How to Improve Reading Comprehension

Tony Sandoval III American Military University Coll 100 Derrah Q. Cassidy How to Improve Reading Comprehension How to improve one’s reading comprehension? First, one must know what reading compression is, plain and simple it is the act of understanding what is being read. â€Å"Learning how to read is probably one of the most important skills that a child will acquire in his/her lifetime† (Pardo, 2011). Though it may sound easy, many people have difficultly remembering and understanding what they read. To become a successful reader, a child must be able to decode the individual words on the page and must be able to comprehend the text† (McNamara, 2007). To read effectively pick a subject that will be interesting, try to figure out what you and the book have in common. Then, concentrate on the material being read and develop a discipline approach to the reading. Preview the material by looking over it and determine what the most important parts of the text are. Pau se after each paragraph to reflect on what was just read so the brain can comprehend it. Next focus on the reading speed one has. Once this is done, test yourself over the material to ensure it is being comprehended. This will get your brain working to paying attention most of the time. When reading, one must be willing to push their self beyond where they are at. â€Å"Reading is an extraordinary achievement when one considers the number of levels and components that must be mastered. Consider what it takes to read a simple story. The words contain graphemes, phonemes and morphemes† (McNamara, 2007). Most people will not even understand half of what was just said or written. Even though the reading material might be hard, little by little the words will make since once they are pieced together in a way that could be understood better. Also, try to think ahead and concentrate on certain parts to get your brain working on paying attention to what is being read. While reading, highlight what might be the most important part of the text. This will help to determine what is being said in the reading. Some readers might want to ask questions while reading. This will help them when piecing parts of the main point of the article together to make more sense. While reading, stop after each paragraph to help reflect on the meaning of what was just read. â€Å"Proficient readers don't just plow ahead through text when it doesn't make sense – they stop and use â€Å"fix-up† strategies to restore their understanding. One of the most important fix-up tools is rereading, with teachers demonstrating to students a variety of ways to reread text in order to repair meaning† (Zimmerman & Keene, 2007). This will help gather thoughts about the material and shine some light on the subject. While reading concentrate on what information is being put out in the article. At times readers will have questions come to mind and the reader must find the answers. If they have sticky notes to jot down things, the reader will be able to recall the information. â€Å"A reader’s successful comprehension of text material is evidenced by the representation that, at a minimum, is coherent enough to account for all the information explicitly presented in the text† (McNamara, 2007). The reader should then sort through and prioritizes information from the sea of words that is in the text. This will help indicate that comprehension can be recalled and be understood by the reader. The reader should frequently summarize the reading. This forces the reader to reorganize the information in a way that is sensible to them. Though reading can be fun, it can also be time consuming. The success of reading comprehension depends on the factors of what information is being entered into the brain and what the brain is able to do with it. It is also important to understand what you are reading to help improve your speed. This skill is acquired through years of learning. If speed reading is not the best, do not worry because there are many tips that can help a reader. One good tip is called the hand trick. The reader should place the palm of their hand flat against the reading surface. Move the hand so that the first line of text being read is above the side of the hand. Slowly move the palm to revile the words of the text at a regular speed so the reader can see the words that are being exposed. Next, is the finger trick with this method the reader should place the index finger on the first group of words that is about to be read. Move the finger in an irregular manner from the beginning of the sentence to the end. This helps the reader to focus on reading groups of words instead of individually. Another good tip to become a better reader is the card trick. Get an index card and place it over the first sentence. Then slowly begin moving it in a downwards, covering what was just read. This helps the reader to pay attention on what was just read since they will not have the opportunity to revisit the words. After the reader has finished, determine what was learned. Give the reader a chance to share what they have read in pairs or small groups. Then have them quiz themselves on the main points of the material. Tell a friend about it. By doing this, the reader should try to recall the important information in their own words. This will help them to remember and give a deeper insight into the topic. If both people have read the same material, the friend could give good feedback to ensure that the reader comprehends what was being read. The goal of having them discuss this is to involve more people so they can all make sure they can comprehend the reading. This process will solidify the knowledge in the mind and give the reader a better recall of the information. Also include any thoughts that might have popped into your mind and discuss the information. The evidence that reading comprehension can be taught and learned is convincing. â€Å"Teachers need to make sure that children are familiar with all of the reading strategies and that they are given plenty of opportunities to use them† (Pardo, 2011). You’ll achieve the best results using the set of strategies in this paper. This will help encourage the reader to anticipate what is to come, pay close attention to whether they are understanding and frequently pause to summarize, going back to fill in gaps in the information. The reader should consider using the methods mentioned above. Reviewing these individual skills of comprehension can quickly help the reader see, that the skills require higher thinking and an ability to view the material that has been read. Bibliography McNamara, D. S. (2007). Reading Comprehension Strategies : Theories, Interventions, and Technologies. Lawrence Erlbaum Associates, Inc. Pardo, L. (2011). Increasing Reading Comprehension Through The Explicit Teaching Of Reading Strategies: Is There A Difference Among The Genders? Project Innovation, Inc 13. Zimmerman, S. , & Keene, E. (2007). Retrieved September 30, 2011, from Waht Are the Seven Reading Comprehension Strategies? Retrieved from http://www. choiceliteracy. com/public/144. cfm

Fool Chapter 22

TWENTY-TWO AT THE WHITE TOWER â€Å"Tosser!† cried the raven. No help was he in my stealthy entry to the White Tower. I'd packed my bells with clay, and darkened my face with the same, but no amount of camouflage would help if the raven raised an alarm. I should have had a guard bring him down with a crossbow bolt long before I left the Tower. I lay in a shallow, flat-bottomed skiff I'd borrowed from a ferryman, covered with rags and branches so I might appear just another mass of jetsam floating in the Thames. I paddled with my right hand, and the cold water felt like needles until my arm went numb. Sheets of ice drifted in the water around me. Another good cold night and I might have walked into the Traitor's Gate, rather than paddled. The river fed the moat, and the moat led under a low arch and through the gate where English nobility had been bringing their family members for hundreds of years on the way to the chopping block. Two iron-clad gates fit together at the center of the arch, chained in the middle below the waterline, and they moved ever-so-slightly in the current. There was a gap there, at the top, where the gates met. Not so wide that a soldier with weapons could fit through, but a cat, a rat, or a spry and nimble fool on the slim side might easily pass over. And so I did. There were no guards at the stone steps inside, but twelve feet of water separated me from them, and my skiff would not fit through the gap at the top of the gate where I was perched. A fool was getting wet, there was no way around it. But it seemed to me that the water was shallow, only a foot or two deep. Perhaps I could keep my shoes dry. I took them off and tucked them into my jerkin, then slid down the gate into the cold water. Great dog-buggering bollocks it was cold. Only to my knees, but cold. And I would have made it undiscovered, methinks, if I hadn't let slip a rather emphatic whisper of, â€Å"Great dog-buggering bollocks, that's cold!† I was met at the top of the stairs by the pointy part of a halberd, leveled malevolently at my chest. â€Å"For fuck's sake,† said I. â€Å"Do your worst, but get it done and drag my body inside where it's warm.† â€Å"Pocket?† said the yeoman at the other end of the spear. â€Å"Sir?† â€Å"Aye,† said I. â€Å"I haven't seen you for months. What's that all over your face?† â€Å"It's clay. I'm in disguise.† â€Å"Oh right. Why don't you come in and warm up. Must be dreadful cold in your wet stocking feet there.† â€Å"Good thought, lad,† said I. It was the young, spot-faced yeoman whom I'd chastised on the wall when Regan and Goneril were first arriving to gain their inheritance. â€Å"Shouldn't you stay at your post, though? Duty and all that?† He led me across the cobbled courtyard, into a servants' entrance to the main castle and down the stairs into the kitchen. â€Å"Nah, it's the Traitor's Gate, innit? Lock on it as big as your head. Ain't no one coming through there. Not all bad. It's out of the wind. Not like up on the wall. Y'know the Duchess Regan is living here at the Tower now? I took your advice about not talking about her boffnacity,[43] even with the duke dead and all, can't be too careful. Although, I caught sight of her in a dressing gown one day she was up on the parapet outside her solar. Fine flanks on that princess, despite the danger of death and all for sayin' so, sir.† â€Å"Aye, the lady is fair, and her gadonk as fine as frog fur, lad, but even your steadfast silence will get you hung if you don't cease with the thinking aloud.† â€Å"Pocket, you scroungy flea-bitten plague rat!† â€Å"Bubble! Love!† said I. â€Å"Thou dragon-breathed wart farm, how art thou?† The ox-bottomed cook tried to hide her joy by casting an onion at me, but there was a grin there. â€Å"You've not eaten one full plate since you were last in my kitchen, have you?† â€Å"We heard you was dead,† said Squeak, a crescent of a smile for me beneath her freckles. â€Å"Feed the pest,† said Bubble. â€Å"And clean that mess off his face. Rutting with the pigs again, were you, Pocket?† â€Å"Jealous?† â€Å"Not bloody likely,† said Bubble. Squeak sat me down on a stool by the fire and while I warmed my feet she scrubbed the clay from my face and out of my hair, mercilessly battering me with her bosoms as she worked. Ah, home sweet home. â€Å"So, has anyone seen Drool?† â€Å"In the dungeon with the king,† said Squeak. â€Å"Although the guard ain't supposed to know it.† She eyed the young yeoman who stood by. â€Å"I knew that,† he said. â€Å"What of the king's men, his knights and guards? In the barracks?† â€Å"Nah,† said the yeoman. â€Å"Castle guard was a dog's breakfast until Captain Curan came down from Gloucester. He's got a noble-born knight as captain of every watch and the old guard man for man with any new ones. Crashing huge camps of soldiers outside the walls, forces of Cornwall to the west and Albany on the north. They say the Duke of Albany is staying with his men at camp. Won't come to the Tower.† â€Å"Wise choice, with so many vipers about the castle. What of the princesses?† I asked Bubble. Although she seemed never to leave her kitchen, she knew what was going on in every corner of the fortress. â€Å"They ain't talking,† said Bubble. â€Å"Taking meals in their old quarters they had when they was girls. Goneril in the east tower of the main keep. Regan in her solar on the outer wall on the south. They'll come together for the midday meal, but only if that bastard Gloucester is there.† â€Å"Can you get me to them, Bubble. Unseen?† â€Å"I could sew you up in a suckling pig and send it over.† â€Å"Yes, lovely, but I did hope to return undiscovered, and trailing gravy might draw the attention of the castle's cats and dogs. Regrettably, I've had experience with such things.† â€Å"We can dress you as one of the serving lads, then,† said Squeak. â€Å"Regan had us bring in boys instead of our usual maids. She likes to taunt and threaten them until they cry.† I regarded Bubble with steely recrimination. â€Å"Why didn't you suggest that?† â€Å"I wanted to see you sewed up in a suckling pig, you oily rascal.† Bubble has struggled with her deep affection for me for years. â€Å"Very well, then,† said I. â€Å"A serving boy it is.† â€Å"You know, Pocket,† said Cordelia, age sixteen. â€Å"Goneril and Regan say that my mother was a sorceress.† â€Å"Yes, I'd heard that, love.† â€Å"If that's so, then I'm proud of it. It means she didn't need some mangy man for her power. She had her own.† â€Å"Banished then, wasn't she?† â€Å"Well, yes, that or drowned, no one will really say. Father forbids me to ask about it. But my point is that a woman should come to her power on her own. Did you know that the wizard Merlin gave up his powers to Vivian in exchange for her favors, and she became a great sorceress and queen, and put Merlin to sleep in a cave for a hundred years for his trouble?† â€Å"Men are like that, lamb. You give them your favors and next thing you know they're snoring away like a bear in a cave. Way of the world, it is.† â€Å"You didn't do that when my sisters gave you their favors.† â€Å"They did no such thing.† â€Å"They did, too. Many times. Everyone in the castle knows it.† â€Å"Vicious rumors.† â€Å"Fine, then. When you have enjoyed the favors of women, who shall remain nameless, did you fall asleep afterward?† â€Å"Well, no. But neither did I give up my magical powers or my kingdom.† â€Å"But you would have, wouldn't you?† â€Å"Say, enough talk of sorcerers and such. What say we go down to the chapel and convert back to Christianity? Drool drank all the communion wine and ate all the leftover host when the bishop was ousted, so I'll wager he's blessed enough to bring us into the fold without clergy. Burped the body of Christ for a week, he did.† â€Å"You're trying to change the subject.† â€Å"Curses! Discovered!† exclaimed the puppet Jones. â€Å"That'll teach you, you sooty-souled snake. Have him whipped, princess.† Cordelia laughed, liberated Jones from my grasp, and clouted me on the chest with him. Even when she was grown she bore a weakness for puppety conspiracy and Punch-and-Judy justice. â€Å"Now, fool, speak truth – if the truth in you hasn't died starving from your neglect. Would you give up your powers and your kingdom for a lady's favor?† â€Å"That would depend on the lady, wouldn't it?† â€Å"Say me, for example?† â€Å"Vous?† said I, my eyebrows raised in the manner of the perfectly fucking French. â€Å"Oui,† said she, in the language of love. â€Å"Not a chance,† said I. â€Å"I'd be snoring before you had time to declare me your personal deity, which you would, of course. It's a burden I bear. Deep sleep of the innocent, I'd have. (Or, you know, the deep sleep of the deeply shagged innocent.) I suspect, come morning, you'd have to remind me of your name.† â€Å"You didn't sleep after my sisters had you, I know it.† â€Å"Well, threat of violent, post-coital death will keep you on the alert, won't it?† She crawled across the rug until she was close then. â€Å"You are a dreadful liar.† â€Å"What was your name?† She clouted me on the head with Jones and kissed me – quickly, but with feeling. That was the only time. â€Å"I'd have your power and your kingdom, fool.† â€Å"Give me back my puppet, thou nameless tart.† Regan's solar was bigger than I remembered it. A fairly grand, round room, with a fireplace and a dining table. Six of us brought in her supper and set it out on the table. She was all in red, as usual, snowy shoulders and raven hair warmed to the eye by orange firelight. â€Å"Wouldn't you rather lurk behind the tapestry, Pocket?† She waved the others out of the room and closed the door. â€Å"I kept my head down. How did you know it was me?† â€Å"You didn't cry when I shouted at you.† â€Å"Blast, I should have known.† â€Å"And you were the only serving boy wearing a codpiece.† â€Å"Can't hide one's light under a bushel, can one?† She was infuriating. Did nothing surprise her? She spoke as if I'd been sent for and she'd been expecting me at any moment. Rather took the joy out of all the stealth and disguise. I was tempted to tell her she'd been duped and Drool-shagged just to see her reaction, but alas, there were still guards who were loyal to her, and I wasn't sure she wouldn't have me killed as it was. (I'd left my knives with Bubble in the kitchen, not that they'd help against a platoon of yeomen.) â€Å"So, lady, how goes the mourning?† â€Å"Surprisingly well. Grief suits me, I think. Grief or war, I'm not sure which. But I've had good appetite and my complexion's been rosy.† She picked up a hand mirror and regarded herself, then caught my reflection and turned. â€Å"But, Pocket, what are you doing here?† â€Å"Oh, loyalty to the cause and all. With the French at our bloody doors, thought I'd come back to help defend home and hearth.† It was probably best we not pursue the reasons why I was there, so I pressed on. â€Å"How goes the war, then?† â€Å"Complicated. Affairs of state are complicated, Pocket. I wouldn't expect a fool to understand.† â€Å"But I'm a royal, now, kitten. Didn't you know?† She put down her mirror and looked as if she might burst out laughing. â€Å"Silly fool. If you could catch nobility by touch you'd have been a knight years ago, wouldn't you? But alas, you're still common as cat shit.† â€Å"Ha! Yes, once. But now, cousin, blue blood runs in my veins. In fact, I've a mind to start a war and shag some relatives, which I believe are the prime pastimes of royalty.† â€Å"Nonsense. And don't call me cousin.† â€Å"Shag the country and kill some relatives, then? I've been noble less than a week, I don't have all the protocol memorized yet. Oh, and we are cousins, kitten. Our fathers were brothers.† â€Å"Impossible.† Regan nibbled at some dried fruit Bubble had laid out on the tray. â€Å"Lear's brother Canus raped my mother on a bridge in Yorkshire while Lear held her down. I am the issue of that unpleasant union. Your cousin.† I bowed. At your bloody service. â€Å"A bastard. I might have known.† â€Å"Oh, but bastards are vessels of promise, are they not? Or didn't I watch you slay your lord the duke, to run to the arms of a bastard – who is, I believe, now the Earl of Gloucester. By the way, how goes the romance? Torrid and unsavory, I trust.† She sat down then and ran her fingernails through her jet hair as if raking thoughts out of her scalp. â€Å"Oh, I fancy him fine – although he's been a bit disappointing since that first time. But the intrigue is bloody exhausting, what with Goneril trying to bed Edmund, and he not being able to show me deference for fear of losing Albany's support, and bloody France invading in the midst of it all. If I'd known all that my husband had to tend to I'd have waited a while before killing him.† â€Å"There, there, kitten.† I moved around behind her and rubbed her shoulders. â€Å"Your complexion is rosy and your appetite good, and you are, as always, a veritable feast of shagability. Once you're queen you can have everyone beheaded and take a long nap.† â€Å"That's just it. It's not like I can just put on the crown and go sovereigning merrily along – God, St. George, and the whole rotting mess into history. I have to defeat the fucking French, then I've got to kill Albany, Goneril, and I suppose I'll have to find Father and have something heavy fall on him or the people will never accept me.† â€Å"Good news on that, love. Lear's in the dungeon. Mad as a hatter, but alive.† â€Å"He is?† â€Å"Aye. Edmund just returned from Dover with him. You didn't know?† â€Å"Edmund is back?† â€Å"Not three hours ago. I followed him back.† â€Å"Bastard! He hasn't even sent word that he's returned. I sent a letter to him in Dover.† â€Å"This letter?† I took the letter that Oswald had dropped. I'd broken the seal, of course, but she recognized it and snatched it out of my hand. â€Å"How did you get that? I sent that with Goneril's man, Oswald, to give to Edmund personally.† â€Å"Yes, well, I sent Oswald to vermin Valhalla before delivery was secured.† â€Å"You killed him?† â€Å"I told you, kitten, I'm nobility now – a murderous little cunt like the rest of you. Just as well, too, that letter's a flitty bit o' butterfly toss, innit? Don't you have any advisers to help you with that sort of thing? A chancellor or a chamberlain, a bloody bishop or someone?† â€Å"I've no one. Everyone is at the castle in Cornwall.† â€Å"Oh, love, let your cousin Pocket help.† â€Å"Would you?† â€Å"Of course. First, let's see to sister.† I took two of the vials from the purse at my belt. â€Å"This red one is deadly poison. But the blue one is only like a poison, giving the same signs as if one is dead, but they will but sleep one day for each drop they drink. You could put two drops of this in your sister's wine – say, when you are ready to attack the French – and for two days she would sleep the sleep of the dead while you and Edmund did your will, and without losing the support of Albany in the war.† â€Å"And the poison?† â€Å"Well, kitten, the poison may not be needed. You could defeat France, take Edmund for your own, and come to an agreement with your sister and Albany.† â€Å"I have an agreement with them now. The kingdom is divided as father decreed.† â€Å"I'm only saying that you may fight the French, have Edmund, and not have to slay your sister.† â€Å"And what if we don't defeat France?† â€Å"Well, then, you have the poison, don't you?† â€Å"Well, that's bollocks counseling,† said Regan. â€Å"Wait, cousin, I haven't told you the part where you make me Duke of Buckingham yet. I'd like that dodgy old palace, Hyde Park. St. James's Park, and a monkey.† â€Å"You're daft!† â€Å"Named Jeff.† â€Å"Get out!† I palmed the love letter from the table as I exited. Quickly through the corridors, across the courtyard, and back to the kitchen where I traded my codpiece for a pair of waiter's breeches. It was one thing to leave Jones and my coxcomb with the ferryman, another to secret my blades away with Bubble, but giving up my codpiece was like losing my spirit. â€Å"I was nearly undone by its enormity,† said I to Squeak, to whom I handed the portable den of my manly inequity. â€Å"Aye, a family of squirrels could nest in the extra space,† Squeak observed, dropping a handful of the walnuts she'd been shelling into the empty prick pouch. â€Å"Wonder you didn't rattle like a dried gourd when you walked,† said Bubble. â€Å"Fine. Cast aspersions on my manhood if you will, but I'll not protect you when the French arrive. They're unnaturally fond of public snogging and they smell of snails and cheese. I will laugh – ha! – as you both are mercilessly cheese-snogged by froggy marauders.† â€Å"Don't really sound that bad to me,† said Squeak. â€Å"Pocket, you'd better be off, lad,† said Bubble. â€Å"Goneril's supper is going up now.† â€Å"Adieu,† said I, a preview of the Frenchy future of my former friends and soon to be frog-snogged traitorous tarts. â€Å"Adieu.† I bowed. I feigned fainting with a great wrist-to-brow flourish, and I left. (I admit it, one does like to lubricate his recurrent entrances and exits with a bit of melodrama. Performance is all to the fool.) Goneril's quarters were less spacious than Regan's, but luxurious, and there was a fire going. I hadn't set foot here since she'd left the castle to marry Albany, but upon returning I found I was simultaneously aroused and filled with dread – memories simmering under the lid of consciousness, I suppose. She wore cobalt with gold trim, daringly cut. She must have known Edmund was back. â€Å"Pumpkin!† â€Å"Pocket? What are you doing here?† She waved the other servers and a young lady who had been braiding her hair out of the room. â€Å"And why are you dressed in that absurd outfit?† â€Å"I know,† said I. â€Å"Poncy breeches. Without my codpiece I feel defenseless.† â€Å"I think they make you look taller,† she said. A dilemma. Taller in breeches or stunningly virile in a cod? Both illusions. Each with its advantage. â€Å"Which do you think makes a better impression on the fairer sex, love, tall or hung?† â€Å"Isn't your apprentice both?† â€Å"But he's – oh – â€Å" â€Å"Yes.† She bit into a winter plum. â€Å"I see,† said I. â€Å"So, what is it with Edmund? All the black kit?† What it was, was she was bewitched, was what it was. â€Å"Edmund.† She sighed. â€Å"I don't think Edmund loves me.† And I sat down, with all of Goneril's luncheon repast set before me, and considered cooling my forehead in the tureen of broth. Love? Sodding, bloody, tossing, bloody, sodding, bloody love? Irrelevant, superfluous, bloody, ruddy, rotten, sodding love? What ho? Wherefore? What the fuck? Love? â€Å"Love?† said I. â€Å"No one has ever loved me,† said Goneril. â€Å"What about your mother? Surely your mother?† â€Å"I don't remember her. Lear had her executed when we were little.† â€Å"I didn't know.† â€Å"It was not to be spoken of.† â€Å"Jesus, then? Comfort in Christ?† â€Å"What comfort? I'm a duchess, Pocket, a princess, perhaps a queen. You can't rule in Christ. Are you daft? You have to ask Christ to leave the room. Your very first war or execution and you're right fucked for forgiveness, aren't you? There's Jesusy disapproval and scowling at least and you have to act like you don't see it.† â€Å"He's infinite in his forgiveness,† said I. â€Å"It says so somewhere.† â€Å"As should we all be, it also says. But I don't believe it. I've never forgiven our father for killing our mother and I never shall. I don't believe, Pocket. There's no comfort or love there. I don't believe.† â€Å"Me, either, lady. So, sod Jesus. Surely Edmund will fall in love with you when you become closer and he's had a chance to murder your husband. Love needs room to grow, like a rose.† Or a tumor. â€Å"He's passionate enough, although never so enthusiastic as that first night in the tower.† â€Å"Have you introduced him to your – well – special tastes?† â€Å"Those will not win his heart.† â€Å"Nonsense, love, a black-hearted prince like Edmund verily starves to have his bum smacked by a fair damsel like yourself. Probably what he's craving, just too shy to ask.† â€Å"I think another has caught his eye. I think he fancies my sister.† No, that's his father's eye she caught, well, speared, really, I thought, but then I thought better. â€Å"Perhaps I can help you resolve the conflict, pumpkin.† And at that, I produced the red and blue vials from my purse. I explained how one was for death-like sleep, and the other afforded more permanent rest. And as I did so, I cradled the silk purse that still held the last puffball the witches had given me. What if I were to use it on Goneril? Bewitch her to love her own husband? Surely Albany would forgive her. He was a noble chap, despite being a noble. And with that, Regan could have that villain Edmund for herself, the conflict between the sisters would be settled, Edmund would be satisfied with his new role as Duke of Cornwall and Earl of Gloucester, and all would be well. Of course there were the issues of France attacking, Lear in the dungeon, and a wise and comely fool whose fate was uncertain†¦ â€Å"Pumpkin,† said I, â€Å"perhaps if you and Regan came to an understanding. Perhaps if she were put to sleep until her army had done its duty against France. Perhaps mercy – â€Å" And that was as far as I got, as the bastard Edmund came through the door at that moment. â€Å"What is this?† demanded the bastard. â€Å"Don't you fucking knock?† said I. â€Å"Bloody common bastard!† You'd have thought, now that I, too, was a half-noble bastard, that my disdain for Edmund might have diminished. Strangely, no. â€Å"Guard. Take this worm to the dungeon until I have time to deal with him.† Four guards, not of the old Tower force, came in and chased me around the solar several times before I was tripped up by the constrained step of my waiter breeches. The lad they'd been made for must have been smaller even than I. They pinned my arms behind me and dragged me out of the room. As I went backward through the door, I called, â€Å"Goneril!† She held up her hand and they stopped there and held me. â€Å"You have been loved,† said I. â€Å"Oh, take him out and beat him,† said Goneril. â€Å"She jests,† said I. â€Å"The lady jests.†

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.

Innovation in Agriculture

Indian organizations have acquired a reputation for organizational and social innovation and strategies centered round new concepts of frugal innovation. It has been suggested that some of these developments reflect specific socio-economic and framework conditions peculiar to the Indian context. At the same time many Indian firms have yet to institute systems and procedures required for supporting technological, product and service innovations. The existence of formal R&D departments/divisions, offers a ritualistic fig leaf for innovation practice. The absence of organizational support and a holistic innovation strategy coupled with an integrative perspective obscures or limits the development of a proactive innovation strategy. The paradox of Indian innovation suggests that the necessity of developing and managing the abundant supply of human resources in the country is central to its conceptualization and realization. These innovations get manifested mainly in two different patterns, one of which relates to the management of human resources within organizations, and the other to the creation of social enterprises for the development of human resources outside; the latter may also take the form of CSR initiatives by corporate organizations. One of the implications of the ‘abundant supply of human resources in the country’ is that Indian organizations have to adopt people-focused business strategies rather than the command structures cantered round the use, performance and incentivisation of human resources. This issue probably makes India different from Western countries and there is a big opportunity both for comparative research and best practice exchange. A second interesting implication of the above is that over the years there has been a phenomenal growth in the number of social enterprises in India, which are different from commercial enterprises in having ‘social development’ (rather than ‘profit-making’) as their main objective. For this reason they are likely to be perennially operating under resource constraints, which make it difficult for them to survive without innovations. The aim is to investigate innovative HR and other related strategies adopted by Indian commercial as well as social enterprises. Innovation is rarely a product of the internal resources of the firm alone. Relations with other organizations are likely to be crucial to the success f innovations. We also wish to explore how innovations in Indian firms are influenced by their relations with other organizations. Topics to be covered in the presentation will include (but are not restricted to) the following: * Principal types and characteristics of innovations in Indian firms * HR innovations in Indian firms * Innovations in Indian social enterprises Role of public bodies in supporting firms’ innovation * Organizational constraints and facilitators of innovation * Innovation in different types of industries (manufacturing/service, h i-tech/low-tech, small/medium/large, etc) * Innovative relationships with other organizations * Support for innovations from inter-organizational relationships * Sources, means and types of information and knowledge important for firms’ innovation * National and regional innovation systems * Costs, benefits and impacts of Innovations Please note that the deadline for paper submission is  2nd January 2012.

Slides

Because they contain N functions, the dyes were screened in vitro for antibacterial activity; of over 0,000 tested dyes none showed any antibiotic activity However, In vivo studies with mice, that had been infected with a bacterial culture, showed that several dyes counteracted gram-positive bacterial Intections. HDR. F. 2013 Prontosll Gerhard Domagk (Nobel Prize, 1939) was a research scientist at l. c. Farbenlndustrle,a German manufacturer of dyes and other chemicals. He carried out studies that showed Prontosil to be an effective antibacterial agent.When Domagk's daughter developed a streptococcal Infection (having cut her finger), and was in danger of having an arm amputated (or worse), she was the first patient to receive rontosil and be cured by it (1935). Prontosil received wider tame when it was used to save the lite ot Franklin D. Roosevelt, Jr. , son of the US president. HDR-F-2013 infected with a bacterial culture. Several dyes were found to counteract gram-positive bacteri al infections. NH2 o s Prontosil Later it was discovered that, in living organisms, Prontosil is converted to sulfanilamide, and that sulfanilamide was the actual active compound.Sulfanilamide inhibits the synthesis of folic acid, which is an essential chemical compound for bacterial growth. Penicillin bacterial infections in 1941. By 1943, penicillin was being produced for the military and was first used for war casualties in Sicily and Tunsia. CH3 Penicillins act by modifying an enzyme involved in the synthesis ofa a bacterium's cell wall. the synthesis of bacterium's cell wall. Actively growing bacteria die because they areare Actively growing bacteria die because they unable to produce a a functional cell wall. unable to produce functional cell wall.Penicillins have no effect on mammalian cells because they are not enclosed by cell walls. The first penicillin was isolated in in 1938 and The first penicillin was isolated 1938 and ound to cure bacterial infections in in mice. was found to cure bacterial infections mice. It It was used successfully in nine cases ofof human used successfully in nine cases human Hormones Hormones are chemical messengers – organic compounds synthesized in glands and delivered by the bloodstream to target tissues in order to stimulate or inhibit some biochemical process. Many hormones are steroids.Remember: All steroids contain a tetracyclic ring system. The most abundant member of the steroid family in anlmals (ana numans) Is cnolestero of all other steroids. Steroids c t Is tne precursor Steroids are organic compounds that contain four cycloalkane rings, three cyclohexane rings and one cyclopentane ring; they are Joined (fused) in a specific way. The steroid core has 20 C atoms, 17 form the four rings, plus three methyl groups. sack to HORMONES Sex The sex hormones are divided into three groups: (1) the male sex hormones, or androgens; (2) the female sex hormones, or estrogens; (3) the pregnancy hormones, or progestins.A ll sex hormones are steroids. ster010s perTorm many Tunctlons n Function Regulation of secondary sexual characteristics Reproduction and control of the reproductive cycle Regulation of metabolism Examples Estradiol (an estrogen); testosterone (an androgen) Progesterone and the gestagens Digestion of fat Cell membrane component Cholic acid; bile salts Cholesterol Cortisol; cortisone derivatives This is the basic carbon skeleton for all steroids. 10. 7 Testosterone, the principal male sex hormone, is responsible for male secondary sex characteristics.Synthetic testosterone analogs (anabolic steroids) are used in medicine to promote muscle and tissue growth, e. g. , patients with muscular atrophy. Anabolic steroids are used illegally, most commonly by â€Å"body builders† and athletes. The health risks are numerous, including liver cancer, coronary neart Olsease, ana s er Estradiol is the principal female sex hormone. It is responsible for the development of the female secondary sex characteristics and participates in the control of the menstrual cycle.Progesterone is an example of a progestin: it prepares the uterus for the implantation of a fertilized egg. Synthetic analogs of progesterone and estradiol are the active agents in the birth control pill, allowing for control of the menstrual cycle and ovulation. An estimated 50 to 60 million women worldwide use â€Å"the pill† as the primary form of ontraception. Drug Use RU-486, The Abortion Pill RI-J-486 acts as an antagonist – a drug that fits into a receptor site, but does not have the customary effect as does another drug; in this case the other drug is progesterone.Cortisone Cortisone, used extensively in the treatment of rheumatoid inflammations, is one of the adrenocortical hormones produced in the outer part of the adrenal gland. These hormones participate in regulating the electrolyte and water balance in the body, as well as in protein and carbohydrate metabolism. Ethics of Methotre xate is a prescription drug used in the reatment of breast cancer. It can be used to block the action of folic acid, which is required for normal cell Olvlslon ana growtn 0T an emoryo.LIKe RI-J-486, it can be used to induce abortion in the weeks of pregnancy. Once a drug is approved by the FDA, a physician can prescribe it for purposes not originally intended by the drug manufacturer. Medicines Prescription, Generic, and the pioneer drug, but cannot Prescription, is chemically equivalent to Over-the-counter be A generic drug Generic, and Over-the-counter marketed until the patent protection on the pioneer drug has run out after 20 ears.A generic drug is chemically equivalent to the pioneer drug, but cannot be A generic drug is chemically equivalent to the pioneer drug, but cannot be marketed until the patent protection on the pioneer drug has run The lower priced drug protection on the pioneer its generic name,out after 20 marketed until the patent commonly marketed under drug has r un out in this20 after case alprazolam instead of Xanax. The lower priced drug commonly marketed under its generic name, in this The lower priced druginstead of Xanax. case alprazolam commonly marketed under its generic name, in thisPrescription, Generic, and Over-the-counter A generic drug is chemically equivalent to the pioneer drug, but cannot be marketed until the patent protection on the pioneer drug has run out after 20 years. 10. 10 The lower priced drug commonly marketed under its generic name, in this case alprazolam instead of Xanax. 10. 1 Heroal Remeales 10. 11 Ephedra Ephedra – used safely for thousands of years as herbal remedy known as Ma Huang. In 2003, several deaths related to the ingredients led the FDA (in 2004) to ban ephedra products. At this time, there are ongoing discussions to make the product available again.The herb contains the amphetamine-like alkaloids – ephedrine and the less active pseudoephedrine. Pseudoephedrene is used as a decongesta nt Ephedrine is a bronchodilator (opens the airways), and a stimulant Drugs of Abuse Ephreda was responsible for the deaths of over 80 people. An ephreda manufacturer challenged the FDA ban in court, claiming that the FDA had failed to prove that ephreda was not safe at low doses. In 2006, the US Court of Appeals for the Tenth Circuit upheld the FDA's ban on ephreda. Heroin Morphin diacetylmorphin, alkaloid in opium â€Å"chemically modified† high the â€Å"abused† natural drugTetrahydrocannabinol – Marijuana A9-tetrahydrocannabinol is the principal psychoactive component of the cannabis plant (marijuana), the most commonly abused illicit drug in the US; effects include euphoria and anxiety. Medical uses are being discussed; legal in some states; the Federal Government is opposed. One way to look at drugs is to classify them by their medical usefulness and their potential of abuse. Drugs of abuse can also be classified by their tendency to lead to physical depen dence (addiction) vs. the physical harm they inflict on the user. Many addictive drugs are also highly detrimental to uman health.OxyconBn OxyContin contains oxycodone Oxycodone has been used safely for many years. But this formulation includes a time-released mechanism for long-lasting treatment of chronic pain. Drug abusers quickly determined how to get around the time-release and were able to rapidly ingest large amounts of oxycodone. The effects were said to be similar to heroin. Over-prescribed in the Appalachian areas in late 1990s and early 2000s. Many became addicted. An Amino Acid serotonin Tryptophan is converted to serotonin, an antidepressant, which is converted to melotonin, inducing drowsiness

American History Article Example | Topics and Well Written Essays - 250 words

American History - Article Example His influence in the American society, therefore, lies in his activism against Communism and his effort to protect the State against disloyalty, security risks, and Communist infiltrations (â€Å"Senator Joseph McCarthy,† n.d.). During the term of Senator McCarthy, he tried to put into trial those who are Communists and their supporters. The goal of his administration is to prevent the Communists from infiltrating the State and risk military and civilian security, as well as the government’s information and technical system (â€Å"Senator Joe McCarthy,† n.d.). In addition, his committee gathered information on, mostly, government officials, which was later proven to be faulty and had no substantial evidence. As a result, Senator McCarthy faced issues related to civil liberties as he, seemingly, deprived the people of their freedom of belief and expression. However, in the brighter side, his aims are for the good of the government as those develop loyalty and security, as well as ensure that the Democratic stand of the nation is still solid. Therefore, his life and works had made him a prominent figure in American

Civil Rights Essay Example | Topics and Well Written Essays - 500 words

Civil Rights - Essay Example (King, 1963) Blacks in America suffered from slavery during the early days of the Colonial period until the Civil War, but in many areas racist statutes known as â€Å"Jim Crow Laws† prevented blacks from voting or enjoying other basic rights of society until Dr. Martin Luther King Jr. led his movement for change. (King, 1963) In leading blacks to full political inclusion and equality, Dr. Martin Luther King Jr. built a path of civil disobedience based in the philosophies of Henry David Thoreau, Mahatma Gandhi, and deep Christian understanding that focused on securing social justice through legislative change. This included removing â€Å"Jim Crow† laws from the books and passing new legislation nationally such as the Voting Rights Act of 1968 and Civil Rights Act of 1964 that officially guaranteed the human rights of African-Americans. (Infoplease, 2007) Dr. Martin Luther King was a Southern Baptist minister whose community included poor African-American families who h ad suffered the legacy racism and repression of Jim Crow laws, segregation in restaurants, hotels, schools, and other public facilities as part of an American â€Å"apartheid† doctrine similar to that in South Africa historically. Nelson Mandela and Dr. Martin Luther King Jr.