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[khaiyam]

English article: Marie-Antoinette
if you like to see inter this link

برای مشاهده محتوا ، لطفا وارد شوید یا ثبت نام کنید

Egyptian Mythology

if you like to see inter this link

برای مشاهده محتوا ، لطفا وارد شوید یا ثبت نام کنید

[mohammad.clergyman]

بسم الله الرحمن الرحیم

Here is Where Common Mistakes In English are discussed

I appreciate those who share their Informations with Us

*********************

Accustomed to -not With

Don't say : I'm accustomed with hot weather

say : I'm accustomed to hot weather

***
Afraid of -not from

Don't say :hasan is afraid from the dog

say :hasan is afraid of the dog

***
Angry With - not against

Don't say : The teacher was angry against him

say : The teacher was angry Wth him

Note : we get angry with a person but at a thing : He was angry at the weather-not with

[Shovaliye.Siya]

As you know some words have same meaning or close meaning but it is important to consider that we can’t use them in same situation or same time . here is an example of friend all of these words mean friend but with different usage

ALLY
Ally is a person who help and support you, especially when other people are opposing you ……………..She will regret losing a close political ally
.
BUDDY
Buddy is a close friend ,usually a male friend of a man but this word use mainly in American English ………………We became great buddies

CHUM
Chum is a friend but this word is an old-fashioned informal word

COMPANION
Companion is someone who you spend time with or who you are traveling with ………….Fred had been her constant companion for the last six years of her life

COMRADE
Comrade is a friend or companion but this word use as literary……………Unlike so many of his comrades he survived the war

CRONY
Crony is a friend who you spend a lot of time with but this word is informal word……………Daily he returned ,tired and maudlin from lunchtime drinking sessions with his business cronies

MATE
Mate is a friend who is male but this word use as informal British word ……………..A mate of mine used to play soccer for Liverpoo
l
PAL
Pal Is a friend but this word is an old-fashioned and informal word

[r_azary]

1. the most important thing for a woman is financial security.

1- برای بیشتر خانوم ها مهم ترین مسئله ،امنیت مالی است.

2. Although this is so important, they still go out and buy expensive

2- با این که امنیت مالی برایشان بسیار مهم است،ولی باز هم بیرون می رن و لباس های گرون- قیمت می خرن.

3. Although they always buy expensive clothes, they never have something To wear.

3- با این که همیشه لباس های گرون قیمت می خرن،ولی مدام میگن که چیزی ندارن بپوشن.

4. Although they never have something to wear, they always dress

4- با این که می گن چیزی ندارن بپوشن، ولی همیشه هم قشنگ و شیک لباس می پوشن.

5. Although they always dress beautifully, their clothes are always just "An old rag".

5- با این که همیشه قشنگ و شیک لباس می پوشن،ولی می گن لباس هام دیگه کهنه و درب و داغونه.

6. Although their clothes are always "just an old rag", they still

6- با این که میگن که لباس هاشون کهنه و درب و داغونه،ولی انتظار دارن که شما همیشه از تیپ شون تعریف کنید.

7. Although they expect you to compliment them, when you do, they don't Believe you

7- با این که همیشه انتظار دارن ازتیپ شون تعریف کنید،ولی وقتی هم شما این کار رو می کنین ...حرف هاتونو باور نمی کنن.

to be continued ...

[alir3za]

that was awesome
thanx

[r_azary]

1. All men are extremely busy.

1- تمامی آقایون شدیداً گرفتار کار و بیزنس خودشون هستند

2. Although they are so busy, they still have time for women.

2- درحالـی که شدیداً گرفتار کار و بیزنس خودشون هستند،ولی در هر صورت وقت واسه خانوم ها دارند.

3. Although they have time for women, they don't really care for them.

3- در ­حالـی که در هر صورت وقت واسه خانوم ها دارند، ولی اون ها رو به حساب نمی آرن.

4. Although they don't really care for them, they always have one

4- در حالی که اون هارو به حساب نمی آرن، ولی همیشه یکی تو دست و بالشون هست.

5. Although they always have one around them, they always try their Luck with others.

5- در حالی که همیشه یکی تو دست و با لشون هست،ولی بازم شانس‌شون رو روی تور کردن بقیه خانوم ها امتحان می کنن.

6. Although they try their luck with others, they get really pissed off If the women leaves them.

6- درحالی که شانس شونو روی بقیه خانوم ها امتحان می کنن،ولی دستپاچه می شن وقتی زنی ترکشون می کنه.

7. Although the women leaves them they still don't learn from their Mistakes and still try their luck with others

7- درحالی که دستپاچه می شن وقتی زنی ترکشون می کنه، ولی بازم درس عبرت نمی گیرن وهنوز هم می خوان شانس شون رو روی بقیه خانوم ها امتحان کنند.

[ramshad]

hi every body. some body else wrote for me and i write it for you. read and enjoy.
Secret #1: LEARN ABOUT WORD STRESS

Word Stress is golden key number one for speaking and
understanding English. Word Stress is *very important*.
You can try to learn about Word Stress. This is one of
the *best* ways for you to understand spoken English -
especially English spoken fast.

What is Word Stress?

Take 3 words: photograph, photographer and photographic,
for example. Do they sound the same when spoken? No!
They sound different, because *one* syllable in each
word is "stressed" (stronger than the others).

PHOtograph

phoTOgrapher

photoGRAPHic

This happens in ALL words with 2 or more syllables:
TEACHer, JaPAN, CHINa, aBOVE, converSAtion, INteresting,
imPORtant, deMAND, etCETera, etCETera, etCETera

The syllables that are not stressed are 'weak' or
'small' or 'quiet'. Native speakers of English listen
for the stressed syllables, not the weak syllables. If
you use Word Stress in your speech, you will instantly
and automatically improve your pronunciation and
your comprehension.

If you have an English teacher, ask her(or him) to help you
understand Word Stress. Try to hear the stress in words
each time you listen to English - on the radio, or in
films for example. Your first step is to *hear* and
recognise it. After that, you can *use* it!
Secret #2: SENTENCE STRESS

Sentence Stress is golden key number two for speaking
and understanding English. With Sentence Stress, some
*words* in a sentence are "stressed" (loud) and other
words are weak (quiet). Look at the following sentence:

We want to go.

Do we say every word with the same stress or force? No!
We make the important words *big* and the unimportant
words small. What are the important words in this
sentence? Yes, you're right: WANT and GO.

We WANT to GO.

We WANT to GO to WORK.

We DON'T WANT to GO to WORK.

We DON'T WANT to GO to WORK at NIGHT.

It's impossible to explain everything about Sentence
Stress in this text. The important thing for you is
that you know it exists and try to learn about it.
Sentence Stress is *very important*!
Secret #3: LISTEN! LISTEN! LISTEN!

Students sometimes say: 'I don't listen to the BBC news
on the radio because it's too fast for me and I can't
understand it.' That's a pity! When it's too fast for
you, when you can't understand it, that is exactly when
you NEED to listen to it!!!

How can you improve if you don't listen and practise?

When you were a baby, did you understand your own
language? When you were 3 weeks old, or 2 months, or 1
year, did you understand everything? Of course not! But
you *learned* to understand by *listening*. Think about
it. You learned to understand your own language by
listening, 24 hours a day, 7 days a week. After that,
you learned to speak. Then you learned to read. And then
you learned to write. *But listening came first!*
Secret #4: DON'T LISTEN!

In the last secret I said LISTEN! LISTEN! LISTEN!
Now I say DON'T LISTEN! What do I mean?!

Do you know the difference between the verbs TO LISTEN
and TO HEAR? TO LISTEN is active. TO HEAR is passive.
Sometimes you can LISTEN too hard. Sometimes you can TRY
too hard. Sometimes it is better only to HEAR. Let the
radio play. Let the cassette play. But DON'T listen.
Just HEAR. Your subconscious will listen for you. And
you will still learn. If you listen and try to
understand, you may block on one word and get
frustrated. Don't worry! Just HEAR! Believe me, you will
still be learning. The important thing is to let the
radio or cassette or television or record PLAY. Let it
play. And you - you do nothing. Your brain will HEAR,
your subconscious will LISTEN and you will LEARN!
Secret #5: IMPROVE YOUR VOCABULARY WITH 5 WORDS A DAY

Vocabulary is easy! How many days in a year are there?
365, normally (on Earth).

If you learn only 5 new words a day, you will learn 5 x
365 = 1,825 new words in a year. ONE THOUSAND, EIGHT
HUNDRED AND TWENTY-FIVE WORDS. That is a lot of new
words. And we are not counting all the other words you
will learn in other ways - reading, conversation etc.
Buy a notebook and write in 5 new words EACH day, EVERY
day. Learn them! You will soon have an excellent
vocabulary.
Secret #7: REVISE! REVISE! REVISE!

If you revise, you'll improve your learning by 100%.

What does "to revise" mean? It means "to read again".
You should be systematic about this. When you learn
something, you should note it. Then you should *look at
it again*, 3 times:
- after 1 day
- after 1 week
- after 1 month

Each time you revise, test yourself.

Learn, revise, test.
Revise, test.
Revise, test.

NOTE:
revise (BrE): read again to improve one's knowledge
revise (BrE & AmE): read and correct; update

[deer]

سلام دوستان ایا مطلبی جالب در باره ی
Graphology or handwriting analysis
دارین اگر لطف کنین هر چه سریع تر جواب بدین ممنون می شم جالب باشه بشه سر کلاس مطرحش کرد
از ت خیلی منون می شم اگر مطلب بزارین البته هر چه شما بزارین ارزش خواس خودشو داره که با دنیا نمی شه عوضش کرد
موفق باشین

[deer]

History of Graphology
HISTORY
"It has long been accepted by all societies that the signature of a man can be used to identify his transactions: this signature is now accepted by law, on bonds, deeds and other official documents. If you make an affidavit for a Court of Law, you confirm it with your signature. By writing your signature on a cheque you dispose of your own money. To forge another person's signature is a crime heavily punished by the criminal law of every country."
Dr Eric Singer.

We all recognize writing on envelopes from close friends and relatives and have noted that our own handwriting suffers when we are under emotional or physical stress. Therefore it is not surprising that efforts should be made to compare handwriting with emotions, with character and with strengths and weaknesses.

In 1875, the French Abbot, Jean Hyppolyte Michon, coined the phrase "Graphology", from the Greek: "Graph" meaning, 'To write' or 'I write', and "Logos" meaning 'doctrine' or 'theory'. Although the term 'graphology' is relatively recent, however, the subject itself dates back many centuries, having originally (as far as we can tell) been taken from Southern India to China and from there to Greece, circa 2,000 BC. Coming closer to present day, relatively speaking, Aristotle wrote: "Just as all men do not have the same speech sounds, neither do they all have the same writing", and Confuscius is recorded as having observed, "Handwriting can infallibly show whether it comes from a person who is noble-minded or from one who is vulgar". But it is not until 1622 that the study of handwriting was put into print, by the Italian Camillo Baldi, "How to recognize from a letter the nature and quality of a writer". This was little more than a collection of random observations though, and remained virtually unnoticed.

At the beginning of the 19th century, the German, Lavater, and the Frenchmen, Edouard Hocquart and Abb順landrin, developed the art of interpreting handwriting. But it was not until the second half of the century, when Michon published the results of his many years research into individual handwriting movements, that the subject began to arouse public interest. His method gained popularity owing to its simplicity; he studied certain elements in handwriting, namely the 'stroke', the 'letters', the 'words', the 'baseline', 'paragraphs', 'free movements' ('i' dots and 't' bars), 'flourishes', 'punctuation' and 'paraphs'. However, his method of allocating one specific movement to represent one aspect of character, and in particular his assertion that the lack of a movement indicated the opposite characteristic, is now recognized as only being partly accurate. Michon's successors, particularly his student, Jule Crepieux-Jamin disagreed with this principle, and also with the practice of attributing rigid interpretations to single signs.

Crepieux-Jamin, who spent his life collating and improving upon Michon's observations, is today credited with founding the "Societ順rancais de Graphologie". He defined the various elements of handwriting which today form the basis of the French school of graphology, and divided these elements into seven categories: Dimension, Form, Pressure, Speed, Direction, Layout and Continuity.

To every element in the handwriting, Crepieux-Jamin attributed a range of possible meanings; he insisted that the value of any given sign is not fixed and that its significance and interpretation can vary depending upon the other features in the writing. This theory is now supported by all professional graphologists. In other words, no single feature in handwriting can be taken reliably to represent anything about the writer, unless it is supported by other factors in the writing.

At approximately the same time in Germany, William T Preyer recognized the fact that 'handwriting' is in fact 'brainwriting'. He correctly postulated that should the writer lose his writing arm, as did Nelson for example, and have to use the opposite hand, or even the mouth or foot as in the case of paralysis, the same basic tendencies will appear in the script, although obviously not executed with such fluency at first.

In 1897, the 2nd "Graphological Periodical" was founded in Germany by Hans Busse (who also formed the Association for Graphological Research). The chief contributors were Dr Georg Meyer and Busse's assistant editor, Dr Ludvig Klages. Meyer's work was important, but even his greatest contributions were overshadowed by the eminence of Klages. Later, Klages moved to Switzerland where he was to continue his research work and create the first complete and systematic theory of graphology.

Also in Switzerland, Dr Max Pulver, a renowned psychologist who had a deep interest in graphology, was to make a further contribution, in terms of the symbolism in handwriting, both in direction and in symbolism of space. His division of the handwriting into the three vertical 'zones' explains aspects of the handwriting previously misunderstood, with his formulation of the 'Three Dimensions' - vertical movement, horizontal movement, and depth - providing an integral understanding of graphology as we know it today.

These latter graphologists, Preyer, Klages and Pulver, made greater attempts than their predecessors to appreciate the inner psychological causes of graphic expression. They were able to draw upon a more highly developed understanding of a psychological characterology which for the first time attempted to penetrate the psyche of the writer.

Many books began to appear as the subject gained public interest, some of whose authors also furthered the science of graphology, including:
Robert Saudek, A Czech Graphologist who came to live in England, is acknowledged as having established "speed" in handwriting. Today, no serious graphologist would consider assessing handwriting without first ascertaining the speed.
Hans Jacoby, a contemporary of Saudek's, also produced books aimed at the general public, based upon what he termed "the science of the expression of movements", revealing that gestures seen in the writer's body language, i.e. manner of walking, expressive movements of hands and arms, etc., were also reflected in the handwriting.
Alfred O Mendel, whose book "Personality in Handwriting" included a lengthy dissertation on pressure in handwriting, in which he introduced a new approach to the interpretation given to direction of pressure, depending upon the writer's personal proclivities, and demonstrated that this single subject could be broken down into many different areas, each of which indicated highly revealing aspects of the writer.
Klara Roman, a Hungarian graphologist who emigrated to the USA, included the results of considerable research into pressure in her excellent book, "Handwriting, A Key To Personality" (recently reprinted by the Institute).
And in Germany, Professor Rudolph Pophal (whose books are currently being translated into English) who held the Chair in Psychology and Graphology at the University of Hamburg, brought graphology into the area of research and made many discoveries related to brain and muscle structuring, which confirmed the earlier assertion of Preyer's, that handwriting is indeed 'brainwriting'.
(All books available from the Administration Manager)
GRAPHOLOGY COMES TO BRITAIN
Although fairly well established on the European continent, notably Germany and France, graphology was largely unknown in this country until the second world war. At that time, many graphologists, amongst them Dr Eric Singer (a student of Klages) came to Britain, hoping to continue their profession here, only to find the subject virtually unknown. In order to bring it to the attention of the public, several graphologists began producing "popular" books for 'the man in the street', including Singer's "Graphology For Everyman" (now available in the trilogy of Singer's books, "A Manual of Graphology"). This was a breakthrough in the subject with public reaction indicating the demand for more information on the subject.

In 1982 the 'Graphology Society' was formed by journalist and author of several graphological books, Patricia Marne and her colleague John Beck. The Graphology society offered the first meeting place with regular lectures, for anyone interested in the subject.

The following year, Francis T Hilliger (a student of Dr Singer's) founded The British Institute of Graphologists which was constitutionally formed with elected committee, regular meetings and a quarterly journal, "The Graphologist".

Frank Hilliger devised a system of graphology which further simplified the process of analysing handwriting, reducing the number of categories within signs, based upon a method for establishing the speed and form level of the writing. His system was much less complicated and therefore easier to learn, proving so successful that upon setting up the Institute the "Hilliger" system was adopted as examination syllabus.