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.

Extras Book Summary

EXTRAS Scott Westerfeld Extras by Scott Westerfeld fits into the Juvenile Science Fiction genre. It is narrated in first person by the protagonist of the story Aya Fuse. It is the fourth volume in the Uglies trilogy, and unlike the first three books we are guided through this adventure by Aya Fuse a fifteen-year-old Japanese girl whose one ambition in life is to be popular by kicking an interesting story about something important. It’s been over three years since the cure for the brain lesions was released and the world is slowly regaining what it has lost. They now live without those strict roles and rules from the past, and the world is in a complete cultural renaissance. The story follows Aya and her friends in a world not far from our own where popularity is literally money and people must discover what matters most to them and what they are willing to do to overcome life as an extra. Popularity is everything and will buy you the most luxurious house, the most lavish clothing, and popular friends. Whoever is getting the most buzz gets the most votes. Popularity rules. Aya Fuse's rank of 451,369 is so low, she's a total nobody. An extra. But Aya doesn't care; she just wants to lie low with her drone, Moggle. And maybe kick a good story for herself. She is the protagonist of the story. Throughout the story she gets help from some other characters such as her friends. She meets the Sly Girls who are seemingly ordinary girls who live on the wild side by riding on top of a super fast mag-lev train while trying to stay away from the kickers. Aya has some help getting it right from her famous brother Hiro, her tech friend Ren, her boyfriend Frizz, the always-helpful David, and the Cutters: Shay, Fausto, and Tally. These eight people discover the truth behind the metal shortage and the inhuman freaks, while once again trying to save themselves and the world from destruction. Aya Fuse, accompanied by her hover cam Moggle, crashes a party hoping to track down a group she saw surfing a  mag-lev  train, a story which she believes will make her famous. She follows one of the group's members, Eden Maru, out of the party, but they nearly get away when she is distracted by Frizz Mizuno. Aya leaves without telling Frizz her full name. She then follows Eden into an underground cave, where she is ambushed by the mag-lev riders, who call themselves the Sly Girls. The group's leader Jai gives Aya a chance to join them, but to do so she is forced to drop Moggle into an underground lake. The next day, she visits her brother Hiro. Hiro and his friend Ren Machino refuse to believe Aya's tale of the Sly Girls because they are an urban legend  in the city. Ren agrees to help Aya retrieve Moggle. Aya also happens upon a story about Frizz, discovering that he started a clique based around  brain surgery which enforces honesty. That evening, Aya goes mag-lev surfing with the Sly Girls. During the journey, the girls are surprised when the train stops, and they see inhuman figures loading the train up with a variety of items hidden within a secret underground room. Aya retrieves Moggle, and uses him to film her next excursion with the Sly Girls. They go on another mag-lev surfing trip which ends in exploration of the underground room they had discovered. Inside are many large cylinders of metal and a large chute leading to the top of the mountain, neither of which are understood by the Sly Girls. They plan to return to explore further, but Aya's credibility is ruined by the kicking of a news story about Frizz Mizuno coming to talk to her by her dorm. Aya is forced to break off contact with Frizz in order to lose fame. The story leaves her disillusioned by the hateful comments of the kickers. However, she does have the chance to tell Hiro and Ren about the Sly Girls story. Ren guesses that the chute inside the mountain is a  mass drive  which, combined with the steel projectiles, could be used to launch an attack on the city. When Aya next meets the Sly Girls they reveal that they knew she was a kicker, and have decided to allow her to kick the story of the mass driver. They launch themselves and Aya out of the mass driver with homemade parachutes. This gives them one last thrill before they part ways, and also giving The Sly Girls time to move on to a different city. Aya kicks her story and becomes instantly famous, but is concerned when she receives a message from Tally Youngblood. The message tells her to â€Å"run and hide†, and Aya is nearly captured by the inhumans while trying to do so. Eventually, Aya uses her fame to take control of a high-security apartment, and waits there until Tally arrives accompanied by Shay and Fausto. After talking, the Cutters go hover boarding with Aya, Hiro, Frizz and Ren. Aya has a signal up for her hover cam, and the Cutters boost it so the inhumans could find them. They are soon captured, and on the inhumans ship Frizz ruins their plan. The Cutters knock out the inhumans and put the hover car on autopilot. The Cutters, Aya, Frizz, Hiro, and Ren jump out of the hover car. They then have to travel through a jungle to meet David. After deciding Aya, Ren, Hiro, and Frizz would get in the way, Tally, Shay, and Fausto plan to leave them where they were. Meanwhile the Cutters, would go to destroy the ships of the inhumans. After they have left, Aya says that she is going as well. Ren, Hiro, and Frizz come with her. Soon, they are caught by the inhumans and meet Andrew Simpson Smith. He mistakes Aya for Tally. The inhumans explain what they were doing with the metal, and then they hear explosions. Aya, her friends, and brother rush over there and tell Tally what the ships are for. Soon, everyone is fighting against the fire that the Cutters had started. Aya, Frizz, Hiro, and Ren all become famous in their city. Aya then becomes the 3rd most famous person. Aya, her friends, and the Cutters then go to the Thousand Faces Party. There, Aya meets up with Lai and tells Aya a secret about the cake. After, Frizz tells Aya that he might leave Radical Honesty because he didn't need the group to tell the truth. In the end Aya sees Tally and David together in the dark.

Active Voluntary and Nonvoluntary Euthanasia Essay Example for Free

Active Voluntary and Nonvoluntary Euthanasia Essay ? The term euthanasia originated from the Greek word for â€Å"good death. † It is the act or practice of ending the life of a person either by lethal injection or the deferment of medical treatment (Munson, 2012, p. 578). Many view euthanasia as simply bringing relief by alleviating pain and suffering. Euthanasia has been a long-standing ethical debate for decades in the United States. Active euthanasia is only legal in the Netherlands, Belgium and Luxembourg. Assisted suicide is legal in Switzerland and in the United States in the states of Washington, Oregon and Montana (Angell). Several surveys indicate that roughly two thirds of the American public now support physician-assisted suicide, and more than half the doctors in the United States do too (Angell). Active voluntary and nonvoluntary euthanasia matter because they allow the patient or family to relieve them of pain and suffering, and to die with dignity and respect. In this paper I will argue that it is immoral and unethical to deny a patient the right to die and that active voluntary and nonvoluntary euthanasia should be a legal practice in the United States. When denied the right to die one can endure a tremendous amount of physiological and emotional pain. The 1973 case of Dax Cowart is a great example of this. Dax went through fourteen months of grueling, barbaric treatments of skin debriding, tank soakings, and dressing changes. He compared the debridements to being skinned alive and the solutions poured over his skin were like having alcohol poured over raw flesh except it burns more and longer (Asher). Dax requested on several different occasions to just leave him alone and let him die but all of his physicians’ refused his requests and kept going with their treatment plan. The physicians were going against the principle of non-maleficence, which states, â€Å" Physicians have an obligation to do no harm to the patient† (Munson, 2012, p. 892). Dax suffered through painful debridements for months without proper pain control because his physicians were too worried about him becoming addicted to the pain medications. They knew how painful these debridements were for their patient and they continued to maintain the same treatment plan with no modifications. They deliberately violated the principle of non-maleficence. If active voluntary euthanasia were an acceptable practice in society, Dax ould have been able to refuse the treatments and die by way of infection, or a physician could have given him a lethal injection. Either of these options would have helped Dax to die keeping his wishes of dignity and respect intact. In this case, death is less harmful than the barbaric treatments that Dax had to endure for countless months. Today, many Americans are so concerned about the possibility of a lingering, high technology death that they are responsive to the idea of doctors being allowed to help them die (Angell). This is why we need to legalize active voluntary and nonvoluntary euthanasia in the United States. In an article from The New England Journal of Medicine, Marcia Angell states, â€Å"The most important ethical principle in medicine is respect for each patient’s autonomy, and that when this principle conflicts with others, it should almost always take precedence† (Angell). To deny someone his or her autonomy is to treat that individual as something less than a person (Munson, 2012, p. 900). It is wrong to take control of someone else’s life and to dictate their actions. Each person has a right to act autonomously; in doing this they must have the ability to choose among different options. A forced option is no option at all (Munson, 2012, p. 901). Dax Cowart was denied his autonomy when the doctors would not listen to his wishes of wanting to die; instead they did what they wanted. Munson states that, â€Å"Making decisions for the good of others, without consulting their wishes, deprives them of their status as autonomous agents† (Munson, 2012, p. 902). Dax was not given options to choose from, nor was his voice heard at all in the process, which violated the entire principle of autonomy. It should have been his choice because it was his life. In a completely different case, Terri Schiavo was denied her autonomy when she was kept alive on a feeding tube, when she had previously stated this was not what she wanted if it ever came down to it. With our autonomy, we should have the right to say how and when we die. It should not be based solely on societies morals, values, and beliefs. No one else should have the right to decide how one ends their life, except for that person. We value our autonomy because we are more willing to live with our own choices then to have somebody else decide for us. Active voluntary and nonvoluntary euthanasia give patients their autonomy and right to die with dignity. Active voluntary and non-voluntary euthanasia should be an approved practice because it allows patients who are in a persistent vegetative state the chance to die with dignity, while allowing their loved ones to keep their morals and values in place. Patients that end up in such unfortunate circumstances are unable to use their autonomy and make decisions regarding their treatment and potential end of life care. Maintaining one’s autonomy is part of a dignified death. If these were approved practices, it would allow family members the chance to put an end to their loved one’s suffering the way they would have wanted. It is unethical to force someone to do something against their will, as it is also immoral to make someone live if it’s against their wants or beliefs. On February 26, 1990, Terri Schiavo collapsed and unexpectedly went into a persistent vegetative state, where she remained for fifteen years by sustaining artificial hydration and nutrition through a feeding tube. Terri lost all dignity and autonomy when her terminal illness came, requiring care around the clock. Michael Schiavo believed that his wife would not want to be kept alive in her condition, which ultimately lead to his decision of discontinuing her feeding tube. After a long, tortuous thirteen days, Terri starved to death. The way Terri died was very inhumane and unethical; however it is an approved practice in the United States that continues to be used even today. If active voluntary and non-voluntary euthanasia were an acceptable practice in the United States, patients like Terri would not have to die in such a barbaric way. It is unethical to allow a patient to starve to death, as it is also unethical to deny a patient the right to die (Munson, 2012). Non-voluntary euthanasia would have allowed Terri to die pain free with her dignity and wishes in place. In Timothy Quill’s article, Death and Dignity, A Case of Individualized Decision Making, he talks about his patient Diane, who was diagnosed with leukemia. Diane denied all treatments and eventually agreed upon home hospice care. It was extremely important to Diane to maintain control of herself and her dignity during the time remaining to her. She wanted to remain an autonomous person, and when this was no longer possible, she clearly wanted to die. She asked Dr. Quill for sleeping pills, which he wrote a prescription for knowing she had trouble sleeping, but also knowing it could be a means to an end when the time came for Diane. Diane was able to make an informed decision to take her own life and to die with dignity and her wishes respected in the end. Dr. Quill states, â€Å"I know we have measures to help control pain and lessen suffering, to think that people do not suffer in the process of dying is an illusion† (Quill 2). This is why people in our society should be more open-minded to active voluntary and non-voluntary euthanasia. These two concepts can allow our terminally ill, suffering, loved ones to die with the dignity and respect they deserve, like Diane was able to do. Patients who are diagnosed with a terminal illness such as cancer or progressive neurological disorders eventually become weak and debilitated. These patients end up relying on family, friends, and healthcare workers to help them do their activities of daily living such as batheing and eating. Many of these terminally ill patients lay in bed suffering, with zero quality of life, just waiting to die. These patients have lost their will to live and find no joy or simple pleasures left in life because their pain has become too unbearable. These patients suffer on a daily basis, while family and friends watch, helplessly; as their loved ones decline day by day. It is unethical for society to expect these patients to go on with the quality of life they are maintaining. Terminally ill patients should be allowed to control their demise and end their suffering at their own disposal. Therefore, active voluntary and non-voluntary euthanasia should be a socially acceptable and approved legal practice in the United States. One could oppose the original argument saying that active voluntary and nonvoluntary euthanasia should remain illegal in the United States because it is inhumane and barbaric. Patients do have other options such as hospice programs and pain control. These provide alternative options that can be ethically and morally acceptable in our society. There are a number of options to treat chronic pain such as narcotics. There are an enormous variety of narcotics on the market, all of which can be tried until a specific one is found to be to right for that patient. Palliative care and hospice programs are gaining more attention for the end of life care they provide for terminally ill patients. The goals of these programs are based on comfort care, dignity and respect to the terminally ill patient. These programs allow patients to die with their dignity, respect, morals, and values all in place. Due to the fact that there are other options available for terminally ill patients, other than death, active voluntary and non-voluntary euthanasia should remain an illegal practice in the United States. Another powerful argument made by Marcia Angell is that â€Å"people do not need assistance to commit suicide, with enough determination they can do it themselves† (Angell). People who are too debilitated for physical means can simply just stop eating and drinking and ultimately starve to death, while others given a terminal diagnosis, that have physical means, can end their lives by pills or a gun. This is another reason why active voluntary and non-voluntary euthanasia should remain an illegal practice in the United States. In response to this objection, a rule utilitarian could argue that, the taking of a human life is permissible when suffering is intense and the condition of the person permits no legitimate hope (Munson, 2012, p. 84). Pain cannot always be controlled by narcotics and pain-alleviating techniques, there will always be a small percentage of patients whose suffering simply cannot be adequately controlled. Palliative care and hospice programs are a great idea but are not available to everyone because not everyone has insurance and the means to afford them. They can be very pricy and space is very limited, even with insurance and affordab ility in place. Allowing active voluntary and nonvoluntary euthanasia would give patients more ethical options for death, rather then having to commit the ultimate sin of suicide by starvation or the use of a gun. It is unethical to make a person feel that starvation or the use a gun are their only options. Having the options that active voluntary and nonvoluntary euthanasia can give, would enable a patient to many more ethical options for death, which would ultimately, relieve family members from having to deal with the emotional pain and suffering of finding their loved one’s mutilated body after a self inflicted suicide by use of a gun. Based on the ethical dilemma at hand, my three points have proven that active voluntary and non-voluntary euthanasia should be a legal practice in the United States. One could object this, but I have proven my argument by the physiological and emotional pain one can endure when denied the right to die, by maintaining patients’ autonomy and dignity throughout the process, and by focusing on the quality of life for patients diagnosed with terminal illnesses. The long-standing ethical debate of euthanasia is decades old and will never have a perfect resolution, but one must take into account all sides of each argument to make an informed decision for their self. It is crucial that society remain open-minded regarding this issue. It is unethical to deny a person the right to die. Therefore, active voluntary and non-voluntary euthanasia should be made an approved and acceptable end of life medical practice in the United States. Active Voluntary and Nonvoluntary Euthanasia. (2016, Dec 13).

Participant Observation in Prague Essay Example | Topics and Well Written Essays - 500 words

Participant Observation in Prague - Essay Example Though some of them do not believe on the issue of Virgin mother Mary they consider it with lots of regard. The Chinese tourists are marvel within the church which is rare within their country. Moreover, the camera flares that they utilize appear to augment brightness on the sculpture. They request to take photo of Virgin mother Mary to show back when they go back to China. The guide man gives the history of the hand at the statue to the Chinese tourists. There more sites in regard to the dark tourism within Prague which makes it to be the best tourist destination in the universe thus the Chinese are supposed to visit all of them. Most of the Chinese tourists vehemently fault the early believers found in Prague for inhuman act of fastening the robbers hand on the underlying statue. An Italian man standing behind them does not seem to noticeably comprehend and corrects them by saying the thief deserved it. The man mentions that they should tour identical sites in future trips. The Chinese ponders on the subsequent move, and they choose to excursion Theresienstadt concentration camp. The camp is renowned in the world for offering standard outline and practices in regard to scouting and camping. Chinese tourists seem to possess high quality that pertains to camp. The Chinese tourist are ushered into the renowned Theresienstadt concentration camp by the guide and then directed to small fortress in the camp and the guide seems to be friendly to Chinese tourist as due to their curiosity in the history of the scene. The guide explains to the Chinese tourists the history and significance of Theresienstadt concentration camp. They are directed to small fortress in the camp and the guide seems to be very happy to work with Chinese tourist as they are much acquainted camps. The tourists later return and enter a room where the guide explains the history and significance of Theresienstadt concentration camp. Tourists with assistance of

Materials and Hardware Essay Example | Topics and Well Written Essays - 2500 words - 1

Materials and Hardware - Essay Example Aircrafts can be of fixed wing construction or rotary wing construction. The fixed wing construction consists of the Fuselage, wings, stabilizers, flight control mechanisms and the landing gears while the rotary wing aircraft consists of a main rotor assembly, tail rotor assembly apart from the fuselage and landing gear. (Sun.C.T, 2006) The main properties that are relevant to the maintenance cost and the performance of the aircraft are 1. Density of the material used 2. Stiffness (Young’s Modulus) of the material. 3. Strength (Ultimate and Yield strength) of the material. 4. Fatigue strength of parts which is the ability of a structural member to absorb sustained loads. 5. Toughness to resist fracture and prevent crack propagation. 6. Resistance to corrosion. Use of light alloys in aircraft construction. The different parts of an aircraft that are critical to its functioning include fuselage and the wings, landing systems and stabilizing equipment that form part of the aerosp ace system. Source: Quilter Adam, Composites in Aerospace Applications, Viewed on 28th February 2011. Fuselage is the body of the aircraft and is the space which houses the cargo shipment and all human personnel. This usually employs the monocoque or semi-moncoque construction and uses frames and bulkheads to define the shape of the fuselage. It is however the skin that would bear the entire load of primary stress. (Sun.C.T, 2006) Steel alloys, Aluminium alloys and Titanium alloys are generally used in aircraft construction. Steel alloys have the largest densities and are used generally where high strength and yield strength are of importance. Landing gear units especially employ steel alloys of grade 300M. This has strength of 27000psi and yield stress of 220000 psi. (Sun.C.T, 2006) Alumunium alloys have excellent mechanical properties with low weight to volume ratio. The commonly used aluminium alloys include 2024 and 7075 alloys. Of the 2024 alloys, 2024-T3, T42 have superior fra cture toughness. These alloys are also resistant to fatigue failure with a slow propagation of crack rate. T3 and T42 indicate the heat treatment process that has been used. These are generally used in the construction of aircraft skins due to its shiny and excellent finish characteristics. Ultimate strength of 2024-T3 is around 62000psi with an allowable shearing stress of 40000psi. (Experimental Aircraft Info , 2006) 6061-T6 has good welding characteristics and can be fabricated with the commonly used manufacturing methods. Source: Fuselage of Boeing 777 under construction, Boeing Company, Viewed 28th Feb, 2011 These have an ultimate strength of 45000 psi with an allowable shearing stress of 30000psi and are typically used in aircraft landing mats. 7075-T6, T651 on the other hand have greater strength but has low resistance to fracture. (Engineering studies, 1999) Different aluminium alloys are used in different locations on the aircraft. Since the upper part of the wing is expose d to compressive stress these parts are made of 7075-T6 whiles the fuselage and lower wing sections that have tendencies to fail by fatigue due to the cyclic nature of the stress involved, are made of 2024-T3. (Sun.C.T, 2006) 7075 alloys typically have an ultimate strength of 33000 psi and an allowable shearing stress of 22000 psi. 5052-H32 aluminium alloys

Research Guide Essay Example | Topics and Well Written Essays - 500 words

Research Guide - Essay Example It also aims to publish original and definitive research papers, in which the emphasis is placed on new engineering construction and design developments. The Institution of Civil Engineers’ website https://www.ice.org.uk/ provides student career advice, conference lists, and useful source references for civil engineering aspects. Another relevant website is http://www.icivilengineer.com/, which provides numerous links to hand-picked websites containing information on civil and structural engineering and technology. A third website is http://www.cif.org/, which is managed by the Construction Innovation Forum that seeks to recognize construction industry innovations that improve cost effectiveness, efficiency, and quality of structures and constructions. Finally, the American Society of Civil Engineers runs the http://www.asce.org/ website that has a membership of almost 150,000 in more than 140 countries. This website provides access to journals, magazines, papers, and books related to civil and structural engineering. Lignos, D. G., Hikino, T., Matsuoka, Y., & Nakashima, M. (2012). Collapse assessment of steel moment frames based on E-Defense full-scale shake table collapse tests. Journal of Structural Engineering, 139(1), 120-132 Lignos et al (2012) set out to investigate the critical parameters that influence steel frame structure numerical modeling for reliable simulations of structure collapse. The authors base their collapse evaluations on experimental data from a four-story steel moment frame full-scale shaking table collapse test, as well as a parallel blind numerical analysis contest. They find that prediction of sideways collapse mechanism for regular plan view buildings using 3D and 2D analyses has no clear advantage. They specifically note that a combination of local buckling delays in first story columns and increased bending strength is effective in enhancing

CASE 3 W4 OIS Essay Example | Topics and Well Written Essays - 500 words

CASE 3 W4 OIS - Essay Example In the same direction, the effects of manual ordering bring about inefficiency because not much is done within a short time frame. Once all these effects happen, effectiveness becomes undermined. Currently, there is an unintended effect with the CPOE, which has to do with the continuation of orders that are not explicitly discontinued by the doctor for a patient moving to a new part of the hospital. At Mount Auburn, adverse drug events (ADEs) are the largest injury category, as they account for up to 20% of total injuries (Mount Auburn Case, p. 1). The study at the hospital continues to show that there exists two major form or types of ADEs namely preventable and potential ADEs. Whereas preventable ADEs were noted to be have been resulted from correctable errors, potential ADEs were those that did not result in any injuries. Between these two types, it is expected that the implementation of the information system can lead to a reduction in both. This is because both cases of ADEs are directly attributable to human mistakes, which leads to medical errors. Since the information system will be eliminating most of the human phase of interaction with the ordering system, it is expected that all two forms of ADEs will be reduced drastically with the CPOE. At both Mount Auburn and Emory, it was noted that the CPOE system helped in bringing about standardization of care by reducing the variation of treatments and standardized care whenever possible (Emory Case, p. 7). The evidence of this major change is very glaring when the implementation of the information system is compared to moments before the implementation. For example, before the implementation, patients received preferential treatments based on the discretions of care givers. What is more, patients who were attended to at times that care givers were less tired were sure to receive the best of service than those who

Consequences of a Fall in the Global Price of Oil Coursework

Consequences of a Fall in the Global Price of Oil - Coursework Example Most economists believe that since oil is associated with so many products any change in its price have a trickle-down effect or a chain reaction affecting the prices of many commodities and/or affecting the rate of inflation in the economy or the general price level. If we suppose that there has been a fall in the global price of oil there will be a fall in the quantity supplied of oil because the producers will now be left with a lower profit margin and some of them may also go out of business if they would find it difficult to cover their average variable costs. There will be an increase in the quantity demanded of oil and buyers who were not able to afford oil at previous prices and opted for substitutes may now turn towards oil, current buyers may also buy more. If we take the example of British Petroleum, BP will reduce its quantity of oil supplied to the market because they will now experience a lower return on oil, its current customers may want to buy more since the product is now available at lower prices and some customers may now be interested in purchasing oil rather than purchasing its substitutes such as coal, gas etc. The fall in oil prices may cause some producers who were already finding it difficult to cover their costs to go out of business or shift to the production of other commodities, this means that BP will now have a lower number of competitors in the market and will face a lower competition than in the past. Si nce the affect on the quantity supplied is due to price there will not be a shift in the supply curve of BP, it will operate on its previous supply curve but at a lower point because of the contraction in supply. Similar is the case for quantity demanded, BP will not experience a change in its demand curve because of a change in price, it will operate on the same demand curve but at a higher point due to the extension in demand.

Fast Food Franchise Coursework Example | Topics and Well Written Essays - 500 words

Fast Food Franchise - Coursework Example Both Pizza Hut and Arby’s usually have gift cards offered to loyal customers of the franchise. Arby’s gift is normally a packet of freshly sliced meat (â€Å"Arby’s†). Pizza Hut offers gifts to its customers but unlike Arby’s; it has a variety of gifts that the client chooses. Some of the most common gifts from Pizza Hut to its loyal clients include e-gifts and traditional gifts that normally comprise of pizza, pasta, wings and much more (â€Å"Pizza Hut†). The two companies also have various promotional methods. This is normally in a move to create more awareness of their products to the people in a bid to attract more clients. Apart from television, Arby’s promotional method comprises of use of mascots while Pizza Hut normally relies on offering gifts. The layouts could be an advantage or hindrance to productivity. Gifts cards are the most used forms of luring clients into becoming loyal to the company. This is because once one receives a gift card; he or she becomes a loyal client. Continuous purchasing of food from the company by using the gift card normally results to one getting points, which are usually redeemed for a free meal. Gift cards can also result to a drop in productivity. This is because, once many people have gift cards, the company would start giving out more free food in the form of gifts. Promotional methods used by these companies can be advantageous yet at the same time can be a hindrance to the company’s productivity. The use of television advertisement is a better promotion method. This is because it normally reaches many people at a rather short period. The methods can also be a hindrance to productivity. This is because not many people watch television and this might result to low response from the television promotions hence resulting to decline in a firm’s productivity. The use of mascots as a promotional method is normally beneficial to a company. One reason why mascots enhance productivity in a company is that

Analysis the case study Essay Example | Topics and Well Written Essays - 750 words

Analysis the case study - Essay Example â€Å"The second phase of the research was based on short personal interviews with members of the public, carried out in the streets of Central Manchester† (Peter W. Tumbull, Sheena Leek and Grace Ying, (2000), p.152)A mixture of open and closed-ended questions were used for this purpose. The above research philosophy succeeded in bringing out some statistics about the customers confusion over buying a mobile phone. The research was successful in establishing the earlier findings about the customer confusion once again. Because of the over dependence of secondary data, there may be some errors in the statistics. Most of the companies will never submit original data to the government agencies and The research succeeded in predicting a bright future growth to the mobile the mobile phone industry. It provided important statistics about the different age group preferences in purchasing mobile phones which will be useful for the manufacturers to change their designs to target specific segments in the consumer industry. Among the percentage of users, the result finds that users are still inclined to be younger age groups, with a peak among 25-34-year-olds. In addition, the findings also found that there are differences in the buying criteria and the usage amongst consumers (See Table 6.1). This infonnation could be used to produce specific market strategies for different types of consumers. The results further support the applicability of past research (Peter W. Tumbull, Sheena Leek and Grace Ying, (2000), p.161). The research failed to collect data about consumer’s confusion over the usage of mobile phones with respect to health related issues. The fear about the dangers caused by the mobile phone and tower radiations is growing among the public. At least a small percentage of the public is reluctant in using mobile phones due to their fear about the health issues. This research failed to address such people. The main objective of the research was to

YOU KNOW YOU WANT TO... Essay Example for Free

YOU KNOW YOU WANT TO Essay Kalamkari the ancient Indian art of painting Kalamkari refers to a method of painting natural dyes onto cotton or silk fabric with a bamboo pen or kalam. The name kalamkari translates as pen (kalam) work (kari) in Hindi/Urdu, and was most likely derived from trade relationships between Persian and Indian merchants as early as the 10th  century CE. European merchants also had names for this type of fabric decoration: the Portugese called it pintado, the Dutch used the name sitz, and the British preferred chintz. The name kalamkari is used prominently today, and is synonymous with both painted and hand blockprinted textiles that incorporate natural vegetable/organically-derived dye stuffs. While there are many forms of kalamkari throughout India and the world, the focus of this site is on extant kalamkari practice in Sri Kalahasti, Andhra Pradesh, in South India. WASHING/SCOURING CLOTH Methods for scouring and bleaching of gada cloth vary. Some artists simply immerse gada cloth in cool water over night then beat the wet cloth to remove further impurities. The following sheep dung treatment for bleaching has been described by some artists, -Gada cotton fabric is scoured by immersing it overnight in a sheep dung/water solution (1 lump of dung for 10 liters of water). * The cloth is exposed to the sun for a day by spreading it on the banks of the river. * Water is continually sprinkled on the cloth to prevent it from drying. * In the evening the cloth is washed by folding it and  slapping it against a washing stone, followed by rinsing  in the flowing river. * The cloth is then re-immersed in a freshly prepared sheep dung solution and the process is repeated. * On the second day the sprinkling is stopped in the late evening to allow the cloth to dry. The first step in making a kalamkari painting is the treatment of gada, or unbleached cotton cloth in kaccha or myrobalam and buffalo milk solution.

Analyse How an Adaptation of Your Choice Deals with Gender - Catwoman Essay Example for Free

Analyse How an Adaptation of Your Choice Deals with Gender Catwoman Essay The representation of female super heroes in the media can be said to have had huge institutional, political and social influences that would suggest those in power are favoured at the expense of those without. Female super heroes tend to promote sexualisation and stereotypical gender roles of women, throughout comic books and super hero movies, but why? In this essay I will look at the character of Catwoman, and her representation as a female, particularly in the 2004 adaptation film â€Å"Catwoman†. Originally, she is an iconic character in the batman series. Created in 1940 by Bob Kane (batman creator) and Bill Finger, she has had a strong presence in batman comics and adaptations since then. Her role as a mysterious burglar and jewel thief led her to just miss out on a place in the top ten, ranking 11th in IGN’s ‘Top 100 comic book Villains of all time’ (2009) and 51st in Wizard magazines ‘100 greatest villains of all time’ list (2006). The character has been used in hundreds of comic books, as well as video games, radio stations, TV series, animated series and films. Although she is featured in mostly batman productions and texts, Catwoman was given her first comic book series in 1993, written mostly by Jim Balent. Several years down the line, Catwoman stared as the lead role in the feature film, made in 2004. The movie was an example of post feminism at its best, as in the 1970’s, only 15% of action adventure movies cast female leads. The movie was directed by Pitof and was released on July 23 by Warner Bros. and Village Roadshow Pictures. The cast members include Halle Berry, who plays Catwoman, Benjamin Bratt, Sharon Stone and Frances Conroy. I have chosen to analyse this movie because females are not usually given dominant roles in superhero movies, especially as the lead character. There are many stereotypes that surround women, and I believe this movie challenges those. The film was inspired by the DC comics villain of the same name, however stars a new character, Patience Phillips. There are several similarities to the original character. For example, she has similar office job and is killed by someone she works for. In the 1992 movie staring Michelle Pfeiffer, she uncovers a dark secret in the company and is thrown to her death from a great height. The plot for the more recent movie is very like its predecessor. In both versions she is brought back to life by a group of wild cats. However the most relevant similarity is her appearance and costume. Throughout the film, Catwoman is dressed in a tight black latex costume, black connoting mystery and evil. This material is often associated with sexuality; it clings to her body and shows off her curves. Over the years her costumes have become even more provocative, with this Catwoman being more fetish than ever. These clothes represent Catwoman as a sexual image to be looked at by the opposite sex. Laura Mulvey describes this as the Male Gaze. She explains In their traditional exhibitionist role, women are simultaneously looked at and displayed with their appearance, coded for strong visual and erotic impact so it can be said to connote to-be-looked-at-ness. (1975, p33). It is arguable that woman in the genre of action, drama and super hero are not represented as women, rather an object of sexual desire. The women featured in such genres are slim, pretty, and all wear tight clothing. Lillian Robinson refers to woman super heroes as a pin up girl in a cape, rather than genuine characters (2006). The skimpy outfit has great erotic significance (Richard Reynolds 1994) and could create a negative portrayal of females, as well as being a very bad influence for the young women and girls who watch the movie, or read the comics. Clearly, the media heavily influences teenagers already. They follow the latest fashion trends from celebrities, coolest haircuts, and they diet and loose weight to look like the people they see on TV and in magazines. They look up to the people in the media, and the image of Halle Berry in the cat suit, may encourage young girls to objectify themselves in a similar way. Already, Playboy as a brand has become a fashionable thing, for young girls even at the age of 8. They have the playboy bunny pencil cases, posters and duvet covers. Just like this, cat woman may encourage youthful girls to dress inappropriately with increased sexuality. Even Catwoman’s make-up connotes sexualisation. Her lips are painted scarlet red, which draws your attention straight to her mouth, as well as being the colour of lust to stimulate sexual arousal. This idea is due to the fact men and women have more blood flowing through their lips whilst aroused, turning them a darker shade. Halle Berry was most likely cast because of her beauty. Her eyes, lips, body and sex appeal come before everything else in the movie, (Roger Ebert, 2006). The director of this movie has chosen to portray her as an object of sexual desire for men, rather than a role model for the power and liberation of women. Typical of Hollywood movies, the overtly sexualised view of women is rooted in the darkest chamber of male desire, (Kevin Maher, 2005). She appears powerful and dominant, however, she is in fact the opposite, and inferior to the gaze of men. Laura Mulvey says in her book Visual Pleasure and Narrative Cinema, Women as image, men as bearer of the look, (1975). Personally this idea is predictable and brings nothing new to the genre. Wonder Woman first appeared on screen wearing a gold bra and blue knickers, and in those 36 years gone by, you have to ask yourself, why do superheroes need to be dressed so provocatively? Why can’t the action hero fight crime and ‘kick ass’ in a baggy jumper and a pair of dungarees? Kevin Maher, 2005). I believe the reason behind this is due to the fact that the representation of characters such as Catwoman and Wonder Woman where created by those with power over women. The institution DC comics created both in the 1940’s, which was largely if not entirely controlled by men. Women had no control over their creation and as powerful as Catwoman may be, she is still just an image of the male gaze. Created in a time where females had no authority, they where not able to argue against what could be considered as an unfair representation. Angelia McRobbie has a theory in defence of this sexualised representation, and believes men did not create this image. Women have gained the equality they where fighting for, and now they are using their assets to their advantages. In this case, Catwoman is willingly showing of her body to attract the male gaze, because it gives her power over men. She summarises that post feminism positively draws on and invokes feminism, (1994). However it’s not all negative, Over time things have changed, the presence of female leads in the super hero genre has increased, and to an extent therefore, time has favoured the female lead. Some 50 years ago, males where seen as the hero, there to protect the fragile women. Superman and Lois Lane are a classic example of where the lead role is given to a man, he is strong and courageous, while Lois is inferior to him, she has no special abilities and relies on him completely. However, the number of women in this genre proves a success for the feminist woman and an improvement in today’s society. Iconic actresses such as Angelina Jolie and Uma Thurman have stared as the female lead in modern action movies. Lara Croft, Tomb Raider and Kill Bill are both examples of woman taking active roles, and how accepting it is in this particular genre. Jolie also stared in Mr and Mrs Smith, which showed her as an equal to her husband, just as strong and just as capable of fulfilling the dominant lead. Catwoman has evolved over time, first known as The Cat in DC comics; she then progressed onto TV screens. Her sexual appearance made her an object of desire to the eyes of the male audience, and a role model to girls who wanted to be her, Suzan Colon (2004). In the Halle Berry adaptation, Catwoman is reborn a new woman, sleek, sexy, ambitious and not held back by the restraints of society. She is rebellious and follows her own desires as a feline crime fighter. This representation of Catwoman forces the question that perhaps contemporary women are constrained by the rules of society and are not free. Catwoman challenges the female stereotype and adopts the masculine lead role in this superhero movie. She is a protagonist, independent and capable of standing alone. A crucial scene in the movie shows Catwoman arguing with a large masculine looking man. She demands he turn down his music, which results in her physically attacking him. The argument ends with him lying on the floor with her foot on top of him. This scene portrays her as superior to the man, and the physical pose makes him vulnerable to her. This scene is important, because when she was her human self, known as Patience, the man would not listen to her. As Catwoman, her voice is heard. Simone de Beauvior Invokes ‘the independent women’ who wants to be active, wants to take things for themselves and refuses the passivity men try and want to impose on her. The modern woman accepts masculine values; she prides herself on thinking, getting a job and working to pay her own way, existing on the same terms as man, (1949). Catwoman does exactly that. She completely demolishes feminine stereotypes at the end of the movie when she rejects the love interest and chooses to be a free independent woman. She is not reliant on anyone, especially a man and because of that, I believe this movie demonstrates a victory for women. â€Å"Freedom is power† (Catwoman, 2004). Motivated by revenge, no man stands in her way. However another scene tells a very different story and shows off Catwoman as purely a vision of sexual desire. As she is transformed from patience Phillips, into Catwoman, supposedly now free and independent, we are reminded of her physical qualities. ‘Reminded’ is an understatement actually; it’s thrown in our faces. As she walks across a rooftop the camera angle starts from her feet, moves up her legs and to the top of her body. Paying particular attention to her bum, first impressions are everything! This scene completely confirms Mulvey’s theory, and as Liz Wells suggests, certain films objectify the female star, (2004). However Catwoman is not the only dominant female in this movie. Hedare Beauty is the company Patience works for, and is run by a man named George, or so you are made to believe. Yet in fact, the one calling all the shots is his wife, Laurel. She is controlling the strings of her puppet husband and forces him to her way of thinking. She is an evil, sinister character, full of greed, and in the end she kills her husband in cold blood. She is the villain in this movie, but also a woman in power and free from the constraints of society. In the early 1970’s, after the second wave of feminism, more women were gaining better professions and breaking out of the stereotypical roles. The post modern figure of a female became more appealing to both genders, and resulted in women wanting to achieve higher status in the world of work. An example of such acceptance was seen in the recently released song by male pop artist Ne-Yo, called ‘Miss Independent’. This continues the suggestion of the need for change in the way female super heroes where represented in order to capture the post-modern audience. Catwoman and Laurel Hedare are both great examples of female presence in superhero movies and the result of female empowerment. Judith Butler brings an interesting theory to the table. She believes gender is free floating, rather than fixed, that males and females aren’t simply masculine and feminine. She says that gender is a performance, rather than an aspect of our identity and we behave differently on different occasions. This theory suggests Catwoman isn’t necessarily challenging gender roles by taking on the masculine super hero, but rather an act she’s choosing to play. Women can be masculine because the individual chooses their gender identity. â€Å"When the constructed status of gender is theorized as radically independent of sex, gender itself becomes a free floating artifice, with the consequence that man and masculine might just as easily signify a female body as a male one, and woman and feminine a male body as easily as a female one† (Judith Butler, 1990, p6). Interestingly she suggests that if there where no longer conventional roles for either gender it would be considered the norm for a woman to be in a position of power at work or for a man to stay at home looking after the children. After looking into the history of Catwoman, her creation, and other adaptations in the past, I believe her image is over sexualised. The film is centralised around a beautiful woman, wearing the sexy, tight black costume to do none other than attract male attention. They do however promote that she is a powerful woman and has the freedom to do as she pleases. The fact that a female is the lead role in a movie of this genre is a positive thing. Although the message left behind is that to have freedom and power, you have to entail being objectified. In the end, this movie has done the same as its predecessors, portray woman in a sexualised, unrealistic and in a possibly insulting way.