'TO' or 'TOWARD' eeeeeeeeeee m confused!!!!!!!!!!

Rules for Usage:
PREPOSITIONS THAT ESTABLISH MOTION AND DIRECTION

The prepositions of motion “to,” “toward,” “in,” and “into.”  These four prepositions link the verbs of movement—“move,” “go,” “transfer,” “walk,” “run,” “swim,” “ride,” “drive,” “fly,” “travel,” and many more—to their object destination. All of these verbs, except “transfer,” can take both “to” and “toward.”

We must keep in mind, however, that “to” is used to convey the idea of movement toward a specific destination, while “toward” is used to convey movement in a general direction that may not reach a specific destination:

“Please take me to the bus station.”
(The speaker obligates the listener to specifically take him to a particular place.)

“The speedboat headed toward the harbor.”
(The speaker indicates only a movement in a general direction.)

We can actually interchange “into” and “in” more or less freely when used with verbs of motion. There are exceptions, though. We can only use “in” (or “inside”) when the preposition is the last word in the sentence or occurs right before an adverbial of time (“today,” “tomorrow”), manner (“quickly,” “hurriedly”) or frequency (“once,” “twice”).

Examples: “The woman went into the manager’s office.” “The woman went in twice.” “The woman went in.” “The new tenants moved into the apartment yesterday” “The new tenants moved in hurriedly.” “The new tenants moved in.”     

We can also use “into” as the last word in a question: “What sort of trouble have you gotten yourself into?” But we should use “in” if the question is said in this form: “What sort of trouble are you in?”

“In/into” also has two unique uses with the verb “move.” The first is when “move in” is followed by a clause indicating purpose or motive: “The hunters moved in for the kill.” “The soldiers moved in for the attack.” In both examples, “in” is part of the verb phrase, so we cannot use “into.”

The second case is when we use “into” with “move” to convey the idea of simple movement: “The firemen moved into the burning building.”

The prepositions of direction “to,” “onto,” and “into.” These prepositions correspond to the common prepositions of location: “to” for “at,” “onto” for “on,” and “into” for “in.” Each is defined by the same space relations of point, line, surface, or area as in the prepositions of location.

“To,” the basic directional preposition, signifies orientation toward a goal. If that goal is physical, like a specific destination, “to” conveys the idea of movement in the direction of that goal: “The troops returned to their base.”

“Toward,” of course, also works as a directional preposition, and means about the same thing as the directional preposition “to.” If the goal is not a physical place, as in an action, “to” simply puts the verb in the infinitive form to express a particular purpose: “She sings to earn extra money.” “She cut her hair to show her displeasure.”

The directional prepositions “onto” and “into” are, as we know, compounds formed by “to” with corresponding prepositions of location: on + to = onto, to signify movement toward a surface, and in + to = into, to signify movement inside a finite three-dimensional space or volume.

When used with many verbs of motion, however, “on” and “in” already have a directional meaning. We therefore can freely use them instead of “onto” and “into.” Note that “on” and “onto” work equally well in the following sentences: “The cats fell on [onto] the floor.” “The whales washed up onto [on] the beach.” “The girl jumped into [in] the river.”

You will notice, however, that always, the compound locational prepositions “onto” and “into” convey the consummation of an action, while the simple locational prepositions “on” and “in” indicate the subject’s end-position as a result of the action.

Let’s look at some examples.
Consummation of action: “The boy fell onto [to] the ground.” “The sailor dived into [to] the pool.”

Position of subject: “The boy is on the ground.” “The sailor is in the pool.”

Now we discover something interesting: directional prepositions actually serve to convey the idea of cause, while locational prepositions serve to convey the idea of effect. This, in fact, is as near a rule of thumb as we can get in dealing with these two kinds of prepositions.

We cannot leave this subject, of course, without discussing “at” as a preposition of motion and direction. Being the least specific of the prepositions in space orientation, we can use “at” in a good number of ways.

To mark a verb of motion directed towards a point: “She arrived at the airport late.” “The marksman aimed atthe hostage-taker with precision.”

To indicate direction: “The man leaped at the thief to subdue him.” “She jumped at me without warning.”

IN....ON....AT

Rules for Usage:
PREPOSITIONS THAT ESTABLISH RELATIONSHIPS IN SPACE

The prepositions “in,” “at,” and “on” for indicating place and location. The general rule is to use “in” for an enclosed space, “at” for a point, and “on” for a surface. Here are some specific guidelines for their use in American English:

Use “in” for spaces: “They always meet in a secret room [in a suburban hotel, in a parking lot, in a farm, in a ricefield].”

Use “in” for names of specific land areas: “She lives in a quiet town [in Tagaytay, in Cavite, in Southern Tagalog, in the island of Palawan, in the Philippines, in Southeast Asia].

Use “in” for bodies of water: “That kind of fish thrives in freshwater [in the river, in the lake, in streams, in the sea].”

Use “in” for lines: “The registrants are in a row [in a line, in a queue].”

Use “at” to indicate points: “You’ll find us at the entrance [at the taxi stand, at the supermarket, at the intersection].”

Use “at” for specific addresses, as in “She lives at 40 Lilac St.”

Use “on” for names of streets, roads, avenues, and boulevards: “Her apartment is on San Pablo Street [onOrtigas Avenue, on Santolan Road, on Roxas Boulevard].”

Use “on” for surfaces: “There’s a large stain on the floor [on the wall, on the ceiling, on the roof].”

The prepositions “in,” “at,” and “on” for indicating location.

Use “in” in these cases: “The children are in the kitchen [in the garden, in the car, in the library, in the class,in school]. (The article “the” is mandatory except for the fourth and last example.)

Use “at” in these particular cases: “She was at home [at the library, at the office, at school, at work] when we arrived.”

Use “on” in these particular cases: “They are on the plane [on the train, on the boat].”

Some locations, though, don’t need a preposition between them and the verb: “They sleep downstairs [inside, outside, downtown, upstairs, uptown].”

Prepositions and their usage

Most preposition usage is essentially conventional, even quirkish at times, and many preposition choices actually have no inherent or discernible logic of their own. For instance, it’s not easy to discern any logical difference between “in,” “on,” and “at” as prepositions of place and location, and this is why so many nonnative English speakers take a long time to master their proper usage. Achieving this mastery, in fact, requires committing to memory the specific prepositions needed according to established usage, and it’s a task that becomes even more tedious and difficult in the case of the prepositional phrases and prepositional idioms.

The common run of prepositions usually establishes a space or time relationship between ideas within a phrase, clause, or sentence, and they can be divided into five groups:
1. The prepositions of place and location: “in,” “at,” and “on”
2. The prepositions of motion: “to,” “toward,” “in,” and “into”
3. The prepositions of movement and direction: “to,” “onto,” and “into”
4. The prepositions for specific points of time: “on,” “at,” “in,” and “after”
5. The prepositions for periods or extended time: “since,” “for,” “by,” “from…to,”
    “from…until,” “before,” “during,” “within,” “between,” and “beyond.”

Literacy in India

Literacy in India is key for socio-economic progress,^[1] and the Indian literacy rategrew to 74.04% in 2011 from 12% at the end of British rule in 1947.^[2][3] Although this was a greater than sixfold improvement, the level is well below the world average literacy rate of 84%,^[4] and India currently has the largest illiterate population of any nation on earth.^[5] Despite government programs, India's literacy rate increased only "sluggishly,"^[6] and a 1990 study estimated that it would take until 2060 for India to achieve universal literacy at then-current rate of progress.^[7] The 2011 census, however, indicated a 2001-2011 decadal literacy growth of 9.2%, which is the slower than the growth seen during the previous decade.

There is a wide gender disparity in the literacy rate in India: effective literacy rates (age 7 and above) in 2011 were 82.14% for men and 65.46% for women. ^[8] The low female literacy rate has had a dramatically negative impact on family planning and population stabilization efforts in India. Studies have indicated that female literacy is a strong predictor of the use of contraception among married Indian couples, even when women do not otherwise have economic independence.^[9] The census provided a positive indication that growth in female literacy rates (11.8%) was substantially faster than in male literacy rates (6.9%) in the 2001-2011 decadal period, which means the gender gap appears to be narrowing.^[10]

Steps Taken By Indian Government To Promote Education.

In INDIA, the education is neglected in rural areas only (for boys and girls both), so the Government's SARVA SHIKSHA ABHIYAAN (All's Education Program) is surrounded by action since year 2001, specially for the children in rural areas, under which every child should be erudite and they has the right for their education. Under this program the Indian Government provides Uniform, Day meal, Books, Stationary etc for free to the children, so that poorchildren can also be learned.

How to Deal With Your Young Children When They Interrupt You

Steps

1. 1
   Expect your young children to interrupt you.
2. 2
   For very young children, be prepared with distractions; a basket full of interesting objects from home or the dollar store, snacks, a small bowl of uncooked rice or beans with measuring spoons and cups.
3. 3
   Start when they begin to talk. Teach them to either put their hand on your knee if you are sitting or to hold your hand if you are standing instead of beginning to speak. A three year old can easily do this. Touch the child to let him know that you realize he's waiting (eg. lay your hand on his while it's on your knee). The younger the child, the sooner you should break your conversation and ask your child what it is they want to say.
4. 4
   Teach your child how to get your attention politely as soon as they are able to understand. Polite interruptions should be acknowledged and dealt with promptly. Rude interruptions, such as nagging, yelling or tugging at your shirt, should be dealt with negatively and not rewarded. (For example, if your child keeps calling "Mommy, mommy!" while you are in the middle of something, unless it is a real emergency, tell them that whatever it is they want, they can't have because they were rude.)
5. 5
   Politely let your child know when they are interrupting and ask them to wait. Try not to be rude or come across as annoyed, such as exclaiming, “Can’t you see I’m talking to someone!?" While you may think you’re teaching reasoning skills, you are actually teaching lessons on how to respond rudely to others.
6. 6
   Expect adults to wait. If your child is politely seeking your attention, kindly ask adults to “please hold on" while you quickly respond to your child’s interruption. Others will admire your politeness and patience. Thank them for holding within earshot of your child.
7. 7
   Have a long term plan for teaching manners. By age four, your expectations for kind behavior should be increasing. At this age, remind your child of your rules about interrupting and suggest what they should do if they want your attention while you are talking to someone else.
8. 8
   Understand that interrupting becomes less (although never completely - to be realistic) when children show signs of understanding another person’s point of view. In the meantime, understanding their developmental limitations must be taken into account. Always remember that children learn positive traits by constant exposure to positive attitudes and behaviors, especially by their parents
9. .Bottom Line: When you calmly respond to your young children’s interruptions, they feel important and understood. If you yell or speak rudely to them, they will learn to treat others the same. Be patient during these egocentric years of development, or you’ll find yourself in a constant state of frustration. This kind of frustration will lead your child to think that he disappoints you. Negative thoughts get harder and harder to shed. Negative thinking turns into low self-esteem. You have the power not to let this happen.

Constructed varieties of English

• Basic English is simplified for easy international use. Manufacturers and other international businesses tend to write manuals and communicate in Basic English. Some English schools in Asia teach it as a practical subset of English for use by beginners.
• E-Prime excludes forms of the verb to be.
• English reform is an attempt to improve collectively upon the English language.
• Manually Coded English constitutes a variety of systems that have been developed to represent the English language with hand signals, designed primarily for use in deaf education. These should not be confused with true sign languages such as British Sign Language andAmerican Sign Language used in Anglophone countries, which are independent and not based on English.
• Seaspeak and the related Airspeak and Policespeak, all based on restricted vocabularies, were designed by Edward Johnson in the 1980s to aid international cooperation and communication in specific areas. There is also a tunnelspeak for use in the Channel Tunnel.
• Simplified Technical English was historically developed for aerospace industry maintenance manuals and is now used in various industries.
• Special English is a simplified version of English used by the Voice of America. It uses a vocabulary of only 1500 words