Prince Harry, Meghan Markle Wed

Millions around the world watch the union of British royalty and Hollywood glamour at St. George's Chapel in Windsor Castle in Windsor, near London, England.

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Crowds Gather for Royal Wedding

Throngs of people are descending on the historic town as well-wishers try to catch a glimpse of the royal couple. Thousands of police officers are mounting one of the biggest security operations in recent years.

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Trump Joins ‘Laurel’ vs. ‘Yanny’ Debate

This is What’s Trending today … The great internet debate over “Laurel” versus “Yanny” continues. Now United States government officials are commenting on the audio recording that is dividing people on social media. Late Thursday, a White House-produced video appeared on the social media service Twitter. In it, President Donald Trump and members of his administration are asked whether they heard the name Laurel or Yanny. “So clearly Laurel” said Ivanka Trump, both an advisor to the president and his daughter. But Mercedes Schlapp, a communication director, disagreed. “Yanny’s the winner; Laurel’s the loser,” she said. White House advisor Kellyanne Conway first used the term “alternative facts” to explain differing opinions about crowd size at Trump’s swearing in ceremony. When asked about what she heard in the audio, Conway said “It’s Laurel. But I could deflect and divert to Yanny if you need me to.” When asked about the social media debate, White House Press Secretary Sarah Huckerbee Sanders joked about the news media. Sanders called report of her saying “Laurel” was “fake news”. “All I hear is ‘Yanny,’” she added. U.S. Vice President Mike Pence did not seem to be following the debate. “Who’s Yanny?” he asked. But President Trump had the last word. The video ends with him saying, “I hear covfefe.” Last May, Trump sent out a tweet about “constant negative press covfefe.” His statement was retweeted and liked hundreds of thousands of times before it was removed without explanation.   Hai Do wrote this story for Learning English. George Grow was the editor. ________________________________________________________________ Words in This Story   versus - prep. used to indicate two people, teams, groups, etc. that are fighting or competing against each other alternative - adj. offering or expressing a choice deflect - v. to cause something to change direction divert - v. to change direction fake - adj. not tru or real constant - adj. happening all the time negative - adj. expressing dislike or disapproval

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Lesson 30: Rolling on the River

Summary Anna plans to have a dinner party. She needs to buy seafood, so she goes to the waterfront. She gets a surprise at the fish market. Speaking In this video, learn to say the new words for this lesson. You can also learn about how to use count and noncount nouns. Pronunciation Use this video to learn about the abbreviations for dozen and pounds. Conversation Anna: Hello! Washington, D.C. sits on the Potomac River. This river is important to the history and culture of the city. Today, I am at an outdoor seafood market near the Potomac River. Some say it is the oldest outdoor seafood market in the United States! I am here to buy seafood. Let’s see what they have! Anna: Excuse me. Can you help me? Pete: Sure! What do you need? Anna: Pete!  Pete: Anna! Anna: What are you doing here? Pete: I work here. You know, it’s not easy to be a writer. Anna: Yeah, I heard that. Sorry. Pete: But this job is great. I work outside by the river. And I can eat all the free seafood I want! Anna: That is great, Pete. In fact, I am here to buy some seafood for my dinner party. Pete: You came to the right place. They have the freshest seafood in town. How much money can you spend? Anna: I can only spend $50. Pete: Okay. What do you want? Anna: First, I want to buy some shrimp. Pete: Sure thing. Follow me. How much shrimp do you want? Anna: How much do I need for five people? Pete: (yells to co-worker) Give her a pound of shrimp! Anna: Ok, now I want to buy some crabs. Pete: The crabs here are delicious! They are the best because they come from the nearby Chesapeake Bay! Walk this way. Pete: How many crabs do you want? Anna: I want a dozen crabs. Pete: You should get the larger crabs. They have the most meat. Anna: Then I want a dozen large crabs, please! Pete: Is that everything you need? Anna: Let’s see … I have shrimp and crabs. And a friend is bringing a salad and many ears of corn-on-the-cob. Pete: Is that all the seafood that you need? Anna: Yes. Pete: That’ll be $49.95. Cash or credit? Anna: Credit, please. Pete: Anna, you love to eat seafood. Did you grow up on the water? Anna: No, I didn’t. But I love the water. And I love being on the water. Pete: You know how to sail? Anna: Well … this afternoon I am going on a boat. Pete: You are full of surprises. What kind of boat? Is it a motorboat or a sailboat? Anna: It’s a special boat, Pete. Well, thanks for your help. See you later! Pete: See you, Anna! Wow, Anna’s a sailor! Who knew? Anna: Yes, rivers are important to the history and culture of Washington, D.C. And now I am part of this city’s interesting waterfront culture. Until next time! Writing Where do you buy fresh food? Is there a seafood or vegetable market near where you live? Tell us about it! Try to use some of the words from this lesson, like best, freshest, oldest, spend, money, and larger. Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice using comparative and superlative adjectives with a friend. Learning Strategy Learning Strategies are the thoughts and actions that help make learning easier or more effective. The learning strategy for this lesson is Make Inferences . Making inferences means using some information to make a guess. When learning a new language, we often need to guess at the meanings of words or sentences. In this week's video, Pete guesses that Anna grew up on the water.  He says, "Anna, you love to eat seafood. Did you grow on near the water?"  Anna answers, "No, I didn’t. But I love the water. And I love being on the water."  Pete hears that and uses the information to make an inference about Anna. He asks her, "You know how to sail?" Can you find another place in the conversation when Pete makes an inference?  Do you ever make inferences when listening to or reading English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan  for more details on teaching this strategy. Quiz Listen to short videos and test your listening skills with this quiz. ​______________________________________________________________ New Words best - adj. better than all others in quality or value Chesapeake Bay- n. an inlet of the Atlantic, in Maryland and Virginia. It is 200 miles (or 320 km) long; and from 4–40 miles (or 6–64 km) wide. corn-on-the-cob - n. corn when cooked and eaten straight from the cob - the part of corn that the kernels grow on; an ear of corn . crab - n. a sea animal that has a hard shell, eight legs, and two large claws credit - n. money that a bank or business will allow a person to use and then pay back in the future dozen - n. a group of 12 people or things ear - n.  the part of a corn plant on which the seeds grow freshest - adj. the most fresh many - adj. used to refer to a large number of things or people much - adj. large in amount or extent larger - adj. greater in size or amount market - n. a place where products are bought and sold money - n. something (such as coins or bills) used as a way to pay for goods and services and to pay people for their work most - adj. almost all or the majority of motorboat - n. a boat with a motor oldest - adj. having the highest age of a group Potomac River - proper noun. a river flowing from West Virginia to the Chesapeake Bay. It flows between Maryland and Virginia. pound - n. a unit of weight that is equal to 16 ounces or about a half of a kilogram river - n.  a large natural flow of water that crosses an area of land and goes into an ocean or a lake sail - v. to travel on water in a ship or boat sail - n. large piece of strong cloth that is connected to a ship or boat and that is used to catch the wind that moves the ship or boat through the water sailboat - n.  a boat that has a sail sailor - n. a person who works on a boat or ship as part of the crew salad - n.  a mixture of raw green vegetables, such as different types of lettuce, usually combined with other raw vegetables seafood - n. fish and shellfish that live in the ocean and are used for food some - adj.  refers to an unspecified amount or number spend - v. to use money to pay for something water - n. an area of water such as a lake, river, or ocean waterfront - n. the land or the part of a town next to the water of an ocean, river or lake. ______________________________________________________________ Free Materials   Download the VOA Learning English Word Book for a dictionary of the words we use on this website. Each Let's Learn English lesson has an Activity Sheet for extra practice on your own or in the classroom. In this lesson, you can use it to practice using comparative and superlative adjectives. For Teachers ​ See the Lesson Plan for this lesson for ideas and more teaching resources. Send us an email if you have comments on this course or questions. Grammar focus:  Comparative and superlative adjectives; Quantitatives (much/many); Count/non-count nouns Topics:  Asking for and making food recommendations; Units of measure & their abbreviations; dollar amounts expressed in numerals; credit/debit payment Learning Strategy: Make Inferences Speaking & Pronunciation Focus: Using count and noncount nouns;  Abbreviations for amounts ______________________________________________________________ Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of this lesson.

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May 14, 2018

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

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Deadly Protests as US Opens Israeli Embassy in Jerusalem

The United States officially moved its Israeli embassy from the city of Tel Aviv to Jerusalem on Monday. The move came as Israeli forces and Palestinians clashed along Israel’s border with the Gaza Strip. More than 50 Palestinians were killed and hundreds more wounded. Within 100 kilometers of the violence, American and Israeli officials gathered in Jerusalem for the opening of the new embassy. Late last year, American President Donald Trump rejected long-standing U.S. policy that placed the embassy in Tel Aviv.  The United States has become the only country with its Israeli diplomatic headquarters in Jerusalem. Trump’s daughter Ivanka Trump and her husband Jared Kushner, both advisers to the president, attended the opening ceremonies. Kushner said, “While presidents before him have backed down from their pledge to move the American Embassy once they were in office, this president delivered. Because when President Trump makes a promise, he keeps it.” He added that the Palestinians protesting in Gaza were “part of the problem, and not part of the solution.” Official reaction to the move In a video, the president called moving the U.S. embassy out of Tel Aviv “a long time coming. Jerusalem is the capital of Israel,” he said. Earlier, Trump celebrated the move in a message on Twitter. He wrote, "A great day for Israel!" Israel considers all of Jerusalem as its capital, while the Palestinians want East Jerusalem as the capital of a future Palestinian state. The United Nations, the European Union and Arab leaders rejected the U.S. decision last December to recognize Jerusalem as Israel’s capital. Now, several Arab leaders have condemned the American government for moving the embassy. Lebanese Prime Minister Saad Hariri called the move to Jerusalem an incitement to action. Iran’s foreign minister described it “a day of great shame.” European leaders also objected to the move. British Prime Minister Teresa May said it was “unhelpful” to the goal of peace for the area. French President Emmanuel Macron called the decision “regrettable.” Pope Francis said he could not “silence his concern over the situation. And UN Secretary-General Antonio Guterres said the move “would jeopardize” the chance for peace between Israel and the Palestinians. Violence at Gaza border In Gaza, thousands of people protested the new embassy. Some protesters threw rocks and other things across the border. Israel fired on the protesters. They said the shooting was necessary for security. Many businesses and schools in Gaza were closed. Palestinians were not protesting the embassy move alone. Many were also demonstrating to mark the anniversary of what they call the "nakba" or "catastrophe." It was the expulsion or fleeing of hundreds of thousands of Palestinians from their homes during the 1948 war surrounding Israel's creation. New Embassy temporarily in existing office The new U.S. embassy is currently housed inside an existing U.S. diplomatic building, while a search begins for new, larger offices. The building sits partly on a piece of land that the U.S. government does not officially recognize as Israeli territory. A U.S. State Department official has said the land is “partly in West Jerusalem,” the part of the city recognized by the United Nations as Israeli territory. The official said the rest is “partly in No Man’s Land,” between the lines established by Israel and Jordan. The two sides established those lines as part of a truce signed on April 23, 1949. A U.N. official describes that land as “occupied territory,” under two agreements: the Fourth Geneva Convention signed in 1949 and 1907’s Hague Convention. The U.N. official agreed to speak with VOA on condition that the official not be identified because of the sensitivity of the subject. The Trump administration has said it takes no position on the exact borders of Jerusalem, but does recognize the city as Israel’s capital. I’m Caty Weaver.   George Grow wrote this story for VOA Learning English. His story was based on reports from VOA’s Ken Bredemeier, Chris Hannas, Heather Murdock and Michael Lipin. Caty Weaver was the editor. ________________________________________________________________ Words in This Story   pledge – n. a promise or agreement deliver – v. to provide to someone or something else shame – n. dishonor; a feeling of guilty or sadness for something you have done wrong jeopardize – v. to put at risk catastrophe – n. a terrible event; a complete failure   We want to hear from you. Write to us in the Comments Section.

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Biscayne Islands National Park

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Storms, Nature Uncover Bones on New York’s Island of the Dead

  Storms and tides are uncovering long-hidden human remains on New York’s Hart Island. The island is a place where New Yorkers who have little money when they die have been buried for 150 years. Now, skulls and other bones mark the ground of small piece of land. Pictures of the remains have appeared in news reports for years. So in late April, forensic anthropologists from the city medical examiner’s office visited the island. They collected 174 human bones, which they carefully examined and recorded. Their finds included six skulls, 31 leg bones and many other bones from the head and body. Small red flags marked places along the rocky waterline where remains were found. Carol DiMedio’s grandfather, Luigi Roma, was buried on the island. He died of tuberculosis in 1933. DiMedio told the Associated Press, “When I hear about the erosion, I always think, ‘Are the bones his? Could any of them be his?’” Activists say the bones are a sign that the island has needed improvements for a long time. The United States federal government started a $13.2 million project to repair the erosion that Superstorm Sandy and other storms caused in 2012. But activists want the government to increase the efforts of that project. They also want Hart Island to be turned into a park and historic location, even as it continues to be used as a burial ground. New York City Council member Mark Levine argues that the people buried there should be respected. “These are New Yorkers,” he said. “These are human beings who were largely marginalized and forgotten in life, they were people who died homeless or destitute…And we’re victimizing them again in their final resting place.” About 1 million people are buried on Hart Island. New York City bought the island in 1868. It went on to use the land for a workhouse for troubled young men and a burial place for the poor. Over the years, Hart Island has housed a Civil War prison, an asylum, a tuberculosis hospital, a jail and a missile base. All the while, New York continued shipping bodies there that went unclaimed at the city morgue. The Department of Corrections, the city’s prison system, has run the island for more than 100 years. But the land has never been kept in as good condition as a traditional burial ground. Prisoners dig long holes. Adults go in the ground in wooden boxes, placed on top of one another. Babies are placed in small containers. ​Around 1,000 people are buried there each year. The burials take place in private. Admittance to the island is limited to monthly boat trips that must be requested ahead of time. Only people with loved ones buried on the island are permitted to visit the graves. Others are restricted to a visitors’ area close to where boats arrive. In 2012, Superstorm Sandy’s floodwaters washed away an embankment, which revealed a water storage system dating back to the American Civil War. More recent storms have also eroded the island. Federal work to repair the erosion is set to begin in 2020. Until then, city officials say, an archaeologist will visit at least once a month to remove and bury remains that have been uncovered. Revealed remains have been a problem before. A March 1985 report by the city’s sanitation department found bones spread across the island, including a skull on the beach. Melinda Hunt is an activist and the creator of the Hart Island Project. She has been recording conditions on the island since 1991. On a recent boat trip around the island, she noted the places along its northern side where bones could be seen. “They came to clean this up, but it isn’t the first time and it won’t be the last,” said Hunt. Carol DiMedio said she wishes the uncovered bones would be tested for DNA evidence in order to help other families find loved ones. She had done research since she was young to try to find out where her grandfather was buried. When she finally found the answer, she did not want to tell her sick, aging mother where her father had been laid to rest. “When I found him...I lied and I said he was buried in a beautiful place, with blue water and blue skies and lots of trees and green grass,” DiMedio said. “I didn’t have the heart to tell her there’s this grim place called Hart Island.” I’m Lucia Milonig. And I’m Pete Musto.   Collen Long reported this story for the Associated Press. Pete Musto adapted it for VOA Learning English. Ashley Thompson was the editor. We want to hear from you. What efforts do think we as a society should take to respect and protect the memories of everyone who dies, no matter how much money they had? Write to us in the Comments Section or on our Facebook page. ______________________________________________________________ QUIZ ______________________________________________________________ Words in This Story   tide – n. the regular upward and downward movement of the level of the ocean that is caused by the pull of the Sun and the Moon on the Earth forensic anthropologist – n. a researcher whose job is the examination of human skeletal remains for law enforcement agencies to determine the identity of unidentified bones erosion – n. the gradual destruction of something by natural forces such as water, wind, or ice marginalized – adj. someone who is put or kept in a powerless or unimportant position within a society or group destitute – adj. extremely poor morgue – n. a place where the bodies of dead people are kept until they are buried or cremated embankment – n. a raised bank or wall that is built to carry a roadway or hold back water sanitation – n. the process of keeping places free from dirt, infection, and disease by removing waste, trash and garbage, by cleaning streets grim – adj. unpleasant or shocking to see or think about

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Brown v. Board of Education Helps Launch Civil Rights Movement

Editor's Note: Many ideas that are associated with the United States -- such as free speech, or the separation of church and state -- are clarified by Supreme Court decisions. The Supreme Court also affirms one of the biggest ideas about the United States: that the U.S. is a country of laws, not of men. In other words, the legal system determines the rules everyone plays by. That means if you want to change something in the U.S., you have to change a law or fight for a law. In all the stories we tell in the following cases, someone did just that. A person thought something was not fair and took the argument to court. Over time, the case made its way to the Supreme Court. The justices made a decision about that particular situation -- and at the same time, defined the rules everyone in America lives by.     Brown versus Board of Education is one of the country’s most important cases. It overturned an earlier Supreme Court decision, and it helped launch the civil rights movement.  At the center of the case was a little girl. In the early 1950s, Linda Brown was eight years old. Every day, she had to travel for more than an hour to go to a local public school for black children. At the time, public school systems could legally separate black and white students. The reason related to a Supreme Court decision from 1896. It said that separating people by race was legal, as long as the buildings and equipment were equal.  But the father of young Linda Brown did not think racial segregation was right or fair. He wanted his children to go to the school close to their house, even if the school was for white children. When he tried to register Linda there, school officials said no. So Brown and other activists took action in court against the law. They said schools separated by race could never be equal.  All nine Supreme Court justices agreed. Brown versus Board of Education demanded equal opportunity in public education, and in time led to desegregation in other public places. Kelly Jean Kelly wrote this story for Learning English. George Grow was the editor. ________________________________________________________________ QUIZ   ________________________________________________________________ Words in This Story   segregation - n.  the practice or policy of keeping people of different races, religions, etc., separate from each other

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Possible US Citizenship Question Raising Concerns

  Mas Yamashita does not remember when he and his family left their small home in Oakland, California. But he does remember where they went: the Tanforan Assembly Center in San Bruno, California. During World War II, thousands of Japanese-Americans were held there while a more permanent center was built. Yamashita, an American born in California, was one of 120,000 people detained in such camps during the war. "Really, my childhood memories began in the camp," Yamashita says. He was six-years-old at the time and is now 82. Using official population records The Japanese bombing of Pearl Harbor, Hawaii, led to United States involvement in World War II. After the attack, President Franklin Roosevelt approved Executive Order 9066. The order resulted in government action against Japanese descendants living on the U.S. West Coast. They were required to leave their homes and move to 10 recently built camps. These camps were in California and six other states: Arizona, Arkansas, Colorado, Idaho, Utah, and Wyoming. To find the descendants, the federal government secretly used information collected in the 1940 U.S. census. The census is an official count of the population. It is completed every 10 years. The next census will be in 2020. It is illegal to release or use any census information to target a specific population or group. But two researchers found evidence that census officials cooperated with the federal government to find Japanese Americans. The two are Margo Anderson, a historian at the University of Wisconsin, and William Seltzer, a statistician at Fordham University in New York. Their papers showed that census officials released information, such as names and street addresses, to the government. David Inoue is head of the Japanese American Citizens League. He told VOA that, “Because of what happened to us, it is now safer to participate in the census without the fear of such action happening again." But Inoue admitted that many people still fear that census records could be used against them. ​A new citizenship question The Japanese experience has become important to new immigrants after the U.S. Census Bureau proposed adding a citizenship question to the 2020 census form.  Asking if someone is a citizen has not been done by the Census Bureau since the 1950s. In addition to collecting information about the population, the census also helps decide the number of representatives each state gets in Congress and how federal money is spent. Critics of a citizenship question say that immigrants will be less likely to answer census questions if they are asked about citizenship. They say this could change how much federal aid their communities get. The Census Bureau agrees. In documents from a 1980 case, Census officials said that adding a citizenship question would threaten the "…accuracy of the population count” because immigrant communities would be concerned about how the government will use the information. The Trump administration rejects this belief. U.S. officials say that asking about citizenship will help enforce the Voting Rights Act by confirming who has the right to vote. “Why do they want that information?” To Mas Yamashita, a citizenship question would be "pretty tragic." "You wonder,” he asked, “why do they want to have that information?” More than 70 years later, it is still painful for Yamashita to talk about his experience in detention camps. "I lost touch [with the children in the camp] after we left. I had photographs of friends that I used to play with." His father wanted him to attend a Japanese school, but instead he tried to stay away from his Japanese culture. "[There] were a couple of [Japanese schools] in the city, but I lied because I didn't want to have anything to do with the Japanese," Yamashita said. "So I didn't go. To this day, I don't speak Japanese. I can't read or write [in Japanese.] Most of the people I know, my age, don't speak or write Japanese. I think we all felt the same way in the sense that we didn't want anything to do with the Japanese culture when we got out," he said. Yamashita remembers having fights in school with students who made fun of him for being different. He also ignored the only other Asian student in his class.  "I didn't talk to her until we reached high school,” he said. Mas Yamashita spent many years working in the advertising industry. Now, he volunteers at the Japanese American National Museum to help "make up" for all the time he avoided the Japanese community. "We have to make sure that we record all these stories. We have to keep telling them to future generations. All of my older sisters and brothers are gone and they never got around to do that," he said. "After we got out, nobody ever talked about it. Nobody," he said. I'm Dorothy Gundy   And I’m Phil Dierking.   Aline Barros reported this story for VOANews.com. Phil Dierking adapted her story for Learning English. George Grow was the editor. Do you think a citizenship question should be included on a country’s Census? Write to us in the Comments Section or on our Facebook page. ________________________________________________________________ Words in This Story   accuracy - n. freedom from mistake or error​ address - n.  the words and numbers that are used to describe the location of a building and that are written on letters, envelopes, and packages so that they can be mailed to that location​ assembly - n. a group of people who have gathered together​ couple - adj.  two or a few of something​ descendant - n. someone who is related to a person or group of people who lived in the past​ participate - v. to be involved with others in doing something ​ photograph - n. a picture made by a camera​ specific - adj. special or particular

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US Wants One Million People to Share Their DNA

  The U.S. government is now accepting volunteers for a huge new nationwide health project.  The government hopes to find one million people who will share their DNA and 10 years of health patterns. Researchers hope that by studying such a large group of people, they can learn why some people escape illness and others do not.  They also hope to find better ways to prevent and treat diseases. The National Institutes of Health (NIH) is organizing the project. It is called the All of Us Research Program.  Dr. Francis Collins is director of the NIH. He describes the program as “a national adventure that is going to transform medical care.” Congress has approved $1.45 billion for the project over the next 10 years. But the money depends on whether enough people around the country will sign up online or through participating health centers. More than 25,000 people have already received early entry to the project over the past year. The volunteers entered the program by invitation through participating universities and health providers. Most of today’s medical care is based on short studies of a few hundred or a few thousand patients with specific health conditions. But the All of Us project involves what is called “precision medicine.” With precision medicine, researchers identify the qualities that make each person different to predict and treat disease. Learning enough to individualize care requires the study of a large number of volunteers. This includes the healthy and not-so-healthy, the young and old, those living in cities and the country, and people of all racial and ethnic backgrounds. Currently, volunteers must be at least 18 years old. The study will be open to children next year. The All of Us project aims to be the largest and most diverse of its kind. Collins said at least half of the participants must be from groups that are traditionally under-represented in medical research. A person’s genes can increase their risk of getting various diseases. But other factors can increase or reduce genetic risks. First, volunteers must share electronic health records and blood samples. They must also answer questions about their diet, sleep, environmental exposures and other lifestyle factors. They may also wear devices to monitor their daily health. Collins said blood samples from volunteers will undergo genetic testing later this year. The tests will look for parts of DNA that affect a person’s risk of disease. Fully mapping the genetic code is too costly for one million people. But that approach will one day be used with some participants. Collins says one thing he wants to learn from the study is why some people stay healthy despite smoking or pollution or poor nutrition. “We have no idea how those people escape those odds,” he said. The All of Us project is not like most medical studies. Participants can choose to see their own test results. They can then share those results with their own doctor before the study reaches any final conclusions. Collins said some information from genetic tests could be useful to doctors in choosing which medicine to give their patients. The NIH said it has taken as many steps as possible to protect against hackers. The NIH also removes identifying information from volunteers’ medical data and replaces it with a code. Only scientists who meet special security requirements will be permitted to study the data. The NIH also said federal confidentiality rules do not permit information to be shared with law enforcement. I’m Jonathan Evans.   Lauran Neergaard reported this story for the Associated Press. Jonathan Evans adapted it for VOA Learning English. Ashley Thompson was the editor. ________________________________________________________________ Words in This Story   participate/participating – v. to be involved with others in doing something; to take part in an activity or event with others transform – v. to change something completely and usually in a good way specific – adj. special or particular odds – n. the possibility that something will happen; the chance that one thing will happen instead of a different thing sample – n. a small amount of something that gives you information about the thing it was taken from monitor – v. to watch, observe, listen to, or check something for a special purpose over a period of time code – n. a set of letters, numbers, symbols, etc., that identifies or gives information about something or someone hacker – n. a person who secretly gets access to a computer system in order to get information, cause damage, etc.; a person who hacks into a computer system confidentiality – n. the quality or state of being private or confidential

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