Interview Skills / Resume

Here is invaluable information about taking charge of the interviewing process - to make sure you're sold on the company, and to assure that the company is sold on you. From the author of 101 Great Answers to the Toughest Interview Questions and Your First Resume, this book has proven to be a favorite with high school and college students throughout the world. 


While its status with students is understandable, Your First Interview is an essential tool for anyone needing the fundamental, step-by-step, "first time" guidance it offers- from mothers reentering the job market to professionals making a job change after many years at the same company. 



From advice on making initial contact with a prospective employer to negotiating salary and, hopefully, fielding more than one job offer, author Ron Fry arms readers with the knowledge and confidence to transform the job interview from a sweaty-palm experience into a job-winning joy. 


Your First Interview: For Students and Anyone Preparing to Enter Today's Tough Job Market 

Career Press | 2002 | ISBN: 1564145867 | 188 pages | PDF | 10 Mb 


Download :   http://hotfile.com/dl/91908385/68b8820/1564145867.rar.html


Thank You for Arguing: What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion



Thank You for Arguing is your master class in the art of persuasion, taught by professors ranging from Bart Simpson to Winston Churchill. The time-tested secrets the book discloses include Cicero’s three-step strategy for moving an audience to actionÑas well as Honest Abe’s Shameless Trick of lowering an audience’s expectations by pretending to be unpolished. But it’s also replete with contemporary techniques such as politicians’ use of “code” language to appeal to specific groups and an eye-opening assortment of popular-culture dodges, including:

The Eddie Haskell Ploy
Eminem’s Rules of Decorum
The Belushi Paradigm
Stalin’s Timing Secret
The Yoda Technique

Whether you’re an inveterate lover of language books or just want to win a lot more anger-free arguments on the page, at the podium, or over a beer, Thank You for Arguing is for you. Written by one of today’s most popular online language mavens, it’s warm, witty, erudite, and truly enlightening. It not only teaches you how to recognize a paralipsis and a chiasmus when you hear them, but also how to wield such handy and persuasive weapons the next time you really, really want to get your own way. 



335 pages | Publisher: Three Rivers Press (February 27, 2007) | English | PDF | ISBN-10: 0307341445 | 6.1 Mb

Words you need to Know



This book is better than ever in a brand new fourth edition. In addition to its standard vocabulary lists, this edition includes a new section called Panorama of Words. In this feature, each of the 1100 words appears in a sentence selected from among well known novels, plays, poems, and even newspaper editorials and TV broadcasts. The book is a vocabulary builder aimed directly at college-bound high school students, as well as college students who need extra vocabulary help. Students will find word lists with definitions, analogy exercises, entertaining word games, and fascinating words-in-context exercises.
From the Author
More than a half-million readers have already been exposed to the controlled vocabulary in 1100 Words You Need to Know and the techniques that we devised to help them learn how to use those important words. We have received grateful letters from across the country and abroad, praising us for the timeliness of our selection--words appearing in newspapers and books, on standardized exams, and in business correpondence.

We realize that possessing a rich treasury of words brings material gains as well as confidence in one's ability to communicate and to be accepted as a mature person. As you spend the time to master the 1100 words and idioms--even 15 to 20 minutes daily--you will discover the pleasure of recognition and understanding when you come across these challenging words in your listening, reading, and conversing.

In this fourth edition we have updated all of the material and added a major component, "The Panorama of Words," where you will find a valuable sentence reference for each of the words you have learned. The material presented is consistent with our successful blueprint of interest, variety, relevance, and repetition. Regard it as a dividend on your investment.

Murray Bromberg and Melvin Gordon




Murray Bromberg, Melvin Gordon, "1100 Words You Need to Know" 
B.rron's Ed.nal Series | 2000 | ISBN: 0764113658 | 384 pages | PDF | 1,5 MB



Technical English

Basic Technical English is a reading course for beginner elementary level students in secondary schools, vocational schools and colleges, or in-company training programmes. The main aim of the course is to develop confidence and ability in extracting information from technical manuals and textbooks in a wide range of technical areas including mechanical engineering, electrical engineering, workshop practice, electronics, etc.

Jeremy Comfort, Steve Hick, Allan Savage, "Basic Technical English. Student's Book" 
Cornelsen & Oxford University Press | 2001 | ISBN: 346402816X | 44 pages | PDF | 3,3 MB


Phonology

An advanced introduction to the acquisition of phonology and the first textbook on normal (non-disordered) phonological acquisition. This book steers readers toward an investigation of the extent to which theories of speech production explains recurring sound patterns in child language and introduces perceptual aspects of acquisition. Patterns in Child Phonology guides the reader in advancing the observational skills of phonological analyses and in asking important questions in the field of phonological acquisition. This student-friendly textbook includes definitions of phonological terms and concepts and covers child phonological patterns, phonological theory, the pre-production stages of phonological acquisition, non-grammatical factors affecting acquisition, and an overview of issues in phonological acquisition. Applicable to students of all disciplines.



Wyn Johnson, Paula Reimers, "Patterns in Child Phonology" 
Edi-rgh Univ-sity Press | 2010 | ISBN: 0748638202 | 320 pages | PDF | 1,1 MB



Letter Writing

Expert tips and 300 sample letters make business and personal correspondence a snap.
When trying to close a sale, answer a complaint, or offer thanks, a well-crafted letter can make all the difference. Packed with practical advice and 300 easy-to-adapt sample letters, this all-purpose guide shows readers how to write letters that get results -at work and at home.
Covering the nuts-and-bolts of letter writing as well as the secrets of high-impact prose, the book delivers proven recipes for attention-grabbing introductions, persuasive arguments, memorable phrases, and closing clinchers. Best of all, it offers guidance on business and personal letters for every circumstance, from job hunting, selling, fundraising, and asking favors to giving a reprimand, responding to criticism, expressing sympathy, and declining gracefully. It's the only reference anyone will ever need to write the perfect letter, whatever the occasion.

The New World Letter Writing Handbook covers far more than just cover letters and thank-you notes; you’ll find unbeatable examples and world-class advice for crafting every kind of letter:

• congratulations • apologies • expressions of sympathy • fundraising • requests for favors • requests for information • job search • selling • complaints and responses to complaints • feedback • reprimands • refusals • bill collections • and more! 






Robert W. Bly, "Letter Writing Handbook" 
Web.ster's N.w W.ld | 2003 | ISBN: 0764525247 | 408 pages | PDF | 2,4 MB

English Usage

Some foreign students find English very difficult, some others find it quite easy. There is one thing, however, on which they all agree: English sounds are vague, complicated, often confusing and totally inconsistent as regards punctuation.

This book is an exhaustive compilation of the most curious words that can be found in the language. It will serve students as a reference when they want to find the correct word to use. It will also help the teacher who wants to show pupils the oddities of the language. 

Edward R. Rosset, "Odds & Ends of English Usage" 
Editorial Stanley | 2004 | ISBN: 8478733736 | 80 pages | PDF | 6,2 MB



Phonetics


This textbook is the fourth edition of the revision and expansion of A Manual for Articulatory Phonetics, compiled by Rick Floyd in 1986. It includes many other people's materials from articulatory phonetics courses as taught for over sixty years in the training schools of SIL International. It also includes much information from sources outside of SIL.

It is written in an informal, personal style and is a practical book for teachers and students alike. Most chapters begin with a statement of goals and conclude with a list of key concepts and exercises. Examples, tables, and explanatory figures are distributed liberally throughout.

This book is oriented primarily towards native speakers of American English, particularly with reference to examples used to guide pronunciation of new sounds. However, most of the information included should be profitable to students regardless of their native language.

The International Phonetic Alphabet (IPA) is used for the phonetic transcription, but the equivalent Americanist symbols are also given in order to equip the student to use other linguists' materials, regardless of which system they use to transcribe their data.



Anita C. Bickford, Rick Floyd, "Articulatory Phonetics: Tools for Analyzing the World's Languages, 4th Edition"
SIL International | 2006 | ISBN: 1556711654 | 219 pages | Djvu | 3,2 MB




http://depositfiles.com/en/files/5fjiymluq

Body Language Rules

http://hotfile.com/dl/88892388/18ebd72/The_Body_Language_Rules.rar.html

CONTRARY/CONTRAST


The phrases "on the contrary" and "to the contrary" are used to reply to an opposing point. Your friend tells you she is moving to New York and you express surprise because you thought she hated big cities. She replies, "On the contrary, I've always wanted to live in an urban area."

When a distinction is being made that does not involve opposition of this sort, "in contrast" is appropriate. "In New York, you don't need a car. In Los Angeles, in contrast, you can't really get along without one, though you won't need a snow shovel."

Here's a simple test: if you could possibly substitute "that's wrong" the phrase you want is "on the contrary" or "to the contrary" If not, then use "in contrast."

AMOUNT/NUMBER


The confusion between the two categories of words relating to amount and number is so pervasive that those of us who still distinguish between them constitute an endangered species; but if you want to avoid our ire, learn the difference. 

Amount words relate to quantities of things that are measured in bulk; number words to things that can be counted. In the second sentence above, it would have been improper to write "the amount of words" because words are discrete entities which can be counted, or numbered.

Here is a handy chart to distinguish the two categories of words: amount vs. number quantity vs. number little vs. few less vs. fewer much vs. many.

You can eat fewer cookies, but you drink less milk. If you eat too many cookies, people will probably think you've had too much dessert. If the thing being measured is being considered in countable units, then use number words. Even a substance which is considered in bulk can also be measured by number of units. For instance, you shouldn't drink too much coffee, but you should also avoid drinking too many cups of coffee.  Note that here you are counting cups. They can be numbered.

The most common mistake of this kind is to refer to an "amount" of people instead of a "number" of people.

Just to confuse things, "more" can be used either way: you can eat more cookies and drink more milk. Exceptions to the less/fewer pattern are references to units of time and money, which are usually treated as amounts: less than an hour, less than five dollars. Only when you are referring to specific coins or bills would you use fewer: "I have fewer than five state quarters to go to make my collection complete."

BULLET


When bullet first appeared in print in English, it described a cannonball of metal or stone. The cannons in use back then often had a tapered barrel, because cannonballs varied in size. You simply shoved the ball down the barrel until it got stuck, then you lit the fuse. If the barrel was made of wood, as they sometimes were, and the ball was really wedged in tightly, the back of the cannon would sometime exploded in one’s face. A few years after 1557 the word bullet was being used the way it is today, to describe a small ball of lead fired from a pistol or other gun of small calibre.

Bullet comes from the French boulette, meaning “little ball,” and ballot comes from the Italian ballota, also meaning “little ball.” A bullet looks like a ball, but a ballot is simply a sheet of paper we mark on election day. It comes from the Italian word for “little ball” because balls have often been used in elections.

The ancient Greeks voted by dropping a white stone ball into a container when they favoured a candidate and a black stone ball when they didn’t. Even today we speak of someone being blackballed from a club.

Agreement of subject and verb

When a subject in a sentence is in the singular, then the verb must be in the singular too. When the subject is plural, then the verb is in the plural, in agreement with it. This is also called concord. Examples are:

Paul is at university and so is his brother.

Paul is at university and so are his brother and sister.

They understand the reason why they have to do this.

She understands the reasons why she has to do this and why

you have to do it too.

These conditions apply now.

This condition applies now.

Non-NE writers can forget to check concord in their writing.  Two quite typical examples are:

Sara has received our e-mail. Has you received it too? Correct

version: Sara has received our e-mail. Have you received it too?

This kind of topics. Correct version: These kinds of topics.

As a rule of thumb, all you have to do is work out who is doing the action and make your verb relate to who or what is doing it. In some sentences you may have to refer back to check.

Incidentally, there are certain words in English where it is possible to use a singular word in a plural sense too. Examples are: government, council, committee, company.
So in UK English, you can write:


The government is changing the law on this.

The government are changing the law on this.

The reasoning behind this is that these nouns can be viewed as entities by themselves or as bodies of people. On this track, another often-used word comes to mind. This is the word ‘staff’, where it means personnel. It is used as a singular in US English but exists only in the plural in UK English.

So UK English says: ‘The staff are taking a vote on this.’

US English says: ‘The staff is taking a vote on this.’

Comparative Adjectives



Adjectives have inflections. That is, adjectives change in spelling according to how they are used in a sentence. Adjectives have three forms: positive, comparative, and superlative.

The simplest form of the adjective is its positive form. When two objects or persons are being compared, the comparative form of the adjective is used. When three or more things are being compared, we use the adjective’s superlative form.

A few adjectives, like good and bad form their comparatives with different words: That is a good book. This is a better book. Which of the three is the best book? He made a bad choice. She made a worse choice. They made the worst choice of all. 

The comparative forms of most adjectives, however, are formed by adding the suffixes -er and -est, or by placing the words more and most in front of the positive form.



RULES FOR FORMING COMPARATIVES:



1. One syllable words form the comparative by adding -er and -est:



brave, braver, bravest
small, smaller, smallest
dark, darker, darkest.


2. Two-syllable words that end in -y, -le, and -er form the comparative by adding -er and -est:



pretty, prettier, prettiest
happy, happier, happiest
noble, nobler, noblest
clever, cleverer, cleverest


3. Words of more than two syllables form the comparative with more and most:



beautiful, more beautiful, most beautiful.
resonant, more resonant, most resonant


4. Past participles used as adjectives form the comparative with more and most:



crooked, broken, damaged, defeated, etc.


5. Predicate adjectives (adjectives used to describe the subject of a sentence) form the comparative with more and most:



afraid, mute, certain, alone, silent, etc.

Ex. She is afraid. He is more afraid. They are the most afraid of them all.


So far, so good, but when it comes to two-syllable words other than the ones covered by Rule 2, the writer must consider custom and ease of pronunciation. Usually, two syllable words that have the accent on the first syllable form the comparative by adding -er and -est.

Ex. common, cruel, pleasant, quiet.





BUT tasteless, more tasteless, most tasteless. Some two-syllable words that have the accent on the second syllable form the comparative by adding -er and -est: polite, profound, BUT: bizarre, more bizarre, most bizarre..

50 Incorrect Pronunciations That You Should Avoid


Here are 50 frequently mispronounced words. The list is by no means exhaustive, but provides a good start.
1. aegis – The ae in this word is pronounced /ee/. Say EE-JIS/, not /ay-jis/. In mythology the “aegis” is associated especially with the goddess Athene. It is her shield with the Gorgon’s head on it.
2. anyway – The problem with this word is not so much pronunciation as the addition of an unnecessary sound. Don’t add an s to make it “anyways.” The word is ANYWAY.
3. archipelago – Because the word is from Greek, the ch is pronounced with a /k/ sound. Say /AR-KI-PEL-A-GO/, not /arch-i-pel-a-go/.
4. arctic – Note the C after the R. Say /ARK-TIK/, not /ar-tik/.
5. accessory – the first C has a “hard” sound. Say /AK-SESS-OR-Y/, not /ass-ess-or-y/.
6. ask – The S comes before the K. Say /ASK/ not /aks/.
7. asterisk – Notice the second S. Say /AS-TER-ISK/, not /as-ter-ik/.
8. athlete – The word has two syllables, not three. Say /ATH-LETE/, not /ath-uh-lete/.
9. barbed wire- Notice the AR in the first syllable. Say /BARBD/, not /bob/.
10. cache – The word is of French origin, but it does not end with an accented syllable. A cache is a hiding place or something that is being hidden: a cache of supplies; a cache of money; a cache of drugs. Say /KASH/, not /ka-shay/.
11. candidate – Notice the first d. Say /KAN-DI-DATE/, not /kan-i-date/.
12. cavalry – This word refers to troops that fight on horseback. Say /KAV-UL-RY/, not /kal-vuh-ry/. NOTECalvary refers the place where Jesus was crucified and IS pronounced /kal-vuh-ry/.)
13. chaos – The spelling ch can represent three different sounds in English: /tch/ as in church, /k/ as in Christmas, and /sh/ as in chef. The first sound is heard in words of English origin and is the most common. The second sound of ch, /k/, is heard in words of Greek origin. The third and least common of the three ch sounds is heard in words adopted from modern French. Chaos is a Greek word. Say /KAY-OS/, not /tchay-os/.
14. clothes – Notice the TH spelling and sound. Say /KLOTHZ/, not /kloz/.
15. daïs – A daïs is a raised platform. The pronunciation fault is to reverse the vowel sounds. The word is often misspelled as well as mispronounced. Say /DAY-IS/ not /dī-is/.
16. dilate – The word has two syllables, not three. Say /DI-LATE/, not /di-a-late/.
17. drowned – This is the past participle form of the verb drown. Notice that there is no D on drown. Don’t add one when using the word in its past form. Say /DROWND/, not /drown-ded/.
18. et cetera – This Latin term is often mispronounced and its abbreviation is frequently misspelled. Say /ET CET-ER-A/, not /ex cet-er-a/. For the abbreviation, write ETC., not ect.
19. February – Just about everyone I know drops the first r in February. The spelling calls for /FEB-ROO-AR-Y/, not /feb-u-ar-y/.
20. foliage – The word has three syllables. Say /FO-LI-UJ/, not /fol-uj/.
21. forte – English has two words spelled this way. One comes from Italian and the other from French. The Italian word, a musical term meaning “loud,” is pronounced with two syllables: /FOR-TAY/. The French word, an adjective meaning “strength” or “strong point,” is pronounced with one syllable: /FORT/.
22. Halloween – The word for the holiday Americans celebrate with such enthusiasm on October 31 derives from “Hallowed Evening,” meaning “evening that has been made holy.” The word “hallow” comes from Old English halig, meaning “holy.” Notice the a in the first syllable and say /HAL-O-WEEN/, not /hol-lo-ween/.
23. height – The word ends in a /T/ sound, not a /TH/ sound. Say /HITE/, not /hith/.
24. heinous – People unfamiliar with the TV show Law and Order: S.V.U. may not know that heinous has two syllables. (The show begins with this sentence: “In the criminal justice system, sexually based offenses are considered especially heinous.”) Say /HAY-NUS/, not /heen-i-us/.
25. hierarchy – The word has four syllables. Say /HI -ER-AR-KY,/ not /hi-ar-ky/.
26. Illinois – As with Arkansas, the final “s” in Illinois is not pronounced. Say /IL-I-NOY/ (and /Ar-kan-saw/, not /il-li-noiz/ or /ar-kan-sas/). NOTE: Some unknowledgeable folks may still be trying to pronounce Arkansas as if it had something to do with Kansas. The pronunciation /ar-kan-zuz/ is waaay off base.
27. interpret – The word has three syllables. Don’t add one! Say /IN-TER-PRET/, not /in-ter-pre-tate/.
28. incident – Something that happens is an “incident.” Don’t say “incidence” when you mean a specific event. There IS a word “incidence,” but it has a different meaning.
29. “irregardless” – See the real word, regardless.
30. jewelry – The word has three syllables. Say /JEW-EL-RY/, not /jew-el-er-y/. The pronunciation /jewl-ry/ is common but not correct, as it removes one syllable from the word.
31. library – Notice where the R comes in the word. Say /LI-BRAR-Y/, not /li-ber-ry/.
32. medieval – The word has four syllables. The first E may be pronounced either short [med] or long [meed]. Say /MED-EE-EEVAL/ or /MEE-DEE-EEVAL/, not /meed-eval/.
33. miniature – The word has four syllables. Say /MIN-I-A-TURE/, not /min-a-ture/.
34. Mischievous – This is the adjective form of mischief whose meaning is “calamity” or “harm.” Mischievous is now associated with harmless fun so that the expression “malicious mischief” has been coined as another term for vandalism.Mischievous has three syllables with the accent on the first syllable: /MIS-CHI-VUS/. Don’t say /mis-chee-vee-us/.
35. niche – The word is from the French and, though many words of French origin have been anglicized in standard usage, this is one that cries out to retain a long “e” sound and a /SH/ sound for the che. Say /NEESH/, not /nitch/.
36. orient – This word has three syllables. As a verb it means to place something in its proper position in relation to something else. It comes from a word meaning “east” and originally meant positioning something in relation to the east. Now it is used with a more general meaning. Say /OR-I-ENT/, not /or-i-en-tate/.
37. old-fashioned – This adjective is formed from a past-participle: “fashioned.” Don’t leave off the ED. Say /OLD-FASHIOND/, not /old-fashion/.
38. picture – There’s a K sound in picture. Don’t confuse picture with pitcher. Say /PIK-TURE/, not /pitch-er/. Pitcher is a different word. A pitcher is a serving vessel with a handle.
39. precipitation – This is a noun that refers to rain or snow, or anything else that normally falls from the sky. As with prescription (below), the prefix is PRE-. Say /PRE-CIP-I-TA-TION/, not /per-cip–i-ta-tion/.
40. prescription – Note the prefix PRE- in this word. Say /PRE-SCRIP-TION/, not /per- scrip-tion/ or /pro-scrip-tion/.
41. preventive – The word has three syllables. A common fault is to add a syllable. Say PRE-VEN-TIVE/, not /pre-ven-ta-tive.
42. pronunciation – This word is a noun. It comes from the verb pronounce, BUT it is not pronounced like the verb. Say /PRO-NUN-CI-A-TION/, not /pro-nounce-i-a-tion/.
43. prostate – This word for a male gland is often mispronounced. There is an adjective prostrate which means to be stretched out facedown on the ground. When speaking of the gland, however, say /PROS-TATE/, not /pros-trate/.
44. Realtor – The word has three syllables. Say /RE-AL-TOR/, not /re-a-la-tor/.
45. regardless – The word has three syllables. Please don’t add an IR to make it into the abomination “irregardless”.
46. sherbet – The word has only one r in it. Say /SHER-BET/ not /sher-bert/.
47. spayed – This is a one-syllable word, the past participle form of the verb to spay, meaning to remove the ovaries from an animal. Like the verb drown (above) the verb spay does not have a D in its infinitive form. Don’t add one to the past participle. Say /SPADE/, not /spay-ded/.
48. ticklish – The word has two syllables. Say /TIK-LISH/, not /tik-i-lish/.
49. tract – Religious evangelists often hand out long printed statements of belief called “tracts.” That’s one kind of “tract.” Houses are built on “tracts.” Then there’s the word “track.” Athletes run on “tracks.” Animals leave “tracks.” Don’t say /TRAKT/ when you mean /TRAK/, and vice-versa.
50. vehicle – Although there is an H in the word, to pronounce it is to sound hicky. Say /VEE-IKL/, not /vee-Hikl/.
51. wintry – Here’s another weather word often mispronounced, even by the weather person. The word has two syllables. Say /WIN-TRY/, not /win-ter-y/.

BONAFIED/BONA FIDE


"Bona fide" is a Latin phrase meaning "in good faith," most often used to mean "genuine" today. It is often misspelled as if it were the past tense of an imaginary verb: "bonafy."

Spoken English Level II

Construct Sentence of your own for the followings:


Asking for information

1.       Can you tell me……… please
2.       Could you tell me…….. please
3.       Do you know……….
4.       Do you happen to know…….
5.       Can you help me……..
6.       Could anyone tell me……….
7.       I’d like to know
8.       Do you have any idea…….
9.       I wonder if you could tell me…
10.   I wonder if someone could tell me…..
11.   I should be interested to know…….
12.   I hope you don’t mind my asking, but…
13.   Know…
14.   Any clue…
15.   Any idea…

Some one’s option

1.       What do you think / fell about…
2.       What’s do your opinion / reaction…
3.       What are your feeling / views about…
4.       What’s your view / opinion…
5.       How do you see…
6.       Have you got any comments on…
7.       Do you have any opinion / particular view on…
8.       Could I know your reaction to…
9.       How would you react to…
10.   What would you say to…

Avoiding giving an opinion

1.       It’s difficult to say…..
2.       Can’t say really…..
3.       Well, I don’t know, really……
4.       I’d rather not say anything now……..
5.       I’d have to think about……..
6.       Well, it all depends…….
7.       I’m sorry I can’t answer……..
8.       I’m afraid I can’t comment on that now….

Saying something again

1.       I said…
2.       I was just saying remarking…
3.       What I said was…..
4.       I was just / merely expressing the view……
5.       I was proposing / suggesting that…….
6.       I was pointing out the fact that……..
7.       I was just wondering / enquiring……

Making suggestion

1.       May I suggest that……
2.       You may / might like to……..
3.       Have you considered / thought of……..
4.       Would you care to……….
5.       Why don’t we / you………
6.       Why not……….
7.       How about…….
8.       What about……
9.       Let’s / let me…
10.   We / you could……
11.   Shall we…….
12.   We might…….
13.   I’ll tell you what. We’ll……..

Asking whether someone remembers

1.       Remember…….
2.       Do you remember…
3.       I’m sure you remember…….
4.       Don’t you remember……..
5.       You remember…….. don’t you……….
6.       Have you forgotten………
7.       You haven’t forgotten………. Have you……..
8.       You must remember……..
9.       I was wondering if you remember…
10.   Do you by any chance remember…………….