and addressed the court. He called Nassar a profane name. Judge Janice K. Cunningham told the man not to use profanity. Margraves then asked if Cunningham would give him “five minutes” alone with Nassar in a locked room. When she said she could not, he asked for one minute, and added that he was a distraught father. He then ran toward Nassar, who was sitting nearby. Courtroom police stopped Margraves before he reached Nassar. They held Margraves on the ground and put him in handcuffs. As police walked Margraves out of court, Michigan Assistant Attorney General Angela Povilaitis advised families in the courtroom to “use your words,” not violence. "This is letting him have this power over us," Povilaitis said. "We cannot behave like this. I understand this is a remarkable situation. But you cannot do this.” Margraves responded, “You haven’t lived through it, lady.” Later Friday, Margraves returned to the courtroom, still in handcuffs. He apologized to the judge for losing control. The judge said there was “no way” she would punish Margraves for contempt of court. Cunningham told Margraves it was in her power to order a jail sentence, fine him thousands of dollars, or both. But, she said, “I don’t want to do that.” She told Margraves, “I understand. Well, actually, I don’t. I’m a parent. I can’t say that I understand. I don’t know what it would be like to stand there as a father and know that three of your girls were injured physically and emotionally by someone sitting in a courtroom. I can’t fathom that.” Cunningham also urged Margraves and others in the courtroom to respect the rule of law.   The incident took place during the third and final sentencing hearing for Nassar. The charges in this case center on his work at Twistars, a well-known gymnastics club in Michigan.   Following a similar hearing that ended last week, Nassar was sentenced to 40 to 175 years in jail. More than 150 women and girls gave impact statements during sentencing. Among them were U.S. Olympic gymnasts, including 2012 gold medalists Aly Raisman, McKayla Maroney and Jordyn Wieber. Late last year, Nassar was sentenced to 60 years in jail for possession of child pornography. Nassar, 54, worked with USA Gymnastics for more than 20 years and traveled to four Olympic Games as the team doctor. He was also a longtime doctor at Michigan State University. Both MSU and USA Gymnastics have faced strong criticism for what some call enabling Nassar’s abuse for years. More than 250 women and girls have said Nassar abused them.  I'm Ashley Thompson.  The Associated Press reported this story. Ashley Thompson adapted it for Learning English. Hai Do was the editor.  _______________________________________________________________ Words in This Story   guise - n. one of several or many different ways in which something is seen, experienced, or produced​ impact - v. to have a strong and often bad effect on (something or someone): profane - adj. having or showing disrespect for religious things​ distraught - adj. very upset : so upset that you are not able to think clearly or behave normally handcuffs - n. a set of two metal rings that are joined together and locked around a person's wrists remarkable - adj. unusual or surprising contempt of court - n. speech or behavior that does not show proper respect to a court or judge fathom - v. to understand the reason for (something)

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'A Princess of Mars,' by Edgar Rice Burroughs, Part Four

Editor's note: This is the fourth in our series of programs called “A Princess of Mars.” The story is from a series of books by Edgar Rice Burroughs.  Last week, we told how John Carter observed a fierce battle between the green Martians and a race of red, human-like creatures. He also saw the beautiful Princess Dejah Thoris being captured after the battle. Shep O’Neal is the voice of John Carter. Steve Ember is Tars Tarkas. Barbara Klein is Sola. And Gwen Outen is Princess Dejah Thoris. Paul Thompson adapted this story for VOA Learning English. Paul Thompson and Mario Ritter produced it. A short time later, John Carter, the Princess and their friend, the green Martian woman Sola, attempt to escape rather than face death. The Princess and Sola must flee while John Carter tries to slow the green warriors who are chasing them.  John Carter continues to tell what happens in Edgar Rice Burroughs’ story, “A Princess of Mars.” JOHN CARTER: The huge green warrior Tars Tarkas came slowly toward me with his thin sword. I backed away. I did not want to fight him. I did not wish his death. He had been as kind to me as a green Martian can be. As I stood watching him, a rifle fired in the distance, then another and another. Tars Tarkas and his warriors were under attack from another tribe of green warriors.  Within seconds, a terrible battle raged. As I watched, three of the attackers fell on Tars Tarkas. He killed one and was fighting with the other two when he slipped and fell. I ran to his aid, swinging my sword. He was on his feet. Shoulder-to-shoulder, we fought against the attackers. They finally withdrew after an hour of fierce fighting. TARS TARKAS: John Carter, I think I understand the meaning of the word “friend.” You saved my life when I was about to take yours. From this day, you are no longer a captive among our people, but a leader and great warrior among us. JOHN CARTER: There was a smile on his face. Once again, he took off a metal band from his arm and gave it to me.  TARS TARKAS: I have a question for you John Carter. I understand why you took the red woman with you. But why did Sola leave her people and go with you? JOHN CARTER: She did not want to see me or the Princess harmed. She does not like the great games held by your people where captives are led to die. She knows if she is caught, she too will die in the games. She told me she hates the games because her mother died there. TARS TARKAS: What? How could she know her mother?  JOHN CARTER: She told me her mother was killed in the games because she had hidden the egg that produced her.  Her mother hid Sola among other children before she was captured. Sola said she was a kind woman, not like others of your tribe.  Tars Tarkas grew angry as I was speaking.  But I could see past his anger. I could see pain in his eyes. I immediately knew Sola’s great secret. I have a question for you, Tars Tarkas. Did you know Sola’s mother? TARS TARKAS: Yes… and if I could have, I would have prevented her death. I know this story to be true. I have always known the woman who died in those games had a child. I never knew the child. I do now. Sola is also my child. JOHN CARTER: For three days, we followed the trail left by the Princess Dejah Thoris, Sola and poor ugly Woola. At last, we could see them in the distance. Their animal could no longer be ridden. They were talking. When we came near, Woola turned to fight us. I slowly walked to him with my hand out.  Sola was standing nearby. She was armed and prepared to fight. The princess was lying next to her feet.  Sola, what is wrong with the princess? SOLA: She has been crying much these past few days, John Carter. We believed you died so we could escape. The thought of your death was very heavy on this woman…my friend Dejah Thoris. Come and tell her you are among the living. Perhaps that will stop her crying. JOHN CARTER: I walked to where the Princess Dejah Thoris was lying on the ground. She looked at me with eyes that were red from crying. Princess, you are no longer in danger. Tars Tarkas has come with me as a friend. He and his warriors will help to see you safely home.  And ... Sola! I would have you greet your father -- Tars Tarkas -- a great leader among your people. Your secret no longer means death to anyone. He already knows you are his daughter. The two of you have nothing to fear. Sola turned and looked at Tars Tarkas. She held out her hand. He took it. It was a new beginning for them. DEJAH THORIS: I know our world has never before seen anyone like you, John Carter. Can it be that all Earthmen are like you? I was alone, a stranger, hunted, threatened. Yet you would freely give your life to save me.  You come to me now with a tribe of green warriors who offer their friendship. You are no longer a captive but wear the metal of great rank among their people. No man has ever done this.  JOHN CARTER: Princess, I have done many strange things in my life, many things much smarter men would not have done. And now, before my courage fails, I would ask you, to be mine in marriage. She smiled at me for a moment and then her dark eyes flashed in the evening light. DEJAH THORIS: You have no need of your courage, John Carter, because you already knew the answer before you asked the question.  JOHN CARTER: And so Dejah Thoris, Princess of Helium, a daughter of the Red Planet Mars, promised herself in marriage to John Carter, a gentleman of Virginia.  JOHN CARTER: Several days later, we reached the city of Helium. At first, the red men of Helium thought we were an attacking army. But they soon saw their Princess. We were greeted with great joy.  Tars Tarkas and his green warriors caused the greatest excitement. This huge group of green warriors entered the city as friends and allies.  I soon met Tardos Mors, the grandfather of Dejah Thoris. He tried several times to thank me for saving the life of the Princess. But tears filled his eyes and he could not speak.  JOHN CARTER: For nine years, I served in the government and fought in the armies of Helium as a Prince of the royal family. It was a happy time. The Princess Dejah Thoris and I were expecting a child.  Then, one day, a soldier returned from a long flight. When he landed he hurried to the great meeting room.  Tardos Mors met with the soldier and reported that every creature on the planet had but three days to live. He said the great machines that produced the atmosphere on the planet had stopped producing oxygen. He said no one knew why this had happened, but there was nothing that could be done.  The air grew thin within a day. Many people could do nothing but sleep.  I watched as my Princess was slowly dying. I had to try something. I could still move with great difficulty. I went to our airport and chose a fast aircraft. I flew as fast as I could to the building that produced the atmosphere of the planet. Workers were trying to enter. I tried to help. With a great effort I opened a hole. I grew very weak. I asked one of the workers if he could start the engines. He said he would try. I fell asleep on the ground. It was dark when I opened my eyes again. My clothing felt stiff and strange. I sat up. I could see light from an opening.  I walked outside. The land looked strange to me. I looked up to the sky and saw the Red Planet Mars. I was once again on Earth in the desert of Arizona. I cried out with deep emotion.  Did the worker reach the machines to renew the atmosphere? Did the air reach the people of that planet in time to save them? Was my Princess Dejah Thoris alive or did she lie cold in death?  For ten years now, I have watched the night sky, looking for an answer. I believe she and our child are waiting there for me. Something tells me that I shall soon know. Download activities to help you understand this story here. Now it’s your turn to use these Words in This Story. In the comments section, write a sentence using one of these words and we will provide feedback on your use of vocabulary and grammar. ________________________________________________________________ QUIZ ________________________________________________________________ Words in This Story   aid - n. the act of helping someone : help or assistance given to someone fierce - adj. very violent stiff - adj. difficult to bend or move atmosphere - n. a mass of gases that surround a planet or star

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