Public Health Essay Example | Topics and Well Written Essays - 1250 words

Public Health - Essay Example In relative text, an illness behavior is apparent in an excerpt in Figure 1 (please see Appendix A). Although health services dealing with these concepts are addressed in United Kingdom, the impact of elevated cases of debilitating diseases seems to interrupt the fight for better public health and social program implementation. In the sector of public health, several points are significantly addressed in the aim of providing quality health services to communities. In description, public health is viewed as â€Å"the science and art of preventing diseases, prolonging life and promoting health through organised efforts of society† (Mohamed, 2006, p. 271). Note that the primary goal is more on preventive mechanisms, performed not only by health personnel concerned, but by other associated entities in the society. One way of achieving the major objective is to determine the prevalence of diseases present in given communities. This is the investigation on the set of morbidity (disease) cases plaguing communities, may it be new cases or older ones (Anderson & McFarlene, 2010, p. 30). The drawn results can serve as the parametric basis in which management actions can be planned and implemented. Thus, the role of prevalent studies on disease is important for this paves way in which health activities can eit her be a success or not. In the face of public health adversity, government in UK safeguards rights to health through the establishment of National Health Service (NHS). It seeks to improve perceived weaknesses in health-service performance, as well as enhance standards on the level of care (Ham, 2007, p. 2). In current public thrust , Health Lives, Health People, the collaboration of the entire government sector (from national to local), and private and volunteering agencies are solidified in generating cost-efficient health care (Public Health Development Unit, 2010, p. 6). In illustrative portrayals, Figure 2 (please see Appendix B), more health activities and

Strategic Management Hilton Hotel Research Paper

Strategic Management Hilton Hotel - Research Paper Example This report identifies numerous recommendations for business improvements as part of a radical change in strategic initiatives, including implementation of GPS technology for all staff members, training on guest-related cultural values, meetings and online blogs for discussion of staff issues, stress-reduction activities, the development of a talent manager at all facilities, reorganization of existing IT functions, and the development of a change manager to assist in avoiding employee resistance. This paper makes a conclusion that the Hilton Group, offering potential customers, using a loyalty, online or email mailing system, can offer free amenities, such as massage services or discounted in-hotel meal certificates, as part of a new customer relationship marketing focus to draw in higher volumes of customers. Since massage services are already provided in-house by dedicated staff members, there is little cost to the business to offer these free or highly-discounted services as a means to enhance brand image and also ensure higher guest volumes. These loyalty programs are recommended as alternative solutions, and also to improve customer service perceptions by potential guests, in the event that Hilton Group experiences significant and measurable declines in profitability and lost market share. Such systems can be developed at very little cost to the business, by using existing dedicated email and information technology systems, needing only to be monitored several times week ly by junior management personnel.

Charles Dickens engender sympathy Essay Example for Free

Charles Dickens engender sympathy Essay How does Charles Dickens engender sympathy for his protagonist Pip in this extract from Great Expectations? In this essay on Great Expectations, I am going to explore how the experiences of the main character Pip, create sympathy from the reader for him and how Dickens has put this across. Charles Dickens has written a gripping novel, set in his time and he has created sympathy for Pip in many different ways throughout the text. A first example of this is when Pip visits Miss Havishams house and meets Estella. She called me boy so often and with a carelessness that was far from complimentary7, this shows that the way Estella spoke to Pip and that, instead of addressing him by his name, she just called him boy as if he was not worthy of his name, and he could sense that she did not really like him because of the way she said this, as indicated in the quote. This makes the reader feel sorry for Pip as Estella was very rude to him and unwelcoming, and nobody would really like to be in his position. So as well as being uncomfortable at the way Estella treats him, Pip also feels uncomfortable with his new surroundings as he has grown up with Joe and his Sister in poor, working class conditions at a Blacksmiths forge, whereas Satis House is very different. It is rich and grand but also scary for Pip. The first thing I noticed was that the passages were all dark, this shows that Pip must have been quite frightened because of the darkness, and he was in a strange place but it is even worse that it is the first thing he noticed about the house. Pip was frightened of his surroundings as they were gothic and dark and very different, but the fact that he did know anyone at all must have also been a challenging experience. At last we came to the door of a room and she said, Go in/ I answered more in shyness than politeness, After you miss. To this she returned: Dont be ridiculous boy; I am not going in. And scornfully walked away, and what was worse took the candle with her. This was very uncomfortable and I was half afraid/ This long quote, from the extract shows a lot, first of all that he was very shy and uncomfortable in everyway at where he was and that he didnt know anyone and he was also afraid. When he entered Miss Havishams room he was afraid again because of the very strange surroundings he entered into. No glimpse of daylight was to be seen in it! this shows that it was very unusual and he was quite frightened and also when he saw Miss Havisham, the strangest lady I have ever seen or shall ever see/ As well as being very strange, Pip also noticed that she was extremely rich, some bright jewels sparkled on her neck and her hands, and some other jewels lay sparkling on the table/ Pip was not used to seeing such finery or such unusual surroundings so all of this makes the reader feel very sympathetic towards him. Miss Havishams mental state could also be a coarse for concern as, since her fianci left her on their wedding day and broke her heart she went a bit mad and stopped all of the clocks in the house and, by never touching anything in her room she tried literally to stop time at the prosiest second her heart was broken. Her watch had stopped at twenty minutes to nine and she says to Pip What do I touch? Your heart. Broken! This experience must have been very frightening and unsettling for a young naive boy who was not used to being in the presence of such an eccentric and slightly mad old lady. Not just the fact that Miss Havisham was strange and so were her surroundings she also spoke to Pip and ordered him in a very strange and suspicious/manner. I sometimes have sick fancies and I have a sick fancy that I want to see some play. There, there! Play, play, play! This order seems rather strange for an old woman to have a fancy to see a young boy play but also the repetitive way in which she commands him to Play, play, play! She says this three times and Pip does not really know what to do so he therefore feels very awkward. After the harsh words from Estella and meeting Miss Havisham, Pip starts to feel the realisation of his low social status. This boy, why he is a common labouring boy, these words from Estella hurt Pip deeply but he did not show his true emotions until he was alone. As I cried, I kicked the wall and took a hard twist at my hair; so bitter where my feelings! Dickens has displayed this very well as you can also feel a connection with him, because it is written in first person narration I, so you feel like Pip is actually talking to you, and you could imagine if you were in Pips position you, yourself would feel very frightened and uncomfortable so you end up feeling sorry and sympathetic for him.

Developing Green Infrastructure in New York CIty

Developing Green Infrastructure in New York CIty Chapter 1 New York City, U.S.A. New York City background City of New York is the most heavily populated city in the United States and one of the most populous urban agglomerations in the world. From the geographical point of view, it is located in a coastal area at the mouth of Hudson River into the Atlantic Ocean. The city’s territory has been extensively altered by human intervention, especially with considerable land reclamation. At the present time the city total area is 1214km2, 790km2 out of it being land and is increasing with every year. New York City’s land use is characterized as a highly developed urban core on Manhattan Island and a sprawling dense suburban area. The average building height in the city is approximately 142m. The city’s climate is vastly affected by its proximity to the Atlantic Ocean having 2.5 °C as average temperature in winter and 24.9 °C as average temperature in summer. Hurricanes and tropical storms are rare in New York, however they are not uncommon and always have the potential to strike the area. Urban heat island in New York City In the city of New York, urban heat island is a very well-known fact and it causes a lot of problems in various parts of the city, especially in the areas with high buildings. In the last two decades there have been countless researches and analysis made by different scientists and city government regarding atypical increased heat in some urban districts. In the last years, abnormal city climate became a bigger concern also for general public and the number of local communities involving in various heat mitigation programs is increasing. One of the most problematic zones regarding urban heat island is Manhattan. This district has the shape of a high urban canyon with buildings height ranging from around 70m up to 541m but the average height is of approximately 130m. The traffic in this area is overwhelming and combined with the large amount of materials that can absorb heat during the day, Manhattan is considered the hotspot of high temperatures in New York City. However, during the day there are multiple regions with higher temperatures than in Manhattan. But then again during the night, the temperature remains elevated in this specific region while in the other areas, the cooling process happens much faster and considerably easier. Figure 5‑a Manhattan map During summer temperatures are elevated and in this period urban heat island is more accentuated. Summer temperatures in the city are in average 4 °C warmer than surrounding suburban and rural areas. During winter city temperatures are in average 3 °C warmer than surroundings.[1] According to this research Variations in New York city’s urban heat island strength over time and space[2] in New York City, on a typical summer day with 30 °C air temperature, roofs and upper parts of buildings’ facades can reach more than 80 °C, while the pavements and streets on the floor of the urban canyon have a temperature varying from 65 ° to 80 °C. Mitigation strategies Urban heat island mitigation programs Absence of parks, gardens and street trees is a well-known problem in New York City districts and in 1996 the first program with the intention of greening the city has begun. It is called the Greenstreets and the purpose is to â€Å"change unused road areas into green spaces that beautify neighborhoods, improve air quality, reduce air temperatures (†¦). Since its beginning, over 2500 Greenstreets have been built citywide†[3] and the below table shows the current status. Figure 5‑b This table shows the percentages of vegetation and impervious surfaces in some of the New York City neighborhoods. The percentages are comparative to the specific zone. Landscape architects work together with the city government and local community groups to determine how best to increase the green infrastructure in the city. In Manhattan, more than half of the buildings’ roofs and terraces are no longer impervious because of the multitude of programs implemented by the government to fight the heat. The most important plan is called PlaNYC 2030[4] and it was implemented in 2007. Since then 903000 trees have been planted and in 2014 New York City had the cleanest air in the last 50 years. Moreover, since September 2013, an additional 185000m2 of black asphalt felt roofs have been upgraded to green roofs. Currently only 14% of the city area is covered by parks and gardens and they help reduce the heat, but the program is continuing. According to NASA â€Å"about 14 percent of the New York City’s impervious surface area consists of rooftops, most of them dark, heat-generating surfaces, typically tar†[5]. If this all this area is to be transformed into green roofs, then the percentage of gardens could grow up to 28%. In January 2010, one major project called Green light for Midtown[6] has been implemented in the midtown area, Manhattan. The idea was developed as a little part of the PlaNYC 2030. This project was a â€Å"major initiative in the City’s efforts to improve mobility and safety†[7]. However it also had a smaller and not that important objective to increase the green areas in midtown and have lighter colored streets and pathways. Some trees have been planted but more have been placed in large pots to ensure flexibility. Most of the streets have been temporarily painted in green and blue colors. The project was a success at that time as the lighter surface colors ensured a lower temperature for pedestrians. Another program called NYC  °Cool Roofs[8] (White roof project) [9], has as purpose turning most of black asphalt felt roofs in New York City into white roofs. The procedure is by painting the roof covering with a highly reflective paint, of minimum 0.75 albedo as stated in the project law[10]. According to the White Roof Project research on a summer day with 32 °C a white roof surface temperature is with 6 °C warmer than the air temperature and with 44 °C cooler than a black asphalt felt roof[11]. Since the project started in 2010, more than 535000m2 of roofs have been painted white in New York City metropolitan area[12]. Figure 5‑c Map of New York City with white roofs at the end of 2012 Figure 5‑d White Roof Project research Even though white roofs are more used than green roofs, the latter have greater heat mitigation potential. In Manhattan, while a white roof has the power to cool the air temperature with 0.7 °C on a summer day, the same area of green roof can cool the air around with approximately 3 °C and the effect is extended on a larger area.[13] Indoor temperature New York City has to struggle every summer with air conditioning and mechanical ventilation of every building. Because of the intense heat and the amount of units running in the same time, long power blackouts are very common and people had to find solutions to improve the air quality indoor. A lot of companies took the decision to install living walls indoors because of design reasons, but in time they realized the positive effects that they have on indoor climate. As a result, this solution became with time popular and more people and companies take the decision to install a living wall inside to help the air conditioning. Indoor temperatures during summer are very close to the outside temperatures and a living wall indoor can reduce the room temperature with as much as 7 °C. Green structures Figure 5‑e The Trump Tower in New York City Green facades and living walls are a common choice between New Yorkers but not as common as green roofs. Living walls are mostly used inside or on terraces and balconies. Green facades are also an appealing design in New York City and they appear mostly on old buildings. On new buildings, a full or partial green faà §ade is achieved by plants that people grow in their balconies or hanging from the outside window sill. Green roofs are increasing not only because of the multitude of promoting programs and laws but also because people discovered the benefits that these structures have. Most of them are becoming used as fruits and vegetable gardens, especially on the apartment blocks, schools and kindergartens. Moreover a nice flower garden on each apartment terrace increases the property value. Therefore the real-estate agencies are taking advantage of this feature and implement green roofs and green walls in more and more buildings. As a conclusion, most of the people’s reasons for adding a green roof or living wall anywhere in the city are more oriented to economic benefits or attractive view and practical usage. However the effect on the city climate and indoor temperature is the same. Communities involvement Figure 5‑f Public tree nursery The city government has a very efficient and well-organized informing procedure for local communities and the number of volunteers for helping cool the city is increasing. Also Central Park in Manhattan area, during summer is considered the heart of cool and shade and people realized how much power vegetation can have on the city climate. Therefore one of the most important practices that communities are doing is helping the government create spaces or use the existing parks for public tree nurseries. When trees reach the necessary size, volunteers help the government plant them on streets or in areas where shade is needed.[14] As a result, New York City is becoming a greener city. Moreover, through the program NYC  °Cool Roofs and White Roof Project, people volunteer to paint their own roofs white. 1 | Page [1] Slosberg, R. B., Rosenzweig, C., Solecki, W. D., 2007. New York City Regional Heat Island Initiative: Mitigating New York City’s Heat Island with Urban Forestry, Living Roofs, and Light Surfaces [2] Gaffin, et al., 2007. Variations in New York city’s urban heat island strength over time and space [3] NYC Parks. Green Infrastructure. [online] [4] Myors Office of Long-Term Planning and Sustainability, 2014. PLANYC Progress report 2014 [5] NASA. The Making (and Breaking) of an Urban Heat Island. [online] [6] New York City Department of Transportation, 2010. Green Light for Midtown Evaluation Report [7] New York City Depertment of Transportation. Pedestrians – Broadway. [online] [8] NYC  °Cool Roofs, 2012. NYC  °Cool Roofs Annual review 2012. [9] White roof project is a continuity project of NYC  °Cool Roofs White Roof Project, 2010. White Roof Project. [online] [10] A Local Law to amend the administrative code of the city of New York and the New York city building code, in relation to roof coating standards, 347-A (January 1, 2012) [11] See Figure 5-d [12] NYC  °Cool Roofs, 2014. NYC  °Cool Roofs. [online] [13] Rosenzweig, C., Solecki, W. D., Parshall, L., Lynn, B., Cox, J., Goldberg, R., . . . Watson, M., 2009. MITIGATING NEW YORK CITY’S HEAT ISLAND Integrating Stakeholder Perspectives and Scientific Evaluation. [14] American Society of Landscape Architects (Producer), 2012. Urban forests=Cleaner, cooler air

Social Construction of Child and Childhood Essay examples -- Psycholog

Social construction of child and childhood To start with an overview of social constructionism in very general terms leads to build understandings of child and childhood in a social world more explicitly. Notion of social construction is defined in diverse disciplines and instead of generating a description there are a number of thoughts. â€Å"It is sometimes called a movement, at other times a position, a theory, a theoretical orientation, an approach; psychologists remain unsure of its status (Stam 2001, p. 294)†. Vivien (1995, p. 10) points the origin of social constructionism stems from two to three hundred years ago in the period of enlightenment, modernism and postmodernism. By all means, Berger and Luckmann’ (1966) book The Social Construction of Reality as a first book have a title of â€Å"social construction† has influential contributes in recent studies (Hacking, 1999). In this book, questioning everyday life realities and giving examples from it, shows the importance of social relations and l anguage that we used. Hacking’ The Social Construction of What? (1999) offers up-to-date and logical instances which supports to comprehend those aspects. He listed a number of things to be socially constructed and X as a generic label is used by him to work things as they are. First X does not exist or it is not generated by any natural thing then X existed by history, social interactions and with similar things. He discussed all too often after this process, using theory of social construction results in to change or destroy X render ‘normalisation’. Gender is one of the good examples that he gave which always come to mind whether it is constructed or not. Put it in a simple way, when X is gender; inequalities between men and women caus... ...ook the back of the book (Miller, 1995). Cognitive inability to realize other’ perspective and lack of social conversation are propounded by Piaget the reasons of the egocentrism. Children talk while they play with peers however; this communication does not necessarily related to each other that even in group self communication can exist. He suggests based on his own observations such this speech decrease with age. In other words, egocentric thinking transition from autistic to social thinking and when child start to think silently egocentrism disappear (Piaget,1950). Vygotsky’ view departs from this point; in contradiction age decline he claimed initial mission of egocentric speech is cognitive self- guidance rather than social communication (Rubin, 1973). In commonsense, egocentrism is shaped by development of thoughts but, Piaget attributed it genetic roots.

The History of Greek Architecture Essay -- Arts

The History of Greek Architecture The architecture of ancient Greece is represented by buildings in the sanctuaries and cities of mainland Greece, the Aegean islands, southern Italy and Sicily, and the Ionian coast of Turkey. Monumental Greek architecture began in the archaic period, flourished through the classical and Hellenistic periods, and saw the first of many revivals during the Roman Empire. The roots of Greek architecture lie in the tradition of local Bronze Age house and palaces. The following paper will cover the basic forms of Greek architecture. One of the many types of Greek building structures was Sacred Architecture. The Greeks conceived of their gods in human form, as anthropomorphic representations of the forces and elements of the natural world. These gods and goddesses were worshiped with sacrifices made at an outdoor altar. At many sanctuaries, the altar was much older than the temple, and some sanctuaries had only an altar. The temple designed simply as a shelter or home for the cult statue and as a storehouse for offerings. This shelter consisted of a cella (back wall), a pronaos (columned porch), an opisthodomus (enclosure), an antae (bronze grills securing the porches), and a colonnade that provided shelter for visitors. The earliest monumental buildings in Greek architecture were the temples. Since these were solidly built and carefully maintained, they had to be replaced only if destroyed. The architectural orders, Doric on the mainland and Ionic in the eastern Aegean, were developed in the archaic temples, and their lasting example tended to make Greek architecture conservative toward changes in design or in building technology. The Archaic period evolv... ...mples had exterior Corinthinan columns, such as the colossal temple of Zeus Olympius in Athens, begun in 174 BCE. In the Ionic order, Hermogenes of Priene evolved new canons of proportion concerning the temple plan and the height and spacing of columns. His writings were also passed down to Roman architects who emulated his designs. Long after the Roman army captured Athens, the principles of Greek architecture continued to govern building designs in mainland Greece and in Anatolia and strongly influenced Roman architecture throughout the empire. Greek architecture changed and evolved over a number of years. The creative architecture of the Greeks led to the construction of some of the best known buildings in history. Therefore, the Greek's advancements in the field of architecture were not only beneficial to their civilizations, but ours as well. The History of Greek Architecture Essay -- Arts The History of Greek Architecture The architecture of ancient Greece is represented by buildings in the sanctuaries and cities of mainland Greece, the Aegean islands, southern Italy and Sicily, and the Ionian coast of Turkey. Monumental Greek architecture began in the archaic period, flourished through the classical and Hellenistic periods, and saw the first of many revivals during the Roman Empire. The roots of Greek architecture lie in the tradition of local Bronze Age house and palaces. The following paper will cover the basic forms of Greek architecture. One of the many types of Greek building structures was Sacred Architecture. The Greeks conceived of their gods in human form, as anthropomorphic representations of the forces and elements of the natural world. These gods and goddesses were worshiped with sacrifices made at an outdoor altar. At many sanctuaries, the altar was much older than the temple, and some sanctuaries had only an altar. The temple designed simply as a shelter or home for the cult statue and as a storehouse for offerings. This shelter consisted of a cella (back wall), a pronaos (columned porch), an opisthodomus (enclosure), an antae (bronze grills securing the porches), and a colonnade that provided shelter for visitors. The earliest monumental buildings in Greek architecture were the temples. Since these were solidly built and carefully maintained, they had to be replaced only if destroyed. The architectural orders, Doric on the mainland and Ionic in the eastern Aegean, were developed in the archaic temples, and their lasting example tended to make Greek architecture conservative toward changes in design or in building technology. The Archaic period evolv... ...mples had exterior Corinthinan columns, such as the colossal temple of Zeus Olympius in Athens, begun in 174 BCE. In the Ionic order, Hermogenes of Priene evolved new canons of proportion concerning the temple plan and the height and spacing of columns. His writings were also passed down to Roman architects who emulated his designs. Long after the Roman army captured Athens, the principles of Greek architecture continued to govern building designs in mainland Greece and in Anatolia and strongly influenced Roman architecture throughout the empire. Greek architecture changed and evolved over a number of years. The creative architecture of the Greeks led to the construction of some of the best known buildings in history. Therefore, the Greek's advancements in the field of architecture were not only beneficial to their civilizations, but ours as well.

International English Language Testing System

Candidate Number Candidate Name ______________________________________________ International English Language Testing System Listening Practice test 40 minutes Time 40 minutes Instructions to candidates Do not open this question paper until you are told to do so. Write your name and candidate number in the spaces at the top of this page. Listen to the instructions for each part of the paper carefully. Answer all the questions. While you are listening, write your answers on the question paper. You will have 10 minutes at the end of the test to copy your answers onto the separate answer sheet. Use a pencil.At the end of the test, hand in this question paper. Information for candidates There are four parts to the test. You will hear each part once only. There are 40 questions. Each question carries one mark. For each part of the test, there will be time for you to look through the questions and time for you to check your answers. Section 1 Questions 1–10 Questions 1–5 Comp lete the notes below. Write no more than two words and/or a number for each answer. Transport from Bayswater Example Answer Destination Harbour City †¢ †¢Ã¢â‚¬ ¢ †¢ Express train leaves at 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ †¢ Nearest station is 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ Number 706 bus goes to 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ †¢ Number 4 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. bus goes to station †¢ †¢Ã¢â‚¬ ¢ †¢ Earlier bus leaves at 5 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Questions 6–10 Complete the table below. Write no more than one word and/or a number for each answer. Transport Cash fare Card fare Bus 6 $ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ $1. 50 Train (peak) $10 $10 Train (off-peak) – before 5pm or after 7 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pm) $10 9 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ferry $4. 50 $3. 55 Tourist ferry (10 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦) $35 – Tourist ferry (whole day) $65 – 8 $ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 2 Questions 11–20 Questions 11–14 Which counsellor should you see? Write the correct letter, A, B or C, next to questions 11–14. A Louise Bagshaw B Tony Denby C Naomi Flynn 1 if it is your first time seeing a counsellor 12 if you are unable to see a counsellor during normal office hours 13 if you do not have an appointment 14 if your concerns are related to anxiety Questions 15–20 Complete the table below. Write no more than two words for each answer. Workshop Content Target group Adjusting what you need to succeed academically 15 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ students Getting Organised use time effectively, find 16 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ between study and leisure Communicating talki ng with staff, communicating across cultures Anxiety 18 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, breathing techniques, meditation, etc. all students all students, especially 17 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ tudents about to sit exams 19 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ staying on track for long periods 20 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ students only Section 3 Questions 21–30 Questions 21–30 Complete the notes below. Write no more than three words for each answer. Novel: 21 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Protagonists: Mary Lennox; Colin Craven Time period: Early in 22 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Plot: Mary > UK – meets Colin who thinks he’ll never be able to 23 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . They become friends. Point of view: â€Å"Omniscient† – narrator knows all about characters’ feelings, opinions and 24 à ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Audience: Good for children – story simple to follow Symbols (physical items that represent 25 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦): †¢ the robin redbreast 26 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢ the portrait of Mistress Craven Motifs (patterns in the story): †¢ the Garden of Eden †¢ secrecy – metaphorical and literal transition from 27 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Themes: Connections between †¢ 28 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and outlook †¢ 29 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and well-being †¢ individuals and the need for 30 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 4 Questions 31–40 Questions 31–35 Complete the table below. Write one word only for each answer. Time Zone Outlook Time Perspectives Features & Consequences Past Positive Remember good times, e. g. birthday s. 31 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Keep family records, photo albums, etc. Focus on disappointments, failures, bad decisions.Present Hedonistic Live for 32 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ; seek sensation; avoid pain. Fatalistic Life is governed by 33 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. , religious beliefs, social conditions. Life’s path can’t be changed. Future 34 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Prefer work to play. Don’t give in to temptation. Fatalistic Have a strong belief in life after death and importance of 35 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. in life. Questions 36–40 Choose the correct letter, A, B or C. 36 We are all present hedonists A at school B at birth C while eating and drinking 37 American boys drop out of school at a higher rate than girls because A they need to be in control of the way they learnB they play video games instead of doing school work C they are not as intelligent as girls 38 Present-orientated chi ldren A do not realise present actions can have negative future effects B are unable to learn lessons from past mistakes C know what could happen if they do something bad, but do it anyway 39 If Americans had an extra day per week, they would spend it A working harder B building relationships C sharing family meals 40 Understanding how people think about time can help us A become more virtuous B work together better C identify careless or ambitious people TranscriptNarrator: Test 1 You will hear a number of different recordings and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions and you will have a chance to check your work. All the recordings will be played once only. The test is in 4 sections. At the end of the test you will be given 10 minutes to transfer your answers to an answer sheet. Now turn to section 1. Section 1 You will hear a conversation between a clerk at the enquiries desk of a transport company an d a man who is asking for travel information. First you have some time to look at questions 1 to 5. 20 seconds] You will see that there is an example that has been done for you. On this occasion only the conversation relating to this will be played first. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and I’d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater †¦ Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Narrator: The man wants to go to Harbour City, so Harbour City has been written in the space.Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 to 5. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and Ià ¢â‚¬â„¢d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater †¦ Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Man: I don’t mind really, whichever option is faster, I suppose.Woman: Well, if you catch a railway express, that’ll get you there in under an hour †¦ Let’s see – yes, if you can make the 9. 30am express, I’d recommend you do that. Man: Great. Which station does that leave from? Woman: Helendale is the nearest train station to you. Man: Did you say Helensvale? woman: No, Helendale – that’s H-E-L-E-N-D-A-L-E Man: What’s the best way to get to the Helendale station then? Woman: Well, hang on a minute while I look into that †¦ Now, it seems to me that you have two options. Option one would be to take the 706 bus from the Bayswater Shopping Cen tre to Central Street.When you get there, you transfer to another bus which will take you to the station. Or, the second option, if you don’t mind walking a couple of kilometres, is to go directly to Central Street and get straight on the bus going to the train station. Man: Okay. Which bus is that? Woman: The 792 will take you to the station. Man: I guess the walk will be good for me so that might be the better option. What time do I catch the 792? Woman: There are two buses that should get you to the station on time: one just before nine o’clock and one just after.But look, at that time of the morning it might be better to take the earlier one just in case there’s a traffic jam or something. The 8. 55 is probably safer than the 9. 05. Man: Yeah, I don’t want to the miss the train, so I’ll be sure to get on the five- to-nine bus. Narrator: Before you hear the rest of the conversation, you have some time to look at questions 6 to 10. [20 seconds] N ow listen and answer questions 6 to 10. Man: By the way, how much will I have to pay in fares? Woman: Well, you can get a ticket on the bus for $1. 80 cash and you’ll need $10 each way for the train.Wait, do you have a Travel Link Card? Man: No, but I can get one before tomorrow. Woman: Okay, well that’ll make it considerably cheaper then. The bus will cost $1. 50 each way, and the train will be – the train to Harbour City will †¦ still cost $10. 00 because you’ll be travelling during peak hours in the morning, so no savings there, I’m afraid. However, if you could come back at an off-peak time †¦ Man: What does that mean? Woman: Well, if you could start your return journey before 5pm or later than half past 7 in the evening †¦ Man: Actually, I wasn’t planning on coming back till at least 8 o’clock anyway.Woman: In that case, you can make quite a saving if you use your Travel Link Card. You did say you were planning to purchase one, didn’t you? Man: Yes, I’ll pick one up later today. Woman: Good – that would mean that your return train journey would only cost you $7. 15 with your card. Man: Thank you. Woman: Is there anything else I can help you with? Man: Actually, there is. Do you know if I can use the Travel Link Card on ferries? Woman: If you’re thinking of the Harbour City ferries that go back and forth between the north and south bank, those are the commuter ferries, then yes.A one-way trip costs $4. 50 but with your card you’d make a 20% saving and only pay $3. 55. Man: So, $3. 55 for the commuter ferry †¦What about the tour boats? Woman: You mean the tourist ferries that go upriver on sightseeing tours? No – they only take cash or credit card. They’re not part of the Travel Link Company. Man: Oh, I see. I don’t suppose you know the cost of a tour? Woman: In actual fact, I do, because I took a friend on the trip upriver just last week. We decided on the afternoon tour and that was $35 each but I understand that you can do the whole day for $65.Man: Thank you. You’ve been a great help. Woman: My pleasure. Enjoy your day out. Narrator: That is the end of section 1. You now have half a minute to check your answers. [30 seconds] Now turn to section 2. Narrator: Section 2 You will hear a guidance counsellor talking to a group of students. First you have some time to look at questions 11 to 14. [20 seconds] Listen carefully and answer questions 11 to 14. Speaker: Hello everyone. I’m the counselling administrator here at St. Ive’s College and I’ve been asked to come and talk to you about our counselling team and the services that we offer.We have three professional counsellors here at St. Ives: Louise Bagshaw, Tony Denby and Naomi Flynn. They each hold daily one-on-one sessions with students, but which counsellor you see will depend on a number of factors. If you’ve never used a c ounsellor before, then you should make an appointment with Naomi Flynn. Naomi specialises in seeing new students and offers a preliminary session where she will talk to you about what you can expect from counselling, followed by some simple questions about what you would like to discuss. This can be really helpful for students who are feeling a bit worried about the counselling process.Naomi is also the best option for students who can only see a counsellor outside office hours. She is not in on Mondays, but starts early on Wednesday mornings and works late on Thursday evenings, so you can see her before your first class or after your last class on those days. Louise staffs our drop-in centre throughout the day. If you need to see someone without a prior appointment then she is the one to visit. Please note that if you use this service then Louise will either see you herself, or place you with the next available counsellor.If you want to be sure to see the same counsellor on each vi sit, then we strongly recommend you make an appointment ahead of time. You can do this at reception during office hours or by using our online booking form. Tony is our newest addition to the counselling team. He is our only male counsellor and he has an extensive background in stress management and relaxation techniques. We encourage anyone who is trying to deal with anxiety to see him. Tony will introduce you to a full range of techniques to help you cope with this problem such as body awareness, time management and positive reinforcement. Narrator:Before you hear the rest of the talk, you have some time to look at questions 15 to 20. [20 seconds] Now listen and answer questions 15 to 20. Speaker: Each semester the counselling team runs a number of small group workshops. These last for two hours and are free to all enrolled students. Our first workshop is called Adjusting. We’ve found that tertiary education can come as a big shock for some people. After the structured lear ning environment of school, it is easy to feel lost. In this workshop, we will introduce you to what is necessary for academic success. As you might expect, we’re targeting first-year students with this offering.Getting organised follows on from the first workshop. Here, we’re going to help you break the habit of putting things off, get the most out of your time and discover the right balance between academic and recreational activities. With Getting organised, we’re catering to a broader crowd, which includes all undergraduates and postgraduates. Next up is a workshop called Communicating. The way people interact here may be quite different to what you’re used to, especially if you’ve come from abroad. We’ll cover an area that many foreign students struggle with – how to talk with teachers and other staff.We’ll cover all aspects of multicultural communication. International students tend to get a lot out of this class, so we p articularly encourage you to come along, but I must say that sometimes students from a local background find it helpful too. So, everyone is welcome! The Anxiety workshop is held later on in the year and deals with something you will all be familiar with – the nerves and anxiety that come when exams are approaching. Many students go through their entire academic careers suffering like this, but you don’t have to. Come to this workshop and we’ll teach you all about relaxation and how to reathe properly, as well as meditation and other strategies to remain calm. We’ve tailored this workshop to anyone who is going to sit exams. Finally, we have the Motivation workshop. The big topic here is how to stay on target and motivated during long-term research projects. This workshop is strictly for research students, as less-advanced students already have several workshops catering to their needs. Well, that’s it, thanks for your time. If you have any questio ns or want more information about our services, do come and see us at the Counselling Service. Narrator:That is the end of section 2. You now have half a minute to check your answers. [30 seconds] Now turn to section 3. Narrator: Section 3 You will hear a conversation between a tutor and two students who are preparing for an English literature test. First you have some time to look at questions 21 to 24. [20 seconds] Listen carefully and answer questions 21 to 24 Tutor: Hello Lorna, Ian. Glad you could make it. You’re the only two who put your names down for this literature tutorial so let’s get started, shall we? I want to run over some aspects of the novel, The Secret Garden, with ou before the test next week. Be sure to take some notes and ask questions if you need to. Ian: Hey Lorna, have you got a spare pen? Lorna: Sure, here you are. Tutor: Okay, so, the story follows two key characters – you should refer to them as protagonists – who go by the name s of Mary Lennox and Colin Craven. The story is set shortly after the turn of the twentieth century, and the narrative tracks the development of the protagonists as they learn to overcome their own personal troubles together. Lorna: That’s quite a common storyline, isn’t it? Tutor: Yes, you’re right, Lorna.So, what can you tell me about the character of Mary? Lorna: Well, in the beginning she is an angry, rude child who is orphaned after a cholera outbreak and forced to leave India and move to the United Kingdom to her uncle’s house in Yorkshire. Tutor: That’s right – and there she meets Colin who spends his days in an isolated room, believing himself to be permanently crippled with no hope of ever gaining the ability to walk. The two strike up a friendship and gradually learn – by encouraging each other – that they can both become healthy, happy and fulfilled in life.Ian: Will we need to remember a lot of these details for the exam? Tutor: Just the basic outline. Examiners don’t want to read a plot summary – they know what the book is about. Focus on narrative techniques instead, such as point of view. Lorna: What’s that mean? Tutor: It’s all about how we see the story. This story, for example, is written from the perspective of what is called an â€Å"omniscient narrator†. Omniscient means all-knowing. So, as readers we get to see how all the characters feel about things, what they like and don’t like, and what their motivations are in the story. Narrator:Before you hear the rest of the conversation, you have some time to look at questions 25 to 30. [20 seconds] Now listen and answer questions 25 to 30. Ian: Won’t it be hard to write a technical analysis? After all, it’s a kids’ book. Tutor: Well, it was initially pitched at adults you know, but over the years it has become seen as a more youth-orientated work. And you’re right in a s ense – the simple vocabulary and absence of foreshadowing make the story very easy to follow and ideally suited for children. But that doesn’t mean there isn’t much to analyse. Look at the symbolism, for instance.Lorna: Symbols are things, right? Material things – like objects – that stand for abstract ideas. Tutor: Absolutely, yes. And the author uses many of them. There’s the robin redbreast, for example, which symbolises the wise and gentle nature that Mary will soon adopt – note that the robin is described as â€Å"not at all like the birds in India†. Roses are used as well – as a personal symbol for Mistress Craven – you’ll see they’re always mentioned alongside her name. And Mistress Craven’s portrait can also be interpreted as a symbol of her spirit. Ian: Are symbols just another name for motifs?Tutor: No, motifs are a bit different. They don’t have as direct a connection with so mething the way that a symbol does. Motifs are simply recurring elements of the story that support the mood. Lorna: Are there any in this novel? Tutor: Yes, two very important ones. The Garden of Eden is a motif. It comes up a few times in connection with the garden of the story. And then you’ve got the role that secrets play in the story. In the beginning, everything is steeped in secrecy, and slowly the characters share their secrets and in the process move from darkness to lightness, metaphorically, but also in the ase of Colin, quite literally. His room in the beginning has the curtains drawn, and he appears at the end in the brightness of the garden. Ian: Anything else we need to know about? Tutor: Yes. Nearly all novels explore universal concepts that everyone has experienced – things like love, family, loneliness, friendship. These are called themes. The Secret Garden has a few themes that all centre on the idea of connections. The novel explores, for example, t he way that health can determine and be determined by our outlook on life. As Colin’s health improves, so too do his perceptions of his strength and possibility.The author also examines the link between our environment and our physical and emotional prosperity. The dark, cramped rooms of the manor house stifle the development of our protagonists; the garden and natural environments allow them to blossom, just as the flowers do. Finally, this book looks at connections between individuals, namely Mary and Colin. This necessity of human companionship is the novel’s most significant theme – because none of their development as individuals would have occurred without their knowing each other. Well, that about sums it up, I think. Lorna: That’s a great help, thanks.Ian: Yes, thanks very much. Narrator: That is the end of section 3. You now have half a minute to check your answers. [30 seconds] Now turn to section 4. Narrator: Section 4 You will hear a talk on t he topic of time perspectives. First you have some time to look at questions 31 to 40. [20 seconds] Listen carefully and answer questions 31 to 40. Speaker: Today, I’m going to be talking about time. Specifically I’ll be looking at how people think about time, and how these time perspectives structure our lives. According to social psychologists, there are six ways of thinking about time, which are called personal time zones.The first two are based in the past. Past positive thinkers spend most of their time in a state of nostalgia, fondly remembering moments such as birthdays, marriages and important achievements in their life. These are the kinds of people who keep family records, books and photo albums. People living in the past negative time zone are also absorbed by earlier times, but they focus on all the bad things – regrets, failures, poor decisions. They spend a lot of time thinking about how life could have been. Then, we have people who live in the pr esent.Present hedonists are driven by pleasure and immediate sensation. Their life motto is to have a good time and avoid pain. Present fatalists live in the moment too, but they believe this moment is the product of circumstances entirely beyond their control; it’s their fate. Whether it’s poverty, religion or society itself, something stops these people from believing they can play a role in changing their outcomes in life. Life simply â€Å"is† and that’s that. Looking at the future time zone, we can see that people classified as future active are the planners and go-getters.They work rather than play and resist temptation. Decisions are made based on potential consequences, not on the experience itself. A second future-orientated perspective, future fatalistic, is driven by the certainty of life after death and some kind of a judgement day when they will be assessed on how virtuously they have lived and what success they have had in their lives. Okay, let’s move on. You might ask â€Å"how do these time zones affect our lives? † Well, let’s start at the beginning. Everyone is brought into this world as a present hedonist. No exceptions.Our initial needs and demands – to be warm, secure, fed and watered – all stem from the present moment. But things change when we enter formal education – we’re taught to stop existing in the moment and to begin thinking about future outcomes. But, did you know that every nine seconds a child in the USA drops out of school? For boys, the rate is much higher than for girls. We could easily say â€Å"Ah, well, boys just aren’t as bright as girls† but the evidence doesn’t support this. A recent study states that boys in America, by the age of twenty one, have spent 10,000 hours playing video games.The research suggests that they’ll never fit in the traditional classroom because these boys require a situation where they have the ability to manage their own learning environment. Now, let’s look at the way we do prevention education. All prevention education is aimed at a future time zone. We say â€Å"don’t smoke or you’ll get cancer†, â€Å"get good grades or you won’t get a good job†. But with present-orientated kids that just doesn’t work. Although they understand the potentially negative consequences of their actions, they persist with the behaviour because they’re not living for the future; they’re in the moment right now.We can’t use logic and it’s no use reminding them of potential fall-out from their decisions or previous errors of judgment – we’ve got to get in their minds just as they’re about to make a choice. Time perspectives make a big difference in how we value and use our time. When Americans are asked how busy they are, the vast majority report being busier than ever before. They admit to sa crificing their relationships, personal time and a good night’s sleep for their success. Twenty years ago, 60% of Americans had sit-down dinners with their families, and now only 20% do.But when they’re asked what they would do with an eight-day week, they say â€Å"Oh that’d be great†. They would spend that time labouring away to achieve more. They’re constantly trying to get ahead, to get toward a future point of happiness. So, it’s really important to be aware of how other people think about time. We tend to think: â€Å"Oh, that person’s really irresponsible† or â€Å"That guy’s power hungry† but often what we’re looking at is not fundamental differences of personality, but really just different ways of thinking about time.Seeing these conflicts as differences in time perspective, rather than distinctions of character, can facilitate more effective cooperation between people and get the most out of each person’s individual strengths. Narrator: That is the end of section 4. You now have half a minute to check your answers. [30 seconds] That is the end of the listening test. You now have 10 minutes to transfer your answers to the listening answer sheet.