Essay Questions from Reading Case Study Example | Topics and Well Written Essays - 500 words

Essay Questions from Reading - Case Study Example The path he takes is not as worn out as the other one, but they are same. The falling leaves on both paths look fresh.The speaker plans to take the road he did not take the other day and suspects that he may never come back. As an alternative, he will be talking of how his decision was ultimate and life changing, far off into his future. A lesson to learn from this story is that people are the opposite of what they appear to be. The people he thought were good actually took part in evils in the forest. Do not a judge a book by its cover. He gives a lesson of faith through his loss of faith and redemptive faith. He is tempted by the devil and gives in because of curiosity and his weak faith. Like Eve in Genesis, he cannot help himself knowing what is behind the forest’s mystery. â€Å"Happy is the man who wins her love! He could not find a better wife†. This was a quote used to describe the young girl. Her beauty and modesty were being praised by everyone and her gentle nature. They all thought she would make a good wife someday. â€Å"The rich, indeed, are happy. With money, it is possible to forget even the deepest sorrows. One can go where one pleases, and in travel find that distraction which is the surest cure for grief. Oh, if I were only rich!† This quote was describing the rich men slowly strolling around in the morning instead of being at work. In this poem, death is the principal subject. It describes the feeling of hollowness that is engulfing after the loss and describes the house after the loss of that dear person. It ,however, shows that life must go on and a recovery to normality. The priest mostly uses quotes to give a deeper and further meaning to his descriptions e.g. â€Å"only a man who knows nothing of reason talks of reasoning without strong, undisputed first principle.† It explains the deeper meaning the importance of reasoning. The Priest used three strategies to draw Valentin’s attention. One

Critically discuss the function of structure within the therapeutic relationship Essay Example for Free

Critically discuss the function of structure within the therapeutic relationship Essay Extensive literature shows no significant differences in therapeutic outcomes between therapeutic approaches, but yet, these approaches differ to varying degrees in regards to values, techniques and emphasis on structure. This then poses an equivalence paradox with clearly non-equivalent techniques. The explanation for this commonality in therapeutic outcome between therapeutic approaches is the client-therapist relationship also known as the therapeutic alliance. The therapeutic alliance is a more encompassing term for the underlying interpersonal interactions and the collaborative nature of the partnership between a therapist and a client. Meta analytic research studies show that the therapeutic relationship counts for . 21 in effect size, while in combinations with technical focus, the effect size is . 76. While not equally as effective as technique alone with an effect size of . 55, it is significant in its contributions to therapeutic outcome and has been worth the focus on how it develops over time and the subsequent development of a generic structure to establish and maintain across all theoretical approaches. This essay will aim to explore this partnership and the necessary steps or requirements on the part of the therapist in order to establish it and the ways client preferences and goals are incorporated into treatment, in other words, structure required for the establishment and maintenance of the relationship as there is research evidence to support the establishment of this alliance early for stronger therapeutic outcome. Generally, work with clients usually have a preparatory phase: a first phone call perhaps, and introduction on both parts to the tasks and goals ahead. A beginning phase that involves the face-to-face meet up, initial greeting an outline of the therapist’s agenda, contracting, negotiating and setting and summary of goals. A middle phase: the therapist is concerned with facilitating learning and change congruent with therapeutic goals and assumptions about change. The ending phase also involves process goals in order to seek resolution of client issues, consolidate learning and change and evaluate therapeutic outcome. There’s evidence to show that therapeutic alliance needs to be formed within the first three sessions for a good therapeutic outcome. Regardless of the therapeutic approach, there is evidence that certain generic skills are important and required for the establishment of a structure within therapeutic alliance. These generic skills include basic communication skills, but also more complex skills which the therapist needs. They can be learnt and practiced as techniques but the therapeutic use of them with the client depends not only on the communication skill but on the attitude and intention of the therapist, an inside energy of sorts, that comes from commitment to understand the person from their frame of reference and the therapists internal supervision, awareness and self-review. The following macro and micro skills ensure the therapist emphases the importance of inner work alongside their practice. 1) Making Psychological contact This is an intangible personal process that changes from moment to moment, a psychological exchange of energy between human beings. It is dependent on the skills, experience, attitudes and emotions that each brings to the situation and it presents itself on a spectrum. It ranges from clients who make no contact at all to those who invade the therapist’s personal space and on the other side, the therapist’s ability to make contact could be influenced by how they perceive new clients and other factors such as culture, class, race, gender, age and sexual orientation. The therapist’s experience of initial interpersonal contact can be developed by self-reflection. Impartial witnessing: The observation of inner processes without judgement. Awareness of how others experience the therapist’s psychological contact e. g. Is it warm or cool, intrusive or distant etc? And finally, skills of greeting appropriately and starting the interaction with particular adjustments made after attention is paid to and sensitivity of culture, age, gender etc. 2) Effecting Intake and Assessment In an interview or a formal assessment, specific skills are needed. They include: Asking for information: It is imperative that the client is made to understand the purpose of the questions and what will happen with the records. Purpose stating: What the therapist wants to happen and must happen. This helps to set the scene of openness to clients so that they know the therapist’s intentions or purpose and also to experience the therapist as congruent. Preference stating: What the therapist would like to happen  with an element of choice for the client. Knowing when to say â€Å"no† to a client and knowing how to communicate this congruently, respectfully and empathically. 3) Introducing tape recording This is something therapist’s approach with trepidation and technical skill and appropriate equipment is required to execute. The therapist requires confidence and conviction to obtain permission from the client and it needs to be part of the initial contract. 4) Contracting and clarifying therapy Negotiating a contract with a client requires particularly the multiple skills of active listening, paraphrasing, reflecting feelings, summarizing, asking questions, purpose and preference stating, a balance between assertion and flexibility. 5) Beginning to build a relationship The ability to communicate empathic understanding of the client, to show unconditional respect, and to be perceived as congruent, requires inner and outer, receptive and responding skills. The client needs to hear that the therapist understands him from his point of view, accepting and not judging him, and is openly present for him and genuine in the role. This openness conveyed by the therapist may vary with the orientation: Skills required to communicate this are: 1) Attention giving: The non-verbal show of accessibility, receptivity and presence which are all influenced by an inner attitude dependent on the awareness and sensitivity of the therapist. 2) Observing: Knowing what non-verbal and verbal cues to look out for. For example; posture, facial expression, tone and volume of voice, responsiveness etc. These clues are sought to begin to understand the client’s internal frame of reference. Also, the therapist needs to scan their own body for clues and observe how the client makes them feel. 3) Listening and Hearing. The former is merely the inner sensory activity that involves picking up sounds while the latter is the same inner sensory activity aligned with attention giving. When clients feel really listened to, they are encouraged to talk and reveal themselves. Accurate listening can help clients to increase self-awareness and reduce defensiveness and direct focus towards their own behaviour. It provides psychological space and support for client’s self-exploration. The use of a combination of the above skills to focus the therapist and client at appropriate points in the interaction. It can be used as a check for understanding, pulling together thoughts, bridge to help client move on, return to something significant and to structure the interaction if the therapist or the client is getting lost. 5) Responding or facilitating skills: Also known as active listening skills. These demonstrate and communicate empathy and acceptance and facilitate exploration. They are sometimes referred to as first level empathy, distinguishing them from deeper empathy. The latter is used when there is deeper understanding of the client’s inner world. Using advanced empathy too soon, exposes a risk of inaccuracy and poses too much of a challenge for the client. First level empathy consists of paraphrasing and reflecting feelings. Paraphrasing is picking up the meaning of the client’s words and having and extensive vocabulary to put it back to him reflecting accurately the feeling and meaning in a tentative way to check understanding. It is not parroting and using jargon or over technical terms. Done well, it enables clients to hear and understand themselves afresh. Reflecting feelings is identifying what the client is feeling often mainly from non-verbals like tone of voice, bodily expression and therapist’s own bodily resonance. Therapist’s need to be sensitive to different cultural subtleties as inaccurate reflections may neutralize the intensity of the client’s feelings. All these skills are the beginning blocks for building a relationship and for helping clients explore what they want from a therapist and therapy. In the main they are supportive skills. Skills which continue to build the relationship and develop the interaction will be considered next. These skills are challenging, both for the client and therapist. Development and maintenance of the therapeutic relationship: Moving the client forward As mentioned above, the skills discussed so far can be considered as supportive – helping clients feel safe enough to begin to explore themselves and their situation. To move on in the relationship and the interaction requires skills which will challenge the client to explore further – to gain new perspective and new frameworks and see the world in a different way. How the client will receive the challenge will depend on the relationship which has been built and how it is maintained and developed; all the supportive skills will still be needed, appropriately interspersed with the challenging ones. Inner skills: Challenging a client requires the inner skill of the therapist in examining their own feelings about challenging others. The therapist needs to know how comfortable they are with challenging a client. This skill is should be applied tentatively and timing is crucial. A therapist needs to be able to gauge implicitly and explicitly when and how to challenge a client and which of these interactions are based on theories of counselling and psychotherapy. This skill really requires an inner awareness and careful attention to personal development is required. This is where tape recording and supervision are important in the review and identifications of values, beliefs, thoughts, feelings and sensations guiding the choices made. Outer skills: Responsible challenging requires well-practised communication skills. Focusing. The therapist needs to help clients focus, if they are to move forward. Summarizing. As mentioned above, summarizing provides bridges, draws themes together and is used for keeping track. It is a useful skill that requires accurate listening, ability to filter relevant thoughts and feelings and ability to communicate them clearly. Both summarising and focusing provide challenge to clients Concrete examples. Sometimes it can be useful to ask clients for more specific thoughts, experiences and feelings. Communicating deeper empathy. The ability to pick up the real meaning behind the words, thoughts and feelings of the client which are buried, out of reach or implied and which may come to the therapist as a hunch. The skill is to put it into appropriate words when the timing is right. Challenging. Gently confronting clients to change their perspective, see a bigger picture, recognize strengths they are not using, note discrepancies between verbal and non-verbal behaviour or identify behaviour that is destructive to them and others. Self-disclosure. Here there are two types; the therapist disclosing past experience or the disclosure of thoughts and feelings about the client’s thoughts or experiences. There are advantages and disadvantages to this. Timing and discrimination of content disclosed is important. It could help as a model for the clients and help build the relationship or it may be perceived by the client as maladjustment and hence reduce confidence or the increased intimacy may be threatening to them. It is unhelpful at the beginning stages of therapy as the therapist should be concentrating on staying with the client’s experience. Disclosure needs a sufficiently secure relationship and should be used selectively at the later stages of therapy. Immediacy. Discussing directly and openly what is happening between therapist and client. It involves awareness of what’s going on inside the therapist and what is imagined as going on within the client and what is happening between the two. It is quite complex and challenging to do well, but when executed properly provides client with insight as to how their behaviours affect others. It involves competence in support skills as well as self-involving statements. It requires assertion and is very helpful to build or repair a therapeutic relationship, identify issues with class, age, gender, race, sexuality etc and in psychoanalysis and psychodynamic practice, identify transference and countertransference. All the skills so far require a lot of practice with feedback for development and lead to the final section. Monitoring self within the therapeutic process, evaluation and development of own work. This requires all the previous skills as well as the additional self-management skills which are: developing a caring acceptance of self, impartially witnessing of internal processes, identifying and using resources to meets learning, emotional, physical needs, ongoing identification and checking of belief and theories, planning ongoing training and personal development, reflecting, review of recordings and supervision, reviewing with clients and asking for feedback from clients Summary Both supporting and challenging skills, regardless of theoretical approach are necessary for the establishment of structure within a therapeutic relationship. This structure and framework is important in ensuring that therapists are mindful of what is required to provide a supportive base to establish trust and rapport and then in the later stages more challenging skill are utilized to provide the necessary challenge that is required to guide clients into awareness and positive change. Another possibly useful generic skill would be a termination skill to help the therapist during the end phases of therapy help the client consolidate learning and evaluate outcome and prepare for possible relapse prevention and management and finally, client autonomy. Theoretical considerations There is no denying that the generic skills discussed above have built around and extended from the conditions identified by Carl Rogers in person centred therapy, to reiterate, they would be the maintenance of an attitude of acceptance or unconditional positive regard, empathic understanding, as well as personal congruence or integration. Being a non-directive therapeutic approach that typically places emphasis on the above, supportive skills would be utilized mainly. Challenge skills, less so, but on occasion, as onus is placed on the client directing the therapy. Cognitive behaviour therapy utilizes an active-directive collaborative style. In its very nature, it is quite structured. In reductionist terms, it occurs in the following four stages: the assessment, cognitive, behavioural and learning stages. The therapeutic alliance needs to occur in the assessment stage, usually in the first session because quite rapidly after, from the cognitive stage, negative automatic thoughts are identified and challenged. This means, supportive skills and challenge skills are introduced quite rapidly and interwoven up till the learning stage and termination. In Psychoanalytic and psychodynamic approaches, a distinction is made between the real relationship, transference and counter transference and a working alliance. The real relationship would be akin to the therapeutic relationship as defined earlier and would only be encountered after transference and counter transference because they are considered to be more of a contamination to the real relationship and would need to be worked through and resolved. Meaning the therapist would take a more reticent stance, utilizing mostly support skills initially and challenge skills only during the working alliance, (the alignment of the client’s reasonable self or ego and the therapist’s analysing self or ego for the purpose of therapy) towards the later stages of therapy where interpretation of unconscious conflicts, defence mechanisms and resistances take place. Other considerations Having a framework is important in the development and establishment of rapport and therapeutic alliance but there are salient points to factor in. The therapist needs to have a level of awareness of the similarities and differences between them and their prospective clients to avoid the traps of varying degrees of gender inequality, ageism, disability and social class discrimination, homophobia and other sexual orientation based discrimination, religion, spiritual, agnostic and atheist discrimination, and also, racial, cultural and ethnical discrimination. Regardless of how well a therapist conceptualizes how to establish therapeutic alliance, lack of knowledge and experience on these socio economic and socio cultural factors could prove counterproductive.

Suffering in Shakespeares King Lear :: King Lear essays

Suffering in King Lear      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Suffering takes on many appearances, depending on how it is received. In King Lear, suffering was very painful to two people, and the giver wasn't necessarily an enemy, pain can be from the ones you love.   A storm isn't something you wouldn't think of when pain comes to mind, but it is an element and part of your environment, so are the people one deals with.   Pain can come from many areas, both far and near.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The enemies in our lives are their to balance the goodness that we feel. The world has balance and they provide it.   The pain that they furnish us comes in many forms, mental and physical.   In Gloucester's case, physical was the main one.   Getting your eyes gouged out must be an excruciating way to experience pain.   The blinding of a person is not only painful, but demeaning and tormenting as well.   Imagine being blinded and having to experience the world all over again.   The frustration of depending on other people and learning how to navigate your surroundings, with all the grace of a child.   This kind of suffering could lead to suicide, and it would have, except Gloucester was blind and couldn't see that there was no cliff to throw himself off of.   His enemies didn't want to kill him, but they already did, internally.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The internal death is the final stage of mental suffering, but there are many stages before the one must go through to get to that last stage.   Many of these stages are shown in King Lear, as he breaks down from a powerful man to a crazy derelict, all because of someone close to him, that he trusted, stabbed him in the back.   The family is part of your environment and so is the weather. A storm can be a gusting hurricane or a conflict with your sister.   Both conflicts cause damage, and the damage may or may not be repairable.   In the case of King Lear, his mental state diminished rather badly.   He was seeing small rodents on his arm and even a elaborate courtroom scene, all in his head. The pain of falling down from grace and having your own children disown you and refuse you love you was too much for old King Lear.

Memo in Finance Essay

This memo is being prepared to analyze the acceptability of the new production facility for company at different hurdle rates and the implications of accepting the same on company earnings, cash flow and contribution to return on equity. This will strengthen the justification why this project was chosen as against other options. This project has positive net present value (NPV) at different rates of 10, 15% and 18%, which makes it acceptable. Positive NPV in finance theory means that at cost of capital, the present values of cash outflow and outflows will be beneficial to the company as it will increase the company cash position and earnings (Brigham and Houston, 2002). To illustrate if the NPV of $1,291,659. 16, if is assumed to be most accurate value based on cost of capital at 10%, then said amount is effectively an increase in cash under the balance sheet of the same amount and increase in income under the income statement. See Appendix A. Increasing cash position improves as well liquidity position of the company. Liquidity position is measured by quick ratio and current ratio. In both cases, increasing cash, which is part of quick assets or current assets, by certain amounts without corresponding increase in current liability will definitely increase the said liquidity ratios and could strengthen the company’s position against possible bankruptcy. It must be noted that computations in Appendix A treated as cash outflows the following: rental or lease expense of $1. 5 million a year, other expenses of $100,000 per year as cash outflows, project cost of $4 million and the corresponding taxes, while the cash inflows include the yearly revenues and the depreciation which was added back because it does not entail a cash outflow when deducted as part of operating expenses for tax purposes. In effect, the depreciation provided a tax shield for the project. In terms of its impact of return to equity (ROE), the same will also increase the said rate even assuming that the $4,000,000 initial cash outflow at year 0 was financed by equity. If is assumed that company has a present equity of $100 million and the project cost of $4,000,000 was financed through equity or additional investment from owners, its 2003 income statement at $ 29. 4 million, assuming the same level of income, will be attained when the production facility is implemented, would increase to $30. 69 million. If the same amount is divided by new equity of $104 million, this could increase the ROE to 29. 51% from 29. 4% before the project. It is therefore recommended that the project of new production facility should be accepted by the company because the project has positive NPV and its MIRR of 18% is greater than cost of capital of 10%. See Appendix A. Recommendation is further based on increase in the cash position of the company, increase net earnings and increased return on equity that could further attract investors by possibly increasing the stock price of the company. Appendix A- See Excel File References: Brigham and Houston (2002) Introduction to Financial Management, Thomson-South Western, USA. Case study- given with income statement

Critical Analysis of Efficiency Market Hypothesis Essay

In this essay, firstly, the Efficient Market Hypothesis (EMH) is given an appraisal in relation to random walk, as well as its definition, revealing theories in context of empirical evidence. A brief explanation of the 3 forms of EMH is highlighted alongside a brief description of its tests for validity. The main focus of discussion is whether or not Technical & Fundamental Analysis can determine abnormal returns by investors strategically using a set of information to formulate buying and selling decisions to beat the efficient market. (Graphs and sets of equations may be applied). Following general empirical studies, the theory of Efficient Market typically asserts that, it would be impossible to consistently outperform the market by means of technical & fundamental analysis, consequently, in the light of this assertion, technical, fundamental and other anomalies are revealed that may suggest some levels of market inefficiencies. Finally, a conclusion, subjectively underlining the relevant points expressed above, putting to perspective facts conveyed through the topic of critical discussion. Appraisal of the Efficient Market Hypothesis and Random Walk The efficient market hypothesis is a financial theory widely accepted by most academic financial economists. It was generally believed that securities markets were extremely efficient in reflecting information about individual stocks and  about the stock market as a whole. The accepted view was that when information arises, the news spreads very quickly and is incorporated into the prices of securities without delay. Thus, when the term ‘efficient market’ was introduced into the economics literature in the 1960s , it was defined as a market in which prices at any time â€Å"fully reflect† and ‘adjusts rapidly to new available information’ (Eugene F. Fama, 1970, p 383.). In the context of this hypothesis, â€Å"efficient† empirically, means that the market is capable of quickly digesting new information on the economy, an industry, or the value of an enterprise and accurately impounding it into securities prices. In such markets, participants can expect to earn no more, nor less, than a fair return for the risks undertaken, hence failing to provide abnormal returns. Random Walk, is a Theory closely associated with the efficient market hypothesis, was originally created by Louis Bachelier (1900), and developed by Kendall, in 1950s. Kendall (1953) found that stock and commodity prices follow a random walk. Random walk varies with regard to the time parameter. According to capital markets theory, the expected return from a security is primarily a function of its risk. The price of the security reflects the present value of its expected future cash flows, which incorporates many factors such as volatility, liquidity, and risk of bankruptcy. However, while prices are rationally based, changes in prices are expected to be random and unpredictable, because new information, by its very nature, is unpredictable. Therefore stock prices are said to follow a Random Walk. Versions of the Efficiency Market Hypothesis and tests Following the concept of information, as stated in the above paragraph, it is useful to distinguish among three versions of the EMH, Fama (1970) identified as: the weak, semi-strong, and strong forms of the hypothesis. These versions differ by their notions of what is meant by the term â€Å"all available information.† The tests for each form, summarized in brief, empirically shows evidence in favor of EMH: According to Fama (1970), Weak form efficiency claims that all past prices of a stock are reflected in today’s stock price. Therefore, technical analysis cannot be used to predict and beat a market. The Weak Form Tests. The test of the weak form of the EMH is generally taken to comprise of; an autocorrelation test, a runs test and  filter rule test. An autocorrelation test investigates whether security returns are related through time. On the other, a runs test, for example, measures the likelihood that a series of two variables is a random occurrence. A filter rule (or trading test) is a trading rule regarding the actions to be taken when shares rise or fall in value by x%. Filter rules should not work if markets are weak form efficient. Overall, the tests highlighted, statistically tests for independence, to establish the weak-form holds, thereby invalidating strategic rules for technical analysis, to obtain abnormal profits. Following the weak-form EMH, is the Semi-Strong form efficiency in which Fama (1970) states that security prices reflect all publicly available information. The Semi-Strong Test. Tests for the semi-strong, significantly and reveals Event Study. The first event study was undertaken by Fama, Fisher, Jensen and Roll (1969), though the first to be published was by Ball and Brown (1968). An event test analyzes the security both before and after an event, such as earnings announcements, stock splits and analyst’s recommendations. The idea behind the event test is that an investor will not be able to reap an above average return by trading, on an event including the Fundamental Analysis strategy.

Reasons to Send Graduation Announcements

Reasons to Send Graduation Announcements Amidst everything else youre trying to finish before graduation- least of all, your actual classes- youre being pressured to send out graduation announcements. Why should you spend the time to send them out when you have so much else going on? Reasons to Send Graduation Announcements Your family and friends want to knowSure, some may know that you are graduating...sometime this year. An announcement is a great way to keep them informed and to let them know what your degree is and when, officially, youll be receiving it. Your parents and other family members want to brag about youHave you ever been to someones house and seen a graduation announcement hanging on their fridge? Wasnt it exciting and impressive? Your family has been supporting you during your time in school; let them have some bragging rights for the next few months by having their own announcement to post. Not to be crass, but...many folks might send you some cashIn many cultures, its traditional for friends and family members to send money as a graduation gift. And who doesnt need a little help as they have to pay for work clothes, a new apartment, and everything else thats needed for a new job (or even graduate school)? Its a good way to start networkingYoure graduating with a degree in Computer Science, and your uncle Chris just happens to work at a computer company youre interested in working for, too. An announcement can be a great way to open the door to future job opportunities  since people will know you are now officially a college graduate looking for work. Its a great keepsakeIt may seem like a pain now, but finding a copy 20 years from now of your graduation announcement, stored in a shoebox in your attic, is a great gift you can give your future self. Its a good way to keep in touch with peopleSure, Facebook and social media is a great way to keep in touch with friends. But what about family members or other folks who you dont see very often but still consider an important part of your life? Sending an announcement is a great way to keep the doors of communication open. Its a great way to celebrate your achievementLets not forget all the late nights, study sessions, hard work, cramming, and everything else you did to earn that degree. This is your perfect chance to let everyone know that youve finally earned your degree without sounding too pompous about it. Its a great way to thank those who helped you get to where you are todayDid you have an influential high school teacher who helped you get to college? A mentor in your church? A family member who really stepped in when you needed it? Sending graduation announcements to those who really made a difference in your life can be a great way to thank them for all their love and support.

American Indian Movement History and Profile

American Indian Movement History and Profile The American Indian Movement (AIM) started in Minneapolis, Minn., in 1968 amid rising concerns about police brutality, racism, substandard housing and joblessness in Native communities, not to mention long-held concerns about treaties broken by the U.S. government. Founding members of the organization included George Mitchell, Dennis Banks, Eddie Benton Banai, and Clyde Bellecourt, who rallied the Native American community to discuss these concerns. Soon the AIM leadership found itself fighting for tribal sovereignty, restoration of Native lands, preservation of indigenous cultures, quality education and healthcare for Native peoples.​ â€Å"AIM is difficult to identify for some people,† the group states on its website. â€Å"It seems to stand for many things at once- the protection of treaty rights and the preservation of spirituality and culture. But what else? †¦At the 1971 AIM national conference, it was decided that translating policy to practice meant building organizations- schools and housing and employment services. In Minnesota, AIM’s birthplace, that is exactly what was done.† In its early days, AIM occupied abandoned property at a Minneapolis-area naval station to draw attention to the educational needs of Native youth. This led to the organization securing Indian education grants and establishing schools such as the Red School House and the Heart of the Earth Survival School that provided culturally relevant education to indigenous young people. AIM also led to the formation of spin-off groups such as Women of All Red Nations, created to address women’s rights, and the National Coalition on Racism in Sports and Media, created to address the use of Indian mascots by athletic teams. But AIM is most known for actions such as the Trail of Broken Treaties march, the occupations of Alcatraz and Wounded Knee and the Pine Ridge Shootout. Occupying Alcatraz Native American activists, including AIM members, made international headlines in 1969 when they occupied Alcatraz Island on Nov. 20 to demand justice for indigenous peoples. The occupation would last for more than 18 months, ending on June 11, 1971, when U.S. Marshals recovered it from the last 14 activists who remained there. A diverse group of American Indians- including college students, couples with children and Natives from both reservations and urban areas- participated in the occupation on the island where Native leaders from the Modoc and Hopi nations faced incarceration in the 1800s. Since that time, treatment of indigenous peoples had yet to improve because the federal government had consistently ignored treaties, according to the activists. By bringing attention to the injustices Native Americans suffered, the Alcatraz occupation led government officials to address their concerns. â€Å"Alcatraz was a big enough symbol that for the first time this century Indians were taken seriously,† the late historian Vine Deloria Jr. told Native Peoples Magazine in 1999. Trail of Broken Treaties March AIM members held a march in Washington D.C. and occupied the Bureau of Indian Affairs (BIA) in November 1972 to spotlight the concerns the American Indian community had about the federal government’s policies towards indigenous peoples. They presented a 20-point plan to President Richard Nixon about how the government could resolve their concerns, such as restoring treaties, allowing American Indian leaders to address Congress, restoring land to Native peoples, creating a new office of Federal Indian Relations and abolishing the BIA. The march thrust the American Indian Movement into the spotlight. Occupying Wounded Knee On February 27, 1973, AIM leader Russell Means, fellow activists, and Oglala Sioux members began an occupation of the town of Wounded Knee, S.D., to protest corruption in the tribal council, the U.S. government’s failure to honor treaties to Native peoples and strip mining on the reservation. The occupation lasted for 71 days. When the siege came to an end, two people had died and 12 had been injured. A Minnesota court dismissed charges against the activists who participated in the Wounded Knee occupation due to prosecutorial misconduct after an eight-month trial. Occupying Wounded Knee had symbolic overtones, as it was the site where U.S. soldiers killed an estimated 150 Lakota Sioux men, women, and children in 1890. In 1993 and 1998, AIM organized gatherings to commemorate the Wounded Knee occupation. Pine Ridge Shootout Revolutionary activity did not die down on the Pine Ridge Reservation after the Wounded Knee occupation. Oglala Sioux members continued to view its tribal leadership as corrupt and too willing to placate U.S. government agencies such as the BIA. Moreover, AIM members continued to have a strong presence on the reservation. In June 1975, AIM activists were implicated in the murders of two FBI agents. All were acquitted except for Leonard Peltier who was sentenced to life in prison. Since his conviction, there’s been a large public outcry that Peltier is innocent. He and activist Mumia Abu-Jamal are among the most high profile political prisoners in the U.S. Peltier’s case has been covered in documentaries, books, news articles and a music video by the band Rage Against the Machine. AIM Winds Down By the late 1970s, the American Indian Movement began to unravel due to internal conflicts, incarceration of leaders and efforts on the part of government agencies such as the FBI and CIA to infiltrate the group. The national leadership reportedly disbanded in 1978. Local chapters of the group remained active, however. AIM Today The American Indian Movement remains based in Minneapolis with several branches nationwide. The organization prides itself on fighting for the rights of Native peoples outlined in treaties and helping to preserve indigenous traditions and spiritual practices. The organization also has fought for the interests of aboriginal peoples in Canada, Latin America and worldwide. â€Å"At the heart of AIM is deep spirituality and a belief in the connectedness of all Indian people,† the group states on its website. AIM’s perseverance over the years has been trying. Attempts by the federal government to neutralize the group, transitions in leadership and infighting have taken a toll. But the organization states on its website: â€Å"No one, inside or outside the movement, has so far been able to destroy the will and strength of AIM’s solidarity. Men and women, adults and children are continuously urged to stay strong spiritually, and to always remember that the movement is greater than the accomplishments or faults of its leaders.†

Vancouver Style Citation Guide Coming Soon!

Vancouver Style Citation Guide Coming Soon! Vancouver Style Citation Guide Coming Soon! Big news! Vancouver Style! We are excited to announce that will soon have a comprehensive citation guide for Vancouver style!   We hope to have the guide ready to go by the start of this coming academic year.   In the mean time, you can use our Vancouver (author-date)  or Vancouver (brackets, no â€Å"et al.†) automatic citation generators! Modern day Vancouver. (Image Courtesy of Darren Stone) What is Vancouver style? The Vancouver style is the style of choice for most biomedical journals and journals in  other scientific fields.   It was conceived during  a meeting in 1979, where medical journal editors convened in Vancouver, BC and decided on a standard citation style for the International Committee of Medical Journal Editors (ICMJE).   Another name for Vancouver style is the Uniform Requirements for Manuscripts Submitted to Biomedical Journals.   The style is also based on the requirement’s of the U.S. National Library of Medicine’s guide to citing medicine.    If you’re a scientist, regardless of age, Vancouver is certainly an important style to know about.   The other most common referencing system used in medicine is the Harvard system- CiteThisForMe.com has a great guide for Harvard Referencing, if  you want to learn more. Here is a sample citation for a standard journal article: Leurs R, Church MK, Taglialatela M. H1-antihistamines: inverse agonism, anti-inflammatory actions and cardiac effects. Clin Exp Allergy. 2002 Apr;32(4):489-98. The general rule of thumb for mentioning a work in one’s scientific paper is that each cited piece of work that cited in the writer’s text is assigned a unique number, assigned by order of citation.   This number  is used  in bracket or superscript form whenever the paper references  that particular resource. For more general information on the Vancouver system and the history of medical referencing, check out this Wikipedia article. As usual, please leave any feedback you have on the update or the site in general.   We are constantly looking for ways to grow and improve and be as useful to the academic community as possible.   Thanks for using !

A Propaganda Tool During the Course of Cold War Research Paper

A Propaganda Tool During the Course of Cold War - Research Paper Example In 1959 the Vietnam War started and Vietnam became a hotbed of rivalry between the two great powers. The realist could no longer follow the liberal ideas as they saw the USSR expansion and its increasing power a serious threat to American security, and they decided to contain this expansion by all means. In the early 1970s, after the advent of nuclear ICBMs, it was no longer possible for both the superpowers to conqueror each other. It was no longer possible to have the same view of the world as the Cold War has been pushed the world into a perilous age which the US has never imagined. This led to a military doctrine MAD (mutually assured destruction) and the idea behind this doctrine was that the Western bloc will not be attacked as both superpowers have more than enough stockpile of nuclear weapons to wipe off each other from the face of the earth, including all the human beings in the world. Thus the idea of attacking each other seemed a suicidal and unpractical act as a result nu clear weapon instead of threat worked as a Deterrence to keep each other off the fence. The Cold War created a dà ©tente a policy advocating an intricate system of international relation, where the world did not look like two split blocks. It allowed the smaller and less powerful nations to assert their freedom and independence and pursue their interests more openly rather than becoming a bone of contention between two superpowers. However, espionage and the propaganda continued even in the during the Soviet invasion of Afghanistan in 1979.

Ethics exam Essay Example | Topics and Well Written Essays - 1250 words

Ethics exam - Essay Example n technology today have been beneficial, but it has also held its disadvantages as well as such advances have been made by the use of establishments such as factories and processing plants which have also been responsible for playing a large role in the pollution of the environment. To right this wrong the society cannot depend on the government alone as this will be too big a task to be handled by one institution and thus they will require the cooperation and help of every individual involved. It should be noted that one cannot easily thrive in a harsh environment and thus it can be said that the progress and achievement that has been realized by the society has been due partly to the environment and resources that it has had to offer. Knowing this it would not be right for the human population to then turn around and continue to indulge in activities that they are aware are affecting the environment in a negative manner. As a means of showing our appreciation, it should be every individual’s responsibility to take it upon themselves to play a part in cleaning up the environment no matter how small a role one might perceive it to be (De La Torre, 2004). Knowing that the environment is being destroyed and doing nothing about it equates to destroying the environment and thus it should be noted that one should not consider themselves innocent just because they are not involved in the pollution activities that are happening around them. The environment was also given to the human race by the Lord, and while doing so he put us in charge of its care and thus it is our responsibility. Just as one would not sit back and watch their child die we should not be unmoved by the plight of the environment (Pope Leo, 1890). Taking care of the environment will benefit every individual in the after all so the task should not be taken up by a few people, but by every single person present in the world. The alternatives at our disposal, as opposed to taking care of the

Analysis of Truman's Fair Deal Literature review

Analysis of Truman's Fair Deal - Literature review Example The Policy of Containment was devised in 1946 by George Kennan, then a high-ranking representative at the US embassy in Moscow. It consisted in limiting the expansion of the Soviet sphere of influence, both militarily and economically, in the hope of provoking the collapse of its social system. The Marshall plan was the economical part of this policy, whereas the creation of the North Atlantic Treaty Organization (NATO) in April 1949 was its military component. McCarthyism, a term coined by a political cartoonist in 1950 following the involvement of Senator Joseph McCarthy in a widespread "witch hunt" against Communists on American soil, corresponds to the excessive response to the fear of the spread of Communism following World War II. Also, termed the "Second Red Scare" (the first one having occurred just after the Bolshevik revolution in Russia in 1917), this period spanned roughly a decade from the end of the 1940s until the late 1950s. Characterized by its policy of systematic suspicion, it sparked a controversy that still exists today. It raised the issue of freedom of thought versus patriotism, and the term is still used to describe the unfounded questioning of a person's loyalty to the nation. As the number of white-collar positions increased and overtook that of professions dealing with the direct production of materials, a shift in the American population appeared in the 1950s. Most employees were leaving the industrial areas of the North and East of the USA to move to the South and West, were management-related positions were numerous and the environment more welcoming. This shift was accelerated by the development of Interstate highways that allowed the commuters to use their cars instead of the public transports, thus creating and developing a suburban way of life that didn't exist before. The Korean and Viet Nam wars had in common that they showed America's commitment to prevent the spread of Communism throughout the world, and not just in Europe. They were both limited wars that demonstrated that technical superiority is no guarantee for victory. Besides, neither they were popular at home among the general public. They differed in that the Viet Nam war had more important long-term repercussions on the American economy, politics, and public attitude toward the government. Â  

Profit and loss account and balance sheet Essay

Profit and loss account and balance sheet - Essay Example This means that the financial status of the organization can be known by simply looking at these accounts. The users of these final accounts include the owners of business, managers, shareholders, government, creditors and the directors amongst other stakeholders of the business. These are mainly the people who are directly affected by the performance of the business, which is a significant factor in regard to credit worthiness of a business. On the other hand, government taxation is usually levied depending on the profitability and size of the organization. These aspects can be known through the final accounts (Dyson 2001 p 45-48). This essay is a critical evaluation of the purpose of the Profit and Loss Account and Balance Sheet to the various users or stake-holders. This is a critical component of an organization's financial report that provides information regarding capital, the long and short term assets as well as long and short term liabilities. This means that the owners of the business can get information regarding the possessions as well as the debts of the business by simply looking at the balance sheet. It is significant in avoidance of losses in the business operations. It indicates whether assets match with the liabilities hence it is useful in setting up the business strategy. This is mainly because a business will try as much as possible to ensure that the liabilities are checked in order for them not to go beyond a certain level whereby the debts may be more than the assets, a situation that may lead to insolvency of the business, which according to Berman (2008 p 11) is referred to as balance sheet insolvency. The wise use of the balance sheet can help in avoiding bankruptcy. The balance sheet is also significant in the evaluation of expenditures as well as the debts incurred by the business. The total spending by the business in a trading period is reflected in detail on the liabilities section. This gives the managers an opportunity to understand the items which significantly reduce the assets of the business. This knowledge is important in helping the managers to develop strategies for reducing the expenditures especially on the needless items. Expenses can be reduced through the use of inexpensive materials as well as the expenses that the business can do without. Strategies can also be developed to leave the assets that are not very necessary to the organization in order to pay the owing debts. (Weekman 2003 p 45- 51). Most of the time a business will be anticipating income which needs to be tracked in order to ensure that it is not lost before it is acquired. The balance sheet helps in tracking these receivables. It gives a detailed list of these receivables which indicates the payments owed to the business by customers. These payments are usually apparent in the balance sheet, which makes it possible for the managers to make a follow up in regard to their clearance. It is also significant in helping the managers to make a critical analysis of the inclination of the receivables and the amounts owing (Dyson 2001 p 56). They are able to identify whether the anticipated income is taking longer than expected and whether there is anything that can be done to facilitate

Tharsymachus View of Justice in The Republic Essay

Tharsymachus View of Justice in The Republic - Essay Example Philosophy started and developed in ancient Greece. The development and advancement achieved in the field of philosophy by Greeks is amazing. There are many great names in this field but three names standout. All of these three great sages are connected with each other as teacher and student. Socrates was the teacher of Plato and Plato the teacher of Aristotle. Socrates did not write anything. His able student Plato wrote the ideas of Socrates in his famous book â€Å"The Republic†. The book starts with the discussion of the effects of old age and how people feel. From this point the discussion moves on to the idea of justice. At first the idea of justice is equated with honesty. This idea is rejected by Socrates on the ground that it is impossible to be just and honest at the same time. The idea is further discussed and Polemarchus states that justice is helping friends and harming enemies but this argument is rejected on the basis that a good person can do no harm to anyone. This definition is partly accepted as it is right to help friends. After rejecting the above mentioned definitions of justice Thrasymachus is very much annoyed. According to him Socrates is not answering any question and only posing questions. This is easy but the real task is to answer the question. Socrates defends his position by stating that since he does not know therefore it is difficult for him to answer and only with the help of learned people like Thrasymachus the answer to the question may be given. Thrasymachus is represented as a Sophist and in typical Sophist’s style he asks for money. Sophists were the first who charged money for education and they were the teachers who used to teach philosophy and rhetoric to young Greeks. Thrasymachus also wants money for his answer as he states that he can answer the question. The whole company along with Socrates pleads Thrasymachus to state the definition of justice and not worry about money. Thrasymachus states that justi ce is that which serves the interests of the stronger. Socrates finds the definition unclear and therefore he asks questions from Thrasymachus. In order to make the point clear, Thrasymachus states that there are different forms of governments i.e. aristocracy, democracy and tyranny. There are different laws governing these states and in all of them it is just to abide by these laws and unjust to break them. Since laws are made by rulers keeping in view their own interests therefore laws are for the interest of the rulers. From this it is obvious that justice is the interest of the strong. Everyone acts for one’s own benefit and therefore it is natural that strong will act for his own interest. Since government is the strongest of all therefore whatever it makes it will be for the betterment of government. For Thrasymachus here government is equal to strong therefore he believes that justice is the interest of the strong. Superficially this definition seems to be right as wha tever a person does it seems just and right to him therefore he is acting in that particular manner but this is very weak and unrealistic approach to define justice. The objection on this argument came from Socrates. He contends that it is possible for rulers to make error therefore it is also possible that the laws made by them may not always be in the favor of strong. Unintentionally the strong can make laws in the interest of weak. This is possible due to faulty thinking of strong. Thrasymachus rejects this by stating that he considers ruler in perfect state. If ruler is making mistake then he is no more ruler. By stating this Thrasymachus again repeats his view that justice is for the interest of strong. For him the ruler is in perfect state and he cannot make mistake. Whatever law such perfect ruler will make it will be for his interest therefore justice will serve the interest of the strong. At this point the position of Thrasymachus looks strong and clear. He seems to

Obama and Romney 2012 campaigns Assignment Example | Topics and Well Written Essays - 2000 words

Obama and Romney 2012 campaigns - Assignment Example The poster ad might not be very effective, since it is specifically targeted at the middle class, while negating all the other American economic classes. The image portrays President Obama smiling. The campaign poster has rows of texts that are inscribed atop of the image of President Obama, carrying different messages. The text on the first row states that because of Barack Obama, the combat mission in Iraq ended. The other texts states that it is because of Barack Obama that ‘Don’t Ask Don’t Tell’ is now history. There are also other texts stating that because of Barack Obama, there is a first Latina is in Supreme Court, while 32 million people will benefit from healthcare. The producer of this campaign poster targeted to deliver a message on the achievements that President Obama had made during his first term in office, and thus lure the voters into voting him once again back to office. The poster Ad is effective since it highlights some of the achievements that cannot be associated with any other USA president who served before, such as nominating the first Latina to the Supreme Court. The image is that of a Mitt Romney campaign Ad that does not carry his image, but only texts that are inscribed on a black-poster background. The texts on the poster are to the effect that there are still over 20 million young people in America who are still living with their parents. The other texts state that it’s the voters’ choice to move in with the parents or to take up one of 12 million new job opportunities. The producer of this poster Ad is specifically ridiculing the first term presidency of President Obama. The intent of the producer of the poster Ad is to show that President Obama is incapable of creating job opportunities for the young Americans. Thus, the Ad gives the young people a choice in Mitt Romney as the

Tharsymachus View of Justice in The Republic Essay

Tharsymachus View of Justice in The Republic - Essay Example Philosophy started and developed in ancient Greece. The development and advancement achieved in the field of philosophy by Greeks is amazing. There are many great names in this field but three names standout. All of these three great sages are connected with each other as teacher and student. Socrates was the teacher of Plato and Plato the teacher of Aristotle. Socrates did not write anything. His able student Plato wrote the ideas of Socrates in his famous book â€Å"The Republic†. The book starts with the discussion of the effects of old age and how people feel. From this point the discussion moves on to the idea of justice. At first the idea of justice is equated with honesty. This idea is rejected by Socrates on the ground that it is impossible to be just and honest at the same time. The idea is further discussed and Polemarchus states that justice is helping friends and harming enemies but this argument is rejected on the basis that a good person can do no harm to anyone. This definition is partly accepted as it is right to help friends. After rejecting the above mentioned definitions of justice Thrasymachus is very much annoyed. According to him Socrates is not answering any question and only posing questions. This is easy but the real task is to answer the question. Socrates defends his position by stating that since he does not know therefore it is difficult for him to answer and only with the help of learned people like Thrasymachus the answer to the question may be given. Thrasymachus is represented as a Sophist and in typical Sophist’s style he asks for money. Sophists were the first who charged money for education and they were the teachers who used to teach philosophy and rhetoric to young Greeks. Thrasymachus also wants money for his answer as he states that he can answer the question. The whole company along with Socrates pleads Thrasymachus to state the definition of justice and not worry about money. Thrasymachus states that justi ce is that which serves the interests of the stronger. Socrates finds the definition unclear and therefore he asks questions from Thrasymachus. In order to make the point clear, Thrasymachus states that there are different forms of governments i.e. aristocracy, democracy and tyranny. There are different laws governing these states and in all of them it is just to abide by these laws and unjust to break them. Since laws are made by rulers keeping in view their own interests therefore laws are for the interest of the rulers. From this it is obvious that justice is the interest of the strong. Everyone acts for one’s own benefit and therefore it is natural that strong will act for his own interest. Since government is the strongest of all therefore whatever it makes it will be for the betterment of government. For Thrasymachus here government is equal to strong therefore he believes that justice is the interest of the strong. Superficially this definition seems to be right as wha tever a person does it seems just and right to him therefore he is acting in that particular manner but this is very weak and unrealistic approach to define justice. The objection on this argument came from Socrates. He contends that it is possible for rulers to make error therefore it is also possible that the laws made by them may not always be in the favor of strong. Unintentionally the strong can make laws in the interest of weak. This is possible due to faulty thinking of strong. Thrasymachus rejects this by stating that he considers ruler in perfect state. If ruler is making mistake then he is no more ruler. By stating this Thrasymachus again repeats his view that justice is for the interest of strong. For him the ruler is in perfect state and he cannot make mistake. Whatever law such perfect ruler will make it will be for his interest therefore justice will serve the interest of the strong. At this point the position of Thrasymachus looks strong and clear. He seems to

Applied Thermodynamics Design Project Research Paper

Applied Thermodynamics Design Project - Research Paper Example saturated) at a given temperature,as well as partial pressure of air, it is greater than the saturation of water vapour, then the water will evaporate only from its surface (Benabed, 2012 ) Usually, there is more evaporation on occupied swimming pools as compared occupied swimming pools. This difference is related to the occupant number, the activities on the surrounding environment and also the water conditions as well as the ambient air in the swimming pool hall. ASHRAE recommends the use of a correlation factor which ranges from 0.5 for residential pools to a value of 1.0 for the public pools. They also provide carrier evaporation rate equation for predicting the rates of evaporation of occupied pools. For improving efficiency, of the pools environment, these evaporation rates need to be kept at a low level at the same time maintaining a thermal comfort for the swimmers inside the water and also the pool hall space.This role is played by the air conditioning equipment. This study however aims at analysing the various parameters of thedesign of a swimming pool. The pool is an Olympic size and is located in residential location with activity Factor = 0.5. Considering these data, the other parameters such as the power load on the air conditioner, evaporation rate,etc. will be analysed (Sartori,2000) In order to clearly elaborate the energy movements in a swimming pool, we consider the figurebelow. The figure describes the flow of energy in the indoor swimming pool. It also shows the transfer modes that might occur in such a system. Air conditioning systems in indoor swimming pools are usually designed for theprovision of suitable thermal comfort conditions for users in the space pool hall. The indoor temperatures are kept at approximately 30 degcelcious (Mancic, 2014) The main factors contributing to energy loses of an indoor space pool hallinclude: Convection at the pool surface Qconv, evaporation at the pool’s surface QEvap, radiation from surface of

Classroom Management Essay Example for Free

Classroom Management Essay Introduction This paper will present the importance of setting standards within the classroom. Transitioning is one the most important part of planning. Without a classroom management students will not understand the role that they play within the classroom community. I believe the one of the most important details in the development of lesson planning is implementing effective transitioning to minimize behavior problems. Students need to in a positive and encouraging environment for them to succeed and setting high expectations for them. Establishment of rules The purpose of setting classroom rules is to create a safe yet challenging environment. I believe that educators should strive daily to meet the needs of students spiritually, socially and mentally. The theoretical foundation applied by an educator is like a roadmap that enables the students to arrive at their intended educational expectations. An educator’s theoretical foundation should be precise, integrated and complete. Such a model should consider each aspect of students being. When God created man, He made man in His own image. Man is a spiritual being, who possesses a soul that lives inside a body. And yes, having an established prevention class makes it all possible. Gaining students trust and respect is a very critical first step in creatinine a positive learning environment. If I can have respect for my students as well as having them respecting each other, I believe this leads to a safe environment where learning can take place. I believe that students should be a part of creating the classroom rules because they will be more likely to comply. By creating the rules they will have a personal and moral connection. In kindergarten the students learned the school rules and of course they would have to be implemented throughout their school career as a student. The first grade daily rules will be posted at the appropriate eye level so that students have easy access to the rules. The rules will be posted and consistently followed throughout the school year. I will discuss the rules, consequences, and rewards with the class daily. It is imperative that I set the expectations of the classroom immediately. This will be ongoing practice throughout the school year. I will also encourage the parents to go over the classroom expectations at home. As we begin to create the classroom rules, I will model/discuss with the students what a good classroom rule looks like. For example creating mini lesson that include possible scenario’s along with consequences as a result of the unwarranted behaviors. This way they understand what is expected of them when creating the rules. I will explain to the students that I will develop the first five of the six classroom rules. I will write all the rules of the board and in a student centered discussion ask why they think this rule is important. The first rule is to follow directions the first time that they are given. Second, listen when others are talking at all times. Third, raise your hand and wait to be called on before responding. Fourth, work quietly and do not disturb others. Fifth, you must keep our hands to yourself at all times. Each day student’s will have a chance to earn â€Å"smile sticks. † Smile sticks can easily be earned whenever a student is displaying appropriate behavior by: following directions, walking quietly in the hallway, helping others, etc. At the end of each week, smile sticks are counted and each student with 8 or more sticks will get a chance to pull from the treasure chest. Parents will be notified daily of positive and negative experiences. Daily Routine On the second day of school will go over the rules discussed on the first day and revisit the class tour. On this day, I will go over the morning routine that is displayed daily within the classroom. The students will be asked to come in and immediately select their breakfast and begin to eat. The students as well as parents will receive information on the time breakfast is served, and the amount of time provided to students. Next, I will discuss and model the appropriate items to bring into the classroom from the lockers located within the classrooms. I will next discuss the importance of attendance and being tardy to school. Then I will discuss/model and teach appropriate procedures for sharpening pencils, restroom, and turning in assignments. Parents will receive a welcome letter that tells about me. The parents’ will also receive a school handbook and classroom expectations. Setting daily routines is important for all grade level students but especially lower L students. On the third day we will get to know each other and I will provide an assignment â€Å"getting to know me† the students will take this assignment home for homework. This sheet will allow them to go home and complete with their parents and come to school ready to share. I will store the assignment within their file so that I can always use it as a reference guide. The classroom tour Each day within the first week of school it is important that students get comfortable with their new environment. We will take a classroom tour and learn where all resources and materials are within the classroom. Once we have gone through a tour and I explained as well the demographics of things, we will do a quick assessment. I will choose a student by pulling Popsicle sticks randomly. An example of this assessment is to simply ask questions. For example: â€Å"If I need to find my writing journal, where would I go to retain it? † This exercise would give students moving about within the classroom and getting comfortable and familiar with the placement of various tools and resources. Transitions Students often find it difficult to transitions between assignments and changes class periods. I have witnessed difficulties at all age levels and it is a task that must be made smooth by all teachers. According to Kellough Jarolimek, smooth transitions can be facilitated by implementing structured activities that help students make these transitions. Transitions are less trouble when teachers plan them carefully during their preactive phase of instruction and write them into their lesson plan. (Kellough Jarolimek, 2013) A significant stumbling block to the flow of instruction is in attention to transitions between activities, lessons, subjects, or class periods. It is here that teachers are likely to feel that they are less effective in maintaining the flow of instruction. Effective transitions are structured to move students from one activity to another, both physically and cognitively. The goal of smooth transitions is to ensure that all students have the materials and mind-sets they need for a new activity The start of the day students will begin their bell work assignment on a daily basis. Once bell-work is completed then students will begin journal writing based on a selected topic. During transition periods the student will be able to earn table points. The table with the most points at the end of the week have to opportunity to pick a prize from the treasure box. The transition procedure will be explained throughout the school year. Once we complete the lesson the students have two minutes to prepare for the table point game. Preparation includes putting away their current supplies and sitting as an effective leader and finally pause. The table that is prepared in this manner first, gets an opportunity to answer the first question in the point game. With this activity I am able to assess the students’ knowledge of the prior lesson as well engage them in a fun activity. Using transitions as a tool to help maintain the flow of instruction will ensure meaning instruction. During the transition for lunch, I will set clear and concise directions through-out our daily interactions. Twenty minutes before lunch the students will wrap up their math lesson and collect reading material from their baskets (DEAR). Students will begin to line up once their table is called and will proceed to the lunchroom. Conclusion Today most classrooms suffer do to a lack of effective planning in the area of classroom management. A classroom prevention plan is imperative to having a successful year and students reaching the goals set forth by educators. I believe that if students are a part of creating the classroom rules, they will be less likely to fall short of following the rules. On the first day of school first graders are for of energy, nervous and anxious of what’s to come ahead. Parents are standing in the door way afraid to say goodbye but excited for the journey that their first grader is about to embark on. Establishing a structured environment in the beginning and allowing the parent and students to have access to clear rules and expectation is the recipe for a successful school year! References Van Brummelen, H. (2009). Walking with God in the Classroom: Christian Approaches to Teaching and Learning. Colorado Springs, CO: Purposeful Design Publications. Kellough, R. D. , Jarolimek J. (2005). Teaching and learning K-8: a guide to methods and resources (9th ed. ). New York: Macmillan.

Know Thy Reader Essay -- Analysis, Letter from Birmingham Jail

Dr. Martin Luther King, Jr.'s "Letter from Birmingham Jail" is a defense of the kind of non-violent direct action that King promoted and used during the civil rights movement of the 1950s and '60s. It is a response to statements of disapproval made by the clergymen of Birmingham, Alabama, and is obviously written in a way that appeals directly to this audience. King uses his knowledge of this audience's identity to design highly targeted arguments and to choose relevant historical examples for citation, and uses his personal experience in writing sermons and speeches to construct moving sermon-like passages that complement and reinforce his arguments. The arguments' basis in terms that the clergymen will find to be familiar and agreeable, in combination with sympathy evoking references to historical events, is particularly effective in causing the clergymen to seriously reconsider their statements. The strategy that stands out the most is King's usage of religious references. He supports his arguments with passages from the Bible and statements or philosophies put forth by prominent theologians, such as St. Thomas Aquinas. The clergy is very familiar with these sources. Their entire belief system is based on them! By using these sources as a basis for his arguments, King makes it very difficult for the clergy to disagree with the reasoning behind his actions. For example, in response to the accusation that he and other protesters are "outside agitators," he references the story of Paul of Tarsus's mission to spread Christianity: "†¦just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far corners of the Greco-Roman world, so am I compelled to carry the gospel of freedom beyond my own h... ...rtight cage of poverty in the midst of an affluent society†¦. then you will understand why we find it difficult to wait† (166-167). In other words, he uses passages like these to â€Å"drive the point home.† As a whole, â€Å"Letter from Birmingham Jail† is a thorough and well-executed defense of non-violent protest. Even readers who do not need to be persuaded, readers who are already in general agreement with non-violent methods of protest, will still find deep insights into how this form of protest works (such as the concept of â€Å"negative peace† (169)), and why it is necessary. King combines the strategy of appealing to the audience's identity in various ways, powerful passages that reinforce arguments, and some general deductive reasoning and insight to construct an argument that is very clear, rational, and effective in explaining and defending non-violent direct action.

The Talibans Attack on the United States Essay -- Terrorism

The Taliban's Attack on the United States On September 11, 2001, the most disastrous terrorist attack in U.S. history left a countless number of innocent Americans both dead and missing. The Taliban’s assault on the Pentagon and annihilation of New York’s World Trade Center caused the entire country to wonder what was going on in the rest of the world to cause so much animosity toward our great nation. Little did many American citizens know that this shocking catastrophe was the result of years of unrest and chaos in the Middle East. The tragic events of September 11th occurred as a result of the recent, political history of Afghanistan, the development of the radical Islamic group, the Taliban, and the monetary and military support that the Taliban has received. The Middle Eastern country of Afghanistan has been the center of a long history of heartless violence and political strife for quite sometime now. Russia’s interest in taking over the country and converting it into another member of it’s Communist entity was one very trying obstacle that Afghanistan has had...

Abridged Literature Review

Many institutions seek authentic and ethical leadership personalities, as a widening body of literature addresses the styles of leadership and their perceived outcome in institutional performance. Servant-leadership, coined by Robert Greenleaf (1970), has spanned a substantial amount of literal interest (SanFacon & Spears, 2010) but there lacks enough empirical evidence regarding the actual demonstration and utilization of servant- leadership in institutions (Crippen, 2005).Worth noting is that practices in most of the current organizations today are geared towards individual interests, and imbedding these profit goals with servant-leadership seems mythical. Various leadership models are applied in education and business institutions. These include servant-leadership, transformational leadership and business leadership models (Hawkins, 2009). Servant-leadership is the most desired model for educational leadership because education imparts the lives of people in all aspects in both in dividual and societal life (Crippen, 2005; Normore, 2010).While campaigning for board membership at schools, most aspiring leaders promise to give back to the society, an admirable quality of a servant-leader. However, as Cassel and Holt (2008) establish, servant-leadership exists only in a literal sense in schools, and there is still a lot to be done as far as actualizing servant-leadership is concerned. Currently, schools are out to seek ways of improving the quality of education and much faith is based on servant- leadership for this objective (Crippen, 2005b; Silva, 2010).Proprietorship in higher education is in existence today, compromising the quality of leadership, yet exemplified real life situations of servant-leadership can be demonstrated through educational leadership of outstanding, highly regarded leaders like Dr. Jim Otten. Concepts of leadership are taught and at the same time practiced in education, and therefore it is important to analyze how servant- leadership ar ticulates with leadership in the education sector. The servant-leadership traits coined by Spears (Crippen, 2005a.) include; listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others and building community, and have been identified in various literatures. Cassel and Holt (2008) humorously point out that being an unpaid member of the school board does not guarantee one to be a servant-leader, as is the situation in schools, but the ability to exercise the ten innate qualities of leadership. These qualities have been defined by Crippen (2005b. ) through combining the description of other several authors.Listening involves paying a high level of attentiveness and commitment in listening. Boyum (2008) and Crippen (2005) draws the description of servant-leadership from the historical and philosophical works of Greenleaf whereby a servant-leader is described as one who has the innate value and desire to serve others. This indicates that a servant-leader would prioritize the needs of others before the individual self, with the desire to see the followers excel in body, mind and spirit, as a result of their leadership.The servant-leader therefore possesses one of the traits described by Spear (1998) and that is commitment to the growth of others. Additionally, Boyum (2008) highlights two distinguishing features of effective leadership, as being built on relational and interpersonal perspectives. Serving others mean that one has to relate with the followers at personal level, identify and meet their needs through the leadership process. Transformational, transactional and servant-leadership all meet the aspects of interpersonal and interrelation leadership (Boyum, 2008).However, while transformational and transactional leadership encourage interrelationships for the sake of achieving the goals of the leader, servant-leadership focuses on the goals of the followers (Buyom, 2008; Hawkins, 2009; Whale , 2004). How then can the model of servant-leadership be applicable in educational institutes considering that the control-kind of traditional leadership method is rooted in our systems, and that profit-making has become the main center of focus in the institutions? According to Crippen (2005b.) the answer lies in Greenleaf’s philosophy where teachers are cited to have sufficient latitude to nurture the model in young people. Higher education institutes have been faced with leadership crises over the years. According to Normore (2010), environmental pressure changes brought about by globalization, competition and technology among other aspects warrants the change in leadership tactics at the higher education institutes. However, higher education institutes have been at the forefront in teaching and recommending leadership practices, but reluctant in embracing favorable leadership models for their own practice.Normore (2010) reviews the work of Michael Fullan and Geoff Scott ( 2009) who assert that cultural change in the institutions and capacity of leadership must mirror each other. It is only through proactive leadership that the higher education institutions can effectively handle the growing challenges facing the institutions. A proactive leader is one who takes part in the leadership process through subjectivity in the activities of the followers. On the other hand, transactional kind of leadership involves control and creates a sharp distinction between the leaders and the subordinates.Transactional leadership therefore, does not involve being proactive because all the leader has to do is command or give orders of which the subordinates must follow without questioning or doubt, despite whether the outcome is beneficial or disastrous. This kind of leader as cited by Normore (2010) through the works of Fullan and Scott is not equipped to handle the current challenges facing the higher education learning institutes. Unlike the traditional control kind of leadership that gets followers to work through fear and obedience, servant-leadership achieves the same outcome through trust and respect.The leader’s ability to relate with followers and empathize in their situation enables a bond of trust to form between the two parties. People who trust their leaders are able to share openly on information and ideas that will enable development of the society (Shugart, 1999). Notably, transformational leadership also creates a bond of trust where the leaders can delegate duties to the employees while they explore other opportunities for success (Hawkins, 2009). The employees work on the basis of trust and loyalty irrespective of the gain.Trust as cited by Cassel and Holt (2008) can be achieved where the leaders avoid micro managing all aspects in the organizations and let the followers develop through decentralization of leadership. Thomas and Wohlstetter (2010) compare the development progress of various district schools in relation to the community, and their findings reveal that leadership determined the success of the projects a lot. Success was observed where the leaders participated on a hands-on basis rather than control and micromanaging.The society needs people who are empowered to get involved in successful ventures and is only through being led by a servant-leader. The educational institutes need leaders who have the ability to listen, lead and link (Normore 2010). This is also in accordance to the leadership trait outlined by Spear (1998). Listening to subordinates requires a leader with humility, and the trait of humility is associated with servants, unlike in the much upheld transactional leadership where commanding authority is preferred to humbleness.Shugart (1999) highlights the unfortunate situation where transactional leadership has borne egocentric leaders who lead, not on a visionary basis but by their ability to force their own thoughts on followers; a dictatorship kind of rule. Basing in thi s century where transfer of knowledge and innovation are the order of the day, it will be difficult for a powerful authoritative leader to encourage the followers’ thinking into substantiality, and this means that other than the theoretical aspect, the students in universities are not equipped with self- innovative skills where servant-leadership is lacking.Leading entails that the leader is a steward. A steward, according to Shugart (1999) is one who leads the college thoughtfully through challenging times, with the future in focus. A steward ensures that the vision of the college comes to life and is felt at both institutional and societal level. Similarly to Normore (2010), Shugart (1999) agrees that change and continuity should be in coexistence. A steward therefore is responsible in linking the university to the larger society through coherence in terms of communication, diplomacy, persuasion and pubic advocacy (p. 1).According Boyum (2008), values are incorporated in st ewardship. A servant-leader is grounded in values, manages by values and has vision or foresight just as implicated in Spear’s traits of servant- leadership. The issue of values is significant in the context of educational leadership. Familiarly, there have been concerns about practices of turning institutions into business ventures. Earning from an investment cannot be considered evil as such, but it is the practices behind the venture that raises eyebrows; and this entails venturing in both ethical and non ethical practices as long as money is forthcoming.This is one issue that calls for quality management of educational institutions, and it is time that academic institutions face a turnaround in leadership. Normore (2010) highlights that higher education institutes hold greater influences on the lives of students in the future, in relation to the university academy and the society at large. Therefore, leadership practices considered to be ethical and of value should be tau ght and implemented at this stage of the students lives (Herman &Marlowe, 2005). Normore’s (2010) observation aligns with that of Boyum (2008) and Shugart (1999) concerning service to the individual and the society.The component of service to the society was stressed by Robert Greenleaf (Boyum, 1998) an outstanding philosopher in the work of servant-leadership. If these qualities of leadership can enable the higher education institutes to overcome challenges in the 21st century, and place themselves in better positions to achieve their visions in the future; and if these qualities are innate in the servant-leaders, (Wis, 2002) then it is time that higher education institutions embrace servant-leadership in actual practice.Many educational leaders admit that these are tough economic times, and coping with such time require a change of management styles at the institutions (Negron, 2010). However, there are no significant changes embraced in terms of attaining a leadership styl e that can enable higher education institutes cope with the situation. Negron (2010) reviews the quotations of various personalities like policy makers, philanthropists and university presidents among others where the common agenda was to initiate campaign leadership that calls for structures which fit in today’s society.A 2008 study by Waks is illustrated by Ellet (2010) which involved two dozens of influential educational philosophers who were willing to write about their early and current experiences in the field of education, through a semi-structured and open-ended questions interview prepared by Waks (2008). The purpose was to find out the rationale under which a concept is determined through empirical research. The educators point on the importance of using conceptual analysis through critical thinking for the purpose of developing and defending educational goals that are of importance.This means that the students’ rights to quality education despite the proprie ty expectancy of the institution must be upheld. Students need to be equipped with knowledge and skills that will enable them to survive well in the society as well as contribute to the society’s development. Importantly, students need to be equipped with good leadership skills to enable them become good leaders after their teachers (Moore & Berry, 2010; Bowman, 2005). This can only be achieved if there a high coordination and mutual corporation between the associates, superiors and subordinates of the institution.Together they can identify the requirements of the students at the present era and sort out the kind of curricular to be incorporated in the education system. However, where self-interests exceed the societal expectation, it will be difficult to come up with honest, visionary strategies that will benefit students and the community. Servant-leadership therefore requires that the leader be grounded in values (Boyum, 2008) as already stated. A leader who foregoes his d esire to make a lot of money at the expense of the kind of education delivered on the universities.A leader filled with awareness and is able to reconcile the education system with the changing environment. A leader who empathizes with the followers’ situation and is able to make it up to them, that is a leader who is proud to see others excel as a result of the leadership tactics. Hawkins (2009) reports that there is a demand for new community college leaders as the elder ones retire, but the issue of contention is, how well are these new leaders prepared for the task of quality leadership (Moore & Berry, 2010).Although servant-leadership has not garnered substantial empirical evidence to showcase its utilization in educational leadership, there are existing isolated cases of servant- leadership, known to benefit the institution and therefore highly regarded. Richardson (2008) records an interview that reflects a servant-leader. Lisa Harrold, an emerging leader in Steger Sch ool District indiscriminately engages both teachers and students towards attaining their goals. Teachers are provided for all the requirements needed to help students achieve their goals at high levels despite the students’ weaknesses.Crippen (2005b. ) points on the changed leadership style in University of Manitoba. Servant-leadership as indicated by the author can enable schools attain democratization which many schools are adopting. Crippen (2005a, b. ) recommends that schools incorporate servant-leadership through first, reading, discussing and analyzing Greenleaf’s concept of a servant-leader. Secondly, those schools can incorporate the ten qualities of servant-leadership in the development of the school plans. Importantly, the society should be considered in the leadership and development programs of schools.SanFacon and Spears (2010) are proprietors who value servant-leadership. In their work, they describe, three domineering components of servant-leadership; fi rst, the motive behind the leadership process (what is the intention of serving people? ). Second, they state that servant- leadership is defined by the means of achieving the intentions, and third; servant-leadership focuses on the end (that is, the outcome of the leadership process). Changes bring the desire to change leadership styles in the organizations depending on the prevailing circumstance.Globalization and general advancement in knowledge and technology require that educational systems impart students with skills and knowledge that will enable them suit in the current society and meet its needs. Greenleaf’s model of servant-leadership is believed to include the necessities that higher education facilities require to educate the future generation. However, schools have been known to literally propose servant-leadership for their organizations but never practice it in reality. Servant-leadership is based on moral authority, and unlike transactional leadership, servant -leadership warrants a proactive rather than a control leader.Servant-leadership is based first on serving others before self, unlike in transformational leadership. Teachers who are servants are highly regarded because of the transformation of their quality work to their students and the society at large. Changes are taking place, and the old generation of teachers is going into retire. The society is at risk of losing virtuous leaders if servant-leadership is not embraced in reality in the school curricular. There is a wake up call for school leaders to stimulate the innate leadership qualities in teachers and students.The ten qualities of servant-leadership were described to be innate in all individuals by Greenleaf. Further research should focus on determining the quantity of these innate values in the population. References Bowman, R. (2005, July). â€Å"Teacher as servant-leader. † Clearing House, Vol. 78 (6); 257-259. Boyum, G. (2008). The historical and philosophical influences on Greenleaf’s concept of servant- leadership: Setting the stage for theory building. University of Minnesota. Cassel, J. & Holt, T. (2008). â€Å"The servant-leader: Mature and thoughtful board members work for the common good-not for individual gain.† American School Board Journal. Crippen, C. (2005a. ). â€Å"Inclusive education: A servant-leadership perspective. † Educational Canada, Vol, 45(4); 19-22. Crippen, C. (2005b. ). â€Å"The democratic school: First to serve, then to lead. † Canadian Journal of Educational Administration and Policy, Vol, 1(47); 1-17. Ellet, F. (2010). â€Å"Leaders in education: Intellectual self portraits. † Ed. Leonard, Waks. Stud Philos Educ, Vol, 29: 315-320. Hawkins, C. (2009). Leadership theories-managing practices, challenges, suggestions. Michigan: The Community College Enterprise. Herman, D.& Marlowe, M. (2005). â€Å"Modeling meaning in life: The teacher as servant leader. † Reclaiming Chil dren & Youth, Vol. 14(3); 175-178. Moore, R. & Berry, B. (2010). â€Å"The teachers of 2030. How will the teaching profession change in the next 20 years? † Educational Leadership; 36-40 Negro, M. (2010). â€Å"Campaign leadership: New heights for summit. † Currents, Vol, 36(5); 49. Normore, A. (2010). â€Å"Michael Fullan and Geoff Scott, turnaround leadership for Higher Education. † Higher Education, Vol, 59(6); 801-803 Richardson, J. (2008). â€Å"Emerging leader engages students, teachers.† Phi Delta Kappan intenational. SanFacon, G. & Spears, L. (2010). â€Å"Servant-leaders: Embody motive, means and ends. † Leadership Excellence. Michigan: Executive Excellence Publishing. Silva, E. (2010, May). â€Å"Rebuilt it and they will come. † Educational Leadership, Vol, 2: 60- 64 Shugart, S. (1999). A brief philosophy of community college leadership. Florida: Valencia Community College. Thomas, A. & Wohlstetter, P. (2010). Six keys to success: Districts attempting urban reforms can learn from these strategies that work. † American Sch

Daily Routine

Daily Routine TEXT One Day of Peter's life (Story by Peter and Heidi Elliott) I usually manage to be first at waking up — my brother Daniel (he's six) would stay in bed until seven o'clock. Mum can't understand it but it seems obvious to me that this is when the day starts, so why miss the beginning? After a quick warm-up and a chat we creep downstairs to see what's been left around from the night before, although Mum is wise to this and has usually put away anything really interesting.The refrigerator is always a fairly good place to start, and cold rice pudding tastes much better for breakfast than it does for pudding. 1 In fact I've tried most things at this hour, from cold stuffed marrow to raw sausages; some of it isn't recommendable and some of it can get you into a lot of trouble. Anyway, I can always make my own breakfast of cereals with plenty of sugar and not much milk. We made Mum's2 the other day but she didn't like the chopped peppercorns and Oxos3 that we added t o it. Mind you, it didn't look too good.Well, just when we get into a good game, Mum comes down and says that we have to put all the furniture back and get dressed. I always have the last say in what I'm going to wear, which is always jeans and a tee-shirt. I'm just not relaxed if I'm wearing smart trousers. I like a loose jacket and a hat; my old cowboy hat is a bit misshapen but I do not mind that, it seems to put me in the right mood for the day. It's time to take Daniel to school. I really enjoy this trip at the moment because I've got a super little bike which I ride there and back.Well, I don't exactly ride it because both pedals have fallen off and the chain has snapped, so now it's more like a hobby-bike. I use my feet for brakes and propulsion. 4 It works very well and my balance is now so good that I can ride my brother's big bike if someone helps me to get on and off. When we get to Daniel's school I have a race around the playground and annoy a few of Dan's friends befor e the whistle goes, and then, as the trip home is up-hill and rather boring. Mum usually has to give me a push.I generally play then, or visit a friend down the lane whose brother has some super toys, which compensates for the fact that she's a girl. 5 Lunch can vary from day to day because I'm quite fussy about my food. I find it hard to sit still long enough to eat a whole dinner, so sometimes Mum reads a book to me which makes it much more enjoyable, and if the story is very good, I've even been known to eat things that I didn't think I liked. I suppose that the way I spend my day must seem fairly routine to some people, but I like to use it to the full no matter what I'm doing.I do everything with enthusiasm — whether constructing a rocket with bricks or practising gymnastics on the bed or just sliding down the banisters, and I've noticed that people who are older than me don't seem to have half as much fun, so I say that I'm going to enjoy myself for as long as possible. The afternoons are unpredictable. On a fine day I may go swimming or visit a park or the shops. Personally, I think the shops are best, especially the ones with toys in. My mother just doesn't seem to understand that I need them all, anyway I have a good try with as many as I can before getting into trouble with the assistant.Then I move on to the sweets, which I generally get one of. Friends' houses can be a good source of entertainment, although if they haven't got any children it can be a bit frustrating not being allowed to touch anything. Luckily most of mother's friends have got children. The best treat of all, though, is visiting Nanny. 6 She's got much more time to spend on you than parents have and I do all sorts of things there. I have made some very tasty cakes in Nanny's kitchen and she doesn't mind how much mess goes on the floor. 7 I also enjoy gardening with her. She is extremely patient with my pruning efforts. So my afternoons vary until we collect my brother from school at 3. 30. He's not so much fun in the afternoons, but I do a bit of insect searching on the way home and collect any interesting sticks and stones that I think I could use in our small garden. My bedtime is fixed at 7. 30 and to be honest I'm just about ready for it by then. After doing my duty — by eating some tea — I play for a while or watch television. I'm not a TV addict but cartoons I do enjoy9 and my favorite programme is Tarzan. When this is on I strip off to my underpants and really get into the part. I'm fantastically brave. ) I then have a trip down a shark-infested river10 at bath time or practice swimming in the bath, but my room is rather restricted and Mum doesn't appreciate how far I get the water up the wall. 11 So, when the water has got fairly cold, I reluctantly agree to get out and put my pyjamas on. I don't like cleaning my teeth but I do. Mum has to read a book at bedtime: it gives me a few minutes to have a last play and select my favouri te toys before the light goes out. After all, even in my dreams I've had to fight some pretty fierce tigers. Proper NamesDaniel [‘d{[email  protected]] — Tarzan [‘t? z{n] — Vocabulary Notes 1. †¦ than it does for pudding — †¦ . 2. †¦ we made Mum's the other day — . 3. Oxos —  «Ã‚ » (. : ) 4. I use my feet for brakes and propulsion. — ? ? . 5. †¦ visit a friend down the lane whose brother has some super toys, which compensates for the fact that she's a girl. — †¦ ? , ; ? , ? ? , — . . Nanny — : (. : ?  «Ã‚ »). 7. She doesn't mind how much mess goes on the floor. — , . 8. †¦ she is extremely patient with my pruning efforts. — ? ? . 9. †¦ but cartoons I do enjoy †¦ — †¦ . 10. shark-infested — . 11. Mum doesn't appreciate how far I get the water up the wall. — , ? . Com prehension Check 1.Why does the child wake up first? 2. What do the brothers do after a warm-up and a chat? 3. What does the child like to wear? 4. Why does the boy enjoy his trip to Daniel's school? 5. Is he fussy about his food? 6. Does the boy find his days boring? 7. How does he spend the afternoons? 8. Whom does he enjoy visiting most? Why? 9. When does the boy go to bed? 10. Is he a TV addict? 11. How does the boy entertain himself at bathtime? 12. What does he do before the light goes out? . Phonetic Text Drills 0 Exercise 1 Transcribe and pronounce correctly the words from the text.Obvious, to creep, stuffed, marrow, raw, recommendable, cereals, peppercorns, loose, cowboy, misshapen, super, propulsion, balance, to compensate, to vary, enthusiasm, gymnastics, banister, unpredictable, frustrating, treat, pruning, insect, addict, cartoon, underpants, appreciate, reluctantly, pyjamas, fierce. 0 Exercise 2 Pronounce the words or phrases where the following clusters occur. 1. plos ive + plosive managed to be, creep downstairs, good place, and cold rice, look too, good game, get dressed, to take Daniel, hard to sit, bedtime, but cartoons, trip down, and put. 2. plosive + w t waking up, quick warm-up, that we added, just when, that we, it works, a rocket with bricks, patient with. 3. plosive + r brother, creep, breakfast, tried, trouble, trousers, trip, brakes, propulsion, unpredictable, try, children, treat, extremely, programme, brave, practise, agree, pretty. 4. plosive + s would stay, it seems, starts, what's, tastes, last say, its time, sit still, must seem, good source, fight some. 0 Exercise 3 Avoid false assimilation in the clusters: 1. z + s he's six, has snapped, has some. 2. voiceless plosive + D that this, at the moment, noticed that, think the shops. . s/z + D miss the beginning, Mum's the other day, as the trip, suppose that. 0 Exercise 4 Practise the pronunciation of predicative structures. It's ‘time to ‘take ‘Daniel to school. || The ,after'noons are ‘unpre'dictable. || The ‘best ‘treat of all, | though, | is ‘visiting Nanny. || My bedtime is ‘fixed at ‘seven hirty | and | to be honest | I'm ‘just a'bout eady for it by ,then. || I'm ‘not a ‘TV addict | but car'toons I ‘do en'joy | and my ‘favourite ‘programme is Tarzan. || EXERCISES Exercise 1 Reproduce the sentences in which the following words and expressions are used. o wake up to vary from day to day to leave around to use the day to the full to get somebody into trouble to do everything with enthusiasm to have the last say in to be a good source of something entertainment to be relaxed the best treat to put somebody in the to be a TV addict right mood oring to strip off to be fussy about something bedtime Exercise 2 Agree or disagree with the following statements. Give your reasons. 1. The child is the last to wake up. 2. In the kitchen the boy tries a lot of things from co ld mar row to raw sausages. 3. The child's mother has the last say in what he's going to wear. 4. The boy likes to wear smart suits. 5. He finds his trip to Daniel's school boring. 6. The boy is fussy about his food. 7.The child's routine is boring and predictable. 8. He likes spending his time in the shops. 9. The child enjoys visiting Nanny. 10. He is a TV addict. 11. The child enjoys swimming in the bath. Exercise 3 I. Give the three forms of the irregular verbs from the text: Creep, put, get, ride, go, give, find, read, think, slide, make, fight. II. Give the past form of the regular verbs: Manage, stay, start, add, enjoy, snap, use, annoy, visit, compensate, vary, suppose, construct, practise, seem, touch, mind, collect, search, fix, watch, strip, appreciate, agree, select.Exercise 4 Fill the gaps in these sentences with the suitable words below. I. frustrating unpredictable loose smart boring relaxed fussy 1. She likes to feel comfortable and relaxed in clothes, that's why she always wears †¦ sweaters and jackets and not †¦ suits. 2. Jane is fed up with this †¦ town — all they have is a bar, a cinema and a Chinese restaurant. 3. There must be nothing more †¦ than having a job you don't like. 4. You can't feel †¦ and enjoy yourself if there are exams coming. 5.Since the time she was ill, she's been †¦ about what she eats. 6. She behaves like the weather in Great Britain; she's so †¦ II. to creep to strip off to vary to select to annoy to leave around 1. There was a large number of beautiful toys and dolls in the shop and it took the girl a lot of time †¦ one. 2. Someone †¦ into the house and stole jewellery. 3. She ran upstairs,†¦ her wet jeans and sweater and pulled on a dressing gown. 4. I don't want to stay in the house with these two screaming kids. They †¦ me. 5. To make kids eat, you should †¦ he menu as much as possible. 6. Please, don't†¦ your toys †¦ . I have to put them away before I can do the cleaning. Exercise 5 Find in the text words and expressions similar in meaning to the italicized ones. 1. Somehow he got involved in a boring conversation about food prices. 2. I always start my day with morning exercises and a cold shower. And, of course, I very much like a cup of hot coffee. 3. Nurses should do all they can to make their patients feel at ease. 4. The child abandoned his favourite toy; a little squirrel in the grass had become better entertainment. . When I go to the countryside I like to observe insects. 6. I always go to bed at half past seven and nothing can change my habit. 7. I spent my holiday in Spain and enjoyed it fully. 8. I can't think of anything more tedious than washing and cooking for the family all day long. 9. I feel that you are doing that unwillingly. 10. My brother is always enthusiastic, no matter what he is doing — playing or working. 11. We moved quietly upstairs so as not to wake the baby. 12. Morning exercis es may be hard work, but they can also be great fun. 3. A meal in a restaurant came as a real pleasure after all the food at the university. 14. You are just saying that to irritate me. 15. In the afternoons Mother takes my sister from school. Exercise 6 Find in the text sentences containing: I. synonyms and synonymous expressions for the following: depressing untidiness to pick somebody up to take off the clothes physical exercises to be different II. words or phrases with the opposite meaning: to get out of bed to get undressed ot much boring to stay out of trouble predictable Exercise 7 Find in the text the English equivalents of the following words and expressions. A. ; ? ; ; ; ; ; ( -); ; ; ; ? ; ; ? 7. 30; ; -; ; ; ; ; ; ; . ?. ? ; ; ; ; - ; (? ); ; ? ; ; ; ? ; ; ; ; . Exercise 8 Express the same idea using different wording and grammar. 1. After a quick warm-up and a chat, we creep downstairs to see what's been left around fr om the night before. 2. I suppose the way I spend my day must seem fairly routine to some people, but I like to use it to the full. . Personally, I think the shops are best, especially the ones with toys in. 4. Friends' houses can be a good source of entertainment. 5. I'm not a TV addict but cartoons I do enjoy and my favourite programme is Tarzan. 6. The best treat of all is visiting Nanny. 7. She is extremely patient with my pruning efforts. 8. When Tarzan is on I strip off to my underpants and really get into the part. 9. I then have a trip down a shark-infested river at bathtime or practise swimming in the bath, but my room is rather restricted and mum doesn't appreciate how far I get the water up the wall. 10.Mum has to read a book at bedtime, it gives me a few minutes to have a last play and select my favourite toys before the light goes out. Exercise 9 1. Draw a chart like the one below and arrange the child's activities into two columns. Enjoyable Boring II. After you have f inished the chart, compare it with the rest of the class. Discuss the child's activities using the following words: Interesting, creative, exciting, good fun, dangerous, boring, good exercise, relaxing, crazy, wonderful, enjoyable, terrible. Start your discussion with the following phrases: I think/I don't think he enjoys/likes †¦It must be dangerous/interesting to swim/to play†¦ etc. That sounds/does not sound like much fan/crazy†¦ etc. I'd like to try †¦ myself. He doesn't mind †¦ If I had time, I'd like to †¦ Exercise 10 Speak about your daily activities using the patterns given below. 1. I'm not a TV addict/ardent reader, etc. but cartoons/novels, etc. I do enjoy. 2. I don't like cleaning my teeth/watching newsreels, etc. but I do. 3. I find it hard to sit still long enough/to work in the library, etc. 4. It can be a bit frustrating not being allowed to touch anything/to go to a disco, etc.Exercise 11 Speak about the child's daily routine: 1. in the third person; 2. in the person of his mother; 3. in the person of his brother Daniel. Exercise 12 Discussion points. 1. What can you say about the boy's character? Support your opinion. 2. What do you think of his mother? What is her daily routine like? 3. What takes up most of the boy's day? 4. What activities mentioned by the boy seem to be most entertaining to you? Why? Exercise 13 I. Discuss activities we do as part of our daily/weekly routine. In five minutes write down as many things as you can think of.You should write your routines in full sentences, using adverbs of frequency. Read out your list to the class and delete anything you have written down which someone else has as well. Thus make a list of your special routines, that no one else has. > Pattern: I hove parties every week. II. Express your own feelings about the special routines of your fellow students. Use the expressions of likes and dislikes. > Pattern: — I have parties every week. — Well, to be h onest/No, I'm not too keen on arranging parties every week. Exercise 14 Tell about your daily routine when a child.Compare it with your present daily routine. Think about the following points: studies, everyday activities, leisure activities, food/clothes, likes/dislikes. Use the following phrases: When a child, I used to †¦ , but now I †¦ I never used to †¦ I spent most of my time †¦ , but now I †¦ I was/am keen on †¦ I was/am a †¦ addict. I couldn't/can't live without †¦ The best treat of all was/is †¦ I found †¦ enjoyable, but now I find †¦ boring/interesting. I've decided to give up †¦ But I'm not going to give up †¦ Exercise 15 I.Read the following text and get ready to answer the questions. John Naylor, 24, is a successful businessman. Let's follow him through a typical day. The alarm clock goes off at 7:00 a. m. John jolts out of bed at the same time. The automatic coffee maker kicks on in the kitchen. He jumps in the shower, shaves, opens one of the half-dozen boxes of freshly laundered white shirts waiting on the shelf, finishes dressing, and pours a cup of coffee. He sits down to a piece of whole wheat toast while he nips through the Fleet Street Journal. It takes him about 15 minutes to wake up and get ready.His briefcase in one hand and gym bag in the other, he hops in the car, ready to start the day. He clocks in at exactly 7:45 a. m. He takes a seat in front of the computer and prepares for hours of phone calls and meetings that occupy his mornings. At noon John rashes to the health club where he strips off the grey suit and changes into his T-shirt, shorts and the latest in design running shoes for tennis. In an hour he is sitting in the club dining room where he has scheduled lunch with a potential client. They discuss business over sparkling water, pasta and a cup of coffee.At 2:30 p. m. he is back at his office, eager for several more hours of frantic meetings and phone calls. A t 6:00 p. m. John phones out for delivery of dinner to keep him going through the next two to three hours he'll spend at his office. John gets home at 10:00 p. m. just in time to sit down to a bowl of frozen yoghurt and a reran of this season's most popular drama series before turning in. II. Make brief notes of John's daily routine. Use these times as a guide. 7:00 7:45 2:30 10:00 7:15 12:00 6:00 – 9:00 1:00 III.Answer the following questions: 1. What takes up most of his time? 2. What things do you dislike about his daily routine? 3. Is his daily routine always the same? 4. Is his daily routine very different from yours? How? 5. What do you think about his social life? What daily routine may his girlfriend have? 6. Is he happy? Why? 7. What problems may arise if John gets married and starts a family? Will children fit into this hectic schedule? IV. Work in groups of two. Student A: You are going to interview John. Ask him questions about his daily routine, and ask anything else you like. (E. g.How he feels about his life, what he likes about his work, his future plans). Student B: You are John. Answer the interviewer's questions about your daily routine. When you are asked about other things, invent suitable answers. Exercise 16 Pair work: Talk about your busiest day. Ask the following and more: 1. What's your busiest day? 2. What do you usually do? 3. What time do you get up? 4. Where do you usually have breakfast, lunch? 5. What do you usually do after classes? 6. What time do you usually go home? 7. What do you do at the end of the day? 8. What do you do in your spare time? . What time do you usually go to bed? 10. What activities do you enjoy? Which do you dislike? Exercise 17 Imagine you can do what you like and work where you want. Plan your daily routine. When you are ready tell the class. Exercise 18 I. Carry out a survey titled â€Å"How to Organise Your Day†. Ask your fellow students: 1. how much time they spend: working, sleeping, wa shing and getting dressed, eating and drinking, shopping, travelling, doing housework, studying, reading, watching TV or listening to the radio, performing other leisure activities, doing nothing; 2. hich activities they enjoy doing and how long they spend on them; 3. which activities they do not enjoy doing and how long they spend on them; 4. if there is something they don't have time to do or would like to spend more time doing; 5. if there is some way they could organise their time differently and how. II. Make notes and analyse the results of the investigation. Write a short report giving the results of your survey. Use words and expressions like these: None of†¦ A great many of†¦ Hardly any of†¦ Some of†¦ Very few of†¦ A large number of. Not many of†¦A lot of†¦ The majority of†¦ III. Use the following phrases for summarising or generalising: on the whole, †¦ at first glance, †¦ apparently, †¦ it seems/appears that †¦ g enerally, †¦ IV. When you have finished your report, show it to the other students in the class and discuss. Exercise 19 Retell the following text in English. , ?, . , ? . ? . ? , ? . : ? , , . , , ? ? ? , , . ? , , — , , ? , ? , ? ? , . ? , , ? — . . ? , ? . ? , , ? , ? . ? , . - , ? , ? - , ? . , , ? - , ? ? . , , , , ? ? . , ? , ? , , ? ? , , . ? ? . ? , ? ! †¦ ? , †¦ ? , , ? , . , — ? ? . ? , — ? ? . , — ? ? . , ? . ? ? , ? , , ? . ? — , ? - , , . ? ? , ? ? , ? , -. ? . , ? ? . ? ? , ? ? . ? ? . . — - .  «  » — . —  «  » :  «- ? ?  ». ? , , ? ? . (?. .  « ? ?  » ) Exercise 20 I. Read the list of English idioms and find their Russian equivalents in the econd list. A. To be back on track; a whole good hour; from time to time; year in, year out; on the run; in the dead of night; day in, day out; to play the fool; to twiddle one's thumbs. B. ; ; ? ; ? ; ; ; ; ? ; . II. Use the English idioms in sentences of your own speaking about your daily routine. Exercise 21 I. Match the two halves of each proverb correctly. Translate them into Russian or give their Russian equivalents.An early bird catches Jack a dull boy Time is two things at once Never put off till tomorrow a virtue Time and tide a worm Better late money Everyday is not what you can do today No man can do wait for no man All work and no play makes Sunday Punctuality is than never II. Make up a story to illustrate one of these proverbs. Exercise 22 Translate the quotations and comment upon them. ‘A day is a miniature eternity. ‘ Ralph Emerson ‘Write it on your heart that every day is the best day in the year. ‘ Ralph Emerson ‘Three o'clock is always too late or too early for anything you want to do. ‘ Jean-Paul Sartre ‘The day is for honest men, the night for thieves. ‘Euripides ‘Every day, in every way, I am getting better and better. ‘ Emile Coue Exercise 23 Role-play â€Å"Making a TV Programme†. Setting: The streets of a big modern city. Situation: A television crew is making a programme about different lifestyles. The journalists stop people in the street and interview them. They ask questions about their daily routine. They try to find out what time they get up, whether they get enough sleep, what they have for breakfast/dinner/supper, whether they are fussy about food, how they get to work, whether they are late for work, what time they come back home, who does the cooking/cleaning/shopping/washing, etc. whether they are more awake in the morning or in the evening, what time the y go to bed, what they do to keep fit, what they do to relax, whether they have any kind of social life, what puts them in a good mood, whether their daily routine is always the same. Characters: Card I—II — Christian and Christine, the journalists. Card III—IV — Daniel and Diana, an actor and an actress. Famous and well-known. Card V — Sheppard, a university student. Not very diligent. Card VI — Shirley, a model. Willing to make a career. Card VII — Patricia, a school teacher. Very responsible. Card VIII — Felicia, a housewife. Has a large family. Card IX — Raymond, a businessman. Very busy and very rich. Card X — Letitia, a waitress in a restaurant. Young and carefree. Card XI — Simon, a professional driver.Works hard and long hours. WRITING Exercise 1 Learn the spelling of the words in bold type from Introductory Reading and exercise 1 on page 68 and be ready to write a dictation. Exercise 2 Write a shor t description of a) your busiest day; b) your day off; c) your favourite day in the form of diary notes. Follow the pattern: Exercise 3 Write a composition or an essay on one of the following topics. 1. The Day Everything Went Wrong. 2. How I Organise My Time. 3. The Day Before You Came. (ABBA) 4. ‘Never put off till tomorrow, what you can do the day after tomorrow. ‘ (O. Wilde) 5. The Day of a Person Is a Picture of This Person. Note: Punctuation.In writing it is very important to observe correct punctuation marks. A full stop is put: 1) at the end of sentences; 2) in decimals (e. g. 3. 5 — three point five). A comma separates: 1) homogeneous parts of the sentence if there are more than three members (e. g. I saw a house, a garden, and a car); 2) parentheses (e. g. The story, to put it mildly, is not nice); 3) Nominative Absolute Constructions (e. g. The play over, the audience left the hall); 4) appositions (e. g. Byron, one of the greatest English poets, was bo rn in 1788); 5) interjections (e. g. Oh, you are right! ); 6) coordinate clauses joined by and, but, or, nor, for, while, whereas, etc. (e. g.The speaker was disappointed, but the audience was pleased); 7) attributive clauses in complex sentences if they are commenting (e. g. The Thames, which runs through London, is quite slow. Compare with a defining clause where no comma is needed — The river that/which runs through London is quite slow); 8) adverbial clauses introduced by if, when, because, though, etc. (e. g. If it is true, we are having good luck); 9) inverted clauses (e. g. Hardly had she entered, they fired questions at her); 10) in whole numbers (e. g. 25,500 — twenty five thousand five hundred). Object clauses are not separated by commas (e. g. He asked what he should do). To be continued on page 140. Daily Routine Daily Routine TEXT One Day of Peter's life (Story by Peter and Heidi Elliott) I usually manage to be first at waking up — my brother Daniel (he's six) would stay in bed until seven o'clock. Mum can't understand it but it seems obvious to me that this is when the day starts, so why miss the beginning? After a quick warm-up and a chat we creep downstairs to see what's been left around from the night before, although Mum is wise to this and has usually put away anything really interesting.The refrigerator is always a fairly good place to start, and cold rice pudding tastes much better for breakfast than it does for pudding. 1 In fact I've tried most things at this hour, from cold stuffed marrow to raw sausages; some of it isn't recommendable and some of it can get you into a lot of trouble. Anyway, I can always make my own breakfast of cereals with plenty of sugar and not much milk. We made Mum's2 the other day but she didn't like the chopped peppercorns and Oxos3 that we added t o it. Mind you, it didn't look too good.Well, just when we get into a good game, Mum comes down and says that we have to put all the furniture back and get dressed. I always have the last say in what I'm going to wear, which is always jeans and a tee-shirt. I'm just not relaxed if I'm wearing smart trousers. I like a loose jacket and a hat; my old cowboy hat is a bit misshapen but I do not mind that, it seems to put me in the right mood for the day. It's time to take Daniel to school. I really enjoy this trip at the moment because I've got a super little bike which I ride there and back.Well, I don't exactly ride it because both pedals have fallen off and the chain has snapped, so now it's more like a hobby-bike. I use my feet for brakes and propulsion. 4 It works very well and my balance is now so good that I can ride my brother's big bike if someone helps me to get on and off. When we get to Daniel's school I have a race around the playground and annoy a few of Dan's friends befor e the whistle goes, and then, as the trip home is up-hill and rather boring. Mum usually has to give me a push.I generally play then, or visit a friend down the lane whose brother has some super toys, which compensates for the fact that she's a girl. 5 Lunch can vary from day to day because I'm quite fussy about my food. I find it hard to sit still long enough to eat a whole dinner, so sometimes Mum reads a book to me which makes it much more enjoyable, and if the story is very good, I've even been known to eat things that I didn't think I liked. I suppose that the way I spend my day must seem fairly routine to some people, but I like to use it to the full no matter what I'm doing.I do everything with enthusiasm — whether constructing a rocket with bricks or practising gymnastics on the bed or just sliding down the banisters, and I've noticed that people who are older than me don't seem to have half as much fun, so I say that I'm going to enjoy myself for as long as possible. The afternoons are unpredictable. On a fine day I may go swimming or visit a park or the shops. Personally, I think the shops are best, especially the ones with toys in. My mother just doesn't seem to understand that I need them all, anyway I have a good try with as many as I can before getting into trouble with the assistant.Then I move on to the sweets, which I generally get one of. Friends' houses can be a good source of entertainment, although if they haven't got any children it can be a bit frustrating not being allowed to touch anything. Luckily most of mother's friends have got children. The best treat of all, though, is visiting Nanny. 6 She's got much more time to spend on you than parents have and I do all sorts of things there. I have made some very tasty cakes in Nanny's kitchen and she doesn't mind how much mess goes on the floor. 7 I also enjoy gardening with her. She is extremely patient with my pruning efforts. So my afternoons vary until we collect my brother from school at 3. 30. He's not so much fun in the afternoons, but I do a bit of insect searching on the way home and collect any interesting sticks and stones that I think I could use in our small garden. My bedtime is fixed at 7. 30 and to be honest I'm just about ready for it by then. After doing my duty — by eating some tea — I play for a while or watch television. I'm not a TV addict but cartoons I do enjoy9 and my favorite programme is Tarzan. When this is on I strip off to my underpants and really get into the part. I'm fantastically brave. ) I then have a trip down a shark-infested river10 at bath time or practice swimming in the bath, but my room is rather restricted and Mum doesn't appreciate how far I get the water up the wall. 11 So, when the water has got fairly cold, I reluctantly agree to get out and put my pyjamas on. I don't like cleaning my teeth but I do. Mum has to read a book at bedtime: it gives me a few minutes to have a last play and select my favouri te toys before the light goes out. After all, even in my dreams I've had to fight some pretty fierce tigers. Proper NamesDaniel [‘d{[email  protected]] — Tarzan [‘t? z{n] — Vocabulary Notes 1. †¦ than it does for pudding — †¦ . 2. †¦ we made Mum's the other day — . 3. Oxos —  «Ã‚ » (. : ) 4. I use my feet for brakes and propulsion. — ? ? . 5. †¦ visit a friend down the lane whose brother has some super toys, which compensates for the fact that she's a girl. — †¦ ? , ; ? , ? ? , — . . Nanny — : (. : ?  «Ã‚ »). 7. She doesn't mind how much mess goes on the floor. — , . 8. †¦ she is extremely patient with my pruning efforts. — ? ? . 9. †¦ but cartoons I do enjoy †¦ — †¦ . 10. shark-infested — . 11. Mum doesn't appreciate how far I get the water up the wall. — , ? . Com prehension Check 1.Why does the child wake up first? 2. What do the brothers do after a warm-up and a chat? 3. What does the child like to wear? 4. Why does the boy enjoy his trip to Daniel's school? 5. Is he fussy about his food? 6. Does the boy find his days boring? 7. How does he spend the afternoons? 8. Whom does he enjoy visiting most? Why? 9. When does the boy go to bed? 10. Is he a TV addict? 11. How does the boy entertain himself at bathtime? 12. What does he do before the light goes out? . Phonetic Text Drills 0 Exercise 1 Transcribe and pronounce correctly the words from the text.Obvious, to creep, stuffed, marrow, raw, recommendable, cereals, peppercorns, loose, cowboy, misshapen, super, propulsion, balance, to compensate, to vary, enthusiasm, gymnastics, banister, unpredictable, frustrating, treat, pruning, insect, addict, cartoon, underpants, appreciate, reluctantly, pyjamas, fierce. 0 Exercise 2 Pronounce the words or phrases where the following clusters occur. 1. plos ive + plosive managed to be, creep downstairs, good place, and cold rice, look too, good game, get dressed, to take Daniel, hard to sit, bedtime, but cartoons, trip down, and put. 2. plosive + w t waking up, quick warm-up, that we added, just when, that we, it works, a rocket with bricks, patient with. 3. plosive + r brother, creep, breakfast, tried, trouble, trousers, trip, brakes, propulsion, unpredictable, try, children, treat, extremely, programme, brave, practise, agree, pretty. 4. plosive + s would stay, it seems, starts, what's, tastes, last say, its time, sit still, must seem, good source, fight some. 0 Exercise 3 Avoid false assimilation in the clusters: 1. z + s he's six, has snapped, has some. 2. voiceless plosive + D that this, at the moment, noticed that, think the shops. . s/z + D miss the beginning, Mum's the other day, as the trip, suppose that. 0 Exercise 4 Practise the pronunciation of predicative structures. It's ‘time to ‘take ‘Daniel to school. || The ,after'noons are ‘unpre'dictable. || The ‘best ‘treat of all, | though, | is ‘visiting Nanny. || My bedtime is ‘fixed at ‘seven hirty | and | to be honest | I'm ‘just a'bout eady for it by ,then. || I'm ‘not a ‘TV addict | but car'toons I ‘do en'joy | and my ‘favourite ‘programme is Tarzan. || EXERCISES Exercise 1 Reproduce the sentences in which the following words and expressions are used. o wake up to vary from day to day to leave around to use the day to the full to get somebody into trouble to do everything with enthusiasm to have the last say in to be a good source of something entertainment to be relaxed the best treat to put somebody in the to be a TV addict right mood oring to strip off to be fussy about something bedtime Exercise 2 Agree or disagree with the following statements. Give your reasons. 1. The child is the last to wake up. 2. In the kitchen the boy tries a lot of things from co ld mar row to raw sausages. 3. The child's mother has the last say in what he's going to wear. 4. The boy likes to wear smart suits. 5. He finds his trip to Daniel's school boring. 6. The boy is fussy about his food. 7.The child's routine is boring and predictable. 8. He likes spending his time in the shops. 9. The child enjoys visiting Nanny. 10. He is a TV addict. 11. The child enjoys swimming in the bath. Exercise 3 I. Give the three forms of the irregular verbs from the text: Creep, put, get, ride, go, give, find, read, think, slide, make, fight. II. Give the past form of the regular verbs: Manage, stay, start, add, enjoy, snap, use, annoy, visit, compensate, vary, suppose, construct, practise, seem, touch, mind, collect, search, fix, watch, strip, appreciate, agree, select.Exercise 4 Fill the gaps in these sentences with the suitable words below. I. frustrating unpredictable loose smart boring relaxed fussy 1. She likes to feel comfortable and relaxed in clothes, that's why she always wears †¦ sweaters and jackets and not †¦ suits. 2. Jane is fed up with this †¦ town — all they have is a bar, a cinema and a Chinese restaurant. 3. There must be nothing more †¦ than having a job you don't like. 4. You can't feel †¦ and enjoy yourself if there are exams coming. 5.Since the time she was ill, she's been †¦ about what she eats. 6. She behaves like the weather in Great Britain; she's so †¦ II. to creep to strip off to vary to select to annoy to leave around 1. There was a large number of beautiful toys and dolls in the shop and it took the girl a lot of time †¦ one. 2. Someone †¦ into the house and stole jewellery. 3. She ran upstairs,†¦ her wet jeans and sweater and pulled on a dressing gown. 4. I don't want to stay in the house with these two screaming kids. They †¦ me. 5. To make kids eat, you should †¦ he menu as much as possible. 6. Please, don't†¦ your toys †¦ . I have to put them away before I can do the cleaning. Exercise 5 Find in the text words and expressions similar in meaning to the italicized ones. 1. Somehow he got involved in a boring conversation about food prices. 2. I always start my day with morning exercises and a cold shower. And, of course, I very much like a cup of hot coffee. 3. Nurses should do all they can to make their patients feel at ease. 4. The child abandoned his favourite toy; a little squirrel in the grass had become better entertainment. . When I go to the countryside I like to observe insects. 6. I always go to bed at half past seven and nothing can change my habit. 7. I spent my holiday in Spain and enjoyed it fully. 8. I can't think of anything more tedious than washing and cooking for the family all day long. 9. I feel that you are doing that unwillingly. 10. My brother is always enthusiastic, no matter what he is doing — playing or working. 11. We moved quietly upstairs so as not to wake the baby. 12. Morning exercis es may be hard work, but they can also be great fun. 3. A meal in a restaurant came as a real pleasure after all the food at the university. 14. You are just saying that to irritate me. 15. In the afternoons Mother takes my sister from school. Exercise 6 Find in the text sentences containing: I. synonyms and synonymous expressions for the following: depressing untidiness to pick somebody up to take off the clothes physical exercises to be different II. words or phrases with the opposite meaning: to get out of bed to get undressed ot much boring to stay out of trouble predictable Exercise 7 Find in the text the English equivalents of the following words and expressions. A. ; ? ; ; ; ; ; ( -); ; ; ; ? ; ; ? 7. 30; ; -; ; ; ; ; ; ; . ?. ? ; ; ; ; - ; (? ); ; ? ; ; ; ? ; ; ; ; . Exercise 8 Express the same idea using different wording and grammar. 1. After a quick warm-up and a chat, we creep downstairs to see what's been left around fr om the night before. 2. I suppose the way I spend my day must seem fairly routine to some people, but I like to use it to the full. . Personally, I think the shops are best, especially the ones with toys in. 4. Friends' houses can be a good source of entertainment. 5. I'm not a TV addict but cartoons I do enjoy and my favourite programme is Tarzan. 6. The best treat of all is visiting Nanny. 7. She is extremely patient with my pruning efforts. 8. When Tarzan is on I strip off to my underpants and really get into the part. 9. I then have a trip down a shark-infested river at bathtime or practise swimming in the bath, but my room is rather restricted and mum doesn't appreciate how far I get the water up the wall. 10.Mum has to read a book at bedtime, it gives me a few minutes to have a last play and select my favourite toys before the light goes out. Exercise 9 1. Draw a chart like the one below and arrange the child's activities into two columns. Enjoyable Boring II. After you have f inished the chart, compare it with the rest of the class. Discuss the child's activities using the following words: Interesting, creative, exciting, good fun, dangerous, boring, good exercise, relaxing, crazy, wonderful, enjoyable, terrible. Start your discussion with the following phrases: I think/I don't think he enjoys/likes †¦It must be dangerous/interesting to swim/to play†¦ etc. That sounds/does not sound like much fan/crazy†¦ etc. I'd like to try †¦ myself. He doesn't mind †¦ If I had time, I'd like to †¦ Exercise 10 Speak about your daily activities using the patterns given below. 1. I'm not a TV addict/ardent reader, etc. but cartoons/novels, etc. I do enjoy. 2. I don't like cleaning my teeth/watching newsreels, etc. but I do. 3. I find it hard to sit still long enough/to work in the library, etc. 4. It can be a bit frustrating not being allowed to touch anything/to go to a disco, etc.Exercise 11 Speak about the child's daily routine: 1. in the third person; 2. in the person of his mother; 3. in the person of his brother Daniel. Exercise 12 Discussion points. 1. What can you say about the boy's character? Support your opinion. 2. What do you think of his mother? What is her daily routine like? 3. What takes up most of the boy's day? 4. What activities mentioned by the boy seem to be most entertaining to you? Why? Exercise 13 I. Discuss activities we do as part of our daily/weekly routine. In five minutes write down as many things as you can think of.You should write your routines in full sentences, using adverbs of frequency. Read out your list to the class and delete anything you have written down which someone else has as well. Thus make a list of your special routines, that no one else has. > Pattern: I hove parties every week. II. Express your own feelings about the special routines of your fellow students. Use the expressions of likes and dislikes. > Pattern: — I have parties every week. — Well, to be h onest/No, I'm not too keen on arranging parties every week. Exercise 14 Tell about your daily routine when a child.Compare it with your present daily routine. Think about the following points: studies, everyday activities, leisure activities, food/clothes, likes/dislikes. Use the following phrases: When a child, I used to †¦ , but now I †¦ I never used to †¦ I spent most of my time †¦ , but now I †¦ I was/am keen on †¦ I was/am a †¦ addict. I couldn't/can't live without †¦ The best treat of all was/is †¦ I found †¦ enjoyable, but now I find †¦ boring/interesting. I've decided to give up †¦ But I'm not going to give up †¦ Exercise 15 I.Read the following text and get ready to answer the questions. John Naylor, 24, is a successful businessman. Let's follow him through a typical day. The alarm clock goes off at 7:00 a. m. John jolts out of bed at the same time. The automatic coffee maker kicks on in the kitchen. He jumps in the shower, shaves, opens one of the half-dozen boxes of freshly laundered white shirts waiting on the shelf, finishes dressing, and pours a cup of coffee. He sits down to a piece of whole wheat toast while he nips through the Fleet Street Journal. It takes him about 15 minutes to wake up and get ready.His briefcase in one hand and gym bag in the other, he hops in the car, ready to start the day. He clocks in at exactly 7:45 a. m. He takes a seat in front of the computer and prepares for hours of phone calls and meetings that occupy his mornings. At noon John rashes to the health club where he strips off the grey suit and changes into his T-shirt, shorts and the latest in design running shoes for tennis. In an hour he is sitting in the club dining room where he has scheduled lunch with a potential client. They discuss business over sparkling water, pasta and a cup of coffee.At 2:30 p. m. he is back at his office, eager for several more hours of frantic meetings and phone calls. A t 6:00 p. m. John phones out for delivery of dinner to keep him going through the next two to three hours he'll spend at his office. John gets home at 10:00 p. m. just in time to sit down to a bowl of frozen yoghurt and a reran of this season's most popular drama series before turning in. II. Make brief notes of John's daily routine. Use these times as a guide. 7:00 7:45 2:30 10:00 7:15 12:00 6:00 – 9:00 1:00 III.Answer the following questions: 1. What takes up most of his time? 2. What things do you dislike about his daily routine? 3. Is his daily routine always the same? 4. Is his daily routine very different from yours? How? 5. What do you think about his social life? What daily routine may his girlfriend have? 6. Is he happy? Why? 7. What problems may arise if John gets married and starts a family? Will children fit into this hectic schedule? IV. Work in groups of two. Student A: You are going to interview John. Ask him questions about his daily routine, and ask anything else you like. (E. g.How he feels about his life, what he likes about his work, his future plans). Student B: You are John. Answer the interviewer's questions about your daily routine. When you are asked about other things, invent suitable answers. Exercise 16 Pair work: Talk about your busiest day. Ask the following and more: 1. What's your busiest day? 2. What do you usually do? 3. What time do you get up? 4. Where do you usually have breakfast, lunch? 5. What do you usually do after classes? 6. What time do you usually go home? 7. What do you do at the end of the day? 8. What do you do in your spare time? . What time do you usually go to bed? 10. What activities do you enjoy? Which do you dislike? Exercise 17 Imagine you can do what you like and work where you want. Plan your daily routine. When you are ready tell the class. Exercise 18 I. Carry out a survey titled â€Å"How to Organise Your Day†. Ask your fellow students: 1. how much time they spend: working, sleeping, wa shing and getting dressed, eating and drinking, shopping, travelling, doing housework, studying, reading, watching TV or listening to the radio, performing other leisure activities, doing nothing; 2. hich activities they enjoy doing and how long they spend on them; 3. which activities they do not enjoy doing and how long they spend on them; 4. if there is something they don't have time to do or would like to spend more time doing; 5. if there is some way they could organise their time differently and how. II. Make notes and analyse the results of the investigation. Write a short report giving the results of your survey. Use words and expressions like these: None of†¦ A great many of†¦ Hardly any of†¦ Some of†¦ Very few of†¦ A large number of. Not many of†¦A lot of†¦ The majority of†¦ III. Use the following phrases for summarising or generalising: on the whole, †¦ at first glance, †¦ apparently, †¦ it seems/appears that †¦ g enerally, †¦ IV. When you have finished your report, show it to the other students in the class and discuss. Exercise 19 Retell the following text in English. , ?, . , ? . ? . ? , ? . : ? , , . , , ? ? ? , , . ? , , — , , ? , ? , ? ? , . ? , , ? — . . ? , ? . ? , , ? , ? . ? , . - , ? , ? - , ? . , , ? - , ? ? . , , , , ? ? . , ? , ? , , ? ? , , . ? ? . ? , ? ! †¦ ? , †¦ ? , , ? , . , — ? ? . ? , — ? ? . , — ? ? . , ? . ? ? , ? , , ? . ? — , ? - , , . ? ? , ? ? , ? , -. ? . , ? ? . ? ? , ? ? . ? ? . . — - .  «  » — . —  «  » :  «- ? ?  ». ? , , ? ? . (?. .  « ? ?  » ) Exercise 20 I. Read the list of English idioms and find their Russian equivalents in the econd list. A. To be back on track; a whole good hour; from time to time; year in, year out; on the run; in the dead of night; day in, day out; to play the fool; to twiddle one's thumbs. B. ; ; ? ; ? ; ; ; ; ? ; . II. Use the English idioms in sentences of your own speaking about your daily routine. Exercise 21 I. Match the two halves of each proverb correctly. Translate them into Russian or give their Russian equivalents.An early bird catches Jack a dull boy Time is two things at once Never put off till tomorrow a virtue Time and tide a worm Better late money Everyday is not what you can do today No man can do wait for no man All work and no play makes Sunday Punctuality is than never II. Make up a story to illustrate one of these proverbs. Exercise 22 Translate the quotations and comment upon them. ‘A day is a miniature eternity. ‘ Ralph Emerson ‘Write it on your heart that every day is the best day in the year. ‘ Ralph Emerson ‘Three o'clock is always too late or too early for anything you want to do. ‘ Jean-Paul Sartre ‘The day is for honest men, the night for thieves. ‘Euripides ‘Every day, in every way, I am getting better and better. ‘ Emile Coue Exercise 23 Role-play â€Å"Making a TV Programme†. Setting: The streets of a big modern city. Situation: A television crew is making a programme about different lifestyles. The journalists stop people in the street and interview them. They ask questions about their daily routine. They try to find out what time they get up, whether they get enough sleep, what they have for breakfast/dinner/supper, whether they are fussy about food, how they get to work, whether they are late for work, what time they come back home, who does the cooking/cleaning/shopping/washing, etc. whether they are more awake in the morning or in the evening, what time the y go to bed, what they do to keep fit, what they do to relax, whether they have any kind of social life, what puts them in a good mood, whether their daily routine is always the same. Characters: Card I—II — Christian and Christine, the journalists. Card III—IV — Daniel and Diana, an actor and an actress. Famous and well-known. Card V — Sheppard, a university student. Not very diligent. Card VI — Shirley, a model. Willing to make a career. Card VII — Patricia, a school teacher. Very responsible. Card VIII — Felicia, a housewife. Has a large family. Card IX — Raymond, a businessman. Very busy and very rich. Card X — Letitia, a waitress in a restaurant. Young and carefree. Card XI — Simon, a professional driver.Works hard and long hours. WRITING Exercise 1 Learn the spelling of the words in bold type from Introductory Reading and exercise 1 on page 68 and be ready to write a dictation. Exercise 2 Write a shor t description of a) your busiest day; b) your day off; c) your favourite day in the form of diary notes. Follow the pattern: Exercise 3 Write a composition or an essay on one of the following topics. 1. The Day Everything Went Wrong. 2. How I Organise My Time. 3. The Day Before You Came. (ABBA) 4. ‘Never put off till tomorrow, what you can do the day after tomorrow. ‘ (O. Wilde) 5. The Day of a Person Is a Picture of This Person. Note: Punctuation.In writing it is very important to observe correct punctuation marks. A full stop is put: 1) at the end of sentences; 2) in decimals (e. g. 3. 5 — three point five). A comma separates: 1) homogeneous parts of the sentence if there are more than three members (e. g. I saw a house, a garden, and a car); 2) parentheses (e. g. The story, to put it mildly, is not nice); 3) Nominative Absolute Constructions (e. g. The play over, the audience left the hall); 4) appositions (e. g. Byron, one of the greatest English poets, was bo rn in 1788); 5) interjections (e. g. Oh, you are right! ); 6) coordinate clauses joined by and, but, or, nor, for, while, whereas, etc. (e. g.The speaker was disappointed, but the audience was pleased); 7) attributive clauses in complex sentences if they are commenting (e. g. The Thames, which runs through London, is quite slow. Compare with a defining clause where no comma is needed — The river that/which runs through London is quite slow); 8) adverbial clauses introduced by if, when, because, though, etc. (e. g. If it is true, we are having good luck); 9) inverted clauses (e. g. Hardly had she entered, they fired questions at her); 10) in whole numbers (e. g. 25,500 — twenty five thousand five hundred). Object clauses are not separated by commas (e. g. He asked what he should do). To be continued on page 140.