Sunday, March 11, 2018

Everyday Grammar: Em Dash, Em Dash



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Lesson 22: Trash to Treasure, Part 2

Summary Sue tries to teach Anna how to turn trash into treasure. But Anna doesn't seem to know what treasure is. And she makes a big mess.   Conversation Sue: Welcome to class, Anna. I can’t wait to see your trash! Sue: Oh, okay. Alright, it’s a -- it’s a net with a … oh, it’s got a hole in it. Tell me about that. Anna: This net said to me, “Anna, I used to catch stuff. I don’t anymore. So, use me, Anna.” That’s what it said. It said, “Use me, Anna.” Sue: Okay. So...it’s a plastic helmet. Anna: This plastic helmet said, “Anna. Hey, Anna, find me a head.” Sue: Okay, um...and a broken toy. Anna: This broken toy … this broken toy said to me – it said, “Anna, help me find fun.” “Help me, Anna” is what it said. Sue: Anna, this stuff is not saying anything to you or me or anyone. It’s what we like to call in the business … garbage. Anna: But you said to bring in trash. Sue: Sometimes trash is treasure. Sometimes it's just trash. Sue: Anna, don’t worry. Next week, I could teach you decoupage. Anna: Decoupage. Decoupage. That’s fun to say. Sue: All you need to bring is a clean shoe box. A box that held shoes.   Anna: I got it. I got it! See you next week! Prof. Bot: Ut oh. It looks like Anna doesn’t know the difference between treasure and trash. She thinks those things are telling her something! Prof. Bot: The words tell and say have similar meanings. But we use them in different ways. Prof Bot: Tell means “to inform or instruct someone with words” and is almost always followed by an indirect object. For example, Sue says, “Tell me about that.” Prof. Bot: The word me is the indirect object and tells us who is being told. Prof. Bot: Say means “to express something with words” and focuses more on the words used. For example, Anna says, “That’s what it said. It said, ‘Use me, Anna.’” Prof. Bot: Listen for when Anna and Sue use tell and say. Sue: Anna, welcome to Decoupage class. Decoupage is just gluing pretty pictures onto stuff. (Sue gets a phone call.) Sue: Anna, I’ve got to talk to this person. I’ll be right back. Don’t start without me. Anna: Got it. (Sue leaves to take her phone call. Anna gets glue everywhere. She becomes covered with glue and paper.) Anna: Okay. I can fix this. Sue: Anna, what happened? I told you to wait for me! Anna: Actually, you told me not to start without you, which I didn’t. Your glue is really sticky. Sue: Next week, let’s try lamp making. There’s – there’s no glue. Here's a flier.   Anna: Thanks. See you next week. Sue: Anna, you did really well this week. I think lamp making might be your thing! Anna: Thanks, Sue. I did everything you told me to do. Sue: Remember: I said to read the instructions really carefully. Where are those instructions? Anna: Let’s just plug it in! (Anna plugs in the lamp and, suddenly, the city loses electricity.) Anna: So, what class will you be teaching next week? Prof. Bot: Too bad Anna didn’t follow instructions! Visit our website for more on tell and say!   New Words actually – adv. used to stress that a statement is true especially when it differs in some way from what might have been thought or expected command – n. an order given to a person to do something decoupage – n. the art of decorating an object by gluing pictures onto it electricity – n. a form of energy that is carried through wires and is used to operate machines, lights, etc. flier – n. a piece of paper that has something printed on it, such as an advertisement focus – v. to direct your attention or effort at something specific garbage – n. things that are no longer useful or wanted and that have been thrown out  glue – n.  substance used to stick things tightly together helmet – n.  a hard hat that is worn to protect your head hole - n. an opening in or through something  net – n. a device that is used for catching or holding things or  paper – n. the material that is used in the form of thin sheets for writing or printing on, wrapping things, etc. picture – n. a painting, drawing, or photograph of someone or something plastic – n. a light, strong substance that can be made into different shapes and that is used for making many common products plug – n. a part at the end of an electric cord that has two or three metal pins that connect the cord to a source of electricity sticky – adj. covered in a substance that things stick to stuff – n. materials, supplies, or equipment thing – n. an object whose name is not known or stated   Practice Now, you try it! First, read more about tell and say below. Then, practice using those words in the Comments section. Write about what happens in Lesson 22! You can find some examples below. Try making at least one sentence with tell and one with say.    Tell | Say Tell means “to inform or instruct someone with words.” We use an indirect object (personal pronoun) with tell to say who is receiving the information. Tell is only used without an indirect object in a few expressions, such as: tell the time, tell the difference and tell the truth. When we report a command or instruction, we usually also use the verb tell. When we do this, we use an infinitive verb after the indirect object.  Command (in Direct Speech) Reported Speech “Read the instructions carefully.” She told Anna to read the instructions carefully. Use tell: In reported speech Sometimes in direct speech* With a personal pronoun Examples: Sue told Anna that she liked her lamp. She told her to read the instructions carefully. Anna told her that the broken toys wanted help. Sue told me, “So…it’s a plastic helmet.” (wrong) Say means "to express something with words." When we use say, we do not focus on who is receiving the information. So, we do not use an indirect object (personal pronoun). Use say: In direct speech In reported speech Without a personal pronoun Examples: Anna said the glue was very sticky. Sue said that she had to take a call. She said, “Don’t start without me.” Anna said me, “Got it.” (wrong)   When to Use Tell Say In reported speech Yes Yes In direct speech Less common Yes With an indirect object Yes No   *The verb Tell is sometimes used with direct speech, but this is less common than say. However, it can be common in some types of writing, such as in news reports.   Test Yourself How well do you know the grammar from Level 2? Test yourself! In Lesson 22, you will see examples of reported speech and other grammar that you have learned in Level 2. Look for sentences in Lesson 22 with: Reported speech Past habitual  Prepositions Passive voice Then, write those sentences in the Comments section. For example: But you said to bring in trash (reported speech).   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: Tell and say Topics: Making mistakes; Failing and moving on   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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Saturday, March 10, 2018

US Universities Won't Punish Students for Protesting Gun Violence

  American universities across the country are publicly supporting high school students who participate in peaceful protests against gun violence. University admissions officials have posted on official websites and the social media service Twitter. The announcements are aimed at students who are applying for colleges and universities. They say students who are suspended for protesting gun violence will not be punished in the application process. The statements come in response to a national discussion about how to fix the problem of gun violence in American schools. Supporting the right to protest On February 14, Nikolas Cruz shot and killed 17 people at his former high school in Parkland, Florida. Since then, high school-age activists have created a national movement calling on politicians to find a solution to gun violence.  The students have organized many peaceful protests, including a call for a national school walkout on March 14.  A march in Washington D.C, called March for Our Lives, is also planned for later in the month. People participating in the events are demanding that U.S. lawmakers in Congress make changes to the country’s gun policies. However, officials at some high schools have threatened to punish students if they protest during school hours. For example, an official at the Needville Independent School District in Texas spoke about the issue last week. Curtis Rhodes sent a letter to families and wrote on the school’s website. Rhodes said students who take part in protests during school hours will be suspended. That is, the students will not be permitted to return to school for several days, and they will not receive credit for any tests or work they missed during that time. Rhodes was firm about the rule. He said the district would suspend high school students who protested during school hours “no matter if it is one, fifty, or five hundred students involved." He added that parents who approved the students’ absences from school would not change the rule. Representing university values A suspension is a serious punishment in American high schools. It can hurt a student’s chances of being accepted into a college or university. A high school counselor in the state of Washington, David Quinn, was concerned about how the suspensions would affect applicants. So he spoke admissions representatives from three schools: DePaul University in Chicago, Trinity University in Washington, and Smith College in Massachusetts. The educators wanted to create a social media movement supporting students’ right to protest. They posted their support on Twitter.    The movement quickly grew. Now, more than 200 American universities have made public statements promising not to punish students in the college application process for any peaceful protest-related suspensions. Hanna Hendlowitz is the senior assistant director of admissions for Yale University. She posted on the school website: “We value student voices on campus and we encourage discourse and action. To punish our applicants for doing just that would go against the very beliefs that make Yale such a special place to study.” Stu Schmill is the dean of admissions for the Massachusetts Institute of Technology, or MIT. He posted on the school’s website: “We have long held that students should not make decisions based on what they think will get them into college, but instead based on values and interests that are important to them… We believe that civic responsibility is something that is learned best by doing.” University of California San Diego student Alex Garcia created the website http://ift.tt/2FrnUSF to list the U.S. universities that have made official statements supporting students’ right to protest. Moving society forward Angel B. Perez is the vice president of enrollment and student success at Trinity University in Washington, DC. He told VOA he wasn’t trying to make a political statement or to “choose a side” in the gun debate. Instead, he was supporting students participating in protests as a way to learn and express their ideas. “It was a representation of our values, what it is that we care about. We want students who stand up for what they believe in, who take controversial views and perspectives… that’s something we would admire in the college admissions process.” Perez also said peaceful protests are important to American society. Right now, Perez said, people are not “constructively disagreeing with each other.”  He says speaking out on social media and holding debates can move society forward on difficult issues. “Part of what we’re trying to teach them in higher education is to mobilize and stand up for the issues that you believe in, but also learn to listen to the other side.  If you are saying to students at the high school level that we are going to punish you for trying to do these things, that actually really disrupts the education process that we are trying to engage in, in higher education.” Other universities that have publicly supported high school students engaging in peaceful protests include Harvard, University of Virginia, Cornell, and Stanford. I'm Alice Bryant And I’m Phil Dierking.   Phil Dierking reported this story for VOA Learning English. Kelly Jean Kelly was the editor. Do you think high school students should or should not be able to participate in protests during school hours for issues they believe in?  We want to hear from you. Write to us in the Comments Section or on our Facebook page. ________________________________________________________________ Quiz Now, test your understanding by taking this short quiz. ​ _______________________________________________________________ Words in This Story   admire - v.  to feel respect or approval for​ application - n.  a formal and usually written request for something (such as a job, admission to a school, a loan, etc.)​ constructive - adj. helping to develop or improve something​ controversial - adj.  relating to or causing much discussion, disagreement, or argument​ discourse - n. the use of words to exchange thoughts and ideas​ disrupt - v.  to cause (something) to be unable to continue in the normal way​ encourage - v. to make (someone) more determined, hopeful, or confident​ engage - v. to get and keep (someone's attention, interest, etc.)​ perspective - n. a way of thinking about and understanding something (such as a particular issue or life in general)​ mobilize - v. to bring (people) together for action​

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Ways We Sleep Zzzzzz

  Now, it’s time for Words and Their Stories, a program from VOA Learning English that explores common expressions we use every day. Sleep. It’s important to our mental and physical health. From a quick cat nap to long, deep beauty sleep, we have many expressions to describe sleep. Of course, cats sleep for many hours during the day. That’s why we call a short period of sleep – preferably in a warm spot of the room – a cat nap. The purpose of a cat nap is different from that of a power nap. We take power naps during the middle of a workday to help us get more work done. But we take a cat nap because the sun feels so good and our pillow feels so soft that we simply must close our eyes for a few minutes – like a cat. If you had a really tough week at work, you might want to sleep in on the weekend. This means you sleep later than usual. Teenagers are especially known for sleeping in when they don't have school. It’s not hard to understand where we get some of our sleep expressions. For example, when we’re tired, we may say we need to get some shut-eye. You can only sleep when you shut your eyes. Although, I have heard stories about people who sleep with their eyes open – which can look kind of creepy. When we use this expression, please note that it is singular. We just say “shut-eye” and not “shut-eyes.” If you are feeling tired, you might need to catch some z’s. “Z” is the sound we use to represent sleeping. So, to catch some z’s simply means to sleep.   Now, sometimes we fall asleep when we don’t mean to. We might nod off while sitting somewhere and waiting, like in a doctor’s office or on the train after a long day of work. A “nod” is the up and down movement of the head. That head movement is what happens when you nod off while sitting. Your head drops down and … you fall … asleep. Now, we might take a short snooze during the day to get a little rest. And if we had a late night, we might need to hit the snooze alarm or snooze button a couple of times before actually getting up. This lets us get a little more shut-eye. Most of these expressions are for the short rests we take during the day -- but not when we actually go to bed at night. We have a whole different set of other expressions just for that! You can simply turn in. This just means to go to bed for the night. When you fold down the blankets to get into bed, you are “turning down the bed.” Some people are just too tired to fuss with turning down blankets. They might say, “It’s late. I’m going to crash.” This means they are so tired that they feel like they need to fall -- or crash -- onto the bed. Young people are fond of this expression. If you hit the sack or hit the hay you are officially going to bed for the night. A sack is a big bag, like the bag that rice comes in. Word historians say that in earlier days, people would fill empty rice sacks with something soft, like feathers, and make it a pillow. And hay is the kind of dried grass that farmers put down for some farm animals to sleep on. It's actually quite comfortable. In fact, a long time ago, some beds were filled with hay. Maybe you are one of those lucky people who drift off to sleep quickly. As soon as your head hits the pillow, you are out like a light. This means you fell asleep in the time it takes to turn off the light. For some other people, sleep might not come so fast. Some people might need to listen to peaceful music or read a book to help them fall asleep. Others might need to count sheep. When you count sheep, you imagine cute little sheep jumping over a fence. The scene is so relaxing -- and counting sheep is so boring -- that will you soon be sawing logs. That is to say, you are so deeply asleep that you will start snoring loudly. Some people may fall asleep quickly, but then they have a restless night’s sleep. They toss and turn all night. And what about those times when you can’t seem to fall sleep at all? For those nights you can say, “I didn’t sleep a wink!” Now, a couple of expressions with the word “sleep” aren’t actually about sleep at all. Sometimes when we have something on our mind that is important to us, we might think about it as we’re falling asleep. It might keep us awake.  On the other hand, if there is an issue that you simply don’t care about at all, you can say that you are not going to lose any sleep over it. We often use this to answer something said to us. Here’s an example: A: Wow. Curtis is really mad at you. He said he’s not going to forget what you did at the party last night.  B: I didn’t do anything. And anyway, Curtis is all talk. Trust me. I’m not going to lose any sleep over his empty threats.   Now, if you want someone to spend more time thinking about something, you can tell them to sleep on it. We usually say this when someone has to make a decision. Let’s hear how to use this expression. In this short conversation, one person wants to get away for some R&R, also known as “rest and relaxation.” The other doesn’t feel so free. A: Okay, so here’s the plan. If we leave straight from work on Friday and drive to the cabin, we should get there by 11. That gives us all day Saturday, Sunday and Monday to ski or hike in the mountains. We can head home Monday night. B: I’m not sure if I can miss work on Monday. A: But it’s a holiday. Don’t you need some R&R? B: I do. But I also need to work on a big project. I think I’ll actually feel more rested and relaxed if I work on it.   A: Look, you don’t have to make up your mind right now. Sleep on it and let me know by Thursday if you can go.   And that brings us to the end of this Words and Their Stories. This is Anna Matteo hoping that tonight you sleep like a log! And as we like to say to our children: “Sleep tight. Don’t let the bed bugs bite!” In the Comments Section, please share some of your sleep expressions.   Anna Matteo wrote this story for VOA Learning English. Ashley Thompson was the editor. _____________________________________________________________ Words in This Story   pillow – n. a bag filled with soft material that is used as a cushion usually for the head of a person who is lying down fold – v. to bend one part of something over or against another part blanket – n. a covering made of cloth that is used especially on a bed to keep you warm fuss – v. activity or excitement that is unusual and that often is not wanted or necessary drift – v. to change slowly from one state or condition to another : “drift off to sleep” relaxing – adj. helping you to rest and to feel less tense, worried, nervous, etc. snore – v. to breathe noisily while sleeping restless – adj. having little or no rest or sleep all talk - idiom talking about doing things but never actually doing them empty threat – n. a threat that someone does not really mean

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Nepalese Monks Compete in Long-Distance Races

  Seven Buddhist religious workers from the village of Sindhukot in Nepal are trading in their robes for running shoes. They want to become ultra-marathon runners. They hope that by running in long distance races they can help provide money to rebuild homes destroyed by a deadly earthquake in 2015. The monks train by running across the hills around their village in the Himalayas. Most of them are in their early twenties. They follow a firm training plan each day. The monks pray in the morning before going into the hills to run up to 40 kilometers each afternoon. Twenty-one-year-old Man Bahadur Lama is the fastest runner of the group. He said, "We found out that we can get many opportunities through running and hope to do something from our monk team — make a name for our village and bring development here. That is why we are running." Life is difficult in Sindhukot. The village is about 80 kilometers from Nepal’s capital Kathmandu. But, like many rural communities in Nepal, it feels completely disconnected from the rest of the world. The closest school is a two-hour walk and the only shops are in a nearby village. Many Buddhist families in Nepal send at least one son to join the local monastery. There, the boys are usually fed, clothed and educated. This provides financial help for their parents. Lama was sent away when he was only eight years old. But he currently lives at home because the village monastery was destroyed in the 2015 earthquake. Fellow monk Mingma Lama said his duties as a monk in the community have prepared him for running long distances. "Every day we go up and down the hills. We often have to walk far... So running wasn't too hard for us," he said. These Himalayan monks are not the first to take up running. The so-called "marathon monks" of Mount Hiei in Japan are known for running 1,000 marathons in 1,000 days. But they are seeking enlightenment, not prize money. 'Even monks can run' Mingma Gyalbo is a member of the monastery who also organizes races nearby. He told the AFP news service that the monks are talented but need more support to become better. He said they lack technical skills, like knowing the best foods to eat and they need good running shoes. Trail running and ultra-marathons are gaining popularity in Nepal. The environment surrounding the Himalayas is well-suited for extreme tests of human endurance. Nepal now hosts several races each year, including the world's highest marathon that starts at an altitude of 5,364 meters. A few Nepalese runners have found success internationally. One of them is Mira Rai. She won the 52 kilometer Ben Nevis Ultra in Scotland in 2017. She was also named the National Geographic Adventurer of the Year in 2017. The Sindhukot monks' first race was a 30 kilometer trail run in a nearby village in 2016. But they have yet to win any medals. Man Bahadur Lama finished tenth in their first major marathon earlier this month. He missed out on winning the top prize of 100,000 rupees, or $964.  That amount is more than the average yearly income in Nepal. Shekhar Pandey was the race organizer. He said, "I was quite amazed when I first learned that these monks were running. They are very self-motivated and hardworking, they are training by themselves. They are very young and if they train well, they have good potential." One of the monks, Chuldim Sampo, said the group is excited. He added, "We want to show people that even monks are capable of running." I’m Jonathan Evans.   This story was first reported by the AFP. Jonathan Evans adapted it for Learning English. Mario Ritter was the editor. ________________________________________________________________ Words in this Story   endurance – n.  the ability to do something difficult for a long time enlightenment – n. a final spiritual state marked by the absence of desire or suffering marathon – n. a running race that is about 42 kilometers long monastery – n. a place where monks live and work together monks – n. members of a religious community of men who usually promise to remain poor, unmarried, and separated from the rest of society talented – adj. having a special ability to do something well; having talent potential – n. an ability that someone has that can be developed to help that person become successful

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Experts: Women Are Unused Resource in Fighting Extremism

  The role of women and their possible help in fighting extremism is often ignored and underestimated, a group of experts told United States lawmakers recently. Studies have shown that women can effectively communicate antiterrorism messages throughout families and communities, said Jamille Bigio. She noted that women can bring these messages to homes, schools and other social environments. Bigio is a senior fellow for women and foreign policy at the Council on Foreign Relations. She spoke at a U.S. House of Representatives subcommittee hearing on the role of women in fighting terrorism around the world. “Traditional efforts by governments and nongovernmental organizations to fight radicalization rarely include women,” she told the hearing. Bigio met last week with members of the Committee on Foreign Affairs' subcommittee on Terrorism, Nonproliferation and Trade. They called the meeting to discuss ways of overcoming what some lawmakers called a “strategic blind spot” in the efforts to stop extremism and terrorism. Antiterrorism efforts have not given enough thought to the idea that women represent a resource in the fight against extremism, said Congressman Ted Poe, chairman of the subcommittee. Poe added that women are in a strong position to “challenge extremist narratives in homes, schools and societies the world over.” Sense of belonging Haras Rafiq leads Quilliam International, a London-based research group that studies extremism around the world. He told lawmakers that the failure of communities to develop a shared sense of belonging is a major cause of the growth of extremism. Rafiq said that a failure to teach democratic values also adds to the problem. “Challenging extremism is the duty of all responsible members” of communities, he added. Another speaker was Valerie Hudson of the Bush School of Government and Public Service at Texas A&M University. She told the lawmakers that researchers have looked into several issues that have stopped women from acting to stop extremism and radicalization. Hudson blamed rules governing property rights, marriage and other laws that prevent women from getting the resources needed to stop radicalization in the family. “She doesn’t have the say within her house,” Hudson said. She added those issues make women less effective in terms of stopping their sons and, sometimes their daughters, from becoming terrorists. Economic possibilities Another speaker at the hearing, Farhat Popal, is an official with the Women’s Initiative at the George W. Bush Institute. She noted that education and economic opportunities for women are important to stopping violent extremism. “Education and economic opportunities are two ways that we can work towards…development in Afghanistan,” said Popal. Her organization follows women’s rights in many countries, including Afghanistan. She added that those opportunities will help stop extremism because it will build communities that have trust and inclusion. Bigio, of the Council on Foreign Relations, said there is a strong need to bring women into the fight against extremism. The Trump administration is “developing a new national counterterrorism strategy and a new national strategy in countering violent extremist groups,” Bigio said, adding these should include women. I'm Susan Shand. ________________________________________________________________ Words in This Story   role – n. a duty or part performed, especially as part of a process senior fellow – n. a teaching position at a research center or university radicalization – n. the process of becoming different or new from the traditional strategic - adj. relating to a general plan that is created to achieve a goal in war, politics resource – n. a supply of something; a thing that proves useful challenge – v. to question the action or authority of narrative - n. a story that is told in full detail opportunity – n. a situation in which something can be done    

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English in a Minute: Zone Out

We hope you do not "zone out" while watching this episode of EIM!

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Friday, March 9, 2018

'The Diamond Lens' by Fitz-James O'Brien, Part Two

  Our story is called "The Diamond Lens. " It was written by Fitz-James O'Brien. Today we will hear the second and final part of the story. Here is Maurice Joyce with part two of "The Diamond Lens." When I was a child, someone gave me a microscope. I spent hours looking through that microscope, exploring Nature's tiny secrets. As I grew up, I became more interested in my microscope than in people. When I was twenty years old, my parents sent me to New York City to study medicine. I never went to any of my classes. Instead, I spent all my time, and a lot of my money, trying to build the perfect microscope. I wanted to make a powerful lens that would let me see even the smallest parts of life. But all my experiments failed. Then one day, I met a young man, who lived in the apartment above mine. Jules Simon told me about a woman who could speak to the dead. When I visited Madame Vulpes, she let me speak to the spirit of the man who invented the microscope. The spirit of Anton Leeuwenhoek told me how to make a perfect lens from a diamond of one hundred forty carats. But where could I find a diamond that big? When I returned home, I went to Simon's apartment. He was surprised to see me and tried to hide a small object in his pocket. I wanted to discover what it was, so I brought two bottles of wine to his apartment. We began to drink. By the time we had finished the first bottle, Simon was very drunk. "Simon, I know you have a secret. Why don't you tell me about it?" Something in my voice must have made him feel safe. He made me promise to keep his secret. Then he took a small box from his pocket. When he opened it, I saw a large diamond shaped like a rose. A pure white light seemed to come from deep inside the diamond. Simon told me he had stolen the diamond from a man in South America. He said it weighed exactly one hundred forty carats. Excitement shook my body. I could not believe my luck. On the same evening that the spirit of Leeuwenhoek tells me the secret of the perfect lens, I find the diamond I need to create it. I decided to steal Simon's treasure. I sat across the table from him as he drank another glass of wine. I knew I could not simply steal the diamond. Simon would call the police. There was only one way to get the diamond. I had to kill Simon. Everything I needed to murder Simon was right there in his apartment. A bottle full of sleeping powder was on a table near his bed. A long thin knife lay on the table. Simon was so busy looking at his diamond that I was able to put the drug in his glass quite easily. He fell asleep in fifteen minutes. I put his diamond in my pocket and carried Simon to the bed. I wanted to make the police think Simon had killed himself. I picked up Simon's long thin knife and stared down at him. I tried to imagine exactly how the knife would enter Simon's heart if he were holding the knife himself. I pushed the knife deep into his heart. I heard a sound come from his throat, like the bursting of a large bubble. His body moved and his right hand grabbed the handle of the knife. He must have died immediately. I washed our glasses and took the two wine bottles away with me. I left the lights on, closed the door and went back to my apartment. Simon's death was not discovered until three o'clock the next day. One of the neighbors knocked at his door and when there was no answer, she called the police. They discovered Simon's body on the bed. The police questioned everyone. But they did not learn the truth. The police finally decided Jules Simon had killed himself, and soon everyone forgot about him. I had committed the perfect crime. For three months after Simon's death, I worked day and night on my diamond lens. At last the lens was done. My hands shook as I put a drop of water on a piece of glass. Carefully, I added some oil to the water to prevent it from drying. I turned on a strong light under the glass and looked through the diamond lens. For a moment, I saw nothing in that drop of water. And then I saw a pure white light. Carefully, I moved the lens of my microscope closer to the drop of water. Slowly, the white light began to change. It began to form shapes. I could see clouds and wonderful trees and flowers. These plants were the most unusual colors: bright reds, greens, purples, as well as silver and gold. The branches of these trees moved slowly in a soft wind. Everywhere I looked, I could see fruits and flowers of a thousand different colors. "How strange," I thought, "that this beautiful place has no animal life in it." Then, I saw something moving slowly among the brightly-colored trees and bushes. The branches of a purple and silver bush were gently pushed aside. And, there, before my eye, stood the most beautiful woman I had ever seen! She was perfect: pink skin, large blue eyes and long golden hair that fell over her shoulders to her knees. She stepped away from the rainbow-colored trees. Like a flower floating on water, she drifted through the air. Watching her move was like listening to the sound of tiny bells ringing in the wind. She went to the rainbow-colored trees and looked up at one of them. The tree moved one of its branches that was full of fruit. It lowered the branch to her, and she took one of the fruits. She turned it in her tiny hands and began to eat. How I wished I had the power to enter that bright light and float with her through those beautiful forests. Suddenly, I realized I had fallen in love with this tiny creature! I loved someone who would never love me back. Someone who is a prisoner in a drop of water. I ran out of the room, threw myself on my bed and cried until I fell asleep. Day after day, I returned to my microscope to watch her. I never left my apartment. I rarely even ate or slept. One day, as usual, I went to my microscope, ready to watch my love. She was there, but a terrible change had taken place. Her face had become thin, and she could hardly walk. The wonderful light in her golden hair and blue eyes was gone. At that moment, I would have given my soul to become as small as she and enter her world to help her. What was causing her to be so sick? She seemed in great pain. I watched her for hours, helpless and alone with my breaking heart. She grew weaker and weaker. The forest also was changing. The trees were losing their wonderful colors. Suddenly, I realized I had not looked at the drop of water for several days. I had looked into it with the microscope, but not at it. As soon as I looked at the glass under the microscope, I understood the horrible truth. I had forgotten to add more oil to the drop of water to stop it from drying. The drop of water had disappeared. I rushed again to look through the lens. The rainbow forests were all gone. My love lay in a spot of weak light. Her pink body was dried and wrinkled. Her eyes were black as dust. Slowly she disappeared forever. I fainted and woke many hours later on pieces of my microscope. I had fallen on it when I fainted. My mind was as broken as the diamond lens. I crawled to my bed and withdrew from the world. I finally got better, months later. But all my money was gone. People now say I am crazy. They call me "Linley, the mad scientist." No one believes I spoke to the spirit of Leeuwenhoek. They laugh when I tell them how I killed Jules Simon and stole his diamond to make the perfect lens. They think I never saw that beautiful world in a drop of water. But I know the truth of the diamond lens. And now, so do you.   You have just heard "The Diamond Lens" by Fitz-James O'Brien. It was adapted by Dona de Sanctis. Your storyteller was Maurice Joyce. Download activities to help you understand this story here. Now it's your turn to use the words in this story. Have you ever work on something so much that it harmed other parts of your life? What are you more interested in than anything else in the world? Write to us in the Comments Section or on our Facebook page. ________________________________________________________________ QUIZ ________________________________________________________________ Words in This Story Anton Leeuwenhoek  - a Dutch tradesman and scientist, best known for his work on the development and improvement of the microscope and also for his contribution towards the study of microbiology carat -  n. a unit for measuring the weight of jewels (such as diamonds) that is equal to 200 milligrams drunk - adj. having drunk so much alcohol that normal actions (such as talking, thinking, and moving) become difficult to do commit - v. to do (something that is illegal or harmful) drop - n. a very small amount of liquid that falls in a rounded shape​ wrinkle - n. a small line or fold that appears on your skin as you grow older — usually plural

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Study: Bones Found on Pacific Island Likely from Amelia Earhart

  A new study suggests bones found on a Pacific Island in 1940 were likely those of famous American pilot Amelia Earhart. If true, the findings would end a long debate over what happened to Earhart. She disappeared in 1937 over the southern Pacific Ocean. At the time, Earhart was attempting to become the first woman to fly around the world. She was 39 years old. Her navigator, Fred Noonan, was also on the plane that disappeared. In 1940, a group of bones was discovered on the Pacific island of Nikumaroro. Some believed the bones belonged to Earhart. But a scientist who took measurements at the time concluded that they belonged to a man who did not match the description of Noonan. The bones were later lost. All that survived were seven measurements. They showed the size of the skull and of bones from the arm and leg. In 2015, researchers completed a new analysis based on the measurements. Those researchers said their findings confirmed the earlier conclusion – the bones did not belong to Earhart or Noonan. But the new study – appearing in the publication Forensic Anthropology – challenges those findings. Richard Jantz led the study. He is an anthropologist from the University of Tennessee. Jantz said his study provides evidence that “strongly supports” the bones belonged to Earhart. “The bones are consistent with Earhart in all respects we know or can reasonably infer,” he wrote in the study. During his research, Jantz compared the bone measurements to photographs and examinations of Earhart’s clothing. He says that until new evidence is presented that the bones are not those of Amelia Earhart, “the most convincing argument is that they are hers." The mystery of Amelia Earhart Ever since Earhart’s plane disappeared in 1937, people have sought to learn what happened to the plane and its crew. The plane had left from what is now Papua New Guinea. The next goal of the flight was to reach Howland Island - about 4,000 kilometers to the east. But Earhart and Noonan never arrived there. Flight experts decided the plane must have crashed in the sea after using up all its fuel. Searchers found no other explanation. But observers have long shared rumors about what really happened. One unconfirmed report said Earhart had made her final flight while working as an American spy. The story claimed then-President Franklin D. Roosevelt had asked her to observe Japanese activity in the Pacific. At the time, U.S. relations with Japan were tense. In 1941, Japan bombed the American military base at Pearl Harbor, Hawaii. The attack led to America’s involvement in World War II. Another report suggested Japanese forces or civilians had rescued Earhart and taken her to Japan. This rumor, or similar ones, said she died there. Still another rumor claimed she was freed after the war ended. It claimed that she lived under another name in the United States. I’m Bryan Lynn.   Bryan Lynn wrote this story for VOA Learning English, based on reports from the Associated Press, Reuters and Agence France-Presse and other sources. Kelly Jean Kelly 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   analysis – n. a careful study of something to learn about its parts, what they do, and how they are related to each other challenge – v. to say or show that something may not be true or correct consistent – adj. always behaving or happening in a similar infer – v. to form an opinion from evidence convince – v. make someone believe something is true rumor – n. information passed from person to person that is not proved to be true  

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US Turns to Music to Win Over Cambodians

  With U.S.-Cambodian relations suffering, the United States is trying to a new way to spread positive opinions of America: through music. Yorn Young is a well-known Cambodian musician. Last week, he launched a new album called “Lovin’ USA: Yorn Young Journey Across America.”   Yorn Young told the Reuters news agency that he is set to make more than $10,000 from the United States for a concert later this month in Cambodia’s Kampong Thom province. More concerts could follow. He said he is not worried if people think his song is propaganda. “When there is tension, countries seek ways to ease it so arts and culture can help,” Young said. Yorn Young has performed at concerts sponsored by the Cambodian government, as well. He says he has a good relationship with government officials. The U.S. embassy in Phnom Penh believes Yorn Young’s music could help improve the U.S.-Cambodia relationship. Monica Davis, a cultural affairs officer at the embassy, said, “I think it brings us closer together.” Relations between the United States and Cambodia have worsened during a crackdown on opponents of Prime Minister Hun Sen. He has led the country for 33 years. Under his rule, Cambodia has become one of China’s closest regional allies. The United States reduced aid to the country after opposition leader Kem Sokha was arrested last year. Cambodia’s government has accused the United States of supporting opposition plots to win power. Hun Sen often reminds Cambodians about American bombings of the country that began in the late 1960s and the U.S.-backed coup in 1970. Shortly after, U.S. troops from Vietnam invaded Cambodia. The war spread, leading to the takeover by the genocidal Khmer Rouge in 1975. Lost to China? Ou Virak is a Cambodian activist and political observer.   “From America’s perspective, they have lost Cambodia to China.” Yet, he added, “In terms of soft power, America is still miles ahead of China...but China is catching up and the Trump presidency is adding a huge boost to that." The songs on Yorn Young’s “Lovin’ USA” album are about the beauty of U.S. cities and states that he recently visited. His visits were paid for by the U.S. government. One of his new songs is called “Florida, Florida.”  In a slow and emotional style, he sings lines like “Cannot believe it’s real. Smiling scenery so appealing.” Yorn Young says the United States has remained important to Cambodians. “In Cambodia, people spend U.S. dollars, the internet is American, everything is American,” he said. Sok Eysan is a spokesman for the ruling Cambodian People’s Party. He said he welcomed the musical efforts as a positive sign. But he also criticized, what he called, the Trump administration’s “support of its puppet, the opposition party.” The United States has dismissed accusations of American support for a plot by Kem Sokha, who faces treason charges. Kem Sokha says the charges are meant to stop him from taking part in the July election. The Trump administration said recently it was suspending or reducing several assistance programs that support Cambodia’s military, taxation department and local officials. In answer, Hun Sen challenged the United States to end all aid to Cambodia and noted his country’s growing help from China. Cambodia is expected to receive more than $260 million in aid from China in 2018. That is more than seven times as much from the United States. Most Chinese aid goes to big projects such as building dams, roads and power structures rather than “soft power” efforts.   Reuters reported this story. Ashley Thompson adapted it for Learning English. Hai Do was the editor.  _________________________________________________________________ Words in This Story   album - n.  a long musical recording on a record, CD, etc., that usually includes a set of songs coup  - n. a sudden attempt by a small group of people to take over the government usually through violence crackdown - n. a serious attempt to punish people for doing something that is not allowed boost - n. ​an increase in amount​ puppet - n. ​a person or an organization that is controlled by another person or organization​ challenge - v. to say or show that (something) may not be true, correct, or legal participate - v. to be involved with others in doing something : to take part in an activity or event with others

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African Schools Add Soft Skills Training Programs

Some African schools are adding programs that teach what officials are calling “soft skills” to students. Soft skills are personal qualities that help a person relate effectively to others. Officials say this kind of training can help students succeed in the job market, and in life. The training is being offered at the St. Bernadette Kamonyi Secondary School in Kigali, Rwanda. For weeks, its students have been visiting neighborhood businesses. The goal of these field trips is for the young people to learn what is necessary to secure a job. They stop, for example, at a sim card business to ask what qualities the owner looks for in an employee. For the secondary school students, this information is important. In a few months, they’ll complete their studies and try their best to find work. One of the Rwandan students is 22-year-old Aminadab Niyitegeka. “What I have to do in an interview: I have to first introduce myself, name, age and the second, I have to mention my education level and even my background. When you are going through the interview process, you have to dress smart...” Niyitegeka says he will look for any job available. He hopes that what he learns in his work readiness class will help. Traditionally, secondary schools in Africa have spent more time on subjects like mathematics and science, largely ignoring areas like public speaking and teamwork. A new model  But that is changing. Schools are exploring new teaching models to offer soft skills and professional training. It is part of an effort to prepare students to become better communicators, problem solvers and citizens. Back at school, Niyitegeka and his classmates take part in imaginary interviews. Niyitegeka stands in front of a female student who acts as the interviewer. Even preparing for the interview makes him nervous. Niyitegeka has difficulty looking at the other student. He nervously touches his clothing and looks away. Confidence is an important part of soft skills, as are leadership, likability and emotional strength. With support from the nonprofit Education Development Center (EDC), Rwanda has launched a work readiness training program called Akazi Kanoze Access. The program is now offered at all of the country’s secondary and trade schools. Akazi Kanoze means “work well done” in Kinyarwanda, the official language of Rwanda. The program has trained more than 20,000 students to help make them more appealing to employers. Emmanuel Ntagungira is a teacher and works as trainer for Akazi Kanoze Access. “Students must work in groups. For example, a group of four students, five students, they interact. We give them role plays. We give them scenarios. They present. Through presentations, they are acquiring communication skills.” Ntagungira says he hopes the program will help lower unemployment, which stands at over 13 percent nationwide. He often visits employers who have given jobs to high school graduates trained in the soft skills program. The employers are very happy because the graduates are ready to work, Ntagungira says. They have a healthy mindset and employers are satisfied with the job they’ve been doing, he explains. The road to success The program’s most successful students are female. Teachers and program organizers say young women who took the work readiness classes were 12 percent more likely to find jobs than young women who did not. It is an enriching program that requires teachers to learn soft skills, too. In one classroom, an Akazi Kanoze trainer teaches Rwandan and Senegalese educators to be more engaging. They jump and laugh like schoolchildren. The class is lively. Teachers say it seems far removed from what they experience in a traditional classroom. The teachers will take what they’ve learned to rural communities in their home country. In Senegal, education officials hope to reach more than 30,000 students. The government and EDC have chosen 250 schools to take part in a trial to include soft skills, business leadership and financial skills. The program is called Improving Work Entrepreneurship Performance (APTE). More than 1,000 teachers were trained last year. Sokhna Mbaye is head of a school in Thies, a city 93 kilometers outside of Dakar. She says she was excited when EDC asked her to bring APTE into her school. Mbaye said she has been urging her teachers to be more open-minded and willing to try new teaching models. “Local schools certainly have failed somewhere. Because we know what geography is. We know what mathematics are but we did not really have skills to face life and to make our own choices. This is what we missed.” Mbaye sits at the back of a classroom, watching students discuss their values. They talk about ideas like loyalty and respect. She hopes that they will develop the strength to go out into the world and do more than she could. I'm Alice Bryant.   Chika Oduah reported this story for VOA News. Alice Bryant adapted the report for Learning English. George Grow was the editor. _______________________________________________________________ Words in This Story   sim card – n. a smart card inside a mobile phone, carrying an identification number unique to the owner, storing personal data, and preventing operation if removed introduce – v. to make someone known to someone else by name interview – v.  a meeting at which people talk to each other in order to ask questions and get information dress – v. to put clothes on yourself confidence – n.  a feeling or belief that you can do something well or succeed at something interact – n. to talk or do things with other people scenario – n. a description of what could possibly happen acquire – v. to gain a new skill, usually by your own effort graduate – n. a person who has earned a degree or diploma from a school, college, or university  

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